Trainer: Mehak Fatima
Activity 1: Define Abuse
Write the word ABUSE on the board/chart paper and ask children to brainstorm meaning of the word abuse. Based on the list from brainstorming, revise with children what abuse is. Explain different types of abuse: Neglect, Physical, and Emotional;
Child Abuse Definitions
1. Child Abuse:
The child’s physical or mental health is seriously endangered due to injury by the act or omission of the child’s parent, guardian, or custodian. Or, in everyday language: Any non-accidental injury caused by a child’s caretaker.
2. Physical Abuse
It can be any sort of an activity that might or may cause harm to a child at a physical level. It includes biting, hitting, shaking etc.
3. Emotional Abuse
Emotional abuse occurs when yelling and anger go too far or when adults (parent, caretaker) constantly criticize, threaten, or dismiss children until their self-esteem and feelings of self-worth are damaged.
Neglect occurs when a child doesn’t have adequate food, housing, clothes, medical care, or supervision.
Set ground rules;
Inform the students that today we are going to talk about a very important topic and you would like to set some rules.
- No laughing and talking when the trainer/student is speaking.
- Raising hands to speak.
- Listening carefully to trainer and the fellows.
- Maintaining safe space (explain the idea of safe space)
Activity 2: Private Parts
Show students anything in your possession e.g your wallet, mobile, or pen. Ask the students who owns it? Ask the students what are some things they own or that belong to them? Their bag, pencil, clothes.
- Ask the students who is the owner of your body? (YOU OWN YOUR BODY)
- What are some parts of your body?
- What do these parts do?
- Are these parts of body important?
- Should we take care of our body?
- How can we take care of our body? (Exercise, eating healthy, drinking water)
- Tell students that another important way we can take care of our body is by protecting our body’s private parts.
- Ask the students if they can name any private part?
Tell the students that there are some parts of our body that we cover when we are in public. These parts are called private parts. Draw body of human and label the private body parts; bottom, breast, vagina and penis. The part of the body between male’s legs is called penis and that of a female’s is called vagina. Although, we don’t cover our mouth but it too is a private part.
Because we own our body, therefore, no one can touch or see our private parts without our permission or ask/force us to touch their private parts. We should not touch anyone else’s private part as well. Every BODY deserves to be treated with RESPECT.
Activity 3: Good Touch, Bad Touch
Ask the fellows if they are familiar with five basic senses?
Elicit responses; sight, smell, hearing, taste and touch.
Why are these senses important for us?
(Answer: These senses send information to our brain and help us understand the world around us.)
Which of these senses do they think is the most important one?
Tell the students that touch is thought to be the first sense that develops in humans.
Ask the students why is touch so important?
Which of these senses do they think is the most important one?
We can feel if things are hot or cold, thereby touch helps us stay safe. It can also bring us joy, e.g, when our mother or brother hugs us Some touches however are not good as we discussed in physical abuse session, e.g when someone hits us or pushes us. Any touch that makes us feel uncomfortable is a bad touch.
Now trainer will draw a Venn diagram and ask the students to give examples of good and bad touches. On one sides list all the good touches described by students and one the other side write all the bad touches.
Now take time to tell the student that another example of bad touch is if anyone tries to touch our private parts. Make it clear that no one should touch their private parts OR ask them to touch somebody else’s private parts (this includes other family members, friends, etc.). If ANYONE ever tries an unsafe touch, then they must TELL right away until someone believes them and makes it stop! Trainer may now tell the students that this type of abuse is called sexual abuse.
All bad touches should be reported to the safe person. Ask them who do they think is a safe person? Safe person is an adult who we trust and they can help us, e.g, parent or teacher. Remember that you must always say NO if a touch makes you feel uncomfortable (practice saying NO loudly with the class). Reiterate that it is Ok to say NO.
Once the good and bad touches are listed, tell the students that some touches can be confusing, e.g slap from a friend when we are playing or when our neighbor or family member tickles us when we say no. Ask the students for examples as well. Enlist the confusing touches in the center. Now, tell the students that all confusing touches must also be reported to the safe person.
Ask the students;
- What would they say if someone tries to touch their private parts? (Practice saying NO)
- What would they say if someone asks them to touch their private parts? NO
Activity 4: Boundaries
Trainer may show the students a hula-hoop or draw a circle on floor with a masking tape. Now the trainer will stand in the middle of the circle and ask them if they know what a personal space is? Acknowledge their responses. Tell the students that personal space is the distance at which we feel comfortable with the other person. Explain to the students that we do not have to let anyone enter our personal space if we don’t want them to. We own our personal space just like our bodies. Reiterate the concept of how we own our private parts therefore no one can touch them. We own our personal space therefore no one can enter it if we don’t want them to.
- Ask the students to come and stand in the circle and tell their name, one thing they love about themselves and say that I own my body and my personal space!
- Once all students are done with the activity, ask the students how will they decide if they should let anyone enter their personal space? (Consider following questions)
- Who do they think can enter their personal space? (Parents, siblings, close friends, doctors)
- Where can those people touch them? (A friend may shake our hand)
- Can they touch our private parts? (No)
- When can they touch them? (e.g, our parent or friend can hug us if we are sad or happy to show compassion)
- Why can they touch you? (e.g, a doctor may touch us if we are hurt in presence of our safe person or a friend may shake our hand to congratulate us)
Activity 5: Safety rules
Ask the students if they remember the safety rules. Write the safety rules on a chart or board.
Some preventive methods have been listed below;
- Asking abuser to stop
Activity: Ask students to say NO in a strong voice.
- Running away
Where to run? Away from abuser.
- Shouting for help
Why shout for help? Elicit: To attract people who may help you out.
- Telling an adult
Who can be this adult? Elicit responses: parent, teacher, and friend. Emphasize that they must keep telling their truth till someone believes them and not give up if someone doesn’t believe them.
Seeking help from adult such as psychologist or psychiatrist is also important. These people understand and help those that have been hurt or abused. They are like doctors and can help us heal faster.
There are also helplines that we can call to, like 1121 is a child helpline in Punjab that provides assistance and support to children that may need help.
An organization, just like ours, by the name of Sahil also helps children who need help. Their offices are located in all provinces and you can reach them out via phone or visit their website.
Emphasize that they are not alone and remind them that there are superheroes out there just like them who want to prevent child abuse. They must not be scared or shy to tell their truth.
Activity 6: Help yourself, Help others
Ask the students to write a letter to person of choice (friend, sibling, cousin) and tell them about everything that they have learnt today. They can give this letter to them and spread knowledge. Tell them that by sharing knowledge they will be able to help others help themselves. Explain the idea of empowering to the students and it’s significant.