Final Module - Sex and Sexuality... Indu (2) - 2

Module: 6
Sex and Sexuality

Introduction
A. Body and Sexuality
About the Session:
The session on body and sexuality brings up the inhibitions of the participants as they feel shy
discussing these concepts. Ensure that you as a facilitator are comfortable handling the sessions
as your discomfort would lead to higher level of inhibitions and discomfort in the participants. A
must for the facilitator conducting session(s) on body and sexuality:
Comfort in handling sessions;
Good knowledge of the subject and understanding of its various aspects and
dimensions; and
Skills to make the session participatory and handle the session with ease based on
the activities provided in the module
About the session:
This part of the Module is being designed to sensitize the participants on issues related to body
and sexuality with respect to:
Their own discomfort and inhibitions;
Their concerns regarding these issues with their adolescent children; and
Information that they need on various growing up aspects of adolescents
Though the second part of this module on Body and Sexuality focuses on specific skill building
activities, this sensitization session itself equips parents to initiate discussions with their children
by helping them drop their inhibitions by becoming aware of them; providing complete and
correct knowledge and information; and dispelling their myths and misconceptions.
Hence this session can be conducted as a stand alone session with parents.
B. Child Sexual Abuse
About the session:
The session on Child Sexual Abuse (CSA) includes sensitization on various aspects and
dimensions of CSA as well as aims to prepare parents for discussing the same with their children.
It intends to equip them with some basic information on what to do if the child has suffered
sexual abuse of any form including disclosure and facilitating referrals.
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This can be conducted as a stand alone session. Though not mandatory, it may be beneficial to
do this session after the sensitization session on Body and Sexuality included in this Manual.
Alternatively, the session on Body and Sexuality can be conducted after this session on CSA.
The session on Body and Sexuality equips parents to talk about issues of body, sex and sexuality
by dropping their inhibitions and discomfort around the issue. Hence, it would make them
discuss the issues of CSA with greater ease with their children.
Overall Duration of this Session: 3 - 3.5 hours
About the Session:
This part of the Module is being designed for skill building of the participants for raising and
discussing body and sexuality with children and adolescents. The activities in this session would
help the participants to become conscious of and drop their inhibitions with body and language
of sexuality and thereby would enable them to talk openly with their children and adolescents
about these issues. This would enable them to put the learning from Part 1 of this session (on
Sensitization) to practice.
As mentioned in the part 1 of the session, this first part on sensitization session itself equips
parents to initiate discussions with their children by helping them drop their inhibitions by
becoming aware of them as well as providing complete and correct knowledge and information;
and dispelling their myths and misconceptions. However, this second part of this module on
Body and Sexuality enhances their skills by specifically focussing on specific skill building
activities.
Hence this Part 2 of the Module on Skill building cannot be done without
conducting this Part A of the Module on Sensitization.
Session 1: Sensitization towards Adolescence Sexuality

Purpose:
The session will help the participants share their concerns, queries and dilemmas with regards to
the body and sexuality issues vis-a-vis their children and empathize with adolescents. This would
also help the facilitator understand the needs and expectations of the participants from this
session.
Objectives:
To enable the participants share their expectations as well as specific concerns, confusions
and fears regarding their adolescents and concerns regarding body and sexuality.
As a facilitator, to understand expectations of the parents that needs to be addressed through

the session and to clarify unrealistic expectations if any.
To help the participants empathize with adolescents through self reflection.
Key Take-Aways:
The participants would get a platform to vent their concerns and fears and at the same
time would realize that most of the parents of adolescent children have similar fears and
apprehensions. It can be quite reassuring to know that, we are not alone.
This activity would enhance to empathize with their adolescent child as they would begin
to realize that they were not very different from their own child when they were going
through the same period of adolescence.
Imagery is the language that mind use to communicate with the body and feelings. When
we recall events from our past as from childhood we think of pictures, images, sounds,
pain, our own fears and dilemmas, queries etc. And the parents begin to realize that their
behaviour, concerns, dilemmas etc. as teenagers or adolescents were quite similar to
what their adolescent children are going through.
They see their confusions with no one around to answer them and the way they went on
looking for different sources - reliable or unreliable - seeking information. This places
greater responsibility on them to become reliable sources of information for their
children.
This realization by itself encourages and to some level equips them to take on the role of
education and sensitizing their children on issues of body, sex and sexuality.
Activity I: Understanding concerns, queries and dilemmas of parents

Objectives:
To enable the participants share their expectations as well as specific concerns, confusions
and fears regarding their adolescents and concerns regarding body and sexuality.
As a facilitator, to understand expectations of the parents that needs to be addressed through

the session and to clarify unrealistic expectations if any.
How to Run the Session:

Material Required: Chart papers, markers, handout 1 provided at the end of this activity (for
facilitators reference)
Duration: 30 minutes
Instructions:
1. Divide participants in four small groups with about 6-8 participants in each group
(considering that the overall group size to be limited to 20-25). Provide each group with 1-2
chart papers each with markers.
2. In small groups, ask the participants to discuss on the following questions and write their
answers on the chart papers provided:
What is the most pressing question you have concerning your adolescent son/daughter visa-vis the issue of body and sexuality?
What has been the most embarrassing or difficult situations to handle concerning your
adolescent son/daughter with respect to the issue of body and sexuality?
What are the questions your adolescent son/daughter ask you that you find difficult to
answer?
What are your dilemmas, fears and any specific question/query you have concerning the
issue of body and sexuality?
3. Give them 15 minutes for the small group discussion on the above questions. After 15
minutes, bring them back to the plenary and ask each group to make their presentations.
Some broad questions about sex and sexuality that emerge from the group work would be :
How to answer questions posed by their children?
How much knowledge about sex and sexuality should be given to children?
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What is the right age to address and impart knowledge about sex and sexuality?
The expected responses related to embarrassing questions are likely to be as follows:
Expected Responses in Small Group Discussion:

Embarrassing questions from children that parents find difficult to answer
Is it right or wrong to experiment
sex before marriage?
How are babies born?
What is a condom?
Questions about pubertal changes
such as Menstruation
What is the meaning of word
sexy?
What is HIV, AIDS and/or other

Sexually Transmitted Diseases?
Questions pertaining to attraction
and relationship with the opposite
sex
What is masturbation?
What is suhaagraat (First Night)?
4. Discuss the common fears, concerns and questions emerging from each group.
5. Do not answer the questions at this point; just ensure that all the questions and concerns have
been listed.
Tips for the Facilitator:
Tell the participants that in this session all these concerns would be addressed. At the same
time, also clarify if any unrealistic expectations are raised in case they are out of the purview
of this session on body and sexuality and/or fall under the context of any other session listed
in this Parenting Module.
At this stage you do not have to answer any of the questions. However, some of such
Frequently Asked Questions with responses are provided in the Information Handbook.
Frequently Asked Questions (FAQ) would be addressed at the end of session: - Body
Mapping.
Review:
1. Were the parents able to break through their inhibitions and share their concerns?
2. Were you able to understand the needs and expectations of the parents?
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Activity II: My Story: A Reflective Journey to Adolescent years

Objectives:
To help the participants empathize with adolescents through self reflection.
How to run the session:
Material Required: Tape Recorder or CD player, light music, handout 2 and 3 provided at the
end of this activity (for facilitators reference)
Duration: 45 Minutes
Instructions:
1. Explain to the participants that through this activity, they would be taken through a unique
experience of getting in touch with themselves. Explain to them the name and purpose of the
activity.
2. Ask the participants to sit comfortably, with back straight (it helps in better concentration and
awareness), keeping a comfortable distance with fellow participants.
3. Tell them that you will give them a few instructions with a light music in the background.
They should try and focus on the instructions as much as possible. If other thoughts start
seeping in, they should try to gently bring their attention back to the instructions. Let them
know that if they have tried for a few minutes and find it extremely difficult to focus, they
can reflect upon the instructions with open eyes. However, they should at least try to follow
the process as explained for sometime before they decide to open their eyes.
4. Now, when everybody is sitting comfortably and have closed their eyes, start giving the
instructions for the Guided imagery using Training Aid 1: Ensure that your instructions are
slow and at a constant pace to allow adequate time for reflection and personalization. The
guided imagery generally takes about 20 minutes.
5. After the imagery, when all the participants have opened their eyes, ensure that they do not
start talking with each other immediately.
6. Ask them to share how they felt. Expected response The parents generally at the end of the
session share that that they too behaved more or less the same way as their adolescent
children do now. Their own adolescent experiences help them connect to the fact that the
biggest gift that parents can give to their child is the space to talk and therefore it is
mandatory for them to break away from their own inhibitions. Guided Imagery activity
makes parents accept the fact that whether normal or special, every individual who passes
through adolescence, experiences similar psycho-sexual changes along with corresponding
emotional and behavioural changes Some of the expected responses to the guided imagery
are as follows:
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Guided Imagery: Some Reflections
lack of information are barriers to communication.

; we need to understand whats behind it.
o the child better by putting ourselves in his/her shoes.
adequate vocabulary in children to name their private parts to facilitate them to communicate their pro
rrassed about talking with children.
se teachable moments from daily life for Sexuality Education.
7. Wind up the session by reiterating some points from the key take-aways.
1. This activity can be done either before the body mapping activity as they would be better
prepared to assimilate and implement what they learn. Alternatively, it can be at the end of
the session so that they go back with greater awareness of themselves and higher level of
empathy and sensitivity towards their adolescents children.
2. During the Guided Imagery exercise in the workshop, participants are taken back into the
memory lane to get in touch with their childhood and adolescent years. Through the
meditative experience they visit their home where they had spent their adolescent years,
identify their family members present, their favourite place, their room and clothes, the
happy moments, the fears and confusions as well as the people around them whom they
trusted and could shared their concerns. While it has a potential to invoke happy feelings,
empathy and sensitivity, it can also bring up any negative and/or sad feelings and experiences
of that age. Hence, make sure the following when you conduct a guided imagery:
Practice mock sessions with known people around you so that you master the art of conducting a
guided imagery. DO NOT apply this with the participants unless you have practiced enough as
well as experienced the same yourself to be able to understand various feelings and experiences
this activity may bring up.
Ensure participants share their feelings as well as experiences after the guided imagery.
Be aware of each participant and how they are feelings throughout - while and after - the guided
imagery is conducted. Watch for anybody who may feel sad, scared or upset after going through
the imagery. In this case, if the participant does not feel comfortable sharing their feelings in
presence of other participants, ensure that there is a co-facilitator who can take the participant out
of the group for personal sharing.
Do not do this activity in case there is no adequate time or if the group of participants is bigger
than 15-20.
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3. Though this is a powerful activity and can be considered one of the integral parts of this
session, however if the facilitator(s) does not feel comfortable conducting this activity, it is
better to skip this and move to the next activity rather than doing it incorrectly or with any
discomfort.
Review:
1. Were the participants able to get in touch with their own adolescent years?
2. Were they able to identify their own dilemmas and conflicts during these years?
Training Aid
Session 1: Activity II
Script for Guided Imagery
Close your eyes. Sit in the most comfortable position and take deep breaths.
Slowly breathe in and breathe out. Feel the breath going down your chest to the centre of your
stomach...
Take deep...slow.. gradual breathes - slowly inhale and exhale.... With each breath you are feeling
relaxed and at peace....
Think of your breath like a river flowing from one part of your body to the other....
Feel the river flowing through you chest... down to stomach to thighs, knees, feet, and fingers of
your feet....
With the breath flowing from one part of the body to the other you feel relaxed, calmer, relaxed
and peaceful....
Feel the cool fresh waves of river like breath flowing through your shoulders down to your
arms, elbow, wrists, hand and fingers of your hand.....
Similarly become aware of your breath flowing through your shoulders to the back of your
body...and through your neck flowing up your face....feeling the breath flowing through each part
of your face - chin, lips, cheeks, nose, eyes, ears, forehead, your head....
You are feeling rested and peaceful with the breath flowing through your entire body from head
to toe....
You are feeling calm and peaceful, and as light as a feather... so light that you see yourself
floating upwards towards the ceiling and flying out, leaving this room and flying out.
Like a bird with beautiful feathers, you are flying high up in the sky.....
As you fly beneath you see mountains, beautiful mountain peaks, feel the beauty of nature
around you.
Keep moving deeper into deeper into the sky, Feel light, free as you are flying from one
destination to the other. As you are flying away you see a house. It looks familiar to you as you
know that house and start moving towards that house. Get close- closer to the house. Excited to
go and see the house. This is your house, where you have spent your childhood.....
Open the gate and start walking inside...feel the gate, the door and see yourself moving inside
the house.. Go inside the house, look around, Who all do you see?"
See yourself moving into the room where you lived as child and adolescent...go sit on the bed
where you used to sleep when you were a teenager...look at the bed..the walls of the room...the
closet..your clothes...what did you like to wear when you were a teenager...
Think of your favourite place you liked to go with your family......,
favourite place where you liked to spend your time as a teenage....
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Think of all the things you used to do when you were growing up....everything that made you
smile... made you excited and happy....
Think of all the changes that you were experiencing at the time your were growing up...what
were the changes taking place in your body...and how did you feel about them...what else was
changing...your thoughts, feelings, behaviour, emotions......become aware of all the changes that
you can when you were growing up......
Were there any sexual changes with changes in body at the time of your adolescence...what were
these....? become aware of various changes you experienced and how did these changes made
you feel.....
Did these changes and experiences during teenage disturb you in any way?...think of all the
fears, confusions, questions you had when you were growing up....was there anything you
wished you could run away from....
Was there anyone around with whom you could share these experiences and fears if any...was
there anyone with whom you could seek answers to your queries and confusions?....Anyone,
with whom you could ask those questions, Was there someone to find answers to the questions?
Who did you wish you could talk to?...
Who did you talk to about different questions? what about that person helped you to talk about
your personal fears and confusions....?and did you get all your answers...
Think of one beautiful happy memory from your adolescent period...that made you feel happy
and cheerful....
Sitting in your childhood room, you are now totally aware of your adolescence period - changes
that took place; your feelings about the changes; your fears, confusions, dilemmas and questions;
and how did you seek answers to your confusions....put all your thoughts together...and slowly
see yourself getting up from the bed...look around one last time and see yourself slowly walking
out of the room...slowly moving out of the house...out of the door....and gate...
Look at the house one last time, feeling happy abut the cheerful memory you thought of...and see
yourself flying back into the sky....
You are flying back to this room with better awareness of our own self and with deeper wisdom,
flying deep into the sky......become ware of the nature around you...mountain peaks..birds etc...
Slowly see yourself flying back into this workshop room where you left from...now you are back
into the room, become aware of this workshop room, become aware of yourself as an adult..(as a
parent)..attending this workshop...become aware of your fellow participants... Bring your
attention back to your breath...Take a deep breath. slowly breath in..breath out..take a few
slow, deep breaths and open your eyes when you feel ready.
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Session I
Factsheet
Sexuality
Sexuality is a complex phenomenon that is difficult to define but perhaps easy to understand. It is
our entire being - including sex (biological), gender, attitudes and perceptions, sense of self,
relationships, sexual practices, fantasies, concepts of love, romance and pleasure. Sexuality also
is about fears, vulnerability and confusions. It is a fine combination of the physical, emotional,
intellectual and social aspects of each individuals personality. Sexuality is seen and expressed in
our daily activities work, expression of affection, responsible (or irresponsible) behavior,
parenthood, talking, walking etc.
Sexuality is often understood in relation with the word sex and the word sex also has a very
limited connotation, it is only perceived in terms of a sexual act or penetration. However,
Sexuality is not just:
sexual acts;
sexual intercourse;
sexual behaviours; and
sexual orientations.
Difference between sex and sexuality:

Sex and sexuality is not the same thing. Sex refers to specific acts that we engage in with
another person for sexual pleasure, or reproduction. Sex is just one part of sexuality. Sexuality is
a composite personal identity of our views and attitudes, needs, concept of love and
relationships, fears, desires, pleasure, sexual orientation, fantasies, body image, sexual abuse,
and the like. Everyone has a unique sexuality that develops from the time we are born and is
influenced by every event in our lives. Sexuality is much wider, complex and includes physical,
emotional, ethical, social, and spiritual dimensions.
Besides the above-mentioned components, sexuality can be defined as:
A lifelong process beginning from birth;
A function of ones whole personality;
About who you are;
What you feel about being a man or a woman;
About how you interact with members of the same and opposite sex;
About sharing and intimacy.
Social Norms and Implications on Sexuality
The norms of the society influence our concept of sexuality. Deeply rooted in our psyche, they
determine our beliefs and behavior. We learn to avoid talking about sex or anything related to it.
This silence leads to confusion, since we never find a space to explore our doubts and fears in a
constructive and healthy manner.
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Norms related to gender and gender stereotypes also influence our notions of sexuality and are
reflected in the differences between male and female sexuality. For example, males can express
and explore their sexual behaviors/desires freely in most societies, whereas females experience
restrictions and impositions for the same behavior.
Through this section we hope that participants will be able to talk about and find answers to their
doubts, confusions and discomfort. The first step toward feeling whole and healthy is to be
informed. Sometimes, just accurate information can calm our fears.
Market plays a very important role in influencing and determining behavior, particularly for rural
migrants. The market and the exposure to a different set of social norms through the media exert
pressure on an individual to change his or her behavior. The relative anonymity and security of a
new place, the need to identify with a different social crowd, the opportunities for interaction
with the opposite sex and the relative freedom from social control can encourage risk-taking
behavior.
Gender Disparity/Stereotypes and Implications on Sexuality
Norms related to gender and gender stereotypes also influence our notions of sexuality and are
reflected in the differences between male and female sexuality. For example, males can express
and explore their sexual behaviors/desires freely in most societies, whereas females experience
restrictions and impositions for the same behavior. Consequently, females cannot be sexually
assertive and cannot differ from the concept of mutual fidelity as she has been socialized to
believe and accept her husband as supreme.
For example, a woman finds it extremely difficult to suggest condom use or other methods to
ensure safe sex, as the very indication of condom use carries with it notions of infidelity and
could threaten her personal security or destroy the relationship. In case she is able to use a
condom, she will find it very difficult to prove her fertility in the society as her status and well
being (after marriage) is dependent on bearing a son.
Furthermore, notions of shame ingrained in females form barriers and lead to denial of
expression of their sexuality. Thus, norms related to gender lead to disempowerment of females,
including sexual disempowerment, and this subordination encompasses all spheres of her life.
Notions of Pleasure
People more often than not engage in sexual activity for pleasure, and societies accepted notion
of pleasure is limited to penetrative sex. Non-penetrative sex, where the penis does not enter the
vagina or anus, is a way to have safer sex that greatly decreases your risk of getting infected with
HIV. Many people do not believe that non-penetrative sex can be as satisfying as penetrative sex.
But you can give and receive a great deal of stimulation and pleasure through non-penetrative
sex, such as mutual masturbation, massage, caressing, hugging and kissing. It may take patience,
practice, imagination and experimenting different ways with your partner, but when you become
skilled at non-penetrative sex, you will find, as others have found, that it can be an exciting and
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sensual alternative. Furthermore, women generally find non-penetrative sex more satisfying.
More foreplay and after play enhance stimulations and lead to greater pleasure.
It has been observed that most males also feel sex is not as enjoyable if you use condoms. This is
a misconception as it is seen that when men use condoms the right way, and with confidence,
there is little or no loss of stimulation or pleasure, for some men, it may even last longer.
Condom use can be made interesting and a part of foreplay itself and can be used even while
masturbating. There are many condoms in the market that are especially designed to increase
pleasure for both partners, such as ribbed, dotted, flavored, extra thin.
Sexual Orientation
Sexuality is a lifelong process about learning to decide what is right for you and learning to
respect what others feel is right for them. This is why there is no right or wrong about the kind of
partner you might desire. All people, whether they are heterosexual (attraction towards people of
opposite sex), homosexual (attraction towards people belonging to the same sex), or bisexual
(attraction towards people of opposite and the same sex) have a right to live with dignity and in
accordance with their sexual preferences. There are many women in this country who are
attracted to and live with women, and there are many men who do the same with other men.
However these people cannot come out in open about their relationships because of the stigma,
judgment and rejection by the society, which includes their friends and parents, colleagues and
others.
Sexual Negotiation and Empowerment
Since domination of females encompasses all spheres of her life, the empowerment process
should challenge all the oppressive structures and systems in order to help females reclaim their
dignity, self worth, self-esteem and liberty. Only when this process is followedwhen females
achieve a sense of selfcan any effort at developing skills of sexual negotiation, including safe
sex be effective. The process of empowering females to negotiate sexual practices and safe sex
only begins when a female is made aware of her rights and her capacities, which also would lead
to confrontation and abandonment of gender norms and stereotypes that disempower them.
Females (and males) need to re-examine their lives so they can collectively emerge with a new
(and wider) discourse and perspective on gender, sex and sexuality that can gradually be
accepted by the larger society.
The strategy of empowerment and negotiations involves:
Building self-esteem of sexual partners;

Clarifying perceptions regarding gender, sex and sexuality;
Developing skills in talking about sex and sexuality, listening attentively and making
their emotions explicit;
Helping sexual partners understand each other by putting themselves in each others
place; and
Helping sexual partners to focus on mutual interests and offer options for mutual gains.
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Some of the key points that may emerge for discussion are:
1. Lack of correct and healthy information. its impact and ways in which we try to fill the
gap
2. Wrong information and messages how they lead to misinterpretations, fears and dilemmas.
3. Sexual feelings and arousal are natural in adolescence and exploration, curiosity and finding
ways of gratification is also normal.
4. Initial realization and response to it is generally positive, as this is a natural process of
growing up. However the same event gets distorted and get loaded with guilt, fear, dilemmas
due to lack of information and messages of morality associated with it as well as negativity
towards our own self and sexuality emerges due to experiences of abuse and sexual
exploitation
5. Attraction to same or opposite sex is normal and natural exploration between people of
same sex is quite common and natural. However this also gets misrepresented as the society
and only importance is placed on heterosexual relationships after marriage, especially for
girls. Therefore people who continue in homosexual relationships or feel attracted to people
of opposite sex before marriage, they get slandered and judged by the society.
6. Masturbation: Masturbation is not considered appropriate by society. Boys mostly do
masturbate, as they have freedom to explore their sexual selves, however they also
experience feelings of shame, guilt, and fear after masturbating. Even the definition of
masturbation gets distorted. Most of the participants associated masturbation with touching
genitals only. It was clarified that touching other parts of the body to gain sexual pleasure and
gratification is also masturbation. Masturbation as one of the ways of safe sex was also
discussed.
7. Barriers to exploring ones sexual selves and ways of achieving gratification: The biggest
barrier is the messages by society on acceptable and not acceptable sexual behavior and
issues of morality associated with the same. Any kind of sexual exploration and attraction
before marriage is considered a sin. As a result, people learn to suppress their desires (mostly
true for women) and it becomes a pattern even in socially acceptable relationships like
marriage. They become passive partners and do not demand or explore ways of getting
pleasure and gratification. Those who attempt to explore or achieve gratification by different
ways feel guilt and/or acquire a negative perception of self like pervert.
8. Wind up the Activity by reinforcing that we as interveners/care givers, should be aware of
our own feeling and growing up stages in our lives, only then we will be able to relate to
adolescents and their concerns without judgment and moral issues.
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Session 2: Developing Understanding towards Adolescent Sexuality

Purpose:
The purpose of the session is to sensitize the parents to the need for creating healthy environment
for children to enable them to express their concerns related to body, sex and sexuality. At the
same time, complete and correct information on puberty and other important aspects about body
and sexuality would be provided to the session to equip them to handle these issues.
Objectives:
To enable participants to talk about body and understand the inhibitions and taboos
associated with the issues of sexuality.
To help participants recognize and overcome the level of discomfort about sexual parts of the
body.
To increase the comfort with verbalization of different parts of the body especially those
related to sex and sexual parts and provide correct and complete information related to
puberty in adolescence.
To enable participants in learning a technique for teaching children about their body parts.
To discuss myths and facts about sexuality.
Key Take-aways:
1. This activity helps in building perspective of the parents on the need to break away from
ones own inhibitions and develop a comfort level to become an approachable parent.
2. Body mapping exercise enables participants to realize that as parents they did not facilitate
development of adequate vocabulary of their children to discuss issues related to body and
sexuality openly. In the process, children tend to internalize the secrecy and taboos associated
with sexuality in the society. This they understand that major stumbling block for their
children to communicate with them their genuine fears, anxieties, abuse (if any) and negative
or positive experiences around body, sex and sexuality.
3. This activity would equip them with complete knowledge and information about the puberty,
sex and sexuality that they require including addressing their myths and misconception.
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Activity 1: Body Mapping
Objectives:
To enable participants to talk about body and understand the inhibitions and taboos
associated with the issues of sexuality.
To help participants recognize and overcome the level of discomfort about sexual parts of the
body.
To increase the comfort with verbalization of different parts of the body especially those
related to sex and sexual parts and provide correct and complete information related to
puberty in adolescence.
To enable participants in learning a technique for teaching children about their body parts.

Material Required: Chart Paper and pens, whiteboard, markers, sketches of males and female
sexual and reproductive organs (provided in the Information Handbook)
Duration: 1 hour
Instructions:
1. Divide participants in two small groups.
2. Ask Group 1 to draw a nude sketch of a girl and Group 2 to draw a nude sketch of a boy
(both group to think of boy and girl in the age group of about 1012 years respectively)
3. Ask both the groups to complete the following tasks in their groups:
Mark and list the physical, emotional, behavioural and sexual changes in boys and girls
respectively that start taking place at this age (puberty) with names of the body parts
including sexual and reproductive parts and changes.
List any myths and misconceptions about these pubertal changes that they may have
heard about boys and girls respectively
Give a chart paper to each group to draw their sketches and mark the body parts.
4. Give about 20-25 minutes to the groups to complete the task.

5. When the groups have completed their tasks, ask one representative from each group to
present their sketches and discussions at the plenary
6. Generate discussion around the following aspects after the group presentations:
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Make sure all the body parts are marked including sexual and reproductive organs and
posterior parts of the body such as the hips and rectum or anal opening (this part is
generally left out by the participants and is important to be covered especially in context
of issues of child sexual abuse as boys can be sexually abused through the rectum).
Provide correct information on the sexual and reproductive organs and system for both
men and women (referring to information in the Information Handbook on page
number .... provided - the numbering of the parts in the handbook would have to correlate
with the numbers here)
Focus on the degree of inhibitions and discuss the same asking the participants to share
whatever thoughts, feelings or any association they had while drawing nude sketches or
naming body parts and fluids such as vagina, penis, breasts, semen etc.
Discuss the taboos in the society on these issues and how we internalize them from
childhood (as mentioned in the facilitators notes below)
Have a discussion on major changes in adolescent girls and boys during puberty
(referring to from information in the Information Handbook provided on page no... - the
numbering of the parts in the handbook would have to correlate with the numbers here)
Tell the participants that this exercise has proved to be very effective with children in
helping them connect to their bodies; facilitate self-disclosure and especially reflect on
their feelings towards their body parts (with the help of this exercise clubbed with the
next activity).
When done with children, primarily this activity will help children in learning more about
their bodies, body parts, overcoming inhibitions regarding their bodies; becoming
comfortable and accepting towards the physical (biological and sexual) changes in the
body, thereby facilitating the process of opening up and acceptance of their body.
7. At the end of this part of the session, a film Growing up can be screened for the participants
(can you include copies of the film or here include as a footnote or something the address
from where this copy of the film can be purchased from)
In this Activity, observe very carefully the reactions of the participants when you give
instructions to draw nude figures; notice their inhibitions while drawing the sketches. Do not
force any participant if they do not want to draw.
During and at the end of the session, reiterate that the first level of inhibition and shame starts
with the Body itself as from childhood onwards shame and silence gets associated with the
body and children are not even taught the proper names of genitals and other so called
private body parts. Similarly, the Body gets controlled and violated by others when one
experiences sexual abuse and exploitation. Also, often children cannot disclose what has
happened to them because they do not know how to take the names of body parts due to
inhibitions or lack of knowledge. Hence, talking and learning to name various body parts
17
helps in breaking this first level of inhibition and also provides space to participants (as well
as child survivors when this activity is done with them) to share their experiences and
feelings about their own bodies.
Review:
1. Were the participants able to overcome their level of discomfort about labeling sexual parts
of the body?
2. Were they able to understand that facilitating the process of overcoming inhibitions about
their bodies will open way towards open communication?
18

Activity 2: Exploring Myths and Facts related to Puberty, Body Changes and Sex
Objectives:
To discuss myths and facts about sexuality

Material Required: Training Aid 2 on statements on Puberty
Duration: 1 hour
Instructions:
1. Divide the groups in four small groups.
2. Read the first statement from Training Aid 2 aloud for all to hear.
3.
Ask Group 1 to confer the statement and come up with the answer. If the team gives a correct
answer, they will be given 10 points. If the answer is incomplete, give 5 points and 0 for a
wrong answer. Provide correct information or complete information in case of any incorrect
or incomplete responses given by any of the group in order to fill in the gaps in information
(for correct responses refer to the Fact Sheet)
4. Similarly, read the second statement and ask Group 2 to respond. Give them 10, 5 or 0 points
for correct, incomplete or wrong response respectively. Provide correct information or
complete information in case of any incorrect or incomplete responses given by any of the
group in order to fill in the gaps in information (refer to the facts provided in the Information
handbook provided on page no....the numbering of the parts in the handbook would have to
correlate with the numbers here)
5. Follow the process with each statement till all the statements are covered.
6. In the end, collate the scores and announce the winning team. Also emphasize that the
purpose of this activity was to explore our own gaps in information as well as
misconceptions we have around the issues of puberty and body including our reproductive
system. Similarly, the children have similar lack in information and misconceptions, which
we as care givers need to clarify.
7. Ask the participants what messages and key learnings they could gather from the sessions
and how the session will help them in dealing body and sexuality concerns with their
children.
8. Conclude by answering queries if any raised
Tips for the Facilitators:
Facilitators can add to the statements/myths based on perceived myths of the

communities/target groups or participant. After discussion, ask the participants to change the
19
positions if they had changed their response to a particular situation. If they do not wish to
change the positions, do not force them to do so. However ask them to think about various
alternate explanations provided by the participants and facilitator. We cannot expect the
participants to change their beliefs after one exercise/session or workshop but definitely we,
as facilitator can initiate a new thought process.
It will be a general feedback session and (if required) to address any unaddressed queries, use
Frequently asked questions with answers provided in the Information Handbook.
At the end, tell them that an additional 2-3 hours session can be conducted emphasizing
specifically on skill building (which is session 4 & 5 of this Module). You can conduct the
session 4 & 5 for skill building if time permits or call the same group of the participants back
for another half-day session.
Review:
1. Were the participants able to relate to the myths and get clarity about the facts related to
pubertal changes and sexuality?
Important Note: Remember that Session 1 of the module on Sensitization towards Adolescence
Sexuality can be done as a Stand-Alone session of 3.5 hours. However Session 2 of the Module
entitled Developing Understanding towards Adolescent Sexuality on Skill building cannot be
done without conducting this Session 1 of the Module.
Training Aid
Session 2: Activity 2
Exploring Myths and Facts related to Puberty, Body Changes and Sex
Statements on Puberty
1. It is unhealthy for a girl to swim or bathe during her periods.
2. The female determine the sex of the baby
3. Once a girl has her first period, she can become pregnant.
4. Abstinence is the only method of birth control that is 100% effective
5. A girl can get pregnant if she has sex during her periods.
6. Menstruation begins for both males and females.
7. Body hair increases for males only.
8. The main sex hormone that causes puberty in males is called testosterone.
9. Changes in moods are less common.
10. Families may experience more conflict due to an adolescent wanting more freedom.
11. Females are capable of producing breast milk once puberty begins.
20
12. Males may begin to have ejaculations during puberty.

13. Before having her first period, it can be normal to have some clear or whitish vaginal
secretions
14. For boys ejaculation may occur both during intercourse and during the night
15. Night falls are unhealthy and happens to boys who have explicit and excessive sexual
thoughts and arousal
16. PMS/PMT (Pre-Menstrual Syndrome/Pre-Menstrual Tension) is a combination of
symptoms (e.g., headache and stomach ache) felt by a female just before menstruating
17. A tampon cannot be used by a virgin
18. Hymen is a sign of virginity for girls
19. Males and females find themselves more interested in the opposite sex
20. Sex education encourages early sexual activity
21. Anal sex is uncommon
22. Homosexuality is a sin. It is abnormal and unnatural
23. Masturbation is harmful and causes weakness
Answers to the Myths and Facts are provided in the Factsheet.
Factsheet

Activity 1 of the Session on Body Mapping: The following information should be explained in
detail after conducting the activity i.e. Exploring and Understanding Body Changes during
Puberty.
1. Puberty
Adolescence is the period in life that occurs between the childhood and adulthood. In other
words, it is the transition stage from childhood to adulthood. This is the period of physical
and psychological development from the beginning of puberty to maturity.
Puberty is the stage of life during which you become biologically and sexually mature. It is
the period of drastic changes in the body, emotions, attitude, values, intellect and
relationships. No one can escape puberty as it happens to everybody boys and girls. In
21
girls, it may start at the age of 9 or 10 and in boys it may begin around 12 or 13 years,
although there is variation in the age from one person to the other.
Puberty is often considered to be a period of storm and stress as the child develops sex drive,
experiences mood swings, develops relationship with people of same gender or opposite
gender, and faces different kinds of pressure at home and at school. As most adolescents do
not get adequate information about the changes they are going through, they get worried,
sacred and insecure. However there is nothing to be scared or worried as feelings like this
are normal during puberty. It is important to understand names and functions of different
body parts and the biological and psychological changes in the body during this stage. This
understanding will make adolescents realize that that they are not alone in this journey and
will help them sail through adolescence. The changes in boys and girls have been described
separately as there is a difference in male and female anatomy.
2. Sexual and Reproductive organs: Names and Functions
Diagram Source: Training Manual for Facilitators on Sexuality & Gender & Young People;
MAMTA, Health Institute for Mother & Child, New Delhi
A. Female Body Mapping:
i.
Female Genitalia
Vagina - The vagina is a fibromuscular tubular tract leading from the uterus to the
exterior of the body in female mammals. The vagina is the place where semen
from the male is deposited into the female's body at the climax of sexual
intercourse, commonly known as ejaculation.
Labia Consist of outer folds of the skin on either side of the vagina.
Clitoris Clitoris is a small, highly sensitive area for women and has no purpose
other than sexual pleasure.
Cervix The cervix is the lower, narrow portion of the uterus where it joins with the
top end of the vagina. It is cylindrical or conical in shape.

22
Uterus The uterus or womb is the major female reproductive organ of humans.
One end, the cervix, opens into the vagina; the other is connected on both sides to the
fallopian tubes. It is where the baby develops in pregnancy.
Oviducts/Fallopian tubes The Fallopian tubes or oviducts are two very fine
tubes leading from the ovaries of female mammals into the uterus. It is the passage
through which the mature egg travels to the uterus.
Ovaries The ovaries are the place inside the female body where ova or eggs are
produced. The process by which the ovum is released is called ovulation.
Hymen A membrane that stretches across the opening of vagina is called Hymen.
Hymen varies in thickness and extent and is even absent in some girls. There is a
circular opening in the center of the hymen in order to allow the menstrual flow. In
rare cases, this circular opening is absent blocking the menstrual flow and medical
supervision should be sought in such a case. The hymen tears or gets ruptured during
first intercourse/sex and is accompanied with little bleeding and pain. It can also get
ruptured during strenuous exercise and activities like swimming, riding or cycling.
The female reproductive system
The female reproductive system contains two main parts: the uterus which act as
the receptacle for the male sperm, and the ovaries, which produce the female's egg
cells. These parts are internal; the vagina meets the external organs at the vulva,
which includes the labia, clitoris and urethra. The vagina is attached to the uterus
through the cervix, while the uterus is attached to the ovaries via the Fallopian
tubes. At certain intervals, the ovaries release an ovum, which passes through the
Fallopian tube into the uterus.
The ova are larger than sperm and are generally all created by birth. Approximately
every month, a process of oogenesis matures one ovum to be sent down the
Fallopian tube attached to its ovary in anticipation of fertilization. If not fertilized,
this egg is flushed out of the system through menstruation.
ii.
Menstruation or Periods:
Girls start menstruating or start periods between the age of 10 16 years, however, the
age and time varies from one person to the other some may start earlier and others late
depending on the hormonal changes in the body. As mentioned above, the egg released
from the ovaries (whether fertilized or not), travels through the fallopian tube to the
uterus. If the egg meets the sperm in the fallopian tube, the egg can be fertilized and if
the fertilized egg moves to the uterus, a baby can be formed.
23
To feed the baby, the uterus grows a sponge-like layer of tissue and blood cells, called
endometrium, which provides safety, warmth and nourishment to the baby for nine
months as the baby stays in the womb for nine months before it is born. Since most of
the time the egg is not fertilized, the sponge like lining breaks down and flows out
through your vaginal opening in the form of bleeding. At times you may also notice clots
of blood flowing out. Over the entire period, your body throws out a half a cup of fluid
and the body quickly replaces the amount of blood lost. The unfertilized egg also leaves
your body along with the menstrual flow. This takes place for about 5 days every month,
however number of days may again vary from one girl to the other. The average is about
3-5days. The average period comes every 28 days. But some menstrual cycles can take
as little as 21 days, or as much as 35 days.
You can use a period calendar to understand your menstrual cycle. Mark the days of your
periods every month and count the number of days in between. Then you will know how
your cycle varies. It will also help you in tracking the number of days your periods last.
You may have irregular periods during the first few years. Do not worry, as it is normal,
however if the irregularity persists, consult a doctor.
Protection during periods:
To protect yourself during periods, you can use sanitary napkins/pads that are belted or
belt-less or tampons. Belted napkins are to be tied around the waist and the belt-less
napkins can be stuck firmly to the panty. Tampons are cylindrical in shape and expand to
soak up moisture. The tampon is inserted inside the vagina, about a finger length deep. A
tampon or sanitary napkin should be changed every 4-5 hours, otherwise it could lead to
infections and diseases. If the flow is very heavy, you may need to change very 2 hours.
It is always a good idea to carry two napkins or tampons with you always, especially
around the time you are expecting your periods. To dispose off a used pad, fold it over
and wrap it in toilet paper or newspaper or tissue and place it in a wastebasket. Never
flush the pad as it can block up the plumbing and never throw the used pad unwrapped in
the wastebasket as it can cause infections and bad odour.
Cramps:
Some girls experience discomfort and pain during periods, called period pains or
menstrual cramps. The most common complain is cramping in the lower abdomen and
back. Sometimes that pain is like a constant dull ache, or a feeling of heaviness. You
may also feel pain in your lower back and thighs. Cramps are caused by contractions in
the uterus and these may start up to a day before the periods, and usually stop after the
first day of your periods, however it may continue even after the first day for some girls.
To get relief from the cramps, you may find the following helpful:
Pain Killer: If the cramps are unbearable, you can take a painkiller. however,
prescription from the medical doctor is advised.
Hot water bottle: Place a hot-water bottle on your abdomen or lower back as this may
relax the muscles that are having the cramps.
24
Exercise: Take a long walk or go swimming. Deep breathing exercises are good also
very helpful, especially if you deep breathe or take your breath down to your genital
area or the area that is paining lower back or abdomen.
Warm Bath: Take a warm bath as it will ease and relax your body.
However if you find the cramps really unbearable and if the cramps bring nausea or
blackouts, make sure you check with an adult like your mother, elder sister, teacher,
counsellor or a doctor before you take any kind of medication.
Myths around periods
Some girls do not bathe or wash their hair during periods and some people believe that
you should not go to the temple or tough pickle and curd while menstruating because
they feel that girls are not pure during these 5 days. People also feel that the blood that
flows out of body is the impure blood of the body. Now you know that it is not true as
menstruation is a biological process and is essential for reproduction. If a woman does
not menstruate, she will not be able to bear children and child bearing and rearing is
considered sacred in our society. How can something that enables a sacred process be
impure at the same time?
It is very important to bathe and wash your hair regularly because you perspire more
around that time and even the body odour get stronger.
B. Males
i.
Male Genitalia
Penis - Is the primary centre of sexual sensation for the man.
Scrotum - Is a soft bag like structure which hangs between the two legs.
Testicles - Are two rounded glands which produce and store semen.
Vas Deferens- Is a tube through which the sperm passes to reach the penis.
Erection - Is the stiffening and enlargement of the penis during sexual stimulation.
The male reproductive system
The male reproductive system consists of those structures in the male body designed to
create life. The reproductive system includes the two testes, a network of ducts, the
seminal vesicles, the prostate gland, and the penis.
As sperm travel through the duct system, they combine with fluids from the seminal
vesicles, the prostate gland, and the urethra to form semen. The two seminal vesicles,
which lie near the underside of the urinary bladder, discharge a thick, sticky fluid. The
prostate gland is a small, doughnut-shaped organ that completely surrounds the urethra.
25
The prostate gland secretes an alkaline substance that makes up the major portion of
seminal fluid. The sperms are protected from acid (present both in the male urethra and in
the vagina) by the alkalinity of the prostatic secretions. Sperms are also capable of the
greatest mobility when in a slightly alkaline medium. Proper prostate secretion is thus
essential to effective sperm action.
C. Major Changes Observed in Boys and Girls during Adolescence
Major
Changes
Observed in
Boys and
Girls during
Adolescence
Changes in
Females
Changes in Males
Facilitators Main
Message
Skin
Becomes
oily,
sometimes with
pimples or acne.
Skin becomes oily,

sometimes
with
pimples or acne.
This lasts through your

teen years and then usually
ends.
Wash the face each day
with soap and water.
Hair
Hair increases on
legs, under arms,
and in pubic area.
Hair increases on
legs, chest, face,
under arms, and in
pubic area.
The amount of new body

hair that grows is different
for each young man and
woman.
Breasts
Breasts
grow,
swell, and hurt
just a bit.
Body Size
Hips
broaden,
breasts enlarge,
weight
and
height increase.
Shoulders and chest

broaden, weight and
height increase
Girls can reach their full

height before boys.
However, by the time
puberty is complete, young
men are often taller and
weigh more
Perspiration
Perspiration
increases
and
body odour may
appear.
Perspiration
increases and body
odour may appear.
Can help control by

washing or bathing daily.
Both breasts may not grow

at the same rate or to the
same size. It is normal for
one breast to be a bit
smaller than the other one
26
Voice
Female
Organs
Sex
Male
Organs
Sex
Voice
deepens
slightly
Voice deepens and

may crack.
Male voices can suddenly

go from high to low or
from low to high. This
cracking can be a bit
embarrassing sometimes.
In time, it will stop. This is
normal.
Period
or
menstruation
begins, and there
is more wetness
in the vaginal
area
Girls might see and feel a

white or clear liquid from
the vagina. This does not
mean anything is wrong.
We will talk about this
wetness and the menstrual
period later.
Wet dreams and

erections occur, and
penis and testicles
grow larger
Wet dreams and erections

are completely normal.
We will talk about this
more later.
D. Emotional or behavioral changes during adolescence:

As puberty sets in, adolescents experience changes in the way they think and feel. Some of
the commonly felt changes are:
They may experience mood swings. One day they may feel elated (on top of the world)
and the next day they might feel that the entire world has collapsed before them.
Adolescence is a stage marked with passion and impulsiveness.
They may experience uncontrollable joy or miserable sadness or loneliness, curiosity or

boredom, confidence or self-doubt.
They may feel sudden anger, rejection, ridiculed, depression, anxiety or mixed emotions
of joy and sadness, success and failure.
They may develop complexes and insecurities because of the changes that are occurring in
their body and the way they look.
They tend to feel that the parents do not understand them and may feel pressured from the
school and at home.
They may feel conflicts in relationship with their parents, siblings and peers. They may
feel all of a sudden that no one understands them.
27
They start feeling attracted to people of the opposite sex or same sex and do not generally
understand your own feeling.
They have lot of questions around self, body and sexuality that are unanswered and their
curiosity builds up.
These confusions and insecurities are normal during this period. However they get
aggravated by the messages that adolescents receive from their families, society and adults
around us, with no authentic and reliable source to turn to for information or to share their
dilemmas and anxieties. Restrictions are imposed on them and they are exposed to myths
without appropriate reasoning that they find difficult to comprehend. And as a result
adolescence becomes a period of stress and storm but always remember it is important to
make them realize that they are not alone in this struggle.
Hence as Parents and Adults, in this situation, it is important:
To develop communication skills in order to communicate openly to children about these

issues.
Help children and adolescents in building self-confidence and decision making abilities
based on information and informed choices.
It is important to make children feel comfortable with themselves and their body. As
parents and adults, we can only do this if we at the first place feel comfortable with
discussing these issues with adolescents. Hence being aware of ones own discomfort and
inhibitions is important.
Remember they will receive different messages from people and peers around them.
Become their support in order to help them to think, analyze and decide what is best for
them.
Do not get into comparisons he or she is better than you, and what kind of a child are
you . And help adolescents not to get in such comparisons with others as well. They
would tend to do this, not only with regard to their competencies and abilities, but also
with regard to their looks and bodies, which can be detrimental to their sense of self and
confidence. Make them realize that each individual is unique and we all need to learn to
respect individual differences.
Help them develop a positive and optimistic outlook to life and develop the selfconfidence in them to do whatever they want to do. At the same time, help them take
responsibility for their actions and their consequences. Hence being able to make informed
choices is of significance for which information, education and awareness are the key
tools.
Try to develop a healthy relationship with your adolescent children. You may feel that they
do not understand you. But ask yourself have I tried enough. Parents also feel inhibited
talking to their children about issues of sex and sexuality. At the same time, adolescents find
28
difficult to approach their parents sensing their discomfort. Everyone wants to wait for the
first move. Try and take the first step and you may find that your adolescent children are also
thinking about the same thing. Be assertive rather than aggressive.
3. Frequently Asked Questions
i.
It is real embarrassing to talk about sex to our children, how should we communicate about
sexuality to our kids?
There can be many reasons for you that you hesitate to talk about sexuality. Discover why
talking about sexuality may be difficult. You may:
Feel you do not have adequate knowledge or the appropriate language to talk about
sexuality issues.
Feel embarrassed or lack confidence in answering questions.
Be afraid that talking about sexuality will encourage sexual activities
Feel uncomfortable thinking of children as sexual beings.
Think the child is not ready for the information.
Not have thought through or talked about family values and beliefs.
Keeping all these apprehensions in mind, consider what might happen if you do not talk
with your child. If a child doesn't learn about sexuality issues from a parent, the child will
learn elsewhere-from friends, magazines, television and other sources. This information
can be incorrect, confusing, and may not agree with your beliefs. Research shows that
uninformed children are at greater risk for early sexual activity, sexually transmitted
diseases or infections (including AIDS), pregnancy, sexual exploitation, and abuse.
Focus on your goals. Even if you are uncomfortable talking about sexuality, the purpose
of these conversations with your child is usually to answer questions, eliminate fears,
share your values, and build the child's self-confidence and self-competence.
ii.
When should I start talking about these issues to my child?

There is no correct age to begin family life education. As and when opportunities arise
you can introduce age appropriate information regarding body parts; pubertal changes,
reproductive issues; gender & healthy heterosexual behaviour. You can take guidance
from authentic sources to help you to communicate with children on these issues.
iii.
What if they start experimenting after getting this information?

Young & girls anyways are getting information through various sources and some of
them may experiment. Research shows that uninformed children are at greater risk for
early sexual activity, sexually transmitted diseases or infections (including AIDS),
pregnancy, sexual exploitation, and abuse. Also, studies have shown that adolescents who
receive sexuality education are less prone to experimentation.
29
The best way to help them is to a watchful guardian, who young boys & girls find
approachable. Know their friends and their activities. And if you feel they are into sexual
experimentation it is best to bring it out & talk about it in a non intimidating manner
about the possible negative consequences of such experimentation. Also Foster healthy
heterosexual relationships while abstaining from needless sexual experimentation.
iv.
How should I start talking about sexuality with my child? What preparation should I do
and also what precautions should I take while discussing it with my child?
Plan how to respond to questions. Parents who are uncomfortable talking about sexuality
may find it helpful to plan what they will say and how they might answer their child's
questions. When your child asks a question or does something that triggers a teachable
moment, you may find this three-step response format useful:
Make sure you know what the child is asking. (Ask your child, "Do you mean...?" or
"Do you want to know about...?")
Discover why the child is asking. Is your child trying to:

Check a fact?
Test your knowledge?
Explore his or her values?
Satisfy curiosity?
After you've decided what to say, keep it short and simple.
Do not shun such questions or make the child feel guilty of asking such questions.
Respond immediately to your child's need to know. Even if your child asks a question at a
difficult time, it is better to answer right away, if only briefly. You can always resume the
discussion later when you have collected your thoughts or when you have more privacy.
Be sensitive to your expressions and gestures. The way you answer a question is
important in sexuality education too. Don't forget to smile, and remember that a good
sense of humor can help communication. Take the initiative, if necessary. The earlier you
begin communicating with your child, the easier it will be. Get and give support. Talk
with other parents and see how they're doing. If you have any concerns about your child's
development, talk with your doctor, knowledgeable family members, or other parents.
Reach out to others for information, understanding, and ideas on how to maintain open
communication with your child. Support from others can help you and your child through
the awkwardness and uncertainty of dealing with sexuality education. You can even
access the websites, we have mentioned in the handouts provided to you.
It is important to acknowledge the validity of their concerns and praise their willingness
to question you. In an effort to most effectively answer their questions, give as much
information as possible and try and use the right vocabulary and nomenclature
4. How much information should I give to my child related to sexuality?
30
The type of information given would be provided according to the age of the child. Thus
a preschooler who has a question on how babies are made, the mother may like to
share that they are made in mothers stomach and come out from the vagina (good
opportunity to give nomenclature to a private part). When an adolescent asks such a
question obviously the answer will be different. It may lead to discussion on heterosexual
relationships. However what is non negotiable is that parent should not shun such
questions nor react in a manner that child feels uncomfortable to talk openly on such
issues in future.
5. Adolescence is an age of attraction, how should we handle that?
Adolescence is definitely an age of attraction, boys and girls get attracted to the opposite
sex, and this is normal. What is important is that parents give a conducive environment to
their children where they can ask questions and queries and the same helps them in
handling the issue. It is important for parents to instill the right kind of behaviour in kids,
so that understand what they are doing.
6. My child is too obsessed with the latest fashion trends. What to do?
It is passing phase. At this age children are self absorbed, preoccupied with looks &
appearance it is very important to them to look good & create routine impression for
which they may resort of fashion or fashion accessories.
But there could be a rational approach in dealing with this without taking any extreme
stand. So parents can discuss with affluent children the limits of adopting fashion trends
so that it does not involve too much influence. One could encourage them to be
fashionable yet not inappropriately dressed for their age e.g. clothes excessive makeup,
buying expansive clothes and bizarre trends which may not be acceptable in the
community. The parent should try to emphasize the value of and assets, talents and other
strengths so that the focus is on developing inner beauty & strength.
Training Aid
Exploring Myths and Facts related to Puberty, Body Changes and Sex
Answers to the Quiz

Statements and Facts related to the statements on Puberty, Body and Sexual Practices
1. It is unhealthy for a girl to swim or bathe during her periods
31
Ans.: False. There is no reason that women should not partake any of the specific activities
because of her periods.
2. The female determine the sex of the baby
Ans.: False. The male genetic chromosomes XY determines the sex of the baby through
either the X (girl) or Y (boy) chromosome. Female genetic chromosome is only XX.)
3. Once a girl has her first period, she can become pregnant.
Ans.: True. When a girl starts having her first period, it means that her reproductive organs
have become fertile and she can become pregnant
4. Abstinence is the only method of birth control that is 100% effective
Ans.: True. The only way to be absolutely sure of avoiding pregnancy is not to have sex
5. A girl can get pregnant if she has sex during her periods.
Ans.: True. It is possible for a girl to get pregnant during her periods.
6. Menstruation begins for both males and females.
Ans.: False. Menstruation only happens in case of girls
7. Body hair increases for males only.
Ans.: False. Body hair including pubic hair growth happens in both girls and boys
8. The main sex hormone that causes puberty in males is called testosterone.
Ans.: True. The female sex hormone is Progestrone.
9. Changes in moods are less common.
Ans.: False. Frequent Mood swings are seen in adolescence.
10. Families may experience more conflict due to an adolescent wanting more freedom.
Ans.: True. Families need to be sensitive and tactful in dealing with their adolescent child
11. Females are capable of producing breast milk once puberty begins.
Ans.: True. In terms of the bodily change, yes, female bodies are ready for such a change;
however breast milk is only secreted after child birth.
12. Males may begin to have ejaculations during puberty.
Ans.: True. For boys, ejaculation may occur both during intercourse and during the night.
True. The ejaculations at night are called Night Falls or Nocturnal Emissions.
13. Before having her first period, it can be normal to have some clear or whitish vaginal
secretions
32
Ans.: True. This is normal, however in case of excessive discharge and if it is yellowish in
colours and/or smelly, a medical opinion should be sought.
14. For boys ejaculation may occur both during intercourse and during the night
Ans.: True. For boys, ejaculation may occur both during intercourse and during the night.
True. The ejaculations at night are called Night Falls or Nocturnal Emissions
15. Night falls are unhealthy and happens to boys who have explicit and excessive sexual
thoughts and arousal
Ans.: Night falls are natural process of growing up. It is a way of secreting the excess
semen collected in the body.
16. PMS/PMT (Pre-Menstrual Syndrome/Pre-Menstrual Tension) is a combination of
symptoms (e.g., headache and stomach ache) felt by a female just before menstruating
Ans.: True. Due to this some females become over sensitive and sentimental during this
time. Hence, the care givers should be sensitive and calm in dealing with girls at this
time.
17. A tampon cannot be used by a virgin
Ans.: False. All women at any age can use tampons; however they should be aware of the
correct and hygienic way of using the same.
18. Hymen is a sign of virginity for girls
Ans.: False. Hymen can break anytime during the girl is growing up, like while walking,
running, swimming and any other such physical activity. Also virginity is a concept
and norm imposed by the patriarchs of the society on girls to control their sexuality,
which is related to numerous gender barriers and binders imposed on them.
19. Males and females find themselves more interested in the opposite sex
Ans.: True. This is the age when physical and sexual attraction begins
20. Sex education encourages early sexual activity
Ans.: False. Multicultural, multi-country studies show that adolescents who receive sex
education are more likely to postpone initiation of sexual activityand even when
they initiate sex, they are better able to negotiate protective sexual activities than
those who do not receive sexual education. Young people explore their sexuality as a
natural process of achieving sexual maturity, however with correct and complete
information, we can help them in making safe, responsible and informed choices.
Research indicates that the sexual curiosity and experimentation goes down in
adolescents once they are provided correct and complete information from the right
sources.
21. Anal sex is uncommon
33
Ans.: False. Anal sex is a practice between two men and also between men and women and
is not a rare phenomenon. Due to social pressures of labelling, most people do not
talk openly about it. This is important for parents to know as boys may be anally
penetrated as a form of child sexual abuse
22. Homosexuality is a sin. It is abnormal and unnatural
Ans.: False. Some religions do prohibit homosexuality and consider it a sin. However,
sexual preference is a very personal issue and nobody can dictate the type of sexual
orientation a person is allowed to have. Homosexuality is not defined just on the
basis of sexual activity, but on ones identification, erotic desire and emotional
bonding. All people, whether they are heterosexual, homosexual or bisexual, have a
right to live with dignity and in accordance with their sexual preferences. We all can
have personal preferences not controlled by anyone but ourselves. There are many
women in this country who are attracted to and live with women, and there are many
men who do the same with other men. However, with reference to adolescents, one
should not conclude or label them as Homosexuals in case they demonstrate
attraction towards the same sex. Sometime, this may be part of curiosity and
exploration. The patterns and preferences would become clearer as they grow older.
23. Masturbation is harmful and causes weakness
Ans.: False. Masturbation is a natural and safe method of deriving sexual pleasure. It is a
myth that masturbation leads to sexual inadequacy or weakness. There is no
scientific basis for this.
34
Session 3: Sensitization on Child Sexual Abuse

Purpose:
The purpose of this session is to provide information on various forms, dimensions and
magnitude of Child Sexual Abuse (CSA).The session comprises following two activities:
A brain storming activity that would help parent reflects upon their knowledge and
feelings regarding sexual abuse of children.
Quiz Time on Values and Beliefs that would enable parents explore myths and
misconceptions held by them regarding the issue of CSA. These beliefs, which are largely
myths, affect the way we perceive the existence of the issue as well as the vulnerability of
children to sexual abuse.
Objectives:
To bring forth Child Sexual Abuse as a real issue.
To provide information on various aspects of CSA to the participants.
To discuss different myths and facts related to the issue of CSA
Key Take-Aways:
1. Lower denial and increased acceptance of the issue.
2. Increased factual knowledge about the issue and vulnerability of children, both boys and girls,
to CSA.
3. Participants would be able to reflect upon their beliefs and myths regarding the issues of CSA.
4. The level of denial about the existence of CSA would be diminished and greater acceptance of
vulnerability of all children, boys and girls and from different strata of society.
35

Activity 1: SSSSH! Dont Talk About ItShut It, Forget It....
Objectives:
To bring forth Child Sexual Abuse as a real issue.
To provide information on various aspects of CSA to the participants.

Material Required: Flip chart, Markers, ; complete information on Magnitude and forms of
CSA from the Fact Sheet provided - this can be made in the form of a
power point presentation
Instructions:
1. Read out aloud the following small story/case. You can put it n a power point slide and ask
one of the participants to read the same aloud.
In the nearby park every day, around 5 it starts getting filled with sounds and shouts.
Sounds and shouts of children excitedly playing and running!
Children in their bright clothes on the swings or in their own little plays.
Mothers sitting nearby after generally supervising them and get on with their talks
At that time something sudden happened. A shrieking sound of Nidhi- that young girl with
round face. Nidhi was repeatedly saying, You are dirty bhaiya!.....He is a very dirty
bhaiya to the park gardener.
2. Ensure that the story/case is clear to everyone. Watch their reactions when the story is being
read.
3. Initiate a discussion with the group asking the following questions:
What happened to Nidhi? Why do you think she was shouting?
What could the Gardner have done to Nidhi?
What forms can abuse of children take?
What could be different forms in which children can be sexually abused?
Does sexual abuse happen with children? And who can be sexually abused - girls or
boys? Why? What makes children Vulnerable?
Have you heard of any such instance?

36
How did they feel when they heard about Nidhis case?
4. Spend about 10-15 minutes on this discussion. And write broad responses coming from the
participants on a flip chart.
5. At the end, give correct information to the participants on forms and various dimensions of
CSA from Fact Sheet provided. If time permits and participants are interested, share with
them the statistics on CSA from around the country to highlight the magnitude of the
problem in India. This information is also available in the Fact Sheet. Alternatively, the
information regarding the magnitude can be provided after the next activity on Values and
Beliefs.
Ensure that a good rapport with the participants has been formed before conducting the
session. Beginning the workshop with this activity will only be easier if the
parents/participants have been through other sessions from this Manual before this one on
CSA.
The first part of the activity is to brainstorm various aspects of CSA with them. This helps in
understanding how much are they aware of the issue. It would also bring up their feelings and
reactions such as fear, denial (for example, this does not happen here or it is very rare or
this happens in lower classes of the society etc.) and discomfort with the subject. Be aware
and watchful of these reactions and address the same while making your presentation on CSA.
Review:
Were the parents able to accept that CSA is a real issue in our society?
37

Activity 2: Quiz Time: Values and Beliefs
Objectives:
To discuss different myths and facts related to the issue of CSA

Material Required: Flip chart, markers, Training Aid - on statements on CSA, Myths and facts
sheet from the Fact Sheet (page number ....- will have to be added from the
Fact Sheet) to provide facts related to the statements in Training Aid -, and
information on Magnitude/statistics on CSA in India from the Fact Sheet
(this can be made in the form of a power point presentation)
Duration: 50-60 minutes
Instructions:
1. Divide the participants in four small groups.
2. This activity is like a quiz. The four groups would be like four teams participating in the
Quiz. You can ask the teams to decide the names of their respective teams.
3. A question is asked and each team gets to answer. The question for each team is the statement
from Training Aid - and the teams need to answer whether the statement is true or false. The
team gets points only if both the answer and the explanation are right. If one team fails, pass
the question to the next team. For every right answer with explanation, the team gets two
points. If the team wants a hint, the facilitator can give a hint, in which case the team gets
only one point for getting the right answer.
4. Inform the teams that they must discuss the statement within their teams first and then give
the answer.
5. At the end of each statement, explain the corresponding correct answer from the Fact Sheet.
Do not spend too much time on each statement. Get quick answers with explanations to the
statements from respective teams.
Look out for their feelings and reactions while discussing each statement such as fear, denial,
aggression, discomfort etc. and address the same at the end of the activity.
If time permits and if this has not been done after the first activity, you can make a power
point on the magnitude and statistics of CSA (from the Information Booklet) and present the
same to the participants to inform the group about existence of CSA in India.
38
Review:
1. Could the participants understand that our myths and mindsets increase vulnerability of
children.
39
Training Aid
Quiz Time: Values and Beliefs
1. Children are rarely abused in India, as the Indian socio-cultural system inherently does not
allow for its children to be sexually abused.
2. Child sexual abuse occurs mostly in poor, illiterate families.
3. Sexual abuse generally occurs in surroundings unfamiliar to the child.
4. Only girls are the victims of child sexual abuse. A boy cannot be sexually abused or raped
but a girl can be.
5. Children with disability (differently able children) cannot be sexually abused as the abusers
either find them sexually unattractive, or feel sorry for them.
6. Children lie and make up stories about sexual abuse.
7. Often precocious children provoke sexual abuse by their "seductive" behaviour.
8. Children are usually abused by strangers.
9. People who sexually abuse are mentally ill or "sick".
10. Women do not sexually abuse children.
11. Child sexual abuse is usually accompanied by physical violence.
12. Somebody in the family usually knows the child is being sexually abused.
13. A child should be encouraged to forget about the abuse, as there are no harmful effects of
child sexual abuse.
14. Reporting of child sexual abuse can cause more harm than good.
15. Abuse is usually a single isolated incident.
16. Only adolescent children get abused.
Note: Facts to the above statements are provided in the Fact Sheet.
40
Factsheet
1. Child Sexual Abuse: Dimensions, Forms and Complexities
The instinctive response to Child Sexual Abuse is: THIS CAN'T HAPPEN TO ME OR TO
ANYONE I LOVE.
In fact, Child Sexual Abuse (CSA) can happen to anyone, anywhere. Often by adults
known to the child. It is a common phenomenon.
BECAUSE:
Children are vulnerable.
We teach them to obey adults but we do not teach them to establish boundaries.
Children trust older people, especially family, who in turn can exploit them.
We do not give children the knowledge or language of their body but instead a language
of shame and silence. Adults exploit this silence.
Adult sexuality in our world is far from healthy and responsible, and CSA is the result.
What is CSA?
Child Sexual Abuse is the physical or mental violation of a child with sexual intent, usually
by an older person. It is a crime.
Child Sexual Abuse includes
Touching a child's genitals (penis, testicles, vulva, breasts, or anus) for sexual pleasure or
other unnecessary reason.
Making a child touch someone else's genitals, or playing sexual ("pants-down") games.
Putting objects or body parts (like fingers, tongue or a penis) inside the vagina, in the
mouth, or in the anus of a child for sexual pleasure or other unnecessary reason.
Showing pornography to a child.
Exposing a person's genitals to a child.
Photographing a child in sexual poses.
Encouraging a child to watch or hear sexual acts either in person or on a video.
Watching a child undress or use the bathroom, often without the child's knowledge
(known as voyeurism or being a "Peeping Tom").
41
Simple cuddle, kissing, hugging can also be abuse when done with a sexual intent and
feeling. A person sitting beside and reading newspaper, and trying to touch you is also
abuse.
Child sexual abuse is evidenced by this activity between a child and an adult or another child
who by age or development is in a relationship of responsibility, trust or power, the activity
being intended to gratify or satisfy the needs of the other person. However, when sexual
activity involves another child or an adolescent, it is not always so clear. Some kinds of
sexual behavior among children might be innocent explorations rather than abuse.
2. Child Sexual Abuse in India: Magnitude based on Studies in India by Government and
NGOs
One in ten children is sexually abused (WHO world-wide figures).
One child below 16 years is raped every 155th minute, a child below 10 every 13th hour,
and one in every 10 children is sexually abused at any point in time (HAQ 2005).
100% of mentally challenged girls rescued from the street had been violently abused (IIndia, Jaipur)
At least one out of six boys and two out of four girls in India are sexually abused (A
study by the Family Planning Association of India).
One out of three girls and one out of 10 boys had been sexually abused as a child and
50% of child sexual abuse happens at home (A Tata Institute of Social Sciences study,
1985)
In 1994, 83% of 348 girls in a study by Samvada (a Bangalore based NGO) experienced
some form of CSA.
A survey by a Delhi-based NGO Sakhi/IFSHA in select schools of Delhi on CSA in the

year 1996 revealed that 60% of 13-15 year old girls had been sexually abused.
In 1998, of 600 Women interviewed by RAHI (NGO working with adult survivors of
Incest in Delhi), 76% were sexually abused in childhood, 40% of those by a family
member.
Countless stories of boys and girls who were sexually violated by members of their
families have been narrated in a book, Bitter Chocolate Child Sexual Abuse in India
(Penguin, 2000) by Pinky Virani.
Do Boys Suffer from Sexual Abuse?
Most of the earlier studies and work on child sexual abuse highlighted the greater
vulnerability of girls, however over the years it is becoming evident boys are equally, if
not more vulnerable to sexual abuse as girls.
42
In 2007, the Ministry of Women and Child Development published the "Study on Child
Abuse: India 2007. It sampled 12447 children, 2324 young adults and 2449 stakeholders
across 13 states. It looked at different forms of child abuse: Physical Abuse, Sexual
Abuse and Emotional Abuse and Girl Child Neglect in five evidence groups, namely,
children in a family environment, children in school, children at work, children on the
street and children in institutions. According to the study, 53.22% of children reported
having faced sexual abuse. Among them 52.94% were boys and 47.06% girls. Andhra
Pradesh, Assam, Bihar and Delhi reported the highest percentage of sexual abuse among
both boys and girls, as well as the highest incidence of sexual assaults. 21.90% of child
respondents faced severe forms of sexual abuse, 5.69% had been sexually assaulted and
50.76% reported other forms of sexual abuse. Children on the street, at work and in
institutional care reported the highest incidence of sexual assault. The study also reported
that 50% of abusers are known to the child or are in a position of trust and responsibility
and most children had not reported the matter to anyone. This National study found that
the abuse gained momentum at the age of 10 and peaked between the age of 12 and15
years.
Hence the study indicates that one out of every two children in schools have faced sexual
abuse. And overall, more boys than girls in this study faced various forms of sexual abuse
ranging from inappropriate touch, exposure to pornography or violent sexual assault.
Similarly, Elaan (an NGO in Kolkata), in their study on child abuse found that 4 out of 10
boys faced sexual harassment in school. The abuse ranged from an accidental brush of
the private parts to something that was done on purpose.
Tulir Centre for the Prevention and Treatment of Sexual Abuse conducted a study on
Class XI students of schools in Chennai and found that one out of two boys had been
abused as compared to two out of five girls (though not necessarily in school).
Hence, it has been proved that boys are equally, if not more vulnerable to sexual abuse as
girls
3. Child Sexual Abuse: Myths and Facts
i.
Myth: Children are rarely abused in India, as the Indian socio-cultural system inherently
does not allow for its children to be sexually abused.
Fact: Statistical data from available research and reported incidents (from children and
adult survivors) clearly indicates that child sexual abuse is a widespread problem
affecting an extremely large number of children in the country.
ii.
Myth: Child sexual abuse occurs mostly in poor, illiterate families.

Fact: Child sexual abuse occurs in all social and economic classes of society. It is just
more visible in lower strata. However, in other segments of the society, it stays hidden
within the four walls due to shame, secrecy and denial associated with it.
iii.
Sexual abuse generally occurs in surroundings unfamiliar to the child.

43
Fact: Most children are sexually abused inside their own homes. In a predominant
number of cases, abusers have the trust of children and their families and access to their
homes.
iv.
Only girls are the victims of child sexual abuse.

Fact: Both girls and boys are victims. Boys and men can also be forced to have sex
against their will by another male or female.
v.
Children with disability (differently able children) cannot be sexually abused as the abusers
either find them sexually unattractive, or feel sorry for them.
Fact: All children are vulnerable to sexual abuse. Research has proven that differently
able children are in fact more likely to be abused because of their increased
vulnerabilities.
vi.
Children lie and make up stories about sexual abuse.

Fact: Children do not lie or weave stories about being sexually abused. The pressure to
remain silent to uphold distorted concepts of honour and respect is immense. Also,
children in our society are kept ignorant of sex and the possibility of abuse. Given these
two facts the child is not lying when he/she relates an incident of sexual abuse.
vii.
Myth: Often precocious children provoke sexual abuse by their "seductive" behaviour.
Fact: Children can never initiate sexual abuse. Terming a child's behavior "seductive" is
an adult justification, projection and misinterpretation.
viii.
ix.
Myth: Children are usually abused by strangers.

Fact: The majorities of abusers are known to the child and are often in positions of trust
and power vis--vis the child. Example: Family, relatives, neighbors, teachers etc.
Myth: People who sexually abuse are mentally ill or "sick".
Fact: Abusers are seldom mentally ill; on the contrary they are "regular" people who lead
"routine" lives. And, also may hold respectable positions at work and within families.
x.
Myth: Women do not sexually abuse children.

Fact: Though most of abusers are men, a small number of women abuse children
sexually.
xi.
Myth: Child sexual abuse is usually accompanied by physical violence.

Fact: In most reported cases the abuser is not physically violent but uses emotional
manipulation to coerce the victim.
xii.
Myth: Somebody in the family usually knows the child is being sexually abused.
Fact: Usually nobody is aware that the child is being sexually abused.
44
xiii.
xiv.
Myth: A child should be encouraged to forget about the abuse, as there are no harmful
effects of child sexual abuse.
Fact: Child sexual abuse usually has harmful effects and can lead to behavioral,
emotional, physical and interpersonal problems.
Myth: Reporting of child sexual abuse can cause more harm than good.
Fact: If child sexual abuse is not reported then the same abuser may harm other children
or may target the same child again.
xv.
Myth: Abuse is usually a single isolated incident.

Fact: There is very often a pattern to abuser's behaviour. They usually repeat their
behaviour and with many children as well.
xvi.
Myth: Only adolescent children get abused.

Fact: Children of any age can be abused. Reported incidents show that even infants have
been sexually abused.
45
Session 4: Skills to Protect Children from Sexual Abuse

Purpose:
The Purpose of this session is to equip the participants with skills to discuss this issue with their
children in order to protect them from sexual abuse. This session comprises two Activities:
Good Touch Bad Touch, when done with children, may also help children in disclosure in
case they have already suffered sexual abuse of any kind.
What Am I Going to Do? The purpose of this activity is to make parents understand the
impact of sexual abuse on children and their role if the child is affected by sexual abuse
trauma.
Objectives:
To equip participants to sensitize and protect their children from sexual abuse.
To help them make their children recognize what is a bad touch or unwanted sexual
touching and what children can do to protect themselves.
To ensuring better psychological redressal by parents towards children affected by sexual

abuse trauma.
Key Take-Aways:
1. Participants will learn the ways to help children recognize bad touch from good touch.
Further, it would also help them to discuss who can and cannot touch children in any way good and bad.
2. How to protect their children from possibility of a sexual abuse.
3. Bad touch means any sexual touch or advance that the child does not want.
4. Some of the children may have experienced sexual abuse, so this activity can help children in
disclosing this to parents or concerned adults who are able to provide this space in a
comforting manner to them.
5. Increased parental awareness about the psychological support needed by child impacted by
sexual abuse trauma.
6. Acquiring ways to provide support and protection to heal the child.
46

Activity 1: Good Touch - Bad Touch
Objectives:
To equip participants to sensitize and protect their children from sexual abuse.
To help them make their children recognize what is a bad touch or unwanted sexual
touching and what children can do to protect themselves.

Material Required:
Body maps on large sheets of paper (a child - size outline of a body, front
and back without clothes), colored pens and crayons (Green and Red) or
Green and Red Bindi packets, information on Good and Bad touch to be
given (from the Factsheet) - you can put this on a PowerPoint
Presentation.
Instructions:
1. Make small groups of four or five participants each and give each group a copy of the body
maps and a colored pen or bindi - both green and red.
2. First ask the participants to take the green pen or bindi. Ask each person in the group, one by
one, to mark on the body map if there are some places on the body that they particularly like
to be touched or they can put the bindi in that place i.e. any touch they find good, loving,
caring or compassionate. Give about 5-10 minutes for the group to mark these areas on the
Body Map.
3. Now ask them why have they marked those areas i.e. what is about that touch they found
good and why? And in each case, who was the person touching you that made this touch feel
good?
4. After this discussion, now ask the participants to take the red pen or bindi. Ask them now to
mark on the same body map if there are some places on the body that they particularly do not
like to be touched or they can put the bindi in that place i.e. Parts of the body where they do
not like to be touched as well as Parts of the body where they have been touched, which have
made them uncomfortable, upset, angry and/or confused.
5. After each member of the group has marked their response, now ask them why have they
marked those areas i.e. what is about that touch they found uncomfortable, bad or confusing?
and why? And in each case, who was the person touching you that made this touch feel this
way?
6. Participants can share their body maps with the other groups.
47
7. Ask the participants where bad touch can happen?

8. (If time permits, you can ask participants to do a small role play on where can a bad touch
take place and who can do it)
9. Encourage them to express what they feel.
10. At the end, use the information from the Information Booklet (on a PPT presentation) to
explain the good, bad and confusing touches to them.
11. Brainstorm with the participants about what they could children do if they are caught in such
a situation. Suggest some simple ideas if the parents have not already mentioned them, such
as talking to a trusted adult or running away (Refer to information and tips provided in the
Information booklet).
12. End the session by telling the participants that this activity can be done by them with children
at home or in school - individually or in groups.
If time permits and facilitators feel, this activity can start with a small case of sexual abuse
demonstrated through a role play or a puppet play in the following manner, this tool would be
necessarily helpful when doing this activity directly with children as this would visually
show them what a bad touch is. In case the facilitator does not execute this part with the
participants, he/she can guide the parents/participants to start in this manner when doing this
activity with their children:
Introduce the puppets: Who they are, their names, what they do, and where they are from.
Build up a scene or a situation that children can understand and visualize.
Using the puppets, present a situation where an adult gives some food to the child and
becomes a friend. The adult tells the child that s/he can come to him whenever s/he needs
to and allows him/her to stay with him. Use the puppets or explain that the adult sexually
abuses the child.
At the end of this performance, participants/children can be asked if they have heard or
seen such events occurring. However, do not probe.
After this performance and brief discussion, continue the Good-Touch Bad Touch activity
as per the instructions give.
It is better to have two facilitators for this session to be able to oversee and supervise the work
of each group.
Be aware and sensitive to the feelings and reactions of the parents. It may bring up some
emotional trauma such as a memory of ones own abuse as a child or a memory of the abuse
of their child (in case this has happened). Hence, the session must include facilitators and
counselors who can handle emotional trauma.
Inform the participants that some children may reveal what has happened to them so they
should be prepared to handle such a disclosure. In case this activity is being done by a
48
teacher in School with students, confidentiality must be maintained. At the same time,
protecting the child from further abuse must be addressed.
If at any time a participant (or a child in case when this activity is being done by then with
children) wishes to withdraw from the activity or be silent, s/he must be allowed to do so and
helped with any emotions they are finding difficult to handle. The facilitator should never
force or coax anybody to disclose what may have happened, especially when he or she is not
ready to do so. However this can be taken up with the individual on one-on-one basis later as
such individuals children may require individual counseling later.
Review:
49

Activity 2: What Am I Going to Do?
Objectives:
To ensuring better psychological redressal by parents towards children affected by sexual

abuse trauma.

Material Required: Flip chart, Markers, Factsheet - (provided at the end of this activity) - put
these handouts on a Power Point slide, information on impact of sexual
abuse trauma on children (refer to the information provided in the
information booklet) - this can be put in the form of a Power Point
Presentation
Instructions:
1. Read aloud the following real life incident. Alternatively you can give participants individual
copies of the incident. (refer training aid - )
An 8 year old boy, Akshay was taken for his medical examination in a neighborhood
hospital. The boy was touched in the wrong manner when taken in the small room. The boy
was very scared and silent after he came out from the room. The parents consoled the child
and comforted the child. On probing, Akshay shared the incident with his parents when he
reached home. The family immediately filed a complaint in the police station. The AIIMS
administration has suspended the doctor and an inquiry has been ordered in the matter
Parents go back home with their child. Then what happened. ? Do you know....
2. Ask two set of parents to perform a role play on what would they do in such a situation? Let
the role plays be spontaneous. Briefly discuss each role play with the group.
3. After two roles plays, share the reaction of two set of parents using Training Aid on Responses
of parents. Factsheet - (in case the time is limited, the facilitator can skip Step no. 2 of
performing the role play and move directly to this Step 3).
4. Initiate a discussion with the participants based on the following questions:
What helped Akshya in reporting this incident to his parents?
What if Akshay had not been able to report to his parents?

50
What are the differences between the treatment of Parent 1 and 2? And who seems to be
more effective and sensitive?
In what manner can the less effective treatment harm a child`s personality?
What are the various essentials to be kept in mind to help the child heal from the sexual
abuse trauma?
5. Take quick responses of the participants to the above questions and list their responses on a
flip chart.
6. Add to their responses to provide any missing information on tips for parents to help children
in recovery and healing from sexual abuse trauma (refer to the information provided in the
Factsheet, which can be presented in a form of a Power Point Presentation).
The Facilitator has to be well prepared for the session with information on base to support and
protect child who is sexually abused.
Review:
51
Training Aid
Session 4: Activity 2 (What Am I Going to Do?)
A. Real Life Incident
An 8 year old boy, Akshay was taken for his medical examination in a neighborhood hospital.
The boy was touched in the wrong manner when taken in the small room. The boy was very
scared and silent after he came out from the room. The parents consoled the child and comforted
the child. On probing, Akshay shared the incident with his parents when he reached home. The
family immediately filed a complaint in the police station. The AIIMS administration has
suspended the doctor and an inquiry has been ordered in the matter
Parents go back home with their child. Then what happened. ? Do you know....
B. Reactions of two sets of Parents
PARENT-1
PARENT-2
Father-to son-Why are you crying,

Akshay..Keep quiet son! We have
complained to the police. So now what
is the need to feel unhappy?
Husband to wife- I have phoned my

office. I will take leave today.
You sit with Akshay..see if he wants to
talk or just sit with him..
If his friends come..and the hundred
phone calls that will come I will take
care of it all
You dont worry
Wife to husband-Today I will make
something light.
Ok do you want to sleep..

Watch your video game..
Wife to father - Why dont you switch
on his video game..while I will prepare
the food.
52
Factsheet
1. What Should We (As Parents/Adults) Do to Protect Our Children from Sexual Abuse?
Talking about CSA is difficult. Learn to go beyond the fear, secrecy, and shame. Take a step
towards Prevention in order to protect your children from Sexual abuse
Prevention and Protection of Children from Sexual Abuse
i.
How to make my child aware, so that he / she can protect themselves from abuse?
What needs to be done?
Break the Silence: The subject of child sexual abuse is still a taboo in India. There is
a conspiracy of silence around the subject. When sexuality is shrouded with silence
and children cannot openly talk about abuse, they internalize abusive situations.
Break out of Denial: A very large percentage of people feel that this is a largely
western problem and that child sexual abuse does not happen in India. Part of the
reason of course lies in a traditional conservative family and community structure that
does not talk about sex and sexuality at all.
Speak to children about Body, Sexuality and Abuse issues: Learn to feel
comfortable with the topic of human sexuality and make sure that you first know the
information yourself before talking with your child. Parents do not speak to children
about sexuality as well as physical and emotional changes that take place during their
growing years. As a result of this, all forms of sexual abuse that a child faces do not
get reported to anyone. The girl, whose mother has not spoken to her even about a
basic issue like menstruation, is unable to tell her mother about the uncle or neighbor
who has made sexual advances towards her. This silence encourages the abuser so that
he is emboldened to continue the abuse and to press his advantage to subject the child
to more severe forms of sexual abuse. Very often children do not even realize that they
are being abused.
Educate and make your children aware: Equip them with information and skills to
build self-protective behaviour. Also give child a working language or nomenclature
of body language.
Provide Space to your Children to Talk to You: It is important to be an

approachable parent with whom the child can communicate any matter related to sex
and sexuality. Be available when they need to talk. Be honest and open with them
when they ask difficult questions.
Capitalize on child curiosity: Make use of the moments when your child is naturally
being inquisitive. Don't avoid questions like - where do babies come from, or what is
53
sex. Dignify children by answering their questions. They might look to other ways,
often inappropriate, to satisfy their curiosity (Refer to the session on Body and
Sexuality in the Manual).
ii.
Boost Self Esteem of children: The most important factor for your children's
protection is a strong self-esteem. Let them know how important they are to you. And
always believe what your child tells you, no matter how unbelievable or difficult to
believe it is. Affirm children's feelings and let them know they have a right to their
feelings. Children can say "NO" without being disrespectful.
Leaning Through Play: Use games and activities to educate your children about these
sensitive issues. Some possible activities and methods are shared in this Information
Booklet.
Be Vigilant: Carefully scrutinize the backgrounds and references of any caregivers

(ayahs, drivers, cooks etc.).
TEACH YOUR CHILDREN THE FOLLOWING RULES
iii.
It is NOT OK to touch someone else's private body parts
It is NOT OK for someone to touch his or her own private body parts in front of you.
It is NOT OK for someone to ask you to touch his or her private body parts.
It is NOT OK for someone to take photos or videos of you with your clothes off.
It is NOT OK for someone to show you photos or videos of people without their
clothes on.
It is NOT OK for someone to touch you in a way you do not like. Teach them the
difference between a Good Touch and a Bad Touch. And Empower them to Say NO to
a Bad Touch.
It is NOT OK to keep silent about any form of abuse that happens to you. Encourage
them to talk to you.
Our bodies are our own - very personal. NO BODY HAS THE RIGHT TO TOUCH
YOUR BODY WITHOUT YOUR WILL.
Games and Activities that you can conduct with children to make them aware of
CSA
a) Good Touch - Bad Touch
TALK TO CHILDREN ABOUT DIFFERENT KINDS OF TOUCHING. TEACH
THEM THAT THERE ARE THREE KINDS OF TOUCHES.
54
SAFE TOUCH or GOOD Touch: are those touches that are experienced by the
receiver (child) as warm, caring, nurturing, and supportive. They do not diminish
the receiver and do not take from the receiver. All persons need to receive this kind
of touch.
UNSAFE TOUCH or BAD Touch: are those that hurt the receiver, that make the
receiver feel bad, that inflict pain or that seem to disregard the receivers (child's)
feelings. It is usually very clear that the child does not want this kind of touch,
which is experienced by the child as manipulative, coercive, abusive and
frightening.
CONFUSING TOUCH: are those which make the receiver feel uncomfortable,
uneasy, confused, or unsure. The receiver experiences confusion and conflicting
feelings about the touch and/or about the person who does the touching. The intent
of the adult may be unclear, the touch may be unfamiliar. There are times when this
kind of attention "feels good" but is also frightening, such as a touch that is sexually
stimulating, being asked keep the experience a secret or being given undue intimate
attention in front of others. Thus, the attention or touch that "feels good" is not
always good or safe.
What determines the nature of the touch?

Whether the touch or attention is "safe" or "unsafe" or "confusing" is determined by
how the receiver experiences it, NOT by the intentions of the person giving the
attention of doing the touching. The adult may intend the touch/attention to convey a
certain kind of message (support, affection, etc.) but the message is entirely dependent
upon how the receiver perceives the touch/attention, and the adults have no control
over this. The adult's intentions are irrelevant.
TEACH CHILDREN TO SAY NO TO UNSAFE, BAD AND CONFUSING
TOUCHES.
b) Game: What IF
Play the "What if" game with your child. For example, ask your child, "What if we
get separated in the market and you can't find me, what would you do?" "What if
someone wanted to touch your private body parts, what would you do?" Use relevant
situations and encourage your child towards the correct answer.
c) Set general and personal safety rules with your child.
For example, teach your child safety rules such as "look both ways before crossing a
street" or "never play with matches". Extend this to setting safety rules with regards to
CSA as well, such as:
Make a list of people you would allow your child to be alone with anywhere (listen
to your child's response to the names you suggest).
55
Don't encourage children to give personal information.
The personal safety touching rules (as discussed in Good-Touch Bad Touch
activity).
Children, like all of us, have a right to personal space and can declare who is and is
not allowed to enter it. Set rules for children about privacy, and teach them how to
assert their rights if their personal space is violated.
d) Teach children proper terms for private body parts.

If the child is young, a vernacular may be used, but use unique terms. Do NOT give
private body parts names that also represent something else such as "flower" or
"snake". (Refer to module on body and Sexuality for specific activities on how to do
talk to children about body, sex and sexuality issues).
e) Story Telling:
Read stories to your child about children who have been in difficult circumstances and
how they overcome those difficulties. Telling/reading these stories will give your child
a positive outlook regarding his/her safety concerns. This could also provide the child
with the opportunity to tell you about problems for which s/he needs help.
2. Recovery and Healing from Child Sexual Abuse: What Can We (Parents/Adults) Do?
The healing of a child who has suffered sexual abuse begins with YOU - the parent/trusted
adult. Remember that YOUR SUPPORT IS IMPORTANT
i.
Understand the Effects and Possible Indicators CSA:

The effects of child sexual abuse vary from child to child with each child developing
his/her own coping mechanism. The effects are dependent on a host of factors, the
primary ones being age of the child, sex of the child, the relationship with the abusers,
frequency of abuse and availability of support systems etc. But some of the more
common effects of child sexual abuse are indicated below. There is physical, behavioural
and emotional impact of sexual abuse on children. However Sexual abuse is more likely
to be identified through behavioral and/or psychological/emotional indicators, rather than
by physical indicators.
PHYSICAL INDICATORS
Difficulty in walking or sitting
Anxiety related illnesses, such as anorexia or bulimia
Discomfort in urinating or defecating
Recurrent urinary infections
Evidence of physical trauma, to the oral, genital or anal areas, manifested as bleeding,
discharge, soreness and/or itching
56
Bruising and other injury to breasts, buttocks and thighs and other parts of the body
Unexplained pregnancy
Sexually transmitted disease in a child of any age
HIV/AIDS
BEHAVIOURAL INDICATORS
Behavioral indicators in and of themselves do not constitute abuse. Together with other
indicators they may warrant a referral:
Learning problems, inexplicable fall in academic grades, poor memory and

concentration
Reluctance to participate in physical or recreational activities
Regression to younger behaviour, such as thumb-sucking, acting like a baby,

bedwetting and/or speech difficulties
Tendency to cling or need constant reassurance
Sudden accumulation of money or gifts
Complaining of headaches, stomach pains or nausea without a physiological basis
Fatigue and sleeping difficulties
Poor self-care/personal hygiene
Depression
Social withdrawal (such as poor or deteriorating relationships with adults and peers)
Developing fears, phobias and anxieties (A fear of a specific place related to abuse, a
particular adult, refusing to change into sports/swimming clothes)
Wearing of provocative clothing, or layers of clothes to hide injuries and/or to appear

unattractive
Sexual knowledge, behavior, or use of language not appropriate to age level
Sexual inference in children's recreational activities such as drawing, playing, singing

etc.
Sexually abusive behavior towards other children, particularly younger or more

vulnerable than themselves
Age inappropriate sexual behavior.
Child running away from home/school.
Self-injurious behavior, like alcohol or drug abuse, body-mutilation, getting in trouble

with law, suicide attempts
57
PSYCHOLOGICAL/EMOTIONAL INDICATORS
ii.
Distrust of others and themselves.
Terror and anxiety.
Shame, guilt, and self-hatred.
Alienation from their bodies.
Powerlessness, depression, and extreme passivity.
Anger.
Obsession with sex or complete aversion to it.
Questioning their sexuality and gender.
Eating disorders
Perfectionism and workaholism
Mental disturbance and illness.
Guidelines for Parents if the Child has suffered from Sexual Abuse
Children communicate through words, signs and behavior. We adults need to listen when
they speak, and understand what their signs and behaviors tell us. When children don't
talk to us about their problems, it may be because we don't listen to them well, or we are
not available for them. How you respond to disclosure is important for your child's as
well as your well being.
Always Remember and Follow:
The adult abusing your child is ALWAYS TOTALLY RESPONSIBLE. DO NOT

BLAME THE CHILD FOR BEING ABUSED.
The abuser violates the body, mind and innocence of a child.
Believe your child
Remain calm
Affirm your child's feelings
Tell your child what will happen next
Support your child
Report the abuse
Seek assistance for the Child: Though your support is extremely crucial and integral
to the healing process for the child, it is important to seek professional assistance when
58
a child has been abused (from medical doctors, counselors, NGOs, psychologists
and/or psychiatrist as required).
Seek assistance for yourself: It is not uncommon for a parent to feel shock, disbelief,
denial, self-blame, anger, confusion and/or doubt, if a child tells you s/he was abused.
Hence, it is important to seek professional assistance to uncover and understand your
own feelings, pain and sadness.
3. Role of Schools (this is additional information, I have included this as we will be

working with schools, You can remove this if you like)
Schools are at the frontline of child protection since they have the potential to both teach
protective behaviors effectively and to a greater number of children than any other system,
including parental instructions. This is because large parts of the truly awake time of a
childs waking hours are spent at school. Besides educators have a special role in combating
child sexual abuse, as they possess the knowledge, training and opportunity to observe and
respond to children's behaviour and physical conditions over a period of time. Additionally,
because of the close daily contact they are in a unique position to identify these children who
need help and protection.
Important Guidelines for Schools:
Ensure teachers, volunteers and anyone else with access to children is properly screened
and trained.
Implement and enforce a policy for reporting child sexual abuse and handling disclosures
from children
Establish protocols and screening for school computer use. Provide training to students
and teachers on acceptable use of computers
Make certain campus security is in place so that all visitors are screened through the
office and the unusual incidents/visitors are handled.
Assess your environmental structure and take every possible step to make it safer for
children
Provide programmes and roles for parents to make them a part of their children's safety
and security at school and while going to and from school.
Organize awareness workshops for parents, teachers, counsellors, helpers and other
faculties/stakeholders associated with the school to ensure safety of children.
References and Sources:
Tulir (CENTRE FOR THE PREVENTION & HEALING OF CHILD SEXUAL ABUSE)
:
Website:
www.tulircphcsa.org
and
Blog:
www.childsexualabuseinindia.blogspot.com
Interventions for Support, Healing and Awareness: Website: www.ifsha.org
Save the Children (http://www.savethechildren.in/india/key_sectors/sexual_abuse.html)

59
Ministry of Women and Child Development (MWCD), 2007, The Study on Child Abuse:
India
Bitter Chocolate: Child Sexual Abuse, Pinki Virani, 2007, Penguin Books
60
Session 5: Building Communication Skills on Sexuality

Purpose:
The purpose of this session is to help the parents practice what they have learned to get
comfortable in addressing sexuality issues with their children. This session has two activities:
Facilitating Communication which when done with parents enable them to understand
how personal opinions and biases affects our communication ass also it provides a check
to internalization of facts and information about sexuality (vs. Myths and
misconceptions).
Am I comfortable with the Language? This activity would help the participants get more
comfortable with specific words and language related to body, sex and sexuality.
Objectives:
To build the skills of participants to address issues related to body and sexuality with their
children and adolescents.
To enable participants to communicate effectively on sexuality issues.
To understand how sexuality affects different peoples lives differently and how our personal
views/opinions/inhibitions and biases affects our communication.
To evaluate and reinforce the learning from the Module 1 of the session on Body and
Sexuality.
To become aware of biases and abuse in language; and
To understand how language affects our notions of sexuality and sense of self.
Key Take-Aways:
1. Parents would be able to practice for themselves through role plays how to address the issues
and concerns of children.
2. Participants would be able to evaluate their own beliefs, value system, myths and
misconceptions as well as inhibitions. And that how these can become obstacles for their
open discussion with their children on body and sexuality issues.
3. This activity will prepare them to handle these aspects related to body and sexuality in a
better way with children.
4. Participants would be able to practice some key words that we would need to use with
children while discussing these issues with them.
5. It would facilitate better communication on body and sexuality issues.
61

Activity 1: Facilitating Communication
Objectives:
To build the skills of participants to address issues related to body and sexuality with their
children and adolescents.
To enable participants to communicate effectively on sexuality issues.
To understand how sexuality affects different peoples lives differently and how our personal
views/opinions/inhibitions and biases affects our communication.

Material Required: Flip chart papers and markers, case scenarios (Handout 1 - provided at the
end of this activity)
Duration: 1.5 Hour
Instructions:
1. Divide participants into 5-6 small groups.

2. Ask each group to build a situation based on the given case scenarios from Handout 1
including how would they handle and address it if it was happening within their own
space/experience.
3. Ask them to discuss the respective cases within their groups and prepare a small role play (of
about 10 minutes each).
4. After they build the situation around the case and prepare the role play, ask the participants to
present their role plays.
5. Ask the other groups to respond and comment on each of the role play after each case. The
participants should comment on the following aspects of each case presented through role
play:
Comfort/discomfort or any inhibitions in handling the case/issue presented through the

case i.e. were all members of the group comfortable or was any discomfort noted?
Information/knowledge: was the information given correct or were there any gaps?
Was there any judgment, myths, misconceptions, confusions noted? If so, what and what
do they think was the reason for it?
Lastly, could the situation have been handled differently? What else could have been
done? Ask for alternate suggestions and solutions from the participants.
62
Conclude the session by reiterating that it is important to be aware of these issues and to
shed ones own discomfort, inhibitions, misconceptions and judgments, especially related
to morality before handling these issues with children and adolescents. They need to
provide information with rationale and reasoning to children so that they (parents/adults)
can help them (children) make informed choices based on knowledge of pros and cons of
each situation the children are faced with in their lives.
Depending on the time available as well as the need and questions of the group, the facilitator
may use all of the cases provided in Handout 1 or a few. Alternatively, the facilitator can
include new case scenarios as well on which you want the participants to reflect upon.
Focus on the content and the style of communication of the participants and the ease with
which they do it when they have to talk about sexuality. Inform the participants that if there
are inhibited talking about any issue related to body, sex and sexuality and/or if they do not
have the accurate information, they should only attempt to answer the aspect they are
comfortable with or are aware of. For other unanswered/unaddressed aspects, they could get
back to the person or child later with an answer or guide them to someone else (another adult
or professional) for correct answers.
Fill in any gaps in information of you as a facilitator see any wrong/incorrect or incomplete
messages been given.
The last two case scenarios highlight the issue of sexual abuse, with case 5 specifically
focusing on child Sexual Abuse. Though seeing a child masturbating or touching ones
genitals may not be conclusive of any possible sexual abuse, but there is a likelihood that the
child may be getting or have experiences some form of sexual abuse. Hence this kind of
behaviour calls for attention to this issue and probing the child gently to ensure disclosure.
Refer to the Module on Child Sexual Abuse to handle and address these last two cases.
Tell them that this exercise is to help them become aware of their level of comfort or
inhibition related to the issues. The more comfortable they are with the subject and
themselves, the better they will be able to address the queries, concerns as well as traumas
related to sexuality and sexual abuse of children.
Review:
63
Training Aid
Session Six: Activity 1
Facilitating Communication
1. Your 14-year-old daughter has come to you asking what exactly happens on the first night of
a marriage. You start explaining it to her.
2. Needing some change, you look into your 17 year old sons wallet a condom pack inside.
What's your first thought? What are you going to do?
3. Rama and Roni fall in love with each other. Roni wants to be sexual but Rama is
uncomfortable. She withdraws whenever Roni tries to touch her and her responses are
upsetting him. What will happen to their relationship? Rama fears that he will leave her.
What should she do?
4. One day your child comes back from school and asks you want is sex? How would you
address it?
5. In your school, you as a teacher see a 10 year old girl who is seen masturbating/touching her
genitals/sexual organs openly publicly while playing.
6. Soni is going to get married to her boyfriend and both of them are very happy. Just a few
days before the marriage she gets raped. How can Soni handle the situation? What would
you advise her?
64

Activity 2: Am I comfortable with the Language?
Objectives:
To become aware of biases and abuse in language; and
To understand how language affects our notions of sexuality and sense of self.

Material Required: Flip Charts, Markers
Duration: 1 Hour
Instructions:
1. Write the following words on separate sheets: vagina, penis, menstruation, intercourse,
backside, breasts, masturbation, testicles, condoms, semen, anal sex, night fall, and oral
intercourse. Add or remove words according to your group.
2. Put up these sheets in the room. Alternatively, you can put these words on a Power Point
Presentation, with one word on each slide.
3. Take one word at a time in the following manner:
Ask one participant to read out the word aloud. If the participant is not comfortable or
seems to be shy, do not pressurize. Ask any other participant to volunteer to read who
feels comfortable.
Ask them what does the word mean?
Then ask the group to think of any local, colloquial word or any slang words they use or
have seen being used referring to the respective word being discussed. Write the alternate
names or slangs being shared by the participants on a flip chart.
Remind them that this is to ensure that they can learn to talk about different parts of their
body and sexual acts with children and adolescents.
4. Repeat the same process with each word. Ensure that you keep making a list of additional
words/slangs that the participants share on a flip chart.
5. After all the words have been completed, discuss the following questions with the
participants with respect to the words that have come up:
Which words in the list are most acceptable for public use?
65
Which words are most unacceptable?
Which words are violent?
Which words have negative meanings for girls? and for boys?
6. Why do people use words that do not respect girls or boys?

7. Is it fair to label a woman as loose but call a man a real man if he has many sexual
partners?
8. In the end, ask the participants about how they felt while doing this activity and how do they
feel at the end of the activity. And did they learn anything new from this activity.
Tips for the facilitator
A single sex group may be necessary and if possible a facilitator of same sex as the group for
this activity. This depends on the comfort level of the facilitator in handling issues of sex and
sexuality.
Some of the slangs could be considered as filthy or objectionable by participants, but it is

important to know them as sometimes people in communities only know these words to
describe issues/concepts related to body, sex and sexuality. Make the participants aware of
the values attached to these words and phrases, e.g., identify negative and derogatory
nuances attached to the words. You might face some inhibition from the participants in
speaking out these words. Encourage them to speak these words by explaining the objective
and purpose of this exercise. You also can ask them to write the words on the flip chart
directly if some participants do not want to speak at all.
Review:
66
Factsheet
67
RESOURCES FOR FURTHER INFORMATION

For References, resource material and more information on Sexuality related issues, contact:
A. NGOs
1. TARSHI
A - 91, AmritPuri, 1st Floor,
(Opposite ISKCON Temple),
East of Kailash
New Delhi, 110065, India
Phones: 91-11-26474022, 26474023
Fax: 91-11-26474024
Website: http://www.tarshi.net
Email: tarshi@vsnl.com
Tarshi Helpline: 011-26472229: 9:30am - 5:30pm, Monday Friday
(For free, accurate & concise Information on Sexuality and Reproductive Health Issues.
Tarshi plans to start live counselling component on its helpline check their website
more information and updates).
2. MAMTA Health Institute for Mother and Child
B-5, Greater Kailash Enclave-II,
New Delhi 110048
Phone: 91 11 29220210 / 29220220 / 29220230
Fax: 91 11 29220575
Emails: mamta@ndf.vsnl.net.in; mamtahealth@vsnl.net; mamta@yrshr.org
Website: http://www.mamta-himc.org
(Mamta has outreach offices in Bangalore, Jaipur, Chandigarh, Lucknow and Nagpur)
3. Interventions for Support, Healing and Awareness
Website: http://www.ifsha.org/cus.htm
4. Tulir (Centre for the Prevention & Healing of Child Sexual Abuse)
J - 33/18, 7th street, Annanagar East,
Chennai 600102
Tel: 91+44+26192026, 26190771
Fax: 91+44+43531496
E-mail: tulircphcsa@yahoo.co.in
Website: www.tulircphcsa.org
Blog: www.childsexualabuseinindia.blogspot.com
B. Resource Centres in Delhi (for publications, manuals, tools etc.)
1. Jagori
B-114, Shivalik
Malviya Nagar
New Delhi - 110017-12, India
Phone: +91 11 2669 1219, +91 11 2669 1220
Fax: +91 11 2669 1221
68
Website: http://jagori.org
Email: jagori@jagori.org
JAGORI Helpline: + 91 11 2669 2700
2. KRITI: a development research, praxis & communication team
S-35 Tara Apartments, Alaknanda, New Delhi 110 019
Tel.: 011-26027845/ 26033088
Email: space.kriti@gmail.com
Website: http://krititeam.blogspot.com
C. Websites
Taarshi
www.tarshi.org
IFSHA
www.ifsha.org
UNAIDS
www.unaids.org
NACO
www.naco.nic.in
Jagori
www.jagori.org
Humsafar Trust
www.humsafar.org
D. FILMS:
1. When four friends meet by Mr. Sanjoy roy ( an interactive film on boys and
masculinity in Hindi)
2. Email: sanjoyroy@yahoo.com
3. Growing Up (both in Hindi and English)
N.Ramakrishnan
Director of Projects
Ideosync Media Combine
177, Ashoka Enclave III
Sector 35, Faridabad - 121003
Haryana - India
Tel: +91-0129-4131883/6510156/2254395/2254396 (Prefix 95129- from Delhi)
Telfax: +91-0129-2254395 (Prefix 95129- from Delhi)
Mobile: +91-9810273883
Email: nram@ideosyncmedia.org
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Module: 6

Sex and Sexuality

Comfort in handling sessions;

Their own discomfort and inhibitions;

Information that they need on various growing up aspects of adolescents

Session 1: Sensitization towards Adolescence Sexuality

As a facilitator, to understand expectations of the parents that needs to be addressed through

To help the participants empathize with adolescents through self reflection.

Activity I: Understanding concerns, queries and dilemmas of parents

As a facilitator, to understand expectations of the parents that needs to be addressed through

How to Run the Session:

The expected responses related to embarrassing questions are likely to be as follows:

Expected Responses in Small Group Discussion:

What is HIV, AIDS and/or other

Activity II: My Story: A Reflective Journey to Adolescent years

Guided Imagery: Some Reflections

lack of information are barriers to communication.

Difference between sex and sexuality:

Building self-esteem of sexual partners;

Session 2: Developing Understanding towards Adolescent Sexuality

To discuss myths and facts about sexuality.

Session 2: Developing Understanding towards Adolescent Sexuality

How to run the session:

4. Give about 20-25 minutes to the groups to complete the task.

Session 2: Developing Understanding towards Adolescent Sexuality

To discuss myths and facts about sexuality

How to run the session:

Facilitators can add to the statements/myths based on perceived myths of the

12. Males may begin to have ejaculations during puberty.

Answers to the Myths and Facts are provided in the Factsheet.

Session 2: Developing Understanding towards Adolescent Sexuality

top end of the vagina. It is cylindrical or conical in shape.

produced. The process by which the ovum is released is called ovulation.

The female reproductive system

Penis - Is the primary centre of sexual sensation for the man.

The male reproductive system

Skin becomes oily,

This lasts through your

The amount of new body

Shoulders and chest

Girls can reach their full

Can help control by

Both breasts may not grow

Voice deepens and

Male voices can suddenly

Girls might see and feel a

Wet dreams and

Wet dreams and erections

D. Emotional or behavioral changes during adolescence:

Adolescence is a stage marked with passion and impulsiveness.

They may experience uncontrollable joy or miserable sadness or loneliness, curiosity or

To develop communication skills in order to communicate openly to children about these

Feel embarrassed or lack confidence in answering questions.

Be afraid that talking about sexuality will encourage sexual activities

Feel uncomfortable thinking of children as sexual beings.

Think the child is not ready for the information.

When should I start talking about these issues to my child?

What if they start experimenting after getting this information?

Discover why the child is asking. Is your child trying to:

After you've decided what to say, keep it short and simple.

Answers to the Quiz

Session 3: Sensitization on Child Sexual Abuse

To bring forth Child Sexual Abuse as a real issue.