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1. 111 Handout Interviews 1 Instructions You can find a list of different values and norms that people might find important when it comes to sexuality Indicate which norms and values were important in your upbringing and also indicate what you find important when it comes to sexuality Values and norms in relation to Important Not mporant Your own vision sexuality Only do what you also want to a re Ce a a er E ee a re le a a a ee ee E E Boys need to respect giis need to respect girls a t shame your family by misbehaving Sex is OK as long as you practise it safely Girls need to indicate their limits themselves When you re pregnant you are kicked out of the house eect finish your education then start a relationship Handout Interviews 2 Instructions for the exercise in pairs First note down or indicate the three values that are the most important for you Then go through the different questions and discuss in pairs My top three values and norms are Compare your answers with each other Talk about the norms and values that were important in your house when you were growing up and how you knew these are were important has your mother or father told you this Do your values or norms differ or were some of them the same How do you feel about the norms and values that were part of your upbringing Which ones did you internalize and which ones not and why Have you had
2. of e Happiness e Excitement e Sadness e Anger e Fear Methodology e Jealousy 2 Ask participants to stick these pictures on the feelings shield 3 Help participants to identify people they can talk to if they feel angry scared or jealous 4 Ask participants to think about a time when they felt happy and share this with the group 5 Share the happy balloon with others in the group to spread happy feelings 6 Close Guidance and It s important to keep an eye on any participant who may be talking points for feeling distressed or anxious and to offer space for people to the facilitator distance themselves from the group if needed Source Irish Family Planning Association Training Department 2012 Handout Feeling Shield Feelings shield Glue or draw feelings on the shield Family Planning Queensland 2010 JRECAND FPA sas Citediny Every Body Needs To Know 2007 Family Planning Queensland 82 Discovering Your Boundaries My Personal Space Level Level 1 Learning objectives Participants learn to understand their boundaries and what they like and don t like Participants are aware of their boundaries Materials needed Space Duration 20 minutes 1 Explain that everyone has their boundaries and their limits for Methodology many different things from sunbathing to running And everyone s limit can be different Someone can sunbath for half an ho
3. is the most sexy boy man Romance is think is the most beautiful part of a man s body think is the most beautiful part of a woman s body Pay attention to If there is a lack of reaction you could also point to participants to ask them to answer a couple of them at the same time Another alternative is to have the group throw around a soft ball or little cushion and to ask that whoever catches it answers the question of course here as well people can decide not to answer You could also ask the group to come up with questions themselves 2 The carpet Spread out the visual elements pictures clothes candles etc that are connected to sexuality over the carpet and everyone is allowed to pick up one of them Then ask people why they chose this item What does it mean to them You can also collect some questions from the group during this exercise 3 Carpet alternative Postcards with erotic nice and ugly images on the subject of sexuality are laid out on the ground The participants look at the images and each select one which they like and one that irritates them or that they find distasteful They explain their choices to the group The postcards can be put into two categories the likes and dislikes can be put up on the wall so that the two sides of sexuality can be looked at and discussed The carpet exercise can be used to demonstrate that sexuality is such a diverse subject everyone has thei
4. private or public next to each one Provide support if needed To enforce the image of private and public you can use the sign for opening and for closing a door Alternatively you can also use photos of places that are familiar to the participants or you can ask the participants in 55 preparation for this session to bring with them pictures of places they frequent Private parts of the body 3 Give each participant a handout containing drawings of a naked woman and man 4 Ask them to circle and name the private parts of the drawings bodies 5 Ask them why they are private people don t see or touch them without permission Link private and public places with being dressed and undressed Where will an undressed man woman go Where will a man wearing only his underwear go Where can you be naked Optional 1 Play the CD rom All about us to learn about women men private and public spaces participants take turns answering questions in the CD s learning checks 2 Alternatively you can use the handout with the main messages and exercises that are included in the CD rom Guidance and talking points for the facilitator The facilitator should be aware that some participants have never had a personal space and the concept of private space is limited or non existent The facilitator should be aware that public toilets could be considered private as they can lock the door The facilit
5. 5 The massage should be pleasant for both people the one who is being massaged and the masseur 6 The one who is being massaged shows the other person what s he likes You can do this by guiding the other person s hand or by giving hints a little bit harder a bit higher etc 7 The one who is giving the massage should be alert to see if the other person is giving signals to indicate they like or don t like something 8 After a couple of minutes give a signal to change roles Guidance and talking points for the facilitator Talking points e How was it to be massaged e Did you find it easy and were you able to indicate what you liked and what you didn t like How did you do this Try to distinguish different methods they used e Was the other person responsive to your requests signals e How was it to massage the other person Were there places you liked less to touch e Did the other person show clearly what s he like and what s he didn t like How was this for you Guidance notes 89 This exercise is very easy to do A massage can be very relaxing when you feel tired or when you want to be pampered You can do it with a friend or one of your family members If you do it let the other person know what you like and what you don t like Pay attention to One of the conditions for the exercise is that there is mutual trust and safety in the group If you feel there is not trust or safety
6. Source Rutgers WPF Girls talk 85 Setting Boundaries Level Level 2 At the end of the session e Participants will find it important to stop any sexual harassment situation in time ET e Participants will be able to use the two strategies or solutions Objectives to prevent sexual harassment e Participants will be capable of setting and indicating where their boundaries are in different situations e Participants will be capable of stopping a sexual harassment situation Materials needed Flipchart and markers Duration 15 minutes Methodology 1 Introduce the exercise briefly In some situations it might be helpful to share your emotions or tell someone why you do not want like something For instance in a crowded bus your boy girlfriend touches you and wants to French kiss You could for instance say I don t like this now and here because everyone can see us So the situation in which something is happening is also important in your liking or not liking it 2 Ask the group if they have any examples of such situations Tell them they will practise some of these situations in pairs now 3 How it works e You read out a situation e The participants can think of different reactions on how to refuse reject something or someone You could note some of these down on a flipchart Then the pairs get to choose a reaction or more than one e Try the reacti
7. no to being touched e Level 1 when related to social touch of different groups of Level people e Level 2 when talking about touch in romantic or sexual relationships To identify what is an appropriate touch of the body Objectives To identify what is an inappropriate touch of the body e Tobe aware of the different ways people touch other people such as friends family or professionals Learning objectives Participants are able to say yes to appropriate touching and no to inappropriate touching Materials needed e Drawings of appropriate inappropriate touching including facial expressions e Optional CD Rom All about us Duration 50 60 minutes Methodology Introducing the session 1 Write appropriate inappropriate touch and Yes No ona flipchart 2 Write or draw signs to represent OK not OK under each word 3 Explain that we ll be talking about appropriate inappropriate touching use sign language if required and saying yes no to a touch by people you know don t know Appropriate and inappropriate touching 1 Show a picture or a drawing of people touching while greeting each other shaking hands patting each other on the back kissing their cheeks and of a man touching a woman s bottom touching her breast and pinching her bra anda woman trying to hug a man who rejects her etc You can use the drawings in the handout from the Danish Family Plan
8. as agreed Participants take turns to take down the ground rules chart and private sign Guidance and talking points for the facilitator The topics are preferably chosen by participants before the start by completing an accessible topics list document with a support worker carer family member see Consent Form The consent form allows the participants to indicate which topics they want to have as part of the programme although the basic safeguarding topics are non negotiable good bad touch private public and saying no During the exercise pay attention to participation levels when setting ground rules you can also give the participants the opportunity to add their own ground rules This will help to ensure ownership Also notice energy levels and be sensitive to possible emotional distress or participants feeling uncomfortable 21 Alternatively you could also prepare a paper with the ground rules on them in writing and with pictograms that you ask the participants to stamp for approval and commit to The main messages to convey to participants are that they should only participate at the level at which they feel safe and comfortable And that it s important to guard their own boundaries and respect the boundaries of others For rules in relation to confidentiality it is best to explain clearly when in which cases there is a duty to respond report e g in cases where the participants
9. best to ensure that the non verbal communication is matching what you are saying During the next exercise we will be working on this matching your non verbal communication with what you want to say Assignment Ask one of the participants to choose one of the cards from the handout and ask them to depict what is on the card The others have to guess what emotion feeling the other one is depicting angry do not want this insecure in love shy being cool being confident go away sexy happy feeling good not liking something one bit After every time ask the participants e What did you notice in his her posture e What did you feel when seeing him her doing this If the group guessed correctly e How did you know this is what s he was depicting e Do you find it easy to see this with other people as well When the emotion feeling wasn t guessed correctly e Ask the participant to explain what s he was depicting e Asa group think of what can be changed to depict the emotion and as a group depict it all together Alternative e The participants are asked to walk around the room e The facilitator says stop and picks a card and reads it out aloud e Participants are asked to depict what was on the card while walking around e After a while the facilitor says stop again and asks the participants to let go of the feeling by shaking a bit e Briefly discuss How did you depict the emotion What wa
10. genitals e Give the participants some nice lotion they can apply to their hands and face Guidance and talking points for the facilitator Emphasize that it is the participants responsibility to take care of their own body Explain that smelling good might have a good impact on your relationships similarly having a bad smell might have a negative impact on your relationships Source Pro Familia 47 Paying Compliments Subtitle Body awareness Level Level 1 Objectives To appreciate that everyone is different and has positive aspects to understand diversity Learning objectives The participants are able to say positive things about themselves something about their looks body or a skill they have The participants are able to see positive features of their bodies Materials needed No materials needed Duration 15 minutes Methodology 1 Give a short introduction about self image Everyone has a lot of opinions about all sorts of things Also about themselves And that is a self image the way you feel about yourself If you have a negative self image you often feel insecure and find it hard to make choices or to indicate what you like and don t like If you have a positive self image it s easier to maintain your position So feeling good about yourself helps You can get a positive self image by being gentle to yourself and not being too tough on
11. pill photo card injection photo card implant and IUDs coils They can touch them and ask questions You could use a contraceptive suitcase or if you are not allowed to take the contraceptive methods into the sessions use pictures of the different contraceptive methods available Therefore when preparing for this session it is important to find out which contraceptive methods are available to the participants Guidance and See handout with messages on contraception talking points for 115 the facilitator UKfpa Good sexual health and relationships Group session Source plan 9 Pro Familia UKfpa and Senso have easy language brochures available 16 Handout Messages on Contraception Source This is a transcript of the messages from the All about us CD Rom of UKfpa available at www fpa org uk How babies are made In the last topic we learned about relationships and sexual intercourse Sometimes when a man and woman are in a relationship they may decide they want to have a baby Some may be girlfriend and boyfriend while other people prefer to be husband and wife before they decide to have a baby Everyone is different This is a big decision that both aman anda woman will make together when they feel ready to have a baby If you remember we learned that when a girl starts having a period it is her body getting ready to have a baby We also learned about th
12. s back 3 They will then go around the room looking at each other s Methodology words drawings and will have to mimic it to the person so that s he is able to guess what s he has on the Post it on his her back 4 When everyone guesses the game is over and the discussion begins The facilitator should pay attention to the way people mimic each word because that s what is going to be discussed It s possible to ask questions about the way the mimic was done it s also possible to ask how the person would mimic his own word drawing When a certain emotion relationship is Guidance and inappropriate the facilitator should arrange a plenary discussion talking points for about it so that everyone understands why it is not appropriate the facilitator If it s hard to have them all working at the same time it s also possible to have them in pairs in the centre of the group You can also divide the group into pairs and let them discuss the different emotions When closing try to create a happy atmosphere Source APF Portugal unpublished exercise 80 Feelings Shield Subtitle Identifying feelings Level Level 1 Objectives To help participants identify different feelings e Faces representing different feelings Materials needed e A photocopy of a feelings shield see handout e Glue e A balloon Duration 45 minutes 1 Ask the participants to identify from the facial pictures feelings
13. CD Rom Duration 1 hour 1 Drawing of life size body shapes e Put together several flipchart papers and ask for a volunteer to lie down and draw their body shape with someone else s help for their arms and head e Distribute drawings of a man s woman s private body parts or create your own drawing and laminating penis chest breast vulva vagina and public parts like the head face e Ask participants to put one gender s parts on that body shape and name write down each part Repeat with the other Methodology gender e Put both life size drawings on the wall and ask participants to stand by the shape that represents their gender e Also introduce transgender You can look and feel ina certain way and sometimes it matches and sometimes it does not e People have different body shapes smell colour etc and that is OK 2 Alternative 1 play the All about us CD rom Understanding girls bodies Understanding boys bodies Being a man and 40 a woman with participants interacting with the CD s learning checks OR 3 Alternative 2 use the hand out attached and run through the main messages and exercises Guidance and talking points for the facilitator Participants could use local slang names for sexual parts of the human body The facilitator would encourage participants to use the socially accepted words penis vagina etc The facilitator should b
14. a healthy part of an individual s private life It forms part of a variety of sexual activity that an individual may choose to engage in Everyone explores masturbation and it s OK to like it and OK not to like it Source Cyprus FPA AOC MMMM 5 58 Talk to Me About Flirting Subtitle What is flirting all about Level Level 2 Objectives To enable participants to understand the concept of flirting Materials needed e 2 large pieces of cardboard in different colours e Post it notes Duration 25 30 minutes Be sure that the participants know the correct terminology for the various parts of the body and that they know the difference between private and public parts of the body 1 On each of the coloured cards write Flirt in large letters 2 In plenary start a discussion on the issue by asking questions such as What is it flirt How do you do it How does it feel When does it happen Who does it involve Can someone be made sad by a flirt Can flirting making someone happy 3 After the discussion hand out the Post it notes and ask participants to write up to 3 words that they believe are connected or related to the word flirt Ask them to do this without putting their names on the Post it Collect the Post its in a bag or box and shake them up 4 Ask each participant to pick up and read out a Post it note 5 Discuss in plenary briefly dispelling any myths and addin
15. an important part in shaping how you think or feel about sexuality and relationships Everyone gets messages about how they should behave or feel 1 Pass around the two exercise handouts and 2 ask them which messages they received from their parents or carers 3 Ask the participants to list the top three values and norms they got from home They can choose them from handout 1 and write them down on handout 2 4 Afterwards they can compare and discuss their choices in pairs Guidance and talking points for the facilitator After the exercise talk with the group about what came up in the discussions in pairs In your conversations you will have noticed that there are similarities and differences in the way you were raised and the messages you received about sexuality These differences and messages are rooted in different aspects such as culture sex age religion etc As you become older you might start to disagree with some of these messages that you got from your 10 parents and start forming your own opinion making your own choices This might lead to conflicts Everyone makes his or her choices and we should respect each other s choices It s easy to develop prejudices because you don t know each other s background To avoid this it is important to talk to each other Try to include discussions and comments that came up in the group discussion Source Rutgers WPF Girls talk
16. and boundaries The aims of this session are e To get to know each of the participants in the group individual programme Objectives e To agree a ritual to start every session e To create private signs to stop people entering the room when the session is taking place To agree ground rules of behaviour within the group To understand the topics which will be delivered during the programme Learning objectives Young people with learning disabilities are aware of how the sessions are structured and what the ground rules are e Flipchart and markers e Alternatives use of pictograms to explain the rules that need to be adhered to e Use of pictograms that depict the topics that will be discussed during the upcoming sessions ideally you should use the same or very similar pictures to the ones you included in the consent form Materials needed Duration 45 minutes for an individual session 60 minutes for a group session 1 Start e Welcome to the course trainers introduce themselves by saying their name and what they do or they could write their names or pass a ball etc Ask participants to do the same e Timeline purpose of the course trainer writes draws on flipchart the day time number of weeks the course will be delivered e Trainer explains and writes down what the course is about Trainer asks the members of the group if they agree Methodology 2 Main theme e Choosing rituals Tr
17. and to create enjoyment Is everyone engaged Are they able to sit in a circle Can everyone join in Do any group members need extra support Putting private sign on the door This reminds the group that sexuality and relationships are a private matter and reminds staff that interruptions are to be avoided wherever possible The group can often make the sign themselves The group can take turns putting the sign on the door Ground rules Remind the group of the previously agreed ground rules displayed at the front The group should put these ground rules together Ground rules can be changed with the agreement of the group Recall previous session This can be done in various ways Ask the group Show pictures or resources used last time What can the group recall They tend to remember things they have enjoyed that were fun You may need to repeat some of the activities from last time 10 Repeat an activity and see how familiar it is to the group Sometimes it takes several sessions for the group to feel confident with the material Introduce this session A useful learning hint tell students what you intend to do then do it then remind them what they ve done 2 MAIN THEME Warm up activity Make this fun and preferably familiar students enjoy repetition Choose an activity that relates to the topic for the session e g if working on body parts use
18. condoms can help stop the woman from getting pregnant But condoms can also help to stop someone getting an STI So every time you are having sex you should use a condom even if you are using another type of contraception to stop a pregnancy So condoms help stop a pregnancy and stop you getting an STI Let s see how much you remember about STIs Which of these sentences are true and which are false If you think the sentence is true click on the green X if you think the sentence is false click on the red X e Only awoman can get an STI true or false That s right Both men and women can get an STI e You don t always have signs or symptoms when you have an STI true or false That s right You don t always have signs or symptoms when you have an STI e Sometimes if you have an STI it can feel painful when you go to the toilet true or false That s right Sometimes if you have an STI it can feel painful when you go to the toilet e Here are four types of contraception image of pill condom injection and IUD Click on the one that stops you from getting an STI That s right condoms can help stop you from getting an STI Congratulations now you know about STIs if all correct 125
19. each other depends on our type of relationships Family You can watch TV with your family or have dinner together Sometimes you laugh or argue with your family All families laugh and argue Sometimes you hug and kiss each other on the cheek This is OK if you both feel comfortable and happy about this If you do not feel comfortable about someone hugging or kissing you you can tell this person to stop If you are worried tell someone else you can trust Not everyone wants to be hugged or kissed And sometimes other people might not feel comfortable with you hugging them If you do not know the person well ask them if it is OK to hug them or kiss them on the cheek Friends With your friends you can go bowling and to the cinema You enjoy being together and having a good time Sometimes you hug each other or kiss each other on the cheek This is OK if you both feel comfortable and happy about this If you do not feel comfortable about someone hugging or kissing you you can tell this person to stop If you are worried tell someone else you can trust Bus or taxi driver We can talk and laugh with the bus or taxi driver but your relationships with the bus or taxi driver is a different type or relationship from those with your family and friends Within this relationship you don t kiss or hug each other Remember if you do not feel comfortable about someone hugging or kissing you you can tell them to stop If you are worried tell so
20. feet elbows nose etc 3 Now explain that you are going to ask about private parts of the body Make it clear that these should not be touched in a public place like a street 4 Practise the rules for saying no 5 Hold up a picture of the street and ask them Should you touch your vagina penis in the street 6 Help your participants to say No that s private following the rules for saying no 7 Repeat this with other private parts of the body encouraging a loud and clear answer 8 Now use the same picture and mix public and private parts of the body Guidance and talking points for the facilitator If participants are not sure about what the private parts of the body are repeat an activity explaining the private parts of the body Rules for saying no e Breathe deeply e Stand up straight and make deliberate eye contact 62 Say no loudly and clearly Don t smile or laugh be clear that saying no is serious Use a firm pushing away hand gesture to reinforce the words You could also have pictures of people saying no or make pictures of the participants and their no face to show to them afterwards Source UKfpa Talking Together about Sex and Relationships 63 Saying Yes No to Touch Subtitle Identifying what is an appropriate and an inappropriate touch of your body and saying yes or
21. flipchart and 2 Ask participants to tell you what a relationship is Look for answers like people we know like or love and 3 Write them on the paper Who do we have relationships with 4 Ask participants to tell the group about different people they know and relate to and 5 ask them to write it on the flipchart or you do it if they prefer family members friends partners professionals doctors teachers support workers bus and taxi drivers etc Use pictures or drawings to put next to each word Feelings for different relationships 6 Give each participant 2 words like love or 2 drawings of a hand with thumb up like or a heart love and 7 Ask them to stick them next to each of the people written on the list 8 Ask them to talk about their choices 9 Recall the Good Touch Bad Touch session and introduce 3 types of touching kissing hugging and shaking hands you could use the same drawing from that session Type of touching we do in those relationships 92 10 Ask participants to choose the type of touching they think is OK with each of the people in the list 11 Play All about us Appropriate inappropriate touch OR Use the handout with main messages and exercises from the CD rom Guidance and talking points for the facilitator The facilitator must be aware of the cultural difference of touch within circles of families and friends The facilitator must be aware of over
22. green and 2 red cards e A flipchart to keep score e A small prize for the winners optional Duration 25 minutes Methodology Divide the participants into 2 teams The teams get a statement about sexuality The teams discuss whether the statement is true or false They show a red card for false and a green card for true The team with the most correct answers wins the game a a a Examples of possible questions statements e You can also get pregnant if a boy man withdraws e Girls women have a bigger risk of becoming infected with sexually transmitted infections than boys men e There is no need to use contraception the first time you have sex When you take the pill there is no need to use a condom A doctor can see if a girl is still a virgin A girl always bleeds when she has sex for the first time One in five girls has engaged in sex or allowed sex against her will Young girls are extra fertile 83 of girls below the age of 25 masturbate Guidance and talking points for the facilitator It is important to positively reinforce the participants It s no big deal to make mistakes or to not know the answers Talk about the answers with the participants to get more insight into what they know and don t know Source Rutgers WPF Girls talk 53 54 BOUNDARIES AND SAFEGUARDING Public and Private Spaces and Parts of the Body To be able to identify private p
23. in the group then do not do this exercise There are alternative ways to do this exercise that are easier to do such as onlya shoulder massage or back and shoulders You could also demonstrate it with a volunteer or your co facilitator Before the exercise tell the participants that if they don t want to participate in the exercise they don t have to Respect this and don t force them to participate If a large part of the group does not want to participate it might be better not to do it congratulate them on the fact that they have indicated where their boundaries are You can always let the participants know that they can do the exercise with someone at home with whom they feel comfortable Source Rutgers WPF Girls Talk 90 SEX SEXUALITY AND RELATIONSHIPS 91 Relationships with Family Friends and Professionals Identifying different types of relationships which are not sexual subtine and the kinds of touch and feelings attached to those relationships Level Level 1 e To identify different types of relationships which are not l Objectives R e To discuss what kind of touch is acceptable for each relationship e Tobe aware of the feelings attached to each relationship Materials needed Flipchart and markers Optional All about us CD rom Duration 45 60 minutes Methodology Introducing the session 1 Write the word RELATIONSHIPS on a
24. pass the cushion with body parts Are students engaging with this activity Stop it if it s not working Can everyone join in Adapt it to make it easier or harder if necessary First activity Use this with the group to introduce the theme to everyone There may only be time for one main activity if the group works slowly Use it this time and add another one next time when the students are more familiar with the first one Second activity This may be done in small groups pairs single sex groups or individually Think about language ability mobility etc Can support staff work with individuals who need extra help Third activity Again with the whole group bringing everyone together again Summarize what s been done Use an evaluation activity if the group is able Are the students still engaged Get them to help you remember what they ve done in the session Closing activity This might be a realization exercise or another calm winding down activity with the whole group It should be a ritual activity used at the end of each session maybe the same as or a variation on the opening activity 11 4 AFTER THE SESSION Make time to evaluate the session as soon as possible Note any progress or learning any issues arising from the session and any ideas following the session 12 Evaluation Make sure that the evaluation methods are accessible for
25. related to different aspects of sexuality Or postcards related to different aspects of sexuality Themes for the photographs items or postcards can be related to sexuality reproduction gender pleasure etc Duration 20 40 minutes Methodology There are different methods you can choose to broach the topic of sexuality and to start a short brainstorm around it 1 Group interview 2 The carpet Guidance and talking points for the facilitator 1 Group interview The point of the assignment is not to have a very thorough conversation but to keep it going quite fast Don t say anything about the assignment only talk about what you want to do For example I will ak a short question or make a short statement and you are expected to say the first thing you can think of Also state that during this exercise it is OK to talk all at once An example you can give which is unrelated to the subject is for instance my favourite food is or my favourite colour is Also explain that lying is OK and revisit the ground rules if needed 28 Then go into the assignment you can use some of the following statements questions e The first time fell in love was years old The first time fell in love with My first kiss was The love of my life is would like to kiss What would like to do once is think is the most sexy girl women I think
26. report sexual abuse 22 Pictograms for ground rules 9 You can choose not to participate Listening to each other You can ask a question Switch off your mobile phones Laughing is allowed Whatever you say stays in this room Source Pro Familia Landesverband Bayern Active listening Level Level 1 Objectives To encourage participants to stop and listen to what is being said Materials needed Stopwatch or a big clock so everyone can see how much time they have or a bell to indicate when time is up Duration 10 15 minutes plus 30 seconds for every participant in the room Pair off participants with someone they don t know well 2 Give instructions as follows 3 Each person will talk for two minutes about his or her first kiss or any other topic that they choose Even if they have nothing else to say they can choose to stay silent until the two minutes are up It is important to make a note here that they must share only what they feel comfortable with the rest of the group knowing about Methodology 4 The person listening is not allowed to take written notes or to ask any questions or to interrupt 5 When the time is up the facilitator instructs the group that they will each have 30 seconds to summarize what they heard during the two minutes 6 Before moving on ask the person whose story was summarized if they felt it was accurate or not 7 Make t
27. sexualized responses from participants Source UKfpa 93 94 Handout Messages for Saying Yes or No to Touch Relationships with Family Friends and Professionals Source This is a transcript of the messages from the All about us CD Rom of UKfpa available at www fpa org uk There are lots of people in your life family and friends bus drivers or taxi drivers who take you to school or the day care centre support workers and sometimes you go to the doctor or the dentist These people are in your life and this is called relationships How we and others behave towards each other depends on our type of relationships Family You can watch TV with your family or have dinner together Sometimes you laugh or argue with your family All families laugh and argue Sometimes you hug and kiss each other on the cheek This is OK if you both feel comfortable and happy about this If you do not feel comfortable about someone hugging or kissing you you can tell this person to stop If you are worried tell someone else you can trust Not everyone wants to be hugged or kissed And sometimes other people might not feel comfortable with you hugging them If you do not know the person well ask them if it is OK to hug them or kiss them on the cheek Friends With your friends you can go bowling and to the cinema You enjoy being together and having a good time Sometimes you hug each other or kiss each other on
28. someone tells you to Remember you can always say no or stop when you are not feeling comfortable with it Remember you should only have sex in a private space such as the bedroom with your curtains and door closed 99 Masturbation 1 Subtitle Understanding the concept of masturbation Level Level 1 link it with private space e To understand what masturbation is To be aware of female and male masturbation Objectives e Tobe aware that masturbation should happen in a private space e To enable participants to understand that masturbation is a safe exploration of their sexuality Hilary Dixon s Picture Yourself set 4 cards 36 41 set 4 cards 42 48 or pictures of a woman and a man masturbating in her his room Materials needed 1 Give each participant a series of drawings from Dixon s Picture Yourself woman masturbating in her room set 4 cards 36 41 man masturbating in his room set 4 cards 42 48 2 Ask participants to describe each picture prompting them if necessary Methodology 3 Use appropriate language for sexual parts of the body agreed in previous sessions 4 Emphasize that masturbation is fine helps you to understand your body it s done in a private space and you need to clean yourself afterwards 5 Play the All about us CD rom about masturbation and private places OR Alternatively use the handout with the main messages and exercises The facil
29. the cheek This is OK if you both feel comfortable and happy about this If you do not feel comfortable about someone hugging or kissing you you can tell this person to stop If you are worried tell someone else you can trust Bus or taxi driver We can talk and laugh with the bus or taxi driver but your relationships with the bus or taxi driver is a different type or relationship from those with your family and friends Within this relationship you don t kiss or hug each other Remember if you do not feel comfortable about someone hugging or kissing you you can tell them to stop If you are worried tell someone else you can trust Sometimes someone else might feel uncomfortable because you are hugging or kissing them and might ask you to stop and you must listen to them and stop hugging or kissing them Doctor or dentist Sometimes when you are not feeling well you might need to go to the doctor The doctor might need to touch your body to find out why you are not feeling well You can always ask your support worker or someone from your family to come along When you are feeling OK when someone is touching you this is good and wanted touching When you are not OK with someone touching you and have asked them to stop and they do not stop this is bad and unwanted touching Show some illustrations and ask participants to identify the situations as good and wanted or bad and unwanted touching End the session by reminding
30. the woman is now pregnant The baby will continue to grow for nine months in the woman s womb When women first become pregnant they may miss a period feel tired and sometimes they might feel sick Most women s periods stop during their pregnancy Their periods usually start again after their baby is born 117 If you re having sex and think that you might be pregnant then you should tell someone you trust or go to see your doctor If you re having sex and think your girlfriend or wife may be pregnant then you should first talk about this together Then you both should tell someone you trust or go to see your doctor After about nine months the baby will be ready to come out of the woman s womb The woman will usually start to have pains This is called labour and means that the baby is ready to come out of the woman s body Usually the woman will go to a hospital to have a baby but some women choose to have their baby at home Let s look again to see if you know how a baby is made e Click on the picture that shows what s in the semen choice between pictures images of one sperm lots of sperm an egg That s right semen has lots of sperm in it e How many eggs and how many sperm does it take to make a baby Click on the correct picture choice between images of two eggs one sperm one egg one sperm many eggs one sperm That s right you only need one egg and one sperm to make a baby e Click the spac
31. the young people with learning disabilities Use the pictures you used for the consent form to ask them to evaluate the training topic they received training on You can do this by using smiley and unhappy faces For some groups of young people with learning disabilities you might need to use more tactile ways to evaluate the session e g with different types of soft tissue when they liked it and rough fabrics when they did not like it Alternatively you could also use colours Developing a sexuality education plan for young people with learning disabilities When developing a plan to provide sexuality education sessions the topics should be organized as a sequence in which it is not taken for granted that the participants know about the parts of the body and then go on to a session about good appropriate wanted touch unless an assessment of knowledge has been done beforehand This sequence of topics needs to meet the project s main aim prevention of sexual abuse It should be delivered in short sessions 45 60 minutes The programme should be integrated into the partcipants daily routines i e consistently repeated as part of their education and daily life An example of a programme could be Level 1 Body awareness including appropriate names and functions Body changes Personal hygiene Private parts of the body Personal space Body touch appropriate inappropriate wanted unwanted good bad Body safety minimizing ris
32. use before you have sex Click on each one to learn what they are called this is an implant this is an IUD this is the injection this is the pill 1 Click on the condom Some men use a condom Some people call these rubbers The condom is put on the man s erect penis just before he is about to have sex This helps stop the man s sperm from meeting the woman s egg It s important that we put condoms on properly so that they don t tear Condoms can also stop women or men from getting a sexually transmitted infection We will learn about sexually transmitted infections in the next topic Condoms can be bought in lots of shops or chemists Sometimes we can buy them from machines in public toilets Women and men can also get them free from family planning clinics or contraception clinics 2 Click on the pill Some women take a contraceptive pill to stop them from getting pregnant There are different types of contraceptive pills The doctor or nurse will help the woman to choose which contraceptive pill is best for her Women can get the pill from the doctor family planning clinic or contraception clinic 3 Click on the injection Another type of contraception is the injection The woman can get this every two to three months from the doctor 4 Click on the implant Some women get an implant This is the size of a small matchstick which the doctor puts in the woman s arm This stops her from getting pregnant for up to 3 year
33. who helps them keep clean and link back to safeguarding issues Guidance and talking points for the facilitator During the exercise pay attention to participants awareness of their own body and the levels of autonomy in self care Emphasize that it is the participants responsibility to take care of their own body Explain that smelling good might have a good impact on their relationships similarly having a bad smell might have a negative impact on their relationships Source IFPA 50 Swimsuit Exercise Subtitle Parts of the body and boundaries Level Level 1 e Participants have received some training or have some Prior knowledge knowledge on private parts of the body nesas e Participants have some knowledge about good touch and bad touch Objectives To make participants aware of their body parts and the rules of touching e Participants will learn which parts of the body are private Participants will understand that private parts should be covered when in public spaces Learning objectives e A drawing of a naked young person man and woman e Cut out drawings of swimming trunks for men and a swimsuit for a woman or bring swimming trunks and a swimsuit for a woman e Alternatively you can also ask the participants to bring their own swimming costumes e Glue Materials needed Duration 45 minutes 1 Ask the participants to look at the outline of the dr
34. would grow When a girl s body knows that no baby is growing her period starts Sometimes when girls periods start their breasts may become sore they may get some spots on their face get some pains in their stomach and may feel sick Sometimes girls get angry feel moody or cry for no reason It is normal to feel like this Holding a hot water bottle to the stomach can make them feel better If the pain gets really bad the girls should talk to someone they trust Recap different parts of the female genitalia ovary womb fallopian tubes When girls have their period they need something to stop the blood going on to their clothes these are called sanitary towels and there are many types Sanitary towels have a sticky strip that sticks to the inside of the girl s pants You need to pull off the strip on the back and stick it onto your pants Sanitary towels soak up the blood as it leaves the body They should be changed every few hours It is important to wash your hands before and after this is done Some girls and women use tampons instead of sanitary towels Tampons come in different sizes Tampons fit into the vagina and soak up the blood before it leaves the body Girls can go to the toilet when they have their tampon in It is important to remember to wash your hands before and after this is done Girls should remember to check that they have taken out their tampon at the end of their period Girls don t always know when t
35. you can do by standing firm which is what we will practise during this exercise 2 Ask the participants to stand in a big circle 3 Walk around and try to knock the participants off balance by gently pushing them 4 Then ask them to stand really firm and walk around the circle again and try to knock them off balance 5 Compliment the participants when they stand firm Instructions for standing firm Place your feet slightly apart the feet should be approximately under the shoulders Bend the knees slightly you can ask them to first stretch their legs and then to let go so that the knees should automatically be slightly bent Pay attention to your breathing imagine that with every exhale you are sending the breath to your feet imagine you are a great tree that is anchored firmly in the ground by long roots Feel the wind caressing your branches feel how strong and firm you are standing there Feel how 32 now the wind picks up and starts blowing harder You can gently move with the wind but remain standing firm With every exhale your roots are more firmly anchored into the ground e The wind is slowly passing and will count to three and on the count of three you can shake it off A variation is that the participants pair up and each in turn tries to knock the other off balance by gently pushing their back Guidance and talking points for the facilitator How was the exercise how did you
36. you like them e Do you love them Ask the group individual to circle who from the list of people in 58 their life would could be in their personal space inner circle e Ask the group individual to give reasons why these people would could be in their personal space e Draw alarger circle around the small circle Ask the group individual who would be in this outer circle Again a variety of individuals will be named and a discussion around appropriateness should take place Discuss whether individuals can move in and out of each of the circles and individuals can even be outside the circles 4 Discuss issue of Consent e Ask the group individual to discuss what these people need to be in their personal space permission consent e Ask the group individual whose permission consent is needed Get them to shout out my permission my consent e Go back to the circled list and ask if these people can just walk into your personal space or whether they need permission consent often participants will say parents carers family friends bus drivers teachers etc do not need permission Reiterate that no matter who they are they need permission and consent to be in your space e Discuss ways of telling people to leave your personal space and what to do if they don t The No Go Tell Someone approach Anyone a partner boy girlfriend mum dad family etc all need to ask permission and receive
37. International Planned Parenthood Nes 7 Federation European Network A TRAINING MANUAL For empowering young people with learning disabilities against sexual abuse and violence Abstract With the help of the exercises included in this manual you should be able to design educational sessions with young people with learning disabilities to work around safeguarding issues The focus is on helping young people with learning disabilities to become aware of their bodies to identify private and public spaces appropriate and inappropriate behaviour the difference between good touch and bad touch and to empower them and provide them with tools on how communicate their wishes and to say no in a convincing way This publication has been produced with the financial support of the Daphne III This project is co funded by the Programme of the European Union The contents of this publication are the sole EC Daphne III responsibility of IPPF European Network and can in no way be taken to reflect the views Programme of the European Commission About the manual Who is it for The manual brings together exercises that can help you to work with young people with learning disabilities to empower them to prevent sexual abuse and violence It can be used by intermediaries parents or other people that want to work on this topic with young people with learning disabilities The exercises that can easily be adapted to be used by a paren
38. What are the main messages to convey e It s OK to say no e There is always a responsible adult to talk to e lf they feel uncomfortable or frightened about touching that would seem to be OK they have the right to say so Source Cyprus FPA 75 Non verbal Communication Level Level 2 Not for people within the autism spectrum Objectives To explain the differences between non verbal and verbal communication and to underline that it s best that both are conveying the same message Learning objectives e Participants know that when communicating non verbally the message might not always be clear for the other person e Participants know that it is important that what they are saying is in line with their non verbal communication Materials needed Cards Duration 20 minutes 1 Introduce the exercise briefly The following exercise is about Methodology clear communication Communication is not only what you say when you are speaking but there are other ways in which you communicate non verbally your posture eyes etc will first give you some more background and then we can play the communication game 2 Explaination verbal and non verbal communication There are different ways of communicating you can use words to say something and this is called verbal communication You can also talk without using words and this is called non verbal communication Non
39. a woman No matter what clothes a man wears or how he has his hair he will always be a man No matter what clothes a woman wears or how she has her hair she will always be a woman Ask the participants to identify by using some illustrations or pictures who they think is aman and who they think is a woman also have pictures of men dressed like a woman or men with long hair and pictures of women dressed like a man or women with short hair Wet dreams We learned about boy s body parts and the penis If this session does not follow the one on the body recap quickly the different parts of the male genitals penis testicles foreskin and pubic hair We are going to learn a bit more this will help us to know that different things happen to the penis The penis is used for two different things peeing and having sex 43 44 When boys go to the toilet their penis is usually soft and liquid comes out of the penis called urine or pee At other times a boy s penis might be hard and sticks out from his body This is called an erection but sometimes people also call this a hard on This can happen to boys without warning and can make them feel embarrassed When a penis is erect a creamy fluid can come out of it which is called semen and we call this an ejaculation Semen and urine can t come out of the body at the same time Complete the sentence e The liquid that comes out of a soft penis is called e The liquid that comes out
40. afe around them would go to them if need help 73 Subtitle Wanted unwanted and inappropriate touch Level Level 1 Prior knowledge needs Participants understand the concept and idea of privacy Objectives e To differentiate and recognize safe unsafe and inappropriate touching e To practise how to say no to inappropriate touching Materials needed e Flipchart paper and pens scissors sticky tape A2 or A1 size outlines of female and male bodies Small pieces of cloth Duration Brainstorm 5 minutes Plenary session anything up to 30 minutes Methodology Hand out the body images and the pieces of cloth 2 Ask the participants to use the pieces of cloth to cover the private parts of the body in the images 3 Beware that there may be different approaches to male and female body images with regard to which parts of the body are private 4 Brainstorm around the issue of touch and different types of touch 5 Encourage the participants to categorize the brainstorm outcomes into the following three headings e safe wanted touching e unsafe unwanted touching e inappropriate touching 6 Using role play explore ways of saying no in an assertive manner This will help to explore setting personal boundaries Have a role play for each of the categories Include as part of the role plays the importance of body language rules of saying no or standin
41. aims to help participants draw strength from their body Place your feet slightly apart the feet should be approximately under the shoulders Bend the knees slightly you can ask them to first stretch their legs and then to let go so the knees should automatically be slightly bent Pay attention to your breathing imagine that with every exhale you are sending the breath to your feet imagine you are a great tree that is anchored firmly in the ground by long roots Feel the wind caressing your branches feel how strong and firm you are standing there Feel how now the wind picks up and starts blowing harder You can gently move with the wind but remain standing firm With every exhale your roots are more firmly anchored in the ground Themes to be covered with suggested exercises Introductions The exercises under this section cover topics such as getting to know each other but also address how to introduce the topic of sexuality and how to create ground rules for the training Suggested exercises Setting the scene Active listening Getting to know each other Introducing the topic of sexuality What need to know about my body The exercises under this section address knowledge about the male and female body gender and private areas of the body basic personal hygiene and self image Suggested exercises Standing firm Body body image male female Body awareness Personal hygiene 1 Paying comp
42. ainer asks participants to choose a way to 20 start end the sessions every time passing a ball or other object playing a song stretching exercises e Including private sign Trainer asks for someone to create private signs to put up at the door this is to emphasize that this time and space is for them e Creating ground rules Trainer asks participants to list ground rules to be used during training sessions These rules are written drawn on flipchart paper and put up on a wall They are read out signed by all alternatively you can use pictograms depicting the ground rules examples in handout below e Introducing the course topics Trainer shows the topic list the participants had received before joining the group and explains that they chose the list of topics for the course Trainer lists the topics on the flipchart and asks participants for a brief description of each topic Allocation of dates for each one Alternatively you could aslo work with pictograms depicting the different topics that will be discussed during the training 3 End e Summarizing recapping today s session Question and answer about what we have done today rituals private sign ground rules topics e Evaluating the session Participants complete an accessible form by ticking a box or circling if they liked disliked were not sure about the session e Ending with rituals Passing the ball playing a song exercises etc
43. arts of the body Subtitle Learning what is a public and private space and about private parts of the body Level Level 1 e To learn what is a public space and what is a private space Objectives To be able to identify public and private spaces e To be able to identify which parts of the body can be shown in private spaces and which can be shown in public spaces Materials needed Flipcharts and markers Photos of a private place and photos of a public space e g bathroom kitchen bedroom street swimming pool shop or supermarket from the internet or public and private spaces familiar to the participants Optional CD rom All about us Duration 45 60 minutes Methodology _ Introducing the session Write private and public on a flipchart Stick a photo of a private place and a public place under each word Explain that we ll be talking about private and public spaces use sign language if required and parts of the body Exercise saying private and public in the group You could use signs to support this depicting closing a door for private and opening a door for public Main theme Private and private spaces Give a handout with pictures of public spaces and private places e g bathroom kitchen bedroom street swimming pool shop or supermarket to each participant Ask them to identify each picture say if it is a private or a public place and write
44. ategories you can use these pictures throughout the training session when discussing the topic that will touch on these themes Please complete the form before the training You can talk to me about YES NO Level 1 Body awareness Feelings about relationships Public and private space Good touch bad touch Masturbation Saying no Being health and safe Keeping myself clean Relationships Periods Wet dreams How feel Level 2 Safe sex using a condom Ways to help me stop getting pregnant Sexually transmitted infections including HIV Methodologies to deliver a session As their learning disability might have an impact on the learning style of your target group please keep in mind that e Learning and processing of information might take more time e Your target group might have difficulties with concepts such as rights try to find accessible ways to talk about these topics and e Some people in the target group might have very specific challenges such as difficulties understanding the subtleties of interpersonal interactions therefore some of the exercises might not be appropriate for all YPWLD The kind of support and assistance the people need for their learning process will also depend on the person everyone has their own unique learning preferences Work in small groups 5 to 6 people maximu
45. ator needs to stress that other people go in and out of public toilets so this is why these are considered public spaces Source UKfpa 56 Handout Messages for Public and Private Spaces and Parts of the Body Source This is a transcript of the messages from the All about us CD Rom of UKfpa available at www fpa org uk Public and private spaces When we are with people we are usually in a public space When we are on our own we are often in a private space It is important to understand the difference between public and private spaces as people sometimes do different things in private compared with being in public WatchingTV with family and friends or going to a party or cinema these are called public spaces as there are lots of people around A public space is a space where lots of people can go to be together Where you live there might also be public spaces where people might be together in one room e g kitchen and living room And there will also be spaces which can be just for you This is your private space this is usually your bedroom At times it will be important to make this space even more private as you do different things in public and private spaces e g closing the curtains or the door will make your bedroom more private In public spaces people don t take their clothes off as they might do in private spaces But sometimes in public spaces people might not wear all their
46. awing showing a naked man and woman and help them indicate areas that should be covered when they are going swimming in a public pool 2 Ask the participants to put the cut out drawings of the swimming costumes on the naked pictures Ask the participants to identify areas of the body that are covered and explain that these are places where they should not be touched List the parts of the body using the correct names 5 Explain that there are private areas that no one is allowed to touch without their consent If necessary also state that this does not mean that everyone can touch you anywhere else Methodology 3 5 Guidance and During the exercise pay attention to the level of understanding of 52 talking points for the facilitator the named parts of the body and public private boundaries You can repeat this message while on a swimming lesson outing The main message to convey is that rules of touching apply to keep people safe During the explanation take into account the difference between functional touch and sexual touch Source IFPA Body Quiz Subtitle A fun way to find out what young people with learning disabilities know and what they don t know Level Level 2 Objectives To enable the professional to gain an insight into what the young people with learning disabilities know and don t know about their bodies and sexuality Materials needed e 2
47. cipants will have a better oo be nderstanding of Objectives une Ing personal space and boundaries permission and consent and who should be in their personal space and why Materials needed Flipchart paper and markers My Space Bear Duration 1 2 hours Methodology Ask the group individual to list people who are part of their life if the group individuals don t mention them add doctors nurses dentists carers bus drivers etc Ask the group individual to discuss what is meant by personal space their body and arm s length is personal space you could use the image that when you are standing imagine that you are in the centre of a hula hoop that is on the floor and that the round space all around you is your personal space Draw out the My Space Bear as a visual aid to show personal space or other images other than the bear Draw a stick figure in the centre of a page Ask group individual who this could be them Draw a small circle around the stick figure Ask the group individual what this circle represents explain that it signifies personal space Ask the group individual who would be in this smaller circle family boy girlfriends friends teachers etc It will be OK for some people to be in the circle but not for others so a discussion around this should take place If necessary you could use the following questions to prompt the participants e Do they work for you e Do
48. clothes Ask participants to think of places or identify places from pictures where it might be OK not to wear all your clothes Also add one which is not such a space e g OK would be the beach fitting changing room swimming pool not OK would be for instance the activity room in the day centre We have already said that the bedroom can be a private space when your door is closed you should ask people to knock and wait for your answer before coming in When you see someone else s closed bedroom door you should do the same knock and wait until you are told that you can come in The place you live in will have a bathroom A bathroom can be made a private space to make it a private space you should close the door and lock it This stops other people coming in Some public spaces such as a caf restaurant day centre or school also have toilets but these are different from the toilet in your living place these are public toilets Lots of people use these toilets and you may not know them To make the toilet more private you should close the door Show some pictures and ask the participants to say if it is a private or public space 57 My Space Developing understanding of personal space boundaries Subtitle permission and consent and giving individuals confidence to control their personal space while understanding that others have the same control over theirs Level Level 1 By the end of the activity parti
49. conflicts about differences in norms and values in your family and how did you deal with this If you are a girl and have a brother did the same norms and values apply to him If you are a boy and have a sister did the same values apply to her 113 SAFER SEX UEC ssss g e y yenNngngggg Contraception Subtitle Understanding what methods there are to stop a woman from getting pregnant Level Level 2 e To enable participants to understand the concept of contraception e To enable participants to be able to identify different methods Objectives of contraception e To enable participants to understand how contraceptive methods work to stop a woman from getting pregnant e To enable participants to understand how to use these methods of contraception e Contraceptive kit a kit of the different contraceptive methods Materials needed available to the participants if you are not allowed to use samples to demonstrate use life size pictures e Optional All about us CD rom Duration 45 60 minutes 1 Play How babies are made OR use the main messages from the handout below 2 Clarify and explain some of the images 3 Prompt participants to answer the questions on the CD rom 4 Play it again if necessary 5 Show the group contraceptive methods from the kit one by one explaining their names and where they go who needs to Methodology give them to them and how long they last condom
50. consent to be in your personal space 5 Ask the group individual how we will remember personal space permission and consent e Draw two eyes on the inner small circle e Draw two ears on the outer larger circle e You have a bear face image attached My Space Bear 6 Also explain to the group that if they are crossing into someone else s personal space they should also ask permission As it is their responsibility to respect other people s privacy 7 Leave a copy of the My Space Bear as a visual reference Guidance and talking points for the facilitator During the exercise pay attention to e The group s or individuals understanding of personal space e Hugs are an invasion of personal space and need permission consent This might cause some disagreement in the group 59 Discussion points facilitation notes Often those in positions of power real or not such as parents carers police teachers doctors etc are not challenged about personal space Individuals as well as those in these positions need to understand that they need to give reasons why they are in your personal space and must receive your permission consent to be there Hugging can be a real issue It is important to state that while hugs are great sometimes people don t want one or to give one and this must be respected There is functional and sexual touch A doctor nurse or care staff may need to enter your pe
51. e CD rom Guidance and talking points for the facilitator The facilitator must make clear the differences between romantic and sexual relationships and the levels of trust that a sexual relationship requires as well as the consequences of unsafe sex The facilitator must reinforce the positives of a consensual romantic sexual relationship Source UKfpa 97 98 Handout Messages for Romantic and Sexual Relationships Source This is a transcript of the messages from the All about us CD Rom of UKfpa available at www fpa org uk We have learned about relationships we have with family and friends and now we are going to look at another type of relationships As part of growing up we might have feelings for another person that are different from the feelings we have for our family or friends We might get exciting feelings thinking about them or imagining kissing them or being close to this person These are called sexual feelings Sometimes when people talk about these feelings they say they fancy this person For girls e Sometimes as a girl you might get these special feelings for a boy This is normal and OK e Sometimes these special feelings might be for another girl or woman We call this being gay or lesbian This is also normal and OK e Weare all different For boys e Sometimes as a boy you might get these special feelings for a girl This is normal and OK e Sometimes these special feeli
52. e Ovaries e Womb e Fallopian tubes Recap by asking the participants to name the different parts of the body e Vulva Womb Breasts Hips Understandings boys bodies How the body changes when a boy grows into a man As boys get older hair starts to grow all over their body e Most men grow more hair on their face than women and that is why they have to shave e Boys get hair on other places of their body such as on their e Chest e Arms e Back Their voices become deeper and they begin to sweat more All boys have a penis e Sometimes people call these other names such as willy or dick e Each penis has a different size and shape and this is normal e Some boys have foreskin e This is the loose skin around the top of the penis e If they do not wash under this foreskin a creamy liquid can build up under it and start to smell e It is important to keep it clean by washing it every day Boys also have testicles Sometimes people call these other names such as balls or nuts Have a picture or drawing of the external genital area and name the different parts e Penis e Foreskin e Testicles As boys grow older getting taller and stronger e their penis gets thicker and longer e testicles grow bigger e hair will start to grow around the penis and this is called pubic hair Recap by asking the participants to name the different parts of the body o Penis o Foreskin o Testicles o Pubic hair Being a man being
53. e aware of over sexualized vocabulary used by participants which could be a sign of exposure to that behaviour Source UKfpa Illustrations Danish Family Planning Association Sex og Samfund 41 42 Handout Messages for Body Awareness Source This is a transcript of the messages from the All about us CD Rom of UKfpa available at www fpa org uk The following exercises will help us to learn about the body and the different parts of the body and how they change Include or use illustrations when going through these messages Girls bodies main messages There are different ways in which a girl s body changes when she grows into a woman Girls will start developing breasts e Sometimes people call these other names such as boobs e There are different sizes and shapes and that is OK As you grow taller your hips will become broader and breasts heavier Hair begins to grow where they did not have hair before e On their legs and under their arms e This is all normal e There will also be hair growing between their legs We will now focus on the area between the legs e This is called a vulva e The hair around the vulva is called pubic hair e tis important you wash your vulva every day and keep it clean Show what the vagina is and show what pubic hair is Girls and women have a womb you can t see this as it is inside the body Name the different parts of the womb e Vagina
54. e cards to tell a story from the beginning to the end and to place them in the order of their story Methodology 3 The participants have the freedom to build their story and content using the images 4 When the groups are finished they each tell their story to the group 5 Then all the stories can be compared and the group can discuss the differences For the debrief you can use the following questions Guidance and e What was easy talking points for e What was difficult the facilitator e What aspects questions did you debate about in your group e What was hard to say share in your group Source Pro Familia Landesverband Bayern 107 10 Handout It s a Love Story Source Pro Familia Landesverband Bayern 109 Interviews Subtitle Your top three values or norms Level Level 2 To enable the participants to get some sense of the messages their parents have given them in relation to sexuality Objectives p g y To enable the participants to understand that their upbringing background and or culture give them a values framework in relation to sexuality dating and love Materials needed Handouts 1 and 2 Duration 20 minutes Methodology Introduction We have talked previously about sexuality and relationships Everyone will have some experience with love and relationships and has their own opinion about it Your upbringing and your education have had
55. e injection the implant the IUD If all correct Congratulations now you know about contraception 1206 How to Use a Condom Subtitle Putting a condom on taking a condom off a condom demonstrator Level Level 2 e To enable participants to understand the reasons to use a condom To enable participants to identify when to use a condom To enable participants to open the condom wrapper and take the condom out e To enable participants to put the condom on the condom demonstrator and roll it down e To enable participants to roll the condom up a condom demonstrator and wrap it in tissue e To enable participants to understand why they need to throw the tissue in a bin Objectives Condom demonstrator and condoms bring different kinds of condoms different flavours and smells with lubricants and without lubricants Materials needed Duration 45 60 minutes Recap and introduction 1 Q A to refresh the participants memories of the last session using materials objects of reference from the last session 2 Use the objects to be used during the session condom demonstrator and condoms and put them on the table 3 Say that they are going to learn how to put the condom in the wrapper on the condom demonstrator 4 Emphasize the message that this is to stop a woman getting Methodology pregnant and to prevent sexually transmitted infections Main theme 5 You demonstrate how to put a condom on the co
56. e where the sperm fertilizes the egg show image of female internal sex organs and give three options in the ovaries in the fallopian tubes in the womb That s right the sperm fertilizes the egg in the fallopian tube e How many months does the baby grow in the woman s womb Click on the correct answer choice between 6 months 9 months 12 months That s right the baby grows in the woman s womb for nine months Not everyone who has sex will want to have a baby We will learn about what we can do to make sure that we don t have a baby in the topic called contraception Congratulations now you know how babies are made Certificate if all correct Contraception We have learned how to make a baby but we know that not everybody who has sex is ready to have a baby or wants to have a baby If aman and woman are having sex or planning to have sex but they don t want a baby then there are lots of things they can do to help stop them from making a baby Remember a baby is made when the man s sperm meets the woman s egg There are things that men and women can do to stop the woman from getting pregnant This is called contraception VT 0 You can go to your doctor or nurse family planning clinic or contraception clinic to get information and help about contraception Let s now look at some of the different types of contraception These are pictures of some of the different types of contraception you can
57. e woman s ovaries and that about each month a girl may produce a tiny egg Let s look what happens when a girl has a period each month a tiny egg too small to see comes out of the ovary Girls have two ovaries Let s look at where the ovaries are The tiny egg then moves down one of two small tubes to the womb These tubes are called the fallopian tubes The womb is where the baby grows When a girl s body knows that no baby is growing her period starts If you remember earlier we learned about ejaculation When this happens semen comes out of the end of the penis Semen has lots of sperm in it Let s look again to see what happens When boys or men have an erection sometimes a creamy liquid can come out of the end of their penis This is called semen And when this happens we call it ejaculation Urine and semen cannot come out of the penis at the same time Semen has lots of sperm in it It takes only one egg and one sperm to make a baby When a man and woman have sexual intercourse lots of sperm travel in the semen and come out of the end of the man s penis and quickly swim up the woman s vagina and into her womb After the sperm goes into the womb it swims into the fallopian tubes Sometimes the sperm might meet an egg and if it gets inside an egg this is the beginning of the baby The egg has now been fertilized And it moves down the fallopian tube into the womb This then begins to grow into a baby Which means
58. ed drawings You can use this exercise as an entry point to explain about and discuss the different parts of the body and talk about body functions As an extension to the exercise you could also link words to different parts of the body such as feelings actions kisses sex hugs emotions etc It can also be used to talk about pregnancy menstrual cycle etc Once you have discussed the difference between men and 34 women you can ask the participants to stand with the gender they identify with e g people who identify as male can stand next to the drawing of the man the same for the women This might also be a good way to explain about transgender that there are people who might be born as a man but identify as a woman or vice versa and that is OK Guidance and talking points for the facilitator The facilitator must have a strong knowledge about the human body and its functions During this exercise it is important to use the correct language and to explain what happens in the body Depending on the age of the group you can also discuss puberty and the changes to the body during puberty Try to also link the session with emotions and relations When working individually always try to relate to the participant s personal wishes desires emotions etc Source Portugal FPA e The cube set http www apf pt area 100 amp mid 003 amp lvr LVR49cfdd6334 3b9 e The SER Manual activities and draw
59. en it is unpleasant e To empower participants to react appropriately and correctly when confronted with pleasant or unpleasant touching Materials needed None Duration 45 minutes Methodology Divide the participants into pairs Ask them to touch each other The other participant can say no or stop Reverse the roles Discuss several situations stopping others from touching how do you feel when somebody says stop how to react when someone is touching you and you do not want them to aS hs Guidance and talking points for the facilitator It s very important to make sure that no one feels uncomfortable during the exercise Encourage people to say no in an assertive way During the debrief it is important to give people the time and space to share how they felt during the exercise Improve the ability to say no and to make clear to other people what they like or what they do not like You can also reiterate the No Go Tell Someone method When explaining the method you can use the illustration in the handout below from the Danish Family Planning Association Sex og Samfund Say no while standing firm Push the person away and run to someone who can help you but also explain that if they cannot stop the situation it is not their fault Explain that there are some people who will not listen or respect your no 69 Source APF Portuga
60. ept of personal space and e Handing out certificates to the participants after the different modules to indicate that they have completed the module and have achieved the learning objectives Session plan and elements The structure of the sessions should be the same every time with rituals at the start and end of each session and 2 3 activities in the main part to meet the session s key message aim Rituals These are important elements of sessions for people with learning disabilities Ritual beginnings and endings to sessions can make participants feel comfortable and able to relax as they know what will happen each time Recalling previously established ground rules at the beginning of a session is always advisable Ice breakers or getting to know you games in each session are useful to establish the group Repetition and recap will allow the participants to use their new skills Energy levels should be kept high and the pace appropriate to the group Movement and active exercises can keep up the momentum A typical session plan to last about an hour 1 BEGINNING Whaf s happening in the group Settling the group This can be done using a song or music It s a good idea to use the same ritual activity at the start of every session The aim is to make it clear that this is the sexuality and relationships education session not something else to get everyone focused on what s happening
61. erent flavours Discuss the statements briefly and place them under the correct heading of truth or myth 2 Having done this be sure to explain that the idea of the session is to continue looking at truths and myths around a certain issue and that issue is masturbation 3 Divide the group into two mixed groups and hand out one statement at a time 4 Using the statements encourage the groups to discuss whether they are true or false and to place them under the appropriate heading Methodology Sample statements might be e When someone masturbates they only touch their genitals e Only boys masturbate 103 Masturbation makes you feel euphoric and content People who masturbate are in danger of going mad If you masturbate you will get hairy palms Men always masturbate more than women If you masturbate you can t make a woman pregnant Some people feel bad when they masturbate because they feel embarrassed e Only gay people masturbate During the exercise pay attention to the tension in the room and refer back to group ground rules if necessary Be sure to avoid individual stigmatization you can do this by creating groups that play together Guidance and talking points for the facilitator Be ready to expand on truths where needed to help to embed them Ask open questions such as why do you think people would say that or how can we change that Main messages Masturbation is
62. feel standing firm You have learned how to stand firm and you can use this in different situations It will help you to feel stronger in situations when you feel insecure Source Rutgers WPF 33 Body Body Image Male Female Exercise that promotes knowledge of the human body its parts and Subtitle functions Level Level 1 Objectives To promote knowledge about the human body development and differences between boys and girls Learning objectives Participants are able to name different parts of the body Participants are able to identify feelings connected to their body Materials needed Picture of a human body e You can draw the contours of a participant on a very large sheet of paper See sample pictures below e You can use a set of cubes that fit together and form figures that allow working on body issues relationship and affections e You can also use a large drawing of a female and a male body see below Use the activities and drawings from the SER manual and from the Manual for Professional School APF Duration 30 minutes Methodology Link words to the different parts of the body give them the names and ask them to put the words in the right place on the body You could also ask them to draw or make the parts of the body out of play doh and put the drawings play doh creations in the right places on the body or if they can t draw use laminat
63. g firm Guidance and talking points for Safe touch touching makes the participants feel safe and includes nurturing touches and touches that makes them feel 74 the facilitator cared for Safe touching includes hugs caresses pats on the back putting an arm around a shoulder etc Safe touching can include touching that hurts such as the removal of a splinter Unsafe touch touching which causes pain such as kicks punches pushes pinches Participants are encouraged to see that this type of touch is not acceptable to them or by them Inappropriate touch this category might include touching which the participants see as safe but which they don t want from particular people or in particular situations So it might include certain types of hugs or caresses or certain types of touches in places which have been seen as private on the body map exercise at the beginning Participants are encouraged to explore how they might say no to inappropriate touching even if it comes from someone they know and like Make sure that the scenarios that are chosen for role plays are within the group s ability e g how to say no when someone is tickling me or how to say no when someone is asking me to cheat in an exam or someone is asking to borrow money or asking me to fight someone for them etc Often it helps to ask in plenary what scenarios the group find difficult and to role play around them
64. g to Methodology truths 6 Place the myths on one piece of cardboard and the truths on another Guidance and During the exercise pay attention to participants who may feel talking points for uncomfortable or distressed and make space for them to be able the facilitator to express how they feel and to choose the level at which they want to participate Be sure to have ground rules around respect 105 for each other and no self disclosure Use the plenary session to gauge the level of knowledge of the group to be able to pitch the session to their level of understanding Ask open ended questions such as how did that feel Main messages Flirting can be fun and safe If you flirt with someone be prepared to accept that they may not always like it If you feel uncomfortable or unsafe if someone is flirting with you you have the right to say so Source Cyprus FPA 16 It s a Love Story Subtitle Reflection on practice values and language Level Level 2 Objectives To enable participants to think about the values and practices within a romantic relationship Materials needed Laminated selected illustrations see handouts below Duration 15 minutes for group work each group 5 10 minutes reporting back and 5 10 minutes debriefing in plenary 1 Divide the group into small groups and give each one of the groups a set of picture cards 2 Ask the participants to use th
65. gy 1 Hand out the personal file handout and paste the participants picture in the first frame 2 Ask the participants to write their name or write the participants name on their personal file 3 Ask the participants to complete the other sections if they cannot or do not wish to write they can also draw the other categories e where live e where work e what like 4 Hang the different personal files in the room during the training sessions Guidance and talking points for the facilitator You can hang these up in the room during the training sessions It is a nice way to get to know each other and can also serve a reminder of the participants names Source Pro Familia Passau 26 Handout Wanted AM a NYT bad See bad SSP 244 A d lt lt 4 b lt lt IN A EN A 40 1 NNSA Amy T NNN A A DP AND A 27 Introducing the Topic of Sexuality Level Level 1 To brainstorm about what sexuality means ee To demonstrate that sexuality can be interpreted very Objectives differently by different people e To show how people s experiences also colour their interpretation of the word sexuality Learning objectives Participants understand that sexuality is a very broad concept and that different people can understand different things under it Materials needed Group interview none The carpet Different items and photographs
66. he point that sometimes it is important to make time to listen instead of focusing on preparing the next question response or thought During the exercise be sure to emphasize that each participant must share only as much as they feel comfortable and safe doing Points for discussion e How easy or hard was it to share such details with a person you hardly know e Did it make a difference not being interrupted in your train of thought e How did you feel when you couldn t ask for clarification or more information etc Guidance and talking points for the facilitator Main messages 24 e tis often important to listen without interruption and without guiding a conversation e Sometimes it is important to take the time to listen rather than to be preparing our next question response or thought e Some participants may have short term memory challenges and some may for instance have dyspraxia and may find it difficult to write There can be an option here to use a laptop pictures of faces with a ready made chart to help remember the conversation rather than relying on written words Source CFPA 25 Getting to Know Each Other Level Level 1 Objectives To get to know the members of the group Materials needed e Handout with Personal File e Polaroid camera or ask the participants to bring a picture of themselves e Glue Duration 20 minutes Methodolo
67. heir period is coming and they might find blood on their bed sheets and pants This is normal It is a good idea to always carry a towel or tampon with you when you think you might be getting your period Don t throw the tampon or towel in the toilet This might block the toilet Wrap it up and put it in a bin Have different items or pictures of items and ask which one you would use during your period e g sticking plaster sanitary towel normal towel and tampon When women grow much older their periods may not come every month and then they will stop altogether This is called the menopause or is sometimes called the change There are also other times when a women s period stops when a baby is made and the woman is pregnant 45 46 Illustrations of women s and men s bodies Source Sex og Samfund Personal Hygiene 1 Subtitle Self care self awareness self image and self esteem Level Level 1 Objectives To help participants identify self care Ways to keep themselves clean and whoever helps them keep clean Materials needed Soft washcloths Duration 15 minutes Methodology Everyone gets a small washcloth 2 Stand in a circle and explain that during this exercise you are going to demonstrate how to wash your body for daily hygiene 3 As a facilitator you can demonstrate how to do it e Wash your body face fingers in between the fingers as well armpits toes
68. ings in it http www apf pt area 100 amp mid 003 amp lvr LVR47e1262824 a69 e Programa de Educa o Sexual para o Ensino Profisisonal Sex Education Programme for Professional Schools Pro Familia Germany 35 Sample Pictures Source Pro Familia Passau Source Pro Familia Landersverband Bayern 36 Handout Drawings Source Sensoa Make it Work 37 Handout List of Words Terms These are some examples of terms you might use try to adapt the list to the situation and the participants in your session Breast Penis Hip Beard Belly button Anus Pubic hair Clitoris Armpit hair Nipple Prostate Foreskin Testicle Semen Ejaculation Ovary Vagina Ovarian tube Womb Love Shaving Hugs Kisses Masturbation Heartache Vaginal secretion Nocturnal emission wet dream Bottom buttocks Urinary meatus Labia majora Bladder Egg cell Scrotum Glans 38 39 Body Awareness Subtitle Being aware of female and male sexual parts Level Level 1 Objectives To teach participants about the male and female sexual parts of the body Participants are able to e Identify female sexual body parts Learning objectives e Identify male sexual body parts e Differentiate between female and male sexual body parts and e Identify gender in themselves Materials needed e Flipchart and markers Optional All about us
69. ionships with family friends and professionals Romantic and sexual relationships Masturbation 1 Masturbation 2 Talk to me about flirting It s a love story Interviews my top 3 values and norms 16 These exercises touch on the following rights e the right to education and information the right to equality the right to security of the person the right to bodily integrity the right to liberty the right to privacy the right to personal autonomy e the right to participation of all persons Safer sex The exercises in this section give young people information on how to prevent an unwanted pregnancy and sexually transmitted infections Suggested exercises e Contraception e Using a condom e Sexually transmitted infections These exercises touch on the following rights e the right to education and information the right to equality the right to security of the person the right to bodily integrity the right to health the right to participation of all persons Learn more resources and tools Most of the exercises that are proposed in this manual are part of tools that were developed by the Member Associations that developed the manual A brief description of each of these tools and other relevant resources can be found online 17 EXERCISES INTRODUCTIONS Setting the scene Level Level 1 Subtitle Introduction to the course introducing the programme its topics rituals
70. itator must emphasize that masturbation is a positive sexual behaviour when done in a private space e g with the door closed and a do not disturb sign on the door or if you are sharing the room under the blankets Guidance and talking points for the facilitator The facilitator must make clear that it is a choice and that both masturbating and not masturbating are OK Source UKfpa 10 Handout Messages for Masturbation Source This is a transcript of the messages from the All about us CD Rom of UKfpa available at www fpa org uk Girls We have learned about the vulva and vagina Here is a picture of the vulva repeat the parts of the vulva vagina and pubic hair Now we are going to learn about the vagina and masturbation Most girls like to touch a little bump in their vulva called the clitoris Girls like to touch the clitoris because this gives them a nice feeling in their body This is called masturbation or is sometimes called playing with yourself and is a normal thing to do Sometimes when girls do this the nice feeling gets stronger and stronger and they can have what is called an orgasm When this happens the vagina will become wet and the nice feelings become stronger Some people like to masturbate and some people don t and whatever you choose to do is OK Masturbation is normal and is not harmful and helps you to know your body better We have learned about public and priva
71. k who do you tell trust Sexual rights Relationships with family friends professionals link with appropriate inappropriate touch Level 2 e Relationships with boyfriends girlfriends from holding hands to sexual intercourse consent e Contraception e Sexually transmitted infections safer sex There are some messages that are crucial and cross cutting and that come back regularly throughout the proposed exercises These are No Go Tell someone During the sessions at certain points it is important to give the participants clear guidance on how to deal with an uncomfortable situation such as when they are confronted with unwanted sexual behaviour A first step is saying NO But it is also important to explain that there are some people who would not listen or respect their no The second step is to GO e g push the other person and run away and to go to someone who can provide help If for some reason they do not succeed in running away they should find someone who they trust and TELL them what 13 14 happened But be sure to tell the participants that if something happened to them it is not their fault How to say no These instructions aim to help participants say no loud and clearly Breathe deeply Stand up straight and make deliberate eye contact Say no loud and clearly Don t smile or laugh Use a firm pushing away gesture to reinforce the word How to stand firm This exercise
72. l APF School Kit for the 3rd level of school http www apf pt area 100 amp mid 003 amp lvr LVR4acf6cd849944 Illustrations Sex og Samfund 70 Handout Illustrations for No Go Tell Someone Source Sex og Samfund 71 Safeguarding Contacts Subtitle Who can trust to listen to me believe me and help me feel safe Level Level 1 Objectives To enable the participants to identify who will listen to them believe them and help them feel safe Materials needed Pen and paper Pictures of carers family and friends of the participants Flipchart paper and glue Duration 45 minutes Methodology 1 Ask participants to place the cards which say like Know well listen to them trust them feel safe around them would go to them if need help 2 next to the pictures of the different people and to match the emotion with the person Emphasize to participants that it s good to feel listened to and supported Guidance and talking points for the facilitator During the exercise pay attention to who the participants say they trust Emphasize to participants that they the participants are important and to keep telling people until someone helps them feel safe Source Irish Family Planning Association Training Department 2012 72 Handout Cards like know them well listen to them trust them feel s
73. le saying something about themselves you can ask them to say something about their neighbours Pay attention to the language that the participants use During the exercise participants often downplay or try to weaken what they are saying for example the least ugly is When this happens ask the participant to repeat it but more strongly If it does not work you can repeat the exercise on Standing firm Source Rutgers WPF 49 Personal Hygiene 2 Subtitle Self care self awareness self image and self esteem Level Level 1 Prior knowledge needs Participants know the different names of parts of the body Objectives To help participants identify self care Ways to keep themselves clean and whoever helps them keep clean Learning objectives Participants know how to keep themselves clean Materials needed e Picture of man and woman e Pictures of bodily fluids tissues wipes bathing showering e Glue Duration 45 minutes 1 Stick pictures of aman and a woman onto a sheet of paper 2 Ask participants to think of bodily fluids that come out of the human body List or glue pictures of bodily fluids and place Methodology near the nose mucus underarms sweat mouth saliva 3 Ask the participants to think of ways of keeping the body clean from the bodily fluids List or glue pictures of tissues wipes and bathing showering 4 Ask the participants
74. lic toilets and say for each of them if they are a public or a private space People should only masturbate in private spaces such as in your bedroom with your door and curtains closed People should never masturbate in public spaces Use the illustrations again and ask participants if it is OK to masturbate there or not pictures of a bedroom living room supermarket public toilets park and bathroom 12 Masturbation 2 Subtitle Understanding the concept of masturbation Level Level 2 e To understand what masturbation is To be aware of female and male masturbation Objectives e Tobe aware that masturbation should happen in a private space e To enable participants to understand that masturbation is a safe exploration of their sexuality Materials needed e Flipchart with the word truth and one with the word myth Handouts with true and false statements about masturbation Duration 45 minutes In this activity participants are requested to explore statements about masturbation and to determine which are true and which are myths 1 Start with two statements unrelated to the subject to break the ice and to help the participants feel more at ease while exploring the realms of truths and myths This will also help participants to understand that this is an information sharing session not a masturbation demonstration For example ice cream is always blue and ice cream comes in many diff
75. liments Personal hygiene 2 Swimsuit exercise Body quiz These exercises touch on the following rights e the right to education and information e the right to health Boundaries and safeguarding The exercises under this section touch on private and public spaces and behaviour connected to both aims to provide the young people with skills tools on saying no and on how to distinguish good touch from bad touch It also talks about the concept of personal space Suggested exercises e Public and private spaces and parts of the body e My space 15 No That s private Saying yes no to touch Saying no role play Safeguarding contacts Touch Non verbal communication body language Emotion game Feeling shield Sentimental mail Discovering your boundaries my personal space Setting boundaries Massage These exercises touch on the following rights the right to education and information the right to equality the right to security of the person the right to bodily integrity the right to liberty the right to privacy the right to personal autonomy Sex sexuality and relationships The exercises in this section talk about the different type of relationships young people with learning disabilities have in their lives and behaviour that is appropriate within these relationships It also talks about masturbation connected to private spaces Suggested exercises Relat
76. liquid coming from his penis This liquid is also known as a discharge And it can be thick or watery creamy white yellow or green It might be smelly This means that he might have an STI Sometimes a person might feel pain or a burning feeling when they pee when they go to the toilet This can happen to both men and women Sometimes a man might find a rash lump blister or have an itch around his penis Sometimes a woman might find a rash lump blister or have an itch around her vagina Most STIs can be treated if the treatment is started as soon as possible Usually you will be given tablets to take or cream to use It is very important to get treatment as soon as possible so that you stay healthy If you think you might have an STI you should go to see your doctor Some hospitals have clinics where you can have a test and get treatment These clinics can have different names such as a sexual health clinic or G U M Sometimes also called the gum clinic Now we are going to learn how to avoid getting an STI Do you remember we learned about condoms when we talked about contraception Let s look at that again L s 9 ie85 as Some men use a condom Some people call these rubbers The condom is put on the man s erect penis just before he is about to have sex This helps to stop the man s sperm from meeting the woman s egg It s important that we put condoms on properly and that they don t tear We know that
77. m and or deliver individual sessions When training young people with learning disabilities it is important to keep in mind the following rules of thumb e Break down the learning into small steps objectives make sure you tackle the learning objectives step by step and only move on to the next one when the previous one is achieved e Use several different methodologies to address one learning objective visual cues auditory information reading written preference and kinaesthetic or tactile learners e It s important to tell the participants that they always have the opportunity not to participate This should be repeated at the start of every exercise so that they can either choose not to participate or keep some distance from the main group if they need it When staying in the big group becomes uncomfortable for the young people there should be a space available where they can safely go for a time out or a safe space in the room You should discuss this when setting the ground rules and also agree the amount of time they can use to be apart from the group fix a set time e g 5 or 10 minutes Other hints and tips that came up when discussing with the experts were e Using playdoh this could be used as a stress ball to alleviate stress when talking about uncomfortable topics e Using pipecleaners or other tools that the young people can use to indicate they have a question e Using a hula hoop to explain the conc
78. meone else you can trust Sometimes someone else might feel uncomfortable because you are hugging or kissing them and might ask you to stop and you must listen to them and stop hugging or kissing them Doctor or dentist Sometimes when you are not feeling well you might need to go to the doctor The doctor might need to touch your body to find out why you are not feeling well You can always ask your support worker or someone from your family to come along When you are feeling OK when someone is touching you this is good and wanted touching When you are not OK with someone touching you and have asked them to stop and they do not stop this is bad and unwanted touching Show some illustrations and ask participants to identify the situations as good and wanted or bad and unwanted touching End the session by reminding the participants of the following If someone touches you and you do not want this ask the person to stop If you are worried about this go and tell someone else you trust If someone asks you to stop kissing or hugging them you must stop 67 Handout Illustrations of Appropriate Inappropriate Touching Source Sex og Samfund 68 Saying No Role Play Subtitle Providing situations in which touch is considered pleasant or unpleasant and then discussing different situations or scenarios Level Level 1 e To enable participants to identify situations when touch is Objectives pleasant and wh
79. ndom demonstrator explaining that it represents an erect penis and then explain every step tear the wrapper on the serrated side take the condom with your fingers not with your teeth or nails as it may tear pinch the top of the condom to get the air out to stop it from bursting and put it on top of the demonstrator roll it down using you fingers then explain the erect penis goes into the woman s vagina When the man has 121 come ejaculated ask what this means and explain if necessary the man needs to pull out before his penis gets soft by holding the condom at the base of his penis to stop it from slipping off into the vagina then he needs to get a tissue wrap it around the base of his penis and pull the condom off his penis wrapped in the tissue then put the condom in a bin not down the toilet to stop it getting blocked 6 Repeat the demonstration 7 Participants practice how to put a condom on by following your instructions while you do another demonstration 8 Participants repeat the exercise Guidance and You use condoms to stop pregnancy and to prevent infections talking points for the facilitator Source UKfpa Good sexual health and relationships Group session plan 10 Sexually Transmitted Infections STIs Subtitle Identifying what an STI is Level Level 2 e To enable participants to identify the symptoms of STIs Objectives e To enable partici
80. ngs might be for another boy or man We call this being gay or homosexual This is also normal and OK e Weare all different Sometimes this special person becomes our boyfriend or girlfriend and this relationship will be different from the other types of relationships we talked about With our girlfriend or boyfriend we might like to hold their hands or enjoy kissing or cuddling with them Show pictures of the different relationships e g friends family boy girlfriend gay men lesbian women doctor carer support worker and bus driver and ask the participants to identify the right picture for each type of relationship Sometimes when two people have been together for some time talked about things done a lot of things together and met each other s friends and family they may love one another and want to be together so they might decide to become engaged and get married When you have been together for a long time and trust like or love the other person you might want to have sex with them Some people wait until after they are married before having sex When people talk about having sex most of the time they will be talking about intercourse we have already talked about the erect penis and the vagina intercourse is when the erect penis enters the vagina This can lead to getting pregnant and making a baby You should never have sex unless you are very sure and you are comfortable with it You should never have sex when
81. ning Association Sex og Samfund or use pictures from the internet 2 Ask participants to describe each picture prompting them if necessary facial expressions position on the body etc 3 Ask them to pin stick each picture on the flipchart paper under the appropriate or inappropriate touch sign Ask them why 64 they have put it there and discuss in the group to come to an agreement Optional 1 Play the All about us CD rom on relationships appropriate and inappropriate touch Ask the participants to answer the questions at the end 2 Alternatively Use the handout with the main messages and exercises as included in the CD rom Guidance and talking points for the facilitator The facilitator must make clear the link between saying no to inappropriate touch and yes to appropriate touch Source Exercise UKfpa Illustration Sex og Samfund 65 66 Handout Messages for Saying Yes or No to Touch Relationships with Family Friends and Professionals Source This is a transcript of the messages from the All about us CD Rom of UKfpa available at www fpa org uk There are lots of people in your life family and friends bus drivers or taxi drivers who take you to school or the day care centre support workers and sometimes you go to the doctor or the dentist These people are in your life and this is called relationships How we and others behave towards
82. not feeling well and don t want to have sex Delaying Maybe tomorrow Use a pretext My stomach is hurting Dodging Let s go out and get something to drink Ignoring by starting to do something completely different Becoming angry Stay the hell away from me Make the other person feel guilty Can t you see I m tired and not feeling well Conclusion Indirect ways can sometimes be useful as they can alleviate the situation a direct and convincing message might be preferred Then it is clear what you want and what you don t want and the other person knows where s he stands Pay attention to the following things during the exercise e When thinking of how to react it could be that some more aggressive or violent ways are being thought of This can come from past frustration It s important to clear this early on and to not let tension rise e It s important to stress that the exercise is about mutual respect In the situation everyone should be respectful towards the other person e Forsome girls it is very difficult to indicate that they do not 87 want something The first strategy where you explain in a convincing way why you do not like something is the most effective and preferred way as you also explain why you do not like something A lot of strategies most people use are using a pretext or delaying or avoiding situations Show the participants that there are als
83. ntact B will say stop when s he feels uncomfortable or when s he would start to feel uncomfortable should A continue to approach him her 83 Both of them are asked to think about how they are feeling Participant B can also ask A to stand back a bit or tell him her that s he can come a bit closer Depending on the level of concentration and calm in the group you can do the exercise with the whole group divided into pairs or pair by pair in front of the big group you can discuss the exercise with the pairs in plenary Guidance and talking points for the facilitator 3 What question observation points can you comment on e Walking fast or slow Posture of the person who is standing still The way in which s he says stop is it convincing clear does she say it softly hesitantly e The moment when s he says stop in time too early too late Option 2 1 Let the participants form a circle and invite one participant to step into the middle of the circle Everyone is at the same distance from the person in the middle 2 Ask everyone to take one step forward 3 Ask the person in the middle how they are feeling 4 If s he is OK you can invite everyone to take another step forward If it s not OK and s he lets you know everyone stops The participant in the middle can think about e How did s he feel e At what time did s he start feeling uncomfortable e How is s he feeling now People that
84. o other possible ways in which you can react and you can also demonstrate these if they did not come up with them themselves For people that have been confronted with sexual harassment in the past this exercise might bring up some emotions connected to this Take some time for this and explain that support or referral is very important Participants with negative experiences in the past can be quite fatalistic It does not matter what you do if they want to do it they ll do it anyway Although this contains a grain of truth it remains important that the participants learn to be clear on what they want and do not want Repeat the No Go Tell Someone approach Source Rutgers WPF Girls talk 88 Massage Level Level 1 Objectives Participants learn different ways to indicate what they like and what they don t like Materials needed Maybe some relaxing music Duration 10 minutes 1 Introduce the exercise briefly We just discussed touches and touching what you like and that it is important to show others what you like and what you don t like 2 Weare going to massage each other in pairs 3 Look for someone with whom you want to do the exercise and find a space where you have some room 4 The masseur stands behind the person s he is paired with and massages the shoulders back arms and legs of the Methodology other person calmly and quietly
85. of an erect penis is called Quite often boys get an erection in the morning or this can happen when they think about people or see pictures they like This can also happen when they are in bed dreaming and they might wake up and find the bed is wet This is not urine but semen and is called a wet dream Show pictures of an erect and soft penis and ask participants to identify the soft penis and the erect penis Periods We have learned about girls body parts we have talked about girls body parts you can t see because they are inside the body If this session does not follow the one on the body recap quickly the different parts of the female genitalia womb ovaries vagina fallopian tubes Now we are going to learn more about the vagina As part of growing up girls get blood coming from their vagina each month This is called a period or menstruation some people call it that time of the month Periods usually last 3 7 days This is normal and is a sign that girls are growing up When girls have their first period although they are too young to think about having a baby their body is starting to get ready for this Now we are going to learn more about the womb Each month a tiny egg too small to see comes out of the ovary Girls have two ovaries look at a drawing of the ovaries The tiny egg moves down through tiny tubes that take the egg to the womb These tubes are called fallopian tubes The womb is where a baby
86. ons out the facilitator could play the role of the person that will be refused and the participants can try out a reaction tell them to think about their voice their posture eye contact etc Situations 86 e You are at the beach with a group of boys and girls One of the boys girls seems to be focusing on you and teasing you a bit S he is funny but s he is always flirting with your boundaries At a certain moment s he tries to pull down your swimming trunks or remove the top part of your bikini e You are going out You notice a cute boy who is looking at you Before you know it you are kissing with the boy girl and it feels great Suddenly s he is putting his her hand in your pants You do not want this e You and your girl boyfriend have had sex a couple of times You are alone in his her room sitting next to each other You do like this but you are not feeling well and do not feel like having sex S he is already opening your trousers skirt and you do not like this Guidance and talking points for the facilitator Talk about the situation and explain that how you are feeling is also shaping your reaction There are different ways to react and to say no to someone You can run through the different ways and ask the participants if they ever used this way of saying no and how that went Alternative ways to say no e A reaction that is shaped by your own feeling for example I m
87. pa available at www fpa org uk We have learned that when a man and woman have sex the woman can get pregnant And we have learned that if they do not want to have a baby they use contraception Let s see if you can remember some of the different kinds of contraception Click on the condom the pill the injection the implant the IUD But anyone who has sex can also get an infection This is called a sexually transmitted infection So we are now going to learn about sexually transmitted infections Sometimes they are called STIs There are lots of different types of STIs Here are the names of some genital warts herpes chlamydia HIV and AIDS So how will you know if you have an STI Sometimes you will not know that you have an STI because you don t have any signs or symptoms and you don t feel ill And at other times you may have some symptoms Two to 14 days after a woman has had sex she may notice some changes For example around her vagina Do you remember we learned about the vagina Here it is again She may notice a different liquid coming from her vagina This liquid is also Known as a discharge And it can be thick or watery creamy white yellow or green It might be smelly This means that she might have an STI Two to 14 days after a man has had sex he also may notice some changes For example around his penis Do you remember we learned about the penis Here it is again He may notice a different type of
88. pants to know about what to do when they identify these symptoms e To enable participants to identify ways to avoid STIs Condom demonstrator condoms and dams A copy of an easy to read leaflet on STIs Optional All about us CD Rom Materials needed Duration 45 60 minutes 1 Write Sexually Transmitted Infections and the acronym STI on a flipchart and ask if they know what this is Give a clear short explanation using signs for pain in the genital area 2 Play the CD rom All about us on STIs or use the handout below which contains the main messages from the CD rom 3 Reinforce the message about the symptoms and where to go to cure the infection as well as how to prevent infection Methodology 4 Show the condoms and dams to participants and ask them to open the wrapping and explore them Recap the session about how to put a condom on and demonstrate if necessary on the condom demonstrator 5 Give participants a copy of the easy to read leaflet on STIs Take the participants through the leaflet focusing on the symptoms and the visit to the doctor the medications to take and the prevention methods condom and dam Guidance and See attached handout talking points for the facilitator Source UKfpa Good sexual health and relationships Group session plan 11 123 Handout STIs Source This is a transcript of the messages from the All about us CD Rom of UKf
89. r own ideas feelings and experiences Sexuality means many things and can mean different things for different people Make sure the limits of your programme are clear what you want to discuss and what you will not discuss When talking about sex a lot of people think about 29 30 penetrative sex between a woman and a man but sexuality is a much broader topic and touches on many more aspects All people when they are born are sexual beings Sexuality is not limited to a certain age but a person will experience sexual development throughout his her life Source Rutgers WPF Pro Familia Landesverband Bayern WHAT I NEED TO KNOW ABOUT MY BODY 31 Standing firm Subtitle Being like a rock Energizer Level Level 1 Objectives To enable the participants to become aware of their body Learning objectives The participants will learn how to feel their power The participants will know how to stand firm The participants will know how to use their body to feel powerful in difficult situations e Particpants will be able to identify positive aspects of their own body Materials needed None Duration 15 minutes Methodology 1 Introduce the assignment briefly showing someone what you want and what you do not want is something a lot of people find challenging such a situation is easier to deal with when you feel confident You can also draw strength from your body this
90. rds images i e love like care hearts flowers dinner cinema walks chocolates etc Recap all the words and agree a definition Ask another participant to choose another pair or use the same pair in the romantic relationship and stick them ona flipchart paper then write the words sexual relationships at 96 the top 7 Ask the group what they think a sexual relationship is and write draw or they do it the words images suggested naked bedroom penis vagina anus touching each other kissing etc 8 Recap and agree a definition Different type of relationships 1 Using the pictures pair 2 men 2 women and a man and a woman 2 Ask participants what types of relationships they are 3 Write all the words they use under each pairing Write gay lesbian and straight and emphasize that these relationships are normal and that everyone is different 4 Introduce Hilary Dixon s Picture Yourself cards set F for same gender relationships set 3 for straight relationships and take them through the story related including the sexual part to bring together romantic sexual and different types of relationships 5 Bring the group s attention to the safer sex methods the characters are using condom dam to link with future safer sex sessions Optional Play the All about us CD rom Sexual relationships OR Alternatively use the handout with main messages and exercises from th
91. rsonal space and touch you such as for medical examination This is functional touch but also needs your consent What are main messages to convey It is your personal space People need to explain why they are in it and respect your choice if you don t want them in your space Likewise you have to respect other people s personal space You need permission consent to be in their personal space Understanding personal space permission and consent gives the individual more control over who is in their space and what to do if people invade this space without their permission Source UKfpa 60 My Space Bear D Source Mark Breslin FPA Just Ask Project 61 No That s Private Level Level 1 Prior knowledge needs e Before starting the exercise the participants need to know the names of parts of the body e Before starting the exercise the participants need to know which places are public and which are private Objectives To build up assertiveness skills for participants to make their wishes known calmly but firmly Materials needed e Pictures of different public places e Rules for saying no Duration 45 minutes Methodology 1 Start with a picture of the street Ask the participants if he or she could touch their head in the street Show them how to answer with a loud yes 2 Repeat this with other public parts of the body e g
92. s 5 Click on the IUD Some women use an IUD A doctor or nurse puts it through the woman s vagina and into her womb It helps to stop her from getting pregnant for 5 to 10 years No matter what type of contraception a man and woman use for having sex it is a decision that both should make together It shouldn t be left up to just one person If a woman has had sex and hasn t used contraception and doesn t want to have a baby there are things she can do to help stop her from getting pregnant This is called emergency contraception And there are two kinds One type is called the emergency pill which must be taken within 3 days or 72 hours of having sex It works better the sooner you take it so the woman should go as soon as 119 possible to her doctor family planning clinic or contraception clinic who can give her the emergency pill free It can also be bought at some chemists If you remember we have already learned about the IUD This is also the second kind of emergency contraception The doctor will put the IUD in the woman s womb but it has to be done within 5 days of having sex It is important to know that emergency contraception can usually stop a woman from getting pregnant but it doesn t always work So it is very important that women and men plan what contraception they are going to use before having sex Let s see if you can remember the different kinds of contraception Click on the condom the pill th
93. s it like to feel this emotion You could also expand on the exercise e When the group is walking around with the emotion ask them to exaggerate and ask them how that feels e You could also ask them to now depict the opposite emotion e g when they were depicting happy to become sad How did this feel Guidance and talking points for the facilitator Safety and security in the group are important conditions before starting this exercise If necessary you can repeart the rule Laughing with is OK but you can t laugh at Some participants might find it difficult to depict certain emotions in which case the alternative where everyone is depicting it at the same time might be better and present fewer barriers Close the exercise with the following questions 77 e How did you feel during the exercise and seeing or depicting the different emotions e What can happen when verbal and non verbal communication do not match For instance when someone says s he is angry but has a big smile on his her face or when someone says I love it but is looking rather bad tempered alternatively you can ask them to play one of those scenarios or to think of one themselves e What is most important verbal or non verbal communication The easiest is when the non verbal communication backs up the message you are conveying verbally Conclusion During this session we have seen that it s not always easy to guess what
94. someone else is saying non verbally And other people might find it difficult to notice what you are communicating non verbally Even if you believe you are being really clear about it Even people you know well and people that like and love you might not always interpret your non verbal communication correctly Therefore it is important to be as clear as possible with both your words and with your non verbal communication Source Rutgers WPF 78 Feeling angry Being cool Feeling confident Feeling happy Handout Non verbal Communication do not want this Feeling insecure Being in love Feeling shy Feeling good Not liking it at all 79 Emotion Game A dynamic icebreaker that involves mimicking or representing a Subtitle certain emotion action relationship etc This allows us to understand how people see that element which is a useful way to prevent abuse Level Level 1 Not for people within the austistic spectrum The main objective is to talk about emotions feelings or Objectives relationships By mimicking emotions it is possible to understand the way a young person with learning disabilities sees a certain emotion relationship which will make it easier to work with them Materials needed Post its on which to write the emotions or relationships Duration 30 minutes 1 Have some emotions relationships written drawn on Post its 2 Puta Post it on each participant
95. t them on the walls of the teaching room when the sessions take place There are some topics that are non negotiable for instance safeguarding topics should be part and parcel of any training course prepared for young people with learning disabilities privacy good touch bad touch and saying no Handout Application Form To make this application form accessible for the YPWLD add either pictures or pictograms for the different options in the categories When you fill in this form it means you are saying YES to attending this training course Name Where do you live Residential home Independent flat house O With family carers O Oo Address Phone number 00 000 00 000 Gender Female Oo Mae O Ethnicity Religious beliefs Age years How do you communicate best with other people Talking O Sign language O Flash cards photo book O Writing O Pointing at things objects of reference O Drawing painting O How do you learn best Reading O Writing O Listening O Talking O Playing moving doing O Watching O Do you prefer individual training or group training Individual training O Group training Oo Sign Service user O Parent Oo Handout Consent Form To make this consent form accessible add either pictures or pictograms for the different options in the c
96. t with their child are indicated by af What s its purpose With the help of the exercises included in this manual you should be able to design educational sessions with young people with learning disabilities to work around safeguarding issues The focus is on helping young people with learning disabilities to become aware of their bodies to identify private and public spaces appropriate and inappropriate behaviour the difference between good touch and bad touch and to empower them and provide them with tools on how communicate their wishes and to say no ina convincing way How to use the manual The manual is divided into two levels and each exercise indicates which level it is targeting Level 1 exercises directly target safeguarding issues or are needed to build a basic understanding for safeguarding topics which is the main aim of this project Level 2 exercises go beyond the basic safeguarding scope and thus also beyond the project s aims They require certain conditions to be in place for example the facilitator needs to ensure that for the exercises talking about contraception or about sexually transmitted infections 1 Young people with learning disabilities actually have access to and a choice of method of contraception and 2 they should be allowed to engage in positive sexual relationships and have the space and time to do so If these conditions are not in place you will first need to advocate for
97. te spaces repeat with illustrations to recap on private and public spaces by showing pictures of a living room bedroom bathroom park supermarket and public toilets and say for each of them if they are a public or a private space People should only masturbate in private spaces such as in your bedroom with your door and curtains closed People should never masturbate in public spaces Use the illustrations again and ask participants if it is OK to masturbate there or not pictures of a bedroom living room supermarket public toilets park and bathroom Boys We have learned about the erect penis and now we are going to talk about the erect penis and masturbation Boys like to rub their penis because this gives them a nice feeling in their body This is called masturbation and is sometimes called playing with yourself and is a normal thing to do When a boy rubs his penis the nice feeling can get stronger and stronger and the penis becomes hard They can have what is called an orgasm when this happens semen comes out of the penis and this is called ejaculation Some people like to masturbate and some people don t and whatever you choose to do is Masturbation is normal and is not harmful and helps you to know your body better 101 We have learned about public and private spaces repeat with illustrations to recap on private and public spaces by showing pictures of a living room bedroom bathroom park supermarket and pub
98. the participants of the following If someone touches you and you do not want this ask the person to stop If you are worried about this go and tell someone else you trust If someone asks you to stop kissing or hugging them you must stop 95 Romantic and Sexual Relationships Subtitle Understand what a romantic sexual relationship is Level Level 2 Prior knowledge needs Understanding of parts of the body Objectives To understand the concept of a romantic relationship To understand the concept of a sexual relationship To enable participants to identify different types of romantic sexual relationships gay lesbian straight To enable participants to link sexual relationships and safer sex Materials needed Hilary Dixon s Picture Yourself cards Pairing pictures Flipchart Optional All about us CD Rom Duration 45 60 minutes Methodology Introducing the session 1 Put down on the table pictures of men and women and ask the group to pair them Once they ve done this tell them that they are going to talk about relationships between people who fancy or and love each other Main theme Pairing pictures 2 Using the pairings made during the introduction ask one of the participants to stick a pair on a flipchart paper and write romantic relationships on top Ask the group what a romantic relationship is write or ask then to write or draw the wo
99. these conditions before you can add these exercises to your training sessions Level 2 also includes some exercises that are intellectually more challenging and may not be appropriate for all young people with learning disabilities 1 For instance young people with learning disabilities need to have some body awareness to be able to work on privacy issues and to understand the concepts of good touch and bad touch Education sessions for young people with learning disabilities best practice Preparing the session Before the session try to learn as much as possible about your target group You could do this with the help of something like an application form see handout Application Form which will help you to tailor the training to the realities of young people with learning disabilities Below you will also see a consent form this could be used prior to the first session to get an idea of what the participants are interested in learning and can also be used as a type of consent form see handout Consent Form Depending on the level of support they need the participants could complete this on their own or with the help of a carer or family member You can make the forms more accessible by including pictures or pictograms During the first session when setting the scene discuss which topics will be dealt with during the training sessions Use visual pictograms to present the different topics that will be discussed and pu
100. ur and be as red as a tomato whereas other people can stay in the sun for a full day You also have limits and your boundaries when dealing with other people people refer to this as personal space you can imagine it as being a bubble that surrounds you and that is important for maintaining privacy This can be different for different people e g how close someone can come where you can touch the other person if you can kiss them etc Where the boundaries of your personal space are will depend on the situation where you are who the other person is how you are feeling etc Explain that the exercise aims to help them recognize and discover what signs their body is giving them when they feel that their personal space is being invaded and to learn how to take notice of these signals and how to react to them This can help them signal to other people in good time when they are approaching or crossing into their personal space There are two alternative ways of working with this exercise Depending on how safe and secure people feel in the group you can choose for option 1 otherwise you can try option 2 Option 1 Li Invite two participants to demonstrate the exercise The participants are going to stand a couple of metres apart facing each other They are standing firm see how to stand firm in the Standing Firm exercise Participant A will start walking slowly towards Participant B As they walk they will maintain eye co
101. verbal communication is all the communication that does not use language or words to convey a message It entails for instance posture or body language the way you are looking at people the sound of your voice angry loud cheerful soft etc Sometimes before saying one word people already have an idea about you People will see for instance how you stand or how you are looking at them and will interpret this If you are looking at the ground and your shoulders are hanging low a lot of people will think you are depressed or not feeling good Someone who looks at you and is smiling may seem happy to you 3 Ask the group if they can give examples of how they interpret or have in the past interpreted people s non verbal communication You can prompt them by asking for instance how can you see that your mother is happy or is a bit annoyed or how can you tell that your carer teacher is in a good mood 4 A lot of the time you are correct and can really tell how a person is feeling but sometimes you might also be wrong It can also happen that a person says things that do not match how they are feeling and this might cause confusion 76 For example a lot of people find it difficult to say when they do not want something Sometimes they say no while smiling sweetly Someone could interpret this as the girl does want it as she is smiling so sweetly So if you want someone to completely understand you it is
102. were in the circle can also think about this 5 Then ask the participants to take one step back 6 You can then invite one of the other participants to stand in the middle and repeat the exercise Option 1 e Was it easy to feel your boundaries and how or where did you feel this Was this the first time you felt this or have you felt it before e How was it to walk towards the other person what did you feel what were you thinking e When you said stop how did the distance between you and the other person feel What were you thinking Did this feel similar to other situations you have been in e Did the stop from the other person sound convincing Pay attention to the following 84 The exercise is not a competition and this should be stated clearly before the exercise starts It is not about who lets people come the closest but finding where your personal space begins Sometimes participants that are really at ease with each other can let the other person come very close Re do the exercise with someone they are less familiar friendly with Option 2 Was it easy to feel the boundaries of your personal space Was it the first time you felt this or have you felt this before How was it to approach the other participants How did the distance feel when the other person said stop How did it feel for the person in the middle Did the stop of the participant come across as convincing
103. yourself Pay yourself a compliment from time to time 2 Everyone has things he or she can do well and there are other things you might not be that good at There are people that can sing well or cook well or dance well or can run really fast etc Some talents you are born with others you need to work hard for 3 A lot of people have a really hard time saying something positive but ask them what they can t do and they can give you a long list Ask what they are good at and they can t say anything or it s very difficult to identify something 4 During this exercise we are going to identify some things we like about ourselves and we are going to tell each other about them e Standing Firm see exercise on page Think of something you are good at or you like about yourself Keep standing firm and tell the group the thing you thought 48 about yourself When doing this try to look the other people in the eye e After you say it the group will repeat it Guidance and talking points for the facilitator Ask the participants what and how they felt during the exercise Pay attention to the following during the exercise The idea is that everyone is good at something and everyone has something beautiful The whole exercise is about paying compliments so do not accept it if people say they can t think of anything or that they aren t beautiful Alternatively if people feel uncomfortab

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