The Touch & Consent Module helps youth navigate the inherent complexities in the consent process. It emphasizes that obtaining consent is just as important as giving consent and that consent needs to be clear, verbal, and enthusiastic. Youth will also explore how their intuition can be protective by indicating to them how touch and/or certain types of physical behaviour can feel unsafe and when they need to get help from trusted adults. The legal implications around the consent process and how it affects youth dating relationships will also be covered.
Big Messages:
- Consent is about establishing healthy boundaries
- Seeking consent is just as important as giving consent
- Everyone has responsibility for consent, especially the individual(s) initiating the act
- Consent needs to be Freely given, Reversible, Informed, Enthusiastic, and Specific (a.k.a. FRIES)[1]
Learning Goals:
Explore the process of consent
- Define consent
- Explore misconceptions and assumptions about consent
- Explore the obstacles around the consent process and how to address them
- Review over the legal implications of consent
What The Evidence Says
Seeking and giving consent is a fundamental skill that underlies all healthy relationships. Researchers have identified areas of ambiguity around youth’s knowledge about consent such as: not having a clear definition about what enthusiastic consent is, not understanding the differences between consent, sexual coercion and compliance, not recognizing that consent needs to be both sought and given (Beres, 2014; Coy, et al., 2013; Peterson & Muehlenhard, 2007; Thomson, 2004; Vannier & O’Sullivan, 2011). Each of the areas identified above needs to be mindfully unpacked with youth using relevant real world scenarios that youth can identify with. Furthermore, the gendered double standard (related to gender stereotypes and roles) around consent and how this can perpetuate dating violence needs to be explored. Finally, youth need an understanding about the laws surrounding consent including the legal definition for consent and their legal responsibilities around the consent process.
Note to Facilitator:
The facilitator has a legal obligation to report suspicions of child abuse to a child protection agency (in the case of Ontario, the Children’s Aid Society (CAS)). Please review over the information provided around disclosure and the reporting process.
Activities
Obstacles to Consent Discussion
Tea Consent Video Discussion
Consent Scenarios Role Play
VIEW CURRICULUM CHART
References
Beres, M.A. (2014). Rethinking the concept of consent for anti-sexual violence activism and education. Feminism & Psychology, 24, 373-389.
CANVAS
Coy, M., Kelly, L., Elvines, F., Garner, M., & Kanyeredzi, A. (2013). “Sexual without consent, I suppose that is rape”: How young people in England understand sexual consent. London: Office of the Children’s Commissioner.
Peterson, Z.D., & Muehlenhard, C.L. (2007). Conceptualizing the “wantedness” of women’s consensual and non-consensual sexual experiences: Implications for how women label their experiences with rape. The Journal of Sex Research, 44, 72-88.
Thomson, R. (2004). ‘An adult thing?’ Young people’s perspectives on the heterosexual age of consent. Sexualities, 7, 133-149.
Vannier, S.A., & O’Sullivan, L.F. (2011). Communicating interest in sex: Verbal and nonverbal initiation of sexual activity in young adults’ romantic dating relationships.