{"id":324,"date":"2021-08-20T16:18:37","date_gmt":"2021-08-20T16:18:37","guid":{"rendered":"https:\/\/ysafe.net\/ippf\/?p=324"},"modified":"2021-11-05T20:55:08","modified_gmt":"2021-11-05T20:55:08","slug":"forum-theatre-lisas-story-2","status":"publish","type":"post","link":"https:\/\/ysafe.net\/ippf\/toolkit\/part-03\/chapter-12\/activity-12-04\/forum-theatre-lisas-story-2\/","title":{"rendered":"Dino and Farez"},"content":{"rendered":"\n<p><em>Adapted from the activity \u2018Linda and Larry Communicating messages and assumptions,\u201d by Jay Friedman and Nancy Abbey. In the book: Filling the Gaps: Hard to Teach Topics in Sexuality Education, SIECUS (1998<\/em>).<\/p>\n\n\n\n<p><strong>Duration of activity:&nbsp;<\/strong>50<strong>&#8211;<\/strong>60<strong>&nbsp;<\/strong>min<\/p>\n\n\n\n<p><strong>Learning objectives:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Develop awareness of the conditions that really constitute consent : consent is always a choice, always active,&nbsp;&nbsp;based on equal power and a process<\/li><li>Explore how making assumptions can place a young person at significant risk<\/li><li>Understand that clear communication is a critical factor in making healthy decisions about sexuality<\/li><\/ul>\n\n\n\n<p><strong>Materials needed:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>The handouts \u2018Dino\u2019s story\u2019 and \u2018Farez\u2019s story\u2019<\/li><\/ul>\n\n\n\n<p><strong>Recommended prior reading<\/strong>:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-5\/the-magic-and-the-challenges-of-facilitation\/#title3\" data-type=\"URL\" data-id=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-5\/the-magic-and-the-challenges-of-facilitation\/#title3\">Section 5.4: Creating a safe, comfortable and inclusive space<\/a><\/li><li><a href=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-5\/the-magic-and-the-challenges-of-facilitation\/#title5\" data-type=\"URL\" data-id=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-5\/the-magic-and-the-challenges-of-facilitation\/#title5\">Section 5.6: Teaching about sensitive and controversial issues<\/a><\/li><li><a href=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-5\/the-magic-and-the-challenges-of-facilitation\/#title6\" data-type=\"URL\" data-id=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-5\/the-magic-and-the-challenges-of-facilitation\/#title6\">Section 5.7 : Dealing with difficult questions<\/a><\/li><li><strong><a href=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-5\/the-magic-and-the-challenges-of-facilitation\/#title7\" data-type=\"URL\" data-id=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-5\/the-magic-and-the-challenges-of-facilitation\/#title7\">Section 5.8: How to respond to disclosure of violence<\/a><\/strong><\/li><li><strong><a href=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-5\/the-magic-and-the-challenges-of-facilitation\/#title8\" data-type=\"URL\" data-id=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-5\/the-magic-and-the-challenges-of-facilitation\/#title8\">Section 5.9: Further facilitate participants\u2019 path to safety<\/a><\/strong><\/li><li><a href=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-7\/adapting-the-activities-for-online-delivery\/#title3\" data-type=\"URL\" data-id=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-7\/adapting-the-activities-for-online-delivery\/#title3\">Section 7.4: Tips for engaging participants online (if applicable)<\/a><\/li><li><a href=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-7\/adapting-the-activities-for-online-delivery\/#title1\" data-type=\"URL\" data-id=\"https:\/\/ysafe.net\/ippf\/toolkit\/part-02\/chapter-7\/adapting-the-activities-for-online-delivery\/#title1\">Section 7.2: Creating a safe, welcoming space for participants online (if applicable)<\/a><\/li><\/ul>\n\n\n\n<p><strong>Step by step process of the activity:&nbsp;<\/strong>(35 min)<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li>Divide the group in 4 smaller groups , using a fun, interactive energizer (5 min)<\/li><li>Two groups will receive the handout with Dino\u2019s story and the other two groups will receive the handout with Farez\u2019s&nbsp;story.<\/li><li>Give some time to the groups to read the stories and then discuss their understanding of the stories with their group. To facilitate the discussion in the group, they can discuss the questions included in the handouts. Give the groups 10-15 minutes to do so.<\/li><li>Read out Dino\u2019s story and ask the groups who had this story to reflect on their discussion and share with the plenary their answers to the questions. Most importantly, the two groups need to mention how they think Dino experienced the incidence and what she is thinking. Explain to the groups who had Farez\u2019s story that they will have their turn to give their \u2018side of the story\u2019<\/li><li>Now read out Farez\u2019s story and invite the groups who discussed this story to share their own understanding about what happened.&nbsp;<\/li><li>Continue the discussion using the facilitation questions below:<\/li><\/ol>\n\n\n\n<p><strong>Facilitation questions for reflection and debriefing:&nbsp;<\/strong>(20 min)<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Now that you have heard both sides of the story, what do you think happened?<\/li><li>Why are Dino and Farez both equally confused?&nbsp;<\/li><li>How do their outlooks on the situation differ?<\/li><li>What assumptions were made by either of them? What \u2018myths\u2019 did they believe?<\/li><li>What is the risk of making assumptions when it comes to sexual activity?<\/li><li>Do you think Dino is at fault in any way? Did he send mixed messages to Farez?<\/li><li>What could have helped Dino and Farez so they could have avoided this situation they are in?&nbsp;Would you classify this incidence as an incidence of sexual assault or not?<\/li><li>To classify an incidence as sexual assault, do the intentions of the persons matter?<\/li><li>To understand whether an incidence constitutes sexual assault or not, it is important to identify whether there was consent. Do you think there was consent in this case?<\/li><li>How can we know for sure we have consent?&nbsp;<\/li><\/ul>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-background\" style=\"background-color:#e3e3f8\"><tbody><tr><td><strong>Take home messages and activity wrap up:<\/strong><br><br>Sometimes people believe or assume something is true without confirmation. Dino assumed that Farez \u2018would be the perfect gentleman and not take advantage of him\u2019 while Farez assumed that Dino\u2019s whispering \u2018I want you\u2019 and his invitation to lie down together was an invitation for sexual activity. Farez may not have intended to hurt Dino on purpose. However, because&nbsp;&nbsp;he did not respect his boundaries and because he did not have meaningful consent, he crossed the line and the way he acted is sexual assault.<br><br>In addition, expressing sexual desire should never be used as an excuse to blame someone for sexual abuse. We all have the right to lead pleasurable sex lives, express desire and seek pleasure but in ways that we feel comfortable with. Sex is pleasurable when we have consent. Consent needs to be a conscious choice, a clear, verbal \u2018yes\u2019 and take place in a situation of equal power. Consent is also a process and entails open and clear communication between partners.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong><strong>Tips for facilitators:<\/strong><\/strong><br><br>Since both stories are presented, it is very natural for young people to identify with each of the characters. Some young people may feel the need to take Farez\u2019s side and may blame Dino for leading him on . Challenge victim blaming attitudes as they only perpetuate the violence. Some young people may take Dino\u2019s side and talk rudely of Farez. Do not preach or moralize. Provide clear, accurate, balanced messages. Your task is to provide information to young people, who are learning to be independent and mature, and help them learn how to draw conclusions and make decisions. Explain that the point is not to hate Farez but to understand the dynamics of sexual abuse in relation to consent and how we communicate it to each other. Open, clear and truthful&nbsp;&nbsp;verbal communication and avoid making assumptions, ensures consent.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Adapting the activity for online implementation<\/strong><br>&nbsp;<br>\u25cf&nbsp;The activity can be modified in two ways. You can first present Dino\u2019s story (on PPT or the Word file on shared screen) and discuss it in plenary; then present Farez\u2019s story and discuss the differences in perspective between the two stories. To further engage the participants, you can ask two volunteers to read each of the stories, instead of just showing it on screen.&nbsp;<br><br>\u25cf&nbsp;Alternatively, you can split the participants in two groups in breakout rooms, with one group discussing Dino\u2019s story and the other discussing Farez\u2019s story. The groups then come in plenary and discuss the differences in perspective.<br><br>\u25cf&nbsp;To further intrigue participants and engage them in the discussion, you can run an electronic poll as to whether they think that this incidence is an incidence of sexual assault, and use their answers as a trigger to wrap up the workshop using the reflection questions in the debriefing section.<\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"excerpt":{"rendered":"<p>Adapted from the activity \u2018Linda and Larry Communicating messages and assumptions,\u201d by Jay Friedman and Nancy Abbey. In the book: Filling the Gaps: Hard to Teach Topics in Sexuality Education, SIECUS (1998). Duration of activity:&nbsp;50&#8211;60&nbsp;min [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":486,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"custom-single-post.php","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[59],"tags":[],"class_list":["post-324","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-activity-12-04"],"_links":{"self":[{"href":"https:\/\/ysafe.net\/ippf\/wp-json\/wp\/v2\/posts\/324","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ysafe.net\/ippf\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ysafe.net\/ippf\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ysafe.net\/ippf\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/ysafe.net\/ippf\/wp-json\/wp\/v2\/comments?post=324"}],"version-history":[{"count":5,"href":"https:\/\/ysafe.net\/ippf\/wp-json\/wp\/v2\/posts\/324\/revisions"}],"predecessor-version":[{"id":750,"href":"https:\/\/ysafe.net\/ippf\/wp-json\/wp\/v2\/posts\/324\/revisions\/750"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ysafe.net\/ippf\/wp-json\/wp\/v2\/media\/486"}],"wp:attachment":[{"href":"https:\/\/ysafe.net\/ippf\/wp-json\/wp\/v2\/media?parent=324"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ysafe.net\/ippf\/wp-json\/wp\/v2\/categories?post=324"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ysafe.net\/ippf\/wp-json\/wp\/v2\/tags?post=324"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}