first edition

Sexuality Concepts
for Social Workers

Written and edited by

Travis Ingersoll
West Chester University

Brent Satterly
Widener University

Bassim Hamadeh, CEO and Publisher

Michael Simpson, Vice President of Acquisitions
Jamie Giganti, Senior Managing Editor
Jess Busch, Senior Graphic Designer
John Remington, Acquisitions Editor
Natalie Lakosil, Licensing Manager
Claire Yee, Interior Designer
Copyright 2016 by Cognella, Inc. All rights reserved. No part of this publication may be reprinted, reproduced,
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including photocopying, microfilming, and recording, or in any information retrieval system without the written permission of Cognella, Inc.
First published in the United States of America in 2016 by Cognella, Inc.
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Printed in the United States of America
ISBN: 978-1-63487-009-2 (pbk) / 978-1-63487-010-8 (br)

Contents

Bio OF Dr. Travis Sky IngersollXiII

Bio OF Dr. Brent A. Satterly

xv

Why sexuality Education Training

is Necessary

xvii

How to Use Our Book

xxi

Chapter 1
Circles of Sexuality and Social Work

Generalist Social Work Practice: An Ecological, Strengths-Based

Approach to Human Sexuality

The Collaborative Model of Generalist Social Work Practice

What is Human Sexuality?

The Circles of Sexuality

The Circle of Sensuality: The Body-Touch-Feel of Sexuality

The Circle of Intimacy: Interpersonal Connectedness

The Circle of Sexual Identity: Who Am I as a Sexual Being?

The Circle of Reproduction and Sexual Health: The Blue Light Special

10

The Circle of Sexualization: How We Use Our Sexuality

11

The Circle of Values: Our Lens

13

Intersectionality of the Circles of Sexuality

13

Implications for Generalist Social Work Practice

14

1. Pre-Engagement of the Circles: Joining and Assessing 

14

2. Engagement of the Circles: Mapping Intersectionalities

14

3. Disengagement of the Circles: Solidifying Strengths

15

Circles of Sexuality: Case Example

15

Pre-Engagement of the Circles: Joining and Assessing

15

Engagement of the Circles: Mapping Intersectionalities

17

Disengagement of the Circles: Solidifying Strengths

19

Dr. Satterlys Rant: Languages and Sexuality Culture Shaping

18

Case Questions

19

Closing Thoughts

20

References20
Credits21

Chapter 2
ValuesLearning and Thinking About Sexuality

23

Introduction23
Values Related to Sensuality: Body Image

27

Practice Implications

30

Processing Questions

31

Values Related to Reproduction and Sexual Health: Abortion

32

Practice Implications: Case Example 

35

Processing Questions

Values Related to Intimacy: Self Disclosure/Vulnerability

36

36

Practice Implications

37

Processing Questions

38

Values Related to Sexual Identity: Monogamy

Practice Implications

Values Related to Sexualization: Sex Work/Prostitution 

Practice Implications

The Influence of Sexual Norms

Sexual Values and Norms in North America

39
42

43
46

46
47

Closing Thoughts

48

References49
QR Web-Links

53

Credits53

Chapter 3
The Intersection of Cultures, Sexuality,
and Social Work Practice
Quick Review

55
56

Foundations56
Cultures and Cultures

57

Worldview and Its Development

58

Sexological Worldview

60

When Sexological Worldviews Collide Interpersonally: Conflict

61

When Sexological Worldviews Collide Intrapersonally: Intersectionality

62

Case Example

63

Questions to Consider

Dr. Dysons Rant: I dont see no color

64

64

References66
Special Topic: Intersectionality of Being Queer, Latino, Young, and HIV-Positive
General Tips for Students Working with Queer, Latin@, and/or HIV-Positive Clients

66
71

Credits72

Chapter 4
Special Topics Related to Sexual Health and
Reproduction: Hormonal Influences on Behavior,
Infertility, and Adoptee Rights
Premenstrual Syndrome (PMS)

75
75

What Exactly Is PMS?

75

What Mechanisms Cause Premenstrual Syndrome?

76

What Treatment Options are Available for PMS?

77

What Role Do Oral Contraceptives Play in the Experience of PMS?

78

Is the End of Menstruation and PMS in the Foreseeable Future?

79

Discussion Questions

Monthly Hormonal Fluctuations in Men 

Discussion Questions

79

79
81

References81
Special Topic: Infertility

84

Infertility: An Overview of the Issues

84

Discussion Questions

89

Discussion Questions

91

The Use of Sensate Focus with Infertile Couples: Implications for

the Treatment of Sexual Dysfunction

92

Infertility and Sexual Dysfunction

92

Sensate Focus 

93

Implications for Treatment

94

Clinical Decision-Making

94

Factors to Consider

95

Discussion96
General Tips for Students Working with Clients Experiencing Infertility

96

Further Information for Clinical Social Workers Interested in

Sensate Focus Research and Exercises

98

Infertility: References

99

Special Topic: Adoption Policy Activism

101

Adoptee Rights

103

Mothers Rights

104

Fathers Rights

105

Tips for Students Interested in Macro Adoption Work

107

Final Thoughts
Adoption Policy and Activism Organizations

108
108

References109
QR Web Links

110

Credits111

Chapter 5
RelationshipsLove, Attachment, and Intimacy
Passionate vs. Compassionate Love

113
113

The Color Wheel Model of Love

114

Triangular Theory of Love

114

A Focus on Intimacy

115

The Importance of Intimacy in Human Development

116

Attachment Theory and Intimacy

116

Ericksons Stages of Psychosocial Development

118

Positive Aspects of Intimacy

119

Negative Outcomes of a Lack of Intimacy

121

Fear of Intimacy

122

Defining Sexual Anxiety

123

Sexual Anxiety: Cause and Effects

124

The Relation Between Fear of Intimacy and Sexual Anxiety

125

Dr. Ingersolls Rant: On Questions I Receive about Failed Heterosexual

Relationships Due to Unhappy Sex Lives

126

References129
QR Web-Links 

133

Credits133

Chapter 6
Sexual Orientation

135

Orientation, Behavior, and Identity (O-B-I)

135

Client Population Needs and Circumstances

136

Sexual Orientation

136

Oppression137
Homophobia137
Heterosexism

137

Bi-negativity137

Orientation-Behavior-Identity138
The Kinsey Scale 

GLB Identity Development

Gay, Lesbian, and Bisexual Identity Development and Coming Out

Specific Populations of the GLB Community 

GLB Youth

138

139
139

142
142

GLB People of Color

143

Lesbian, Gay, and Bisexual Parents

144

Practice Implications

146

Oppression in Practice

146

Gay and Lesbian Clients 

147

Bisexual Clients

148

A Strengths Perspective GLB Generalist Social Work Practice Approach 

150

Collaborative Model of Generalist Social Work Practice with GLB Clients 

150

Practice Implications: Case Example

152

Processing Questions

152

Policy Implications: Marriage Equality

153

Dr. Satterlys Rant: Sexual Orientation

155

Dr. Ingersolls Rant: On the Topic of BisexualityHow Some Claim It

Doesnt Exist, While Others Think that Everyone is Bisexual

155

References157
QR Web-Links 

163

Credits 

163

Chapter 7
Gender and Gender Identity

165

Useful Gender-Related Terminology

165

Developmental Theories Regarding Gender

167

A Brief History of the Doctrines of Gender Inequality

170

Connecting the Dichotomization of Gender and Racism

171

Gender Roles and Gay Rights Movements

173

Gender and Intersex Children

174

Gender-Dictated Occupational Pathways

175

Men in Domestic Violence Prevention/Treatment Work

176

Trans-forming our Gendered World

177

Exploring the Roots of Homophobia

179

Practice Implications

180

Transgender Clients

180

Transfeminist Clinical Approach

181

Dr. Satterlys Rant: On Being a Sissy-Boy

182

Case Example

183

Practice Questions

184

References184
QR Web-Links 

188

Credits 

188

Chapter 8
Sexuality and the Lifespan

191

The Effects of Media on Young Childrens Body Image

191

Theories of Adolescent Sexual Identity Development

192

The Effects of Media Messages on Adolescent Body Image

193

Young Adulthood Developmental Theories

195

The Effects of Media Portrayals of Ideal Body Type on Older Adult Body Satisfaction

196

Policy Implications: Sexuality Policies and Older Adults

198

Resident Rights and Regulations Regarding Sexual Expression

200

The Role of Staff

201

Institutional Role

201

The Need for Sexuality Education

201

Determining Capacity to Give Consent

202

Protecting Older Adults from Harm

204

Dr. Ingersolls Rant: Final Thoughts on the Topic of Sexuality Policies

in Retirement/Assisted Living Facilities
References205
QR Web-Links 

210

Credits 

210

Chapter 9
Special Topic: Sex Work and Social Work Practice

213

Sex Work in the United States of America

213

Sex Work in the Netherlands

219

Dr. Ingersolls Rant: Final Words Regarding Sex Work

220

References222
QR Web-Links 

223

Credits 

223

Chapter 10A
SexualizationYouth225
Introduction225
Healthy Forms of Early Sexual Expression

226

Developmental Impact of Early Childhood Sexual Abuse

227

Possible Factors Effecting Frequency and Types of Sexual Behaviors in Children

228

Children with Developmental Disabilities

228

Childhood Sexual Abuse

229

Incest: Familial Abuse

230

Extrafamilial Sexual Abuse and Exploitation

232

Basic Profile of the Male Offender

233

Basic Profile of the Female Offender

234

10 Important Facts to Remember about Child Sexual Abuse

236

Potential Obstacles to Disclosing Childhood Sex Abuse

237

Discerning Normal Behaviors from Possible Indicators of Abuse 

238

Behavioral Warning Signs 

239

Behavioral Warning Signs May Include Any of The Following

240

Potential Indicators of Sexual Abuse in a Childs Artwork

241

The Sexual Abuse of Children with Cognitive and Physical Disabilities

242

Handling a Childs Disclosure of Sexual Abuse

247

Addressing Anxieties Connected to Reporting Child Sexual Abuse

248

Long-Term Impact of Childhood Sexual Abuse

249

Stigmatization

251

Powerlessness

253

Practice Implications: Suspected Child Abuse Case Example

254

Processing Questions

254

Treatment Goals for Sexually Abused Children

254

QR Web-Links 

255

Credits255

Chapter 10B
SexualizationAdulthood257
Intimate Relationship Violence

257

The Cycle of Violence

260

Rape and its Effects on Psychosocial Health

262

Micro/Mezzo Interventions

263

Macro Interventions

264

Practice Implications
Date Rape and Sexual Assault Prevention

264
264

What to Do After a Date Rape or Sexual Assault Has Taken Place

266

Whats in a Rape Kit?

267

Policy Implications

269

Violence Against Women Act (VAWA)

269

Conclusion272
References272
QR Web-Links 

279

Credits 

279

Chapter 11
Special Topics: Illness, Disability, and Sexuality
Sexual Health Education Needs of Cancer Patients

281
281

References284
Special Topic: An Overview of Sexuality and Disability

286

An Overview of Sexuality and Disability

287

Caregiver-Assisted Sexuality

288

Mental Health and Sexuality with Disability

289

Implications for Practice

291

Issues To Consider When Working With People Who Have Disabilities

Resources For Sexuality and Disability

293

293

Books293
Movies294
Websites

295

Online Video Clips

295

References295
QR Web-Links 

296

Special Topic: Traumatic Brain Injury, Sexuality, and Intimacy

296

Traumatic Brain Injury

297

Brain Injury Sequelae

298

Executive Functioning

299

Traumatic Brain Injury, Sexuality, and Intimacy

300

Conclusion302
Suggestions for Students and Implications for Practice

303

Recognizing At-Risk Populations and Symptoms

303

Screening Questions for Traumatic Brain Injury

303

Helpful Referrals

303

Quick Tips for Working with Individuals with Brain Injury

304

Quick Tips for Working with Individuals with Brain Injury about their Sexuality

304

Links to Websites and Videos

305

References306
QR Web-Links 

307

Credits307

Chapter 12
Being a Sexually Healthy Adult and Sex Positive
Social Worker

309

Dr. Satterlys Rant: On being a Sex Positive Social Worker

309

Special Topic: Sex Positivity

310

Examples of Sex Positive, Micro-Generalist Interventions 

313

Examples of Sex Positive, Macro-Generalist Interventions 

313

References314
Dr. Ingersolls Rant: On People Who Express to Me Their Disbelief in the Existence of
True Love and What I Think Being Sex Positive Is All About

315

QR Web-Links 

318

Credits318

Dr. Travis Sky Ingersoll

Assistant Professor
Undergraduate Social Work Department
West Chester University
West Chester, Pennsylvania
United States of America

Biography
Dr. Travis Sky Ingersoll, Ph.D., MSW, M.Ed., is a social work professor, sexuality educator, and researcher based outside of Philadelphia, Pennsylvania, USA. His research publications include crosscultural studies regarding the fear of intimacy, the psychological well-being of older adults, gender
roles, suicidal ideation, and implementing clinical interventions for residents of elderly communities.
Current research projects and interests include the role of male involvement in domestic violence
agencies, sexual communication, and collaborative cross-cultural projects focusing on a wide range
of topics related to human sexuality. As a sexuality educator, Dr. Ingersoll has provided semesterlong classes, guest-lectured, and facilitated interactive workshops in person and via distance-learning
technologies both domestically and internationally. Presentation topics have included: Sexuality
Concepts for Social Workers, Cross-Cultural Sexuality, Sexual Health, Sex Throughout the Lifespan,
Sexually Transmitted Infections, Sexual Orientation, Intimate Relationship Violence, Medias Role
in the Promotion of Sexual Violence Among Men, Trans-Realities and the Gender Spectrum, How
to Utilize the Fear of Intimacy and Fear of Intimacy with Helping Professionals Scales in Clinical
Settings, Clinical Social Work Skills, and Producing Sexuality Scholarship in a Multitasking World.
In addition to teaching and research, Dr. Ingersoll has developed anti-homophobia curriculum and
sexuality policies for retirement communities and assisted-living facilities.

xiii

Acknowledgements
First and foremost, I want to acknowledge and thank my wife, partner, and best friend Melinda
Massaro Ingersoll. We met at the beginning of our undergraduate education and have stuck together through all the ups, downs, spirals, and brick walls that life has thrown at us. In the middle
of May, 2014, I almost lost my life to a tumor growing on top of my brain stem. Mindy was my
guardian, asking the right questions, making the right calls, and getting me exactly what I needed
to have the best chance at surviving. Without her spirited loyalty and love, it would be very unlikely
that these words would ever be read. Thank you sweets! Im forever in your debt!
Thank you Mom Ingersoll! Thank you brother! Love you! To the rest of my friends, I wouldnt
be the person Ive grown into without your care, love, and encouragement. Thank you Brent
Satterly, Don Dyson, Bill Stayton, Paula Silver, Jon Poulin, Jon Chatfield, Curry (and the Malott
family), David and Cherly Vermillya, Jill Norvilitis, Jia Shua, Shan Xu, Melanie Swain, Heather
Witt, Candy Brink, Courtney Weaver, Timaree Schmitt, Jill Brinker, Dr. Heiman, Dr. MacLean,
and everyone who has ever taught me anything, extended a helping hand, given me support, and
believed in me. You all know who you are! You are awesome! Youll always remain a part of me .

xiv

sexuality concepts for social workers

Brent A. Satterly, Ph.D.,

LCSW
Associate Professor
BSW Program Director
Center for Social Work Education
Widener University
Chester, Pennsylvania, 19013
United States of America
Biography
Brent A. Satterly, Ph.D., LCSW, is an Associate Professor and BSW Program Director at Widener
Universitys Center for Social Work Education. He also serves as an Adjunct Associate Professor
in Widener Universitys Center for Human Sexuality Studies. With over 20 years experience in
educational and clinical settings, Dr. Satterly specializes in experiential education and training,
strengths-based perspectives in clinical care with GLBT individuals, survivors of sexual trauma,
families, and people with HIV/AIDS. He is well published in the areas of human sexuality,
GLBT issues, professional identity development, self-disclosure, and social work pedagogy. He
is a Certified Sexuality Educator and Certified Sex Therapist with the American Association of
Sexuality Educators, Counselors, and Therapists (AASECT) and a member of good standing with
the Council on Social Work Education and the Association of Baccalaureate Social Work Program
Directors.

Acknowledgements
I would like to thank my husband and partner in life, love, and scholarship, Dr. Don Dyson. Your
caring, brilliance, patience, and sheer joy in the discovery of knowledge are inspiring. Thank you
for reminding me of the important things. I Tuesday.
Thank you to my co-author, Dr. Travis Ingersoll, whose sheer enthusiasm about writing is
infectious! Thank you, Dad. Your ability to tell a tale of wisdom and love continues to inspire

xv

me. Thank you, Mom. Your love and pride are so easy to feel! And thank you to so many more
of my colleagues, family, friends, and mentors: Paula Silver, John Poulin, Bill Stayton, Konnie
McCaffree, Ryda Rose, eryc Mallinger-Noonan, Scott Mallinger, Amelia Hamarman, Samantha
Sherman, Justin Sitron, and Bob Keenan. And to my students you continue to teach and inspire
me everyday.

xvi

sexuality concepts for social workers

Why Sexuality Education

Training is Necessary for
Social Work and Other
Human Service
Professions
A Brief Review of the Literature

In a study on the provision of training in human sexuality in medical schools across the
USA, Wittenberg and Gerber (2009) discovered that despite medical students valuing sexual
health as part of the curriculum, they did not feel adequately prepared to tackle the subject
with their patients because the time allotted for sexual health education was limited (Wylie
& Weerakoo, 2011).
Historically, social work education has included minimal attention to three essential foci: (1)
disability; (2) sexuality; and (3) the intersection of disability and sexuality (Ballan, 2008). As
noted by Glasgow (1981), the intersection of sexuality and disability has received almost no
attention in social work education. There has been insufficient change in the 25 years that
followed this initial observation (Ballan, 2008).
Low numbers of professional preparation programs incorporate content on human sexuality or sexual diversity within social work curricula (Diaz & Kelly, 1991).
Although social workers are educated to address a continuum of sensitive topics, discussions
regarding sexuality and sexual behaviors are all but absent in the literature and in practice
(Stawgate-Kanefsky, 2000), rendering social workers inadequately prepared to address sexual
issues in their many professional roles (Speziale, 1997).
Clients expect social workers to understand issues of intimacy and sexuality and to provide
guidance in these areas (Boyle, 1993).

xvii

 There is a great need for social workers to obtain knowledge and develop skills to help persons with and without disabilities in the area of sexuality education and counseling (Boyle,
1993; Mary, 2007).
Rogers, McRee, and Arntz (2009) conducted a study examining factors among university
students that may be associated with homophobic attitudes and whether homophobia
may be reduced by educational interventions. Their results suggest that the knowledgebased curriculum of sexuality courses may play an important role in affecting broader
attitudes about sexuality among college students, including attitudes about homosexuality. Students who took human sexuality courses were found to be more tolerant of homosexuality and were less likely to subscribe to homophobic statements or sentiments.
The results from a study of 41 schools of nursing in the UK indicated that the provision
of training in human sexuality in nursing curricula is inadequate to meet the current varied
needs of patients. On average, a mere 6.8 hours out of a potential 2,300 hours of theoretical
learning is dedicated to teaching human sexuality in schools of health in the UK. The overall
provision of training in human sexuality in the nursing curricula does not seem to have
significantly improved, regardless of pleas from such esteemed bodies as the World Health
Organization and others (Astbury-Ward, 2011)
Referring to a study of Australian schools of social work, it was found that whereas most
social work courses allocate curriculum space for examination of gender and life-cycle stages,
such is not the case for sexuality (Roberts, 1986).
In a 2015 exploratory study, McKay (2015) surveyed faculty teaching in Masters of Social
Work (MSW) programs regarding current sexuality-related curricula, their attitudes toward
the inclusion of sexuality education, and their perception of the supports and barriers to
incorporating sexuality-related content into MSW curricula. The sample for this quantitative
study included 596 social work faculty participants through an online survey. Findings revealed that a majority of faculty (82%) agreed that sexuality education is important for MSW
curriculum. Only 1.3% of faculty reported that there was a current required human sexuality
course within their MSW program. Faculty also rated the importance of 23 sexuality-related
topics and whether they teach the topic. In each case, the rating of a sexuality-related topic
as important did not necessarily correspond to that topic actually being taught.

References
Astbury-Ward, E. (2011). A questionnaire survey of the provision of training in human sexuality in schools
of nursing in the UK. Sexual and Relationship Therapy, 26(3), 254270.
Ballan, M. S. (2008). Disability and sexuality within social work education in the USA and Canada: The social
model of disability as a lens for practice. Social Work Education, 27(2), 194202.

xviii

sexuality concepts for social workers

Boyle, P. S. (1993). Training in sexuality and disability: Preparing social workers to provide services to individuals with disabilities. Journal of Social Work and Human Sexuality, 8(2), 4562.
Diaz, Y., & Kelly, J. (1991). AIDS-related training in US schools of social work. Social Work, 36(1), 3842.
Glasgow, M. (1981). Human sexuality education for clinical social workers. Social Casework, 62(8), 480485.
Mary, N. L. (2007). An approach to learning about social work with people with disabilities. Journal of Social
Work in Disability & Rehabilitation, 6(1/2). 122.
McKay, K. (2015). Sexuality Education within Masters of Social Work Programs (Unpublished doctoral dissertation). Widener University, Chester, PA.
Roberts, R. (1986). Results of a survey of Australian schools of social work on the teaching of human
sexuality in their undergraduate programmes. Australian Social Work, 39(3), 2428.
Rogers, A., McRee, N., & Arntz, D. L. (2009). Using a college human sexuality course to combat homophobia. Sex Education, 9(3), 211225.
Speziale, B. (1997). Introducing sexual diversity into social work education: A humanistic group approach.
Journal of Teaching in Social Work, 15(1/2), 5161.
Strawgate-Kanefsky, L. (2000). A national survey of clinical social workers knowledge, attitudes, and practice regarding
sexuality. New York, NY: New York University.
Wittenberg, A., & Gerber, J. (2009). Recommendations for improving sexual health curricula in medical
schools: Results from a two-arm study collecting data from patients and medical students. Journal of
Sexual Medicine, 6(2), 362368.
Wylie, K., & Weerakoo, P. (2011). International perspective on teaching human sexuality. Academic
Psychiatry, 34, 397402.

Why Sexuality Education Training is Necessary for Social Work and Other

xix

How to Use Our Book

And the Quick Response (QR) codes found
throughout

Using this Book

This supplemental textbook was specifically designed with professional social workers and other
human service professionals in mind. It was created to provide the reader with useful therapeutic
tools, while increasing awareness of the myriad of sexuality topics one may encounter while working with individual clients, families, communities, and organizations. Not only does this book
provide important and often neglected information regarding a range of controversial hot topics,
it also supplies the reader with a wealth of resources that can be used to benefit clients and organizations. It is our hope that those who use this textbook keep it close while providing education
and counseling services. Not only is this a great practice reference book, the quick response (QR)
codes found throughout link the reader to advocacy and information websites, educational videos,
and scientific literature, all of which act as additional helping tools that every human service professional should have in their professional utility belt.
Although this textbook covers a wide range of topics and presents a great deal of information,
as the fields of Social Work and Human Sexuality Education evolve, so will this text. Future
editions will include updated resources and enhanced research reviews of various topics and will
cover neglected areas of information identified by our student, educator, and clinical readers.
Educators using this textbook are invited to contact me directly with any questions they may have.
If needed, I would also be happy to share examples of lesson plans and PowerPoint presentations
designed to address the topics covered throughout the chapters. ~ Dr. Travis Sky Ingersoll (email:
tingersoll@wcupa.edu)

xxi

QR CODES
If you look around carefully, youll begin to notice how QR (quick response) codes are popping
up over the place. They show up on billboards; on storefront signs; in magazines, newspapers,
and print ads; and even in the form of ceramic tiles on gravestones. QR codes look and work
similar to bar codes, but instead of rectangular stacks of lines of various widths theyre square
boxes of pixilation. QR codes are able to hold a lot more information than bar codes, and they
can be used to save messages; provide answers to questions; or link a reader to a document,
website, or video clip. If you have a smartphone or a tablet computer, you can easily scan a
QR code.
QR codes are placed throughout this textbook. As you read through the text, make sure to scan
the QR codes that have been purposely placed to show you additional information regarding the
topic you are reading about. Some codes bring you to PDFs of relevant research and publications,
some bring you to videos and clips related to the topic, and others link you to websites full of
useful resources. If you dont have the ability to scan any of the QR codes found throughout this
book, the websites linked to the codes will be available at the end of every chapter.

Step 1
Search for QR code reader in an App store of your choice. Most are named something like QR
Reader or QR Scanner. When you find a QR Reader App you like (most are free), download
and install it. There are paid versions, but the free ones work just as well.

Step 2
Open the QR reader app on your smartphone or tablet and choose scan QR code or scan from
camera from the main menu. When your device is ready to scan, a framed window will appear.
Sometimes the viewer window will have a red line to help you center on the QR code youre trying
to scan.

Step 3
Once the center of the QR code is in the middle of the square on your screen (and when you can
keep still), the app should automatically take a picture of the code when it has finished scanning it.
The screen will then display the information contained in the QR code.

Step 4
If the QR code brings you to a web link, click on it to be brought to a website. However, many QR
codes will automatically bring you to a website, video clip, or document. The QR code could also
have photos or a message embedded in it. Now youre ready to scan QR codes. Enjoy!

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sexuality concepts for social workers