-Consent & Personal Boundaries-
-Consent & Personal Boundaries-
Embedded Files
Objective: You will learn how to help others understand consent and will consider ways to step in as a bystander in situations of non-consent behaviors.
Introduction
Introduction
Stand in a line on one side of the open space and take one step forward for each prompt that applies to you one at a time.
I know what consent is.
I could offer a definition of consent.
I can think of at least three factors that play into consent.
Main Activities
Main Activities
Defining Consent
Defining Consent
List examples and factors of what defines consent.
Non-consensual Behavior Scenario:
Non-consensual Behavior Scenario:
You're in between classes when you notice a peer putting their hands on another peer you know. Their body language looks like they are not enjoying being touched.
Scenario processing questions:
What's going through your mind at this moment, if you're in this situation?
How does consent apply to this situation?
- What's going through your mind in this situation?
Train of thought:
Train of thought:
"They look like they don't like being touched like that? Can they be fully consenting?
"What will happen to me if I say something?"
"What could I even do in a situation like this?! I don't really remember the rules about consent, so maybe I'm worried about nothing. It would be so embarrassing if I said something and was wrong..."
2. How does consent apply to this situation?
2. How does consent apply to this situation?
What is consent?
What is consent?
FRIES =
Freely given: choice made without pressure or manipulation
Reversible: anyone can change their mind at any time
Informed: everyone has the full story about what is going on
Enthusiastic: participants want to be involved, not just feel they are expected to or have to
Specific: saying "yes" to one thing doesn't mean consent to other things or all things
3. What are our options?
3. What are our options?
Do nothing
Go up to the peer being touched and get them away
Try to convince the peer who is doing the touching to leave the person alone
Gather some other friends to distract and separate the two of them
Find the friends of the person who is being touched to talk to and have them go help
Tell a teacher near by
Other
Closing
Closing
Take out a piece of paper and rip it into two.
On one half, write any lingering questions, concerns, or emotions you want to share.
On the other half, write a response to the options that would feel hardest and easiest for you to take action on in the moment.
Looking for a little more content?
Looking for a little more content?
Extension Activity:
Extension Activity:
Introduce students to this memory device for traits of consent.
Freely given - consent is a choice made without pressure or manipulation.
Reversible - anyone can change their mind at any time.
Informed - you can only consent if you have the full story about what is going on.
Enthusiastic - consent is about things you want to do, not things you feel expected to do or like you have to do!
Specific - saying yes to one thing doesn't mean that you've said yes to other things.
Like the lesson? Here's another on this topic:
Like the lesson? Here's another on this topic:
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