1 of 37

Sexual Assault and�Sexual Violence

Elements of the presentation inspired by and taken from: Ministère de l’Éducation et de l’Enseignement supérieur. (Document de travail). Agression sexuelle et violence sexuelle – 2^e secondaire, mai 2020, 31 pages.

Secondary 2

2 of 37

Understand your own position on the notion of consent and its application in order to recognize a situation of sexual assault.

Reflect on the impact of myths and prejudices about sexual assault.

3 of 37

What is sexual assault?

Sexual assault is a sexual act, with or without physical contact, committed by an individual without the consent of the person targeted.

Actions, comments, behaviours, or attitudes with unwanted sexual connotation

Expressed directly or indirectly (including via a technological means)

Including assaults in connection with sexual or gender diversity

What is violence that is of a sexual nature?

Includes a wide range of contexts and forms of assault:

All forms of assault or sexual violence is unacceptable and prohibited by law.

Suggested notions to present:

“Sexual assault is a sexual act, with or without physical contact, committed by an individual without the consent of the affected person, or in some cases, through emotional manipulation or blackmail. It is an abuse of power, through the use of force or coercion, or under implicit or explicit threats¹.” (as defined by government orientations)
Several terms are currently used to address this topic, such as sexual assault, sexual violence, abuse, sexual abuse, or violence of a sexual nature. Sexual violence includes online luring, non-consensual sharing of intimate images, sexual exploitation, sextortion and sexual harassment.
Throughout the next activities, to simplify comprehension, the notions “sexual assault” and “sexual violence” will be used interchangeably.

4 of 37

What is sexual assault?

enticing a person to receive or engage in an unwanted sexual act, even in the context of a romantic relationship;
using threats or blackmail, to pressure another person, demean or harass them, so as to compel them to engage in a sexual act;
insisting on or continuing to engage in sexual acts despite a refusal or a lack of consent;
engaging in sexual acts with a person who is unable to give their consent.

It can be:

Suggested notions to present:

enticing a person to receive or engage in an unwanted sexual act, even in the context of a romantic relationship (ex. touching, submitting to being touched or kissed, having sexual relations);
using threats or blackmail, to pressure another person, demean or harass them, so as to compel them to engage in a sexual act (ex. threatening to damage their reputation if they do not participate in the requested sexual activity);
insisting on or continuing to engage in sexual acts despite a refusal or when there is a lack of consent;
engaging in sexual acts with a person who is unable to give their consent (ex. an authority relationship, alcohol or drug consumption, the age difference between two people, etc.).

A sexual assault can be committed:

by someone within your circle: a family member or a member of the extended family, a friend, an acquaintance (neighbor, someone you interact with online);
in the context of a romantic relationship: by a romantic partner or a former romantic partner;
by a complete stranger (less frequent).

5 of 37

What is sexual assault?

In the virtual world, it can be:

forcing a person to view sexually explicit photos or videos;
insisting a person, despite refusal or lack of consent, send a picture or video of a sexual nature (of oneself or another person) electronically;
insisting a person, despite refusal or lack of consent, show their genitals, buttocks or breasts or to engage in sexual acts online.

Suggested notions to present:

There are other situations also considered as forms of violence of a sexual nature. These are prohibited and punishable by law:

internet luring: an offence committed by a person who uses a technological means to communicate with a minor with the intention of committing a sexual assault.
non-consensual sharing of intimate images: “distributing or sharing an image or video of sexual nature or featuring nudity without the consent of the person shown in the picture or the recording² ”;
sexual exploitation: when a person is forced to perform sexual acts by a person in a position of authority, of trust or towards a person who is in a relationship of dependency (coach, employer, teacher, tutor, pimp, etc.), including sexual acts with regard to people with mental or physical disabilities. Trafficking persons for personal gain from sexual exploitation and commercial sexual exploitation is also a form of sexual violence;
sextortion: forcing a person to send images/videos of a sexual nature and then using blackmail or threats to circulate these obtained images/videos if the person refuses to pay money or send other pictures or videos of the same nature;
sexual harassment: “unwanted sexual behaviour (attention and verbal or physical requests) that manifests itself repeatedly, and that has adverse effects on its victims³“. Sexual harassment can include touching, sexual jokes, comments, etc.

In the virtual world, sexual assault is:

more often committed by someone you already know and socialize with through social media, instant messaging or other technologies;
less likely committed by a stranger or someone you’ve never met. Often, this stranger (adolescent or adult) pretends to be the same age and have same interests as you to create a bond and build trust and in some cases:

attempts to obtain photos or videos of a sexual nature and may threaten if one refuses to send more or refuses to send money;
offers to meet in person (with the intent to commit sexual assault).

To recognize a situation of sexual assault, it is essential to understand the notion of consent. Consent will be addressed in the next slides.

6 of 37

What is sexual consent?

The voluntary and enthusiastic agreement that a person gives a partner to engage in sexual contact. Consent must be:

YES!

I prefer we stop here…do you feel like watching a movie?

Freely given: I have the possibility of accepting or refusing without feeling pressure or being forced (real or perceived pressure).

Informed: I have the capacity to consent, I know what I am consenting to and I know what I want (I am not intoxicated, unconscious or asleep).

Ongoing: I can change my mind and I can remove my consent at any moment.

Sexual contact without freely given and informed consent constitutes sexual assault.

7 of 37

Two teenagers of the ages 13 and 17 want to engage in sexual contact together.

Does their age difference impact the validity of their consent?

8 of 37

Age Difference

In Canada, adolescents of 16 years and older can legally consent to sexual activity. However there are exceptions to this rule with regard to young people who have voluntary sexual contact between each other.

When the younger partner is 12 or 13 years of age

The older partner:

Is a maximum of 2 years older than the younger partner;

Is not in a position of authority, trust or exploitation in relation to the younger partner.

Is not in a relationship of dependency towards the older partner.

The older partner:

Is a maximum of 5 years older than the younger partner;

Is not in a position of authority, trust or exploitation in relation to the younger partner.

Is not in a relationship of dependency towards the older partner.

When the younger partner is 14 or 15 years of age

Suggested notions to present:

For consent to be valid and informed, the age gap between the two partners needs to be considered. In Canada, adolescents of 16 years and older are of legal age to consent to sexual activity. There are however exceptions that apply to age of consent with regard to voluntary sexual contact between young people:

When the youngest partner is 12 or 13 years of age: The older partner is less than two years older than the younger one AND the older partner is not in a position of trust, authority or exploitation in relation to the younger one, and the younger partner is not in a relationship of dependency towards the older partner.
When the youngest partner is 14 or 15 years of age: The older partner is less than five years older than the younger one AND the older partner is not in a position of trust, authority or exploitation in relation to the younger one, and the younger partner is not in a relationship of dependency towards the older partner.
For all young people under the age of 18, consent is not recognized if the older partner is in a position of authority or trust (e.g. coach, teacher, educator, employer, guardian, family relationship), or if the younger person is dependent.

These laws were established with respect to the psychosexual development of adolescents in order to protect minors and to reduce the risk that a young person finds themselves in a situation of exploitation or abuse of power.

9 of 37

Oh really! What did you answer?

Last night, when we were kissing, Max asked me if I wanted us to take off our clothes.

I wasn’t expecting that, but I felt like it so I said yes!

How was it?

I felt a little bit shy at first but it was enjoyable, we felt good together.

Was consent valid?

10 of 37

What can lead some people to feel they have an obligation to agree to a sexual act

without really wanting to?

Is consent freely given?

What are the reasons (or motivations) that can lead a person to engage in sexual acts?

Possible answers to the first question:

Curiosity about sexuality, a desire for love, for closeness, for romance and romantic relationships.

Possible answers to the second question:

Wanting to feel accepted, not wanting to disappoint a partner or someone we like, feeling independent.

Suggested notions to present:

To be valid, consent must be freely given, without pressure.
Consenting or not to a sexual act can be influenced by pressure:

real: being asked to do something;
perceived: feeling like you have to do something to be liked, to be popular, to earn someone’s respect, to avoid losing a romantic partner or to please them, etc.

These pressures can be influenced by false beliefs or by someone’s partner, friends, social circle, media, etc.
Pressure, whether it is real or perceived, should not lead a person to take part in sexual acts. The following questions can help identify the reasons or the motivations for accepting or not accepting a sexual act and better guide choices.

Do I feel like it?
What motivates me to say “yes”?
Do I feel pressure to say “yes”?
Do I feel influenced (e.g. by my partner, my social circle…)?
Do I fear the consequences if I refuse?
Would I prefer a different sexual act?

11 of 37

At a party, one person caresses another person. One of them had consumed alcohol.

Is the consent valid?

12 of 37

There is NO consent possible, there can be no sexual acts between two people, when one of them:

is incapable of expressing it (asleep, unconscious);
is in a state that makes them incapable of genuinely consenting, intoxicated (under the influence of alcohol, drugs or medication);
has given consent through a third party.

Is the consent INFORMED?

13 of 37

Consent must be revisited at different moments.

This means:

a person can agree to one sexual activity, but not to another one;

a person can change their mind and withdraw their consent at any moment;

sexual consent must be given at each sexual encounter and before engaging a sexual act that is of different nature, it is necessary to be certain that the other person is in agreement.

Are you ok?

Do you want me to continue?

Is the consent ONGOING?

Suggested notions to present:

As soon as a partner expresses their refusal or discomfort using words or gestures, it means “no” : it is necessary to stop immediately and respect that decision without insisting or trying to have the other person give in or to persuade them to continue or to go further, and this even if the partner had already engaged in the sexual act or activity.
When partners feel desire for each other, have pleasure, and freely give (without pressure) their consent, they can participate in sexual acts knowing that they can change their mind at any moment and withdraw their consent. Each person must be able to choose the acts they want to partake in or want to receive and choose when they feel comfortable engaging in an activity while respecting the rhythm of the other.

Suggested activities:

Ask the students the following question: How can a person be certain that the partner is consenting?
Complete the students’ answers with the help of the other slides.

14 of 37

How can you be sure that the other person is consenting?

The partner who initiates the sexual activity must be certain that they have the other person’s consent.

Is that ok?

Do you want me to continue?

Do you feel comfortable with…? Do you feel like…?

Verbal consent

Consent is assessed by way of enthusiastic gestures.

A person’s decision to consent or not must be respected, without insisting or trying to make them give in, or to convince them to continue or to go further.

Suggested notions to present:

Before making or requesting an act that is of a sexual nature, you must ensure that the other person consents to it, it is your responsibility.
Consent can be:

obtained by way of verbal expression, by asking questions such as: “Is that ok?” “Do you want me to continue?” “Are you comfortable with?” “Do you feel like?”
evaluated by the partner’s enthusiastic gestures. When a gesture of sexual nature is made, the body and the face can express their agreement (the body is relaxed, the partner hugs or embraces the other, physically gets closer, smiles, etc.) Assessing consent through gestures can sometimes be difficult to decode. If there is a doubt, it is necessary to obtain verbal consent or to stop.

Silence or the absence of a “no” does not mean “yes”; if a person is motionless or is not resisting physically, this does not mean that they are consenting. These signs are more often associated with an absence of consent (there is no consent given), it is therefore essential to check if the other person genuinely consents.
If one partner does not give their consent and the other insists or continues the sexual acts, this is sexual assault.

15 of 37

https://www.youtube.com/watch?v=oNtHleMPJLk�

Video

« Consent (part 1) »

16 of 37

Sexual Consent Traffic Lights

In these situations:

The partners clearly express their agreement and comfort with the situation (with words and gestures).
The partners show concern for one another and both partners are enjoying themselves.
The partners share a common understanding of what they agree to.
The partners know that they can change their mind at any point during the sexual encounter and that, if this happens, the other person will accept their decision to stop or not take things further.

Is the consent ONGOING?

GREEN

Maintain communication

17 of 37

Sexual Consent Traffic Lights

In these situations:

The partners are not sure what the other person wants to do or is comfortable doing.
The partners assume, without discussing it together, that they will likely do the same things as last time.
One partner feels as though they are getting mixed messages (e.g. the other person says everything is okay but then their body gets tense when touched).
One partner’s behaviour or attitude changes and becomes less enthusiastic.

Is the consent ONGOING?

YELLOW

It’s time to pause

and check in

18 of 37

Sexual Consent Traffic Lights

In these situations:

One partner does not show interest in giving or receiving a sexual act.
One partner is asleep, intoxicated or unconscious.
One partner consumed alcohol or drugs.
One partner stops or is no longer responsive (they freeze up, are immobile or distant).
One partner uses a strategy to impose sexual relations by any means (e.g. pout, manipulate, intimidate, inebriate or force the other person).
One partner asks the other to stop or refuses (verbally or physically) a sexual act.

Is the consent ONGOING?

RED

Time to stop

19 of 37

Scenario 1

At a training session, after the rest of the team leaves, the coach asks Jamie to follow him into the locker room. The coach kisses him. Jamie does not dare push him back.

Why does Jamie not dare push him back?
Is consent valid in this situation?

Suggested activity:

Present the scenario to the students which will allow them to apply the notions related to consent. Draw inspiration from the Examples from the Lives of Adolescents section of the pedagogical framework or the scenarios presented in the next slides.
Ask the students to form groups and answer the questions for the scenario.
Bring the whole group together and complete the students’ answers with the notions viewed previously.

Possible answers for scenario 1:

It is possible that Jamie froze and fears:

The coach’s reaction;
Losing their title as captain;
Disappointing the coach;
No longer being part of the team, losing their place on the team, etc.

Consent is not valid given that the coach is in a position of authority with regard to Jamie.

Note : This scenario is also an opportunity to name the self-protection strategies in situations involving sexual assault. For example, in this scenario, Jamie can:

say “no”;
say they don’t like it, they don’t want to;
find an excuse to leave;
scream to alert the people nearby and to receive help;
physically defend themself;
escape and run to a place where there is an adult that can help him.

Regardless of Jamie’s reaction (whether or not he applied a self-protection strategy), the coach is responsible for his actions. It is important for Jamie to tell an adult he trusts about the situation. Adults are responsible and must protect children and adolescents.

20 of 37

Scenario 2

Sofia’s boyfriend asks her if she wants to have sexual intercourse with him. Sofia does not know what to answer. She does not want to have intercourse, but she is afraid of her boyfriend’s reaction. Every time she refuses, he gets mad and sulks for several hours.

Why does Sofia hesitate to say “no” to her partner?
If Sofia accepts to have sexual intercourse with her boyfriend, is her consent valid?

Possible answers:

Sofia feels pressured to have sexual intercourse from fear that her boyfriend gets mad or sulks, like previous times. It can be difficult to say “no” from fear of the other person’s reaction, fear of disappointing them, fear for your safety, feeling stuck, fear of being ridiculed, etc.
Sofia does not feel free to refuse her boyfriend’s request because she feels under pressure. Consent is not valid because it is not given freely.

Proposed notions to present:

It is sometimes difficult to say “no”. It is important to be attentive to the signs that indicate that we don’t feel like it (e.g. : discomfort, negative emotions, body is tense).
Whether or not the refusal has been verbally affirmed, it is up to the partner who initiates the sexual act to ensure that the other person consents to it in a free and informed manner.

21 of 37

Scenario 3

While they are kissing, Anna asks her partner if she can carry out a sexual act. The partner does not respond and becomes distant.

If Anna continues with carrying out the sexual act, is the consent valid?
What should Anna do?
What are the signs that can indicate whether the partner consents or not to the sexual act?

Possible answers:

No. Consent is not valid because the partner does not give their consent to Anna’s proposition.
By asking her partner if she can carry out a sexual act before doing so, Anna tries to validate her partner’s consent. The absence of an answer and the partner’s body language (non-verbal) does not indicate their consent to the sexual act. Anna must refrain from carrying out the sexual act. It is necessary to pause and to check-in with the partner to validate what they want (e.g. : continue only with the kissing, stop kissing, etc.).
The fact that the partner does not respond to the question and that they become more distant is an indication they don’t consent to engaging in the sexual act.

Suggested notions to present:

When a sexual act is carried out, a person’s body and face can express agreement (e.g. : the body is relaxed, the other person hugs me, embraces me, gets physically closer, smiles, etc.). To the contrary, some signs indicate that the person does not appear to consent to the sexual act (e.g. : the body tenses, the person’s attitude changes, the person does not appear to want to continue, is no longer responding, is frozen). Evaluating consent on the basis of actions can sometimes be more difficult to decode. In the case of doubt, it is essential to validate consent from the other person by checking-in and obtaining verbal consent before continuing with any sexual act.

22 of 37

Scenario 4

Estelle accepted an online friendship request from a guy she doesn’t know, but with whom she has friends in common. She likes talking with him, she finds him funny and friendly. However, for some time, he regularly asks for a photo of her without a shirt. Until now, she just ignored his requests. Yesterday, he threatened to spread rumours about her.

What could Estelle do?
What can you do to feel safer in the virtual world?

23 of 37

Tips to feel safer in the virtual world

Protect your identity (photo) and personal information (address, email, phone number, name of school, etc.);
Choose appropriate security settings when sharing photos or videos;
Never go alone to meet someone you have only met online;
Block addresses and do not respond to people who make you feel uncomfortable;
Report any online situation that makes you feel uncomfortable to a trusted adult.

Suggested notions to present:

These safety tips can be applied in various contexts of the virtual world. The virtual world refers to information and communications technologies (ICT) (discussion groups, instant messaging, emails, the Web, chatting, internet use, online gaming, social media, etc.).

Safety skills can be applied online, namely:

by protecting your identity (photo) and personal information (address, email, phone number, name of school, etc.);
choose appropriate security settings when sharing photos or videos.

It is best to turn down friendships requests from people you do not know or do not know well. Even if you have many conversations with a person you met online, be cautious. It is recommended that you:

never go alone to meet someone you have only met online
not engage in intimate acts online (sharing photos/videos), even if the conversation is private, to avoid having them forwarded to other people
not forward sexually explicit photos or images you receive online and report the situation to a trusted adult
block addresses and do not respond to people who make you feel uncomfortable
protect your identity (photo) and personal information (address, email, phone number, name of school, etc.) and avoid sharing your passwords (online games, social media, etc.)
choose appropriate security settings when sharing photos or videos
report any online situation that makes you feel uncomfortable to a trusted adult

If someone asks for photos of a sexual nature or threatens to release a sexually explicit photo of you, you must:

refuse, say no (assert yourself)
immediately leave the online space or activity
block the address or the instant messages from the person
keep the messages (emails, texts, photos, videos or instant messages) as evidence to file with the police
immediately report the situation to a trusted adult and to the police.

Sending a photo or video of a sexual nature does not mean consenting to its distribution or to it being shared with other people. The distribution (posting) and sharing without consent are unacceptable and illegal.

Note: The “real world” or “virtual world” contexts are not necessarily completely distinct. For example, a student who gets to know someone online and who would meet them in person could put in place safety rules to be applied in the virtual world and then those to be applied in “real” life.

24 of 37

Prevention Tips: How to Feel Safer

Trust your instinct when something does not feel right (rely on your internal alarm system);
Tell an adult your whereabouts, the time of your return and how you will get back;
Travel as a group, watch over each other;
Do not follow a person or people that you don’t know well or don’t know at all;
Leave, if possible, a place where you feel uncomfortable;
Make an agreement between friends to protect each other, especially if there is alcohol or drug use;
Talk with someone you trust if this happens, ideally an adult (have a list of people you can contact in case it is needed);
Plan ways to ensure your safety in case a situation became dangerous.

Sexual assault is a takeover of the person who is victim.

The responsibility of the sexual assault always belongs to the person who committed it.

25 of 37

https://gem.cbc.ca/media/about-sex/s01e11�

Video

“Consent”

Suggested activity: To conclude the segment about consent, view the video from the series “About Sex” available from CBC Gem. From the video named “Consent” (episode #11) present the expert advice (from 1:46 to 3:20), it is accessible at: https://gem.cbc.ca/media/about-sex/s01e11

*Note that the video is divided into three segments: a skit (humoristic screenplay), expert advice (information capsule) and teen testimonials (personal stories). It is not recommended that the skits be viewed in class.

Conclude with the reminder that it is the responsibility of the partner who initiates the sexual activity to ensure that the other person consents to it.
Highlight the importance of disclosing all situations of sexual assault to a trusted adult, and until help is received.
Remind the students that it is their right:

to say no to a sexual act (in real life and online);
to consent to one sexual act, but not to consent to another;
to change their mind at any moment during a sexual encounter;
to disclose any situation of sexual assault, even if they are asked to remain silent, whether the assault is recent or not;
to be protected.

26 of 37

What is a myth or prejudice?

Suggested activities:

Explain to the students that myths and prejudices diminishes the ability to recognize and disclose a situation of sexual assault.
Explain that myths and prejudices are: beliefs, amplified or distorted representations, preconceived ideas about a person or a group of people. To illustrate, provide examples of myths and prejudices drawn from other topics (it is possible to use current issues or social media). Examples:

“Teenagers want to sleep in the morning because they are lazy.”
“Elderly people are unable to use new technology.”
“Cats and dogs cannot get along.”
“Boys never cry.”

Explain to the students that many myths and prejudices circulate about sexual assault.
Choose a preferred method to present some of the myths and prejudices associated with sexual assault, for example:

prepare a “true or false” questionnaire using examples drawn from the pedagogical framework (the section “Explanations Concerning Content” or Examples From the Lives of Adolescents).
ask the students to answer the questionnaire individually or in teams;
discuss those myths and prejudices with the help of the next slides.

Note: Be certain to address the myths and prejudices from different angles:

about the person who is victim;
about the person who assaults;
in relation to the context;
with regard to consent.

27 of 37

The person who is victim of sexual assault is responsible for the assault because their attitude or the way they were dressed provoked the person who assaulted them.

True or False

Myths and prejudices about the person who is victim

Answer:

The statement is false. The only person responsible for sexual assault is the person who commits it.

Suggested notions to present:

Prejudices exist, especially against girls and women, in the sense that they provoke sexual assault because of their appearance, their attitude or their behaviour.
In fact, these prejudices make it harder for them to recognize situations of sexual assault, because they feel responsible and experience emotions (doubt, shame, guilt) that make them hesitate to report or disclose. Sexual assault is one of the crimes against the person that is the least reported to the authorities.
A way of dressing, the desire to date someone, to go with someone to their home, to allow someone to pay for an outing, to accept a gift does not grant permission for a sexual act.

Prompts that can be presented with the myth to continue the discussions:

“She was kind of asking for it with the way she was dressed…”
“If he wanted to stop, he could have just said no.”
“She went to his place. That means she wanted it…”
“She sent him a photo of herself half-naked. She had to expect it would be shared…”
“The victims who are sexually assaulted, it is because they aren’t able to say no.”
“Girls provoke boys with their sexy outfits.”
“When a person doesn’t say “no”, it means “maybe”.

28 of 37

The person who assaults is usually known to the person who is victim.

True or False

29 of 37

Men cannot be the victim of sexual assault. They know how to defend themselves; they would never let themselves be assaulted.

True or False

Myths associated with the male gender

Answer: The statement is false.

Suggested notions to present:

In fact, sexual assault may occur regardless of the age or sex of the person. It can occur in any family, regardless of their socio-economic status. One out of every 10 men will be a victim of sexual assault before the age of 18.
Another myth that is perpetuated is that girls cannot commit sexual assault because they are not strong enough. In fact, girls are likely to use verbal and psychological violence when they commit sexual assault (threats, blackmail, harassment, etc.) Since the assault may be more subtle, it may be harder to recognize and, by that token, even less frequently reported.
These prejudices reinforce and emphasize the secrecy and isolation of boys who are sexually assaulted and, therefore, make it more difficult to report.

30 of 37

Males are more biologically predisposed to committing sexual assault because they have a greater need to satisfy their sexual urges.

True or False

Myths and prejudices associated with the male gender

Answer: The statement is false.

Suggested notions to present:

In fact, everyone is capable of controlling their sexual actions and desires, or of engaging in sexual activity without violence or coercion and with respect for the integrity of others. It is the need to control or dominate that motivates a perpetrator. The act of committing sexual assault is influenced by a number of factors, but it is not due to “uncontrollable sexual urges”. Sexual assault can be committed by women.

It is false to assert that men, naturally, are always ready for sexual contact and that they always need to satisfy their sexual urges. These prejudices reinforce and emphasize the secrecy and isolation of the boys who have been victims, and consequently make disclosure more difficult.

The following examples about the myths and prejudices associated with sexual assault and gender can be used to prompt the discussion:

“He kept saying that I got him too excited.”
“A boy is always willing to have sex.”
“A girl cannot sexually assault.”

31 of 37

A sexual assault can occur within a romantic relationship.

True or False

Myths and prejudices about the context

Answer: The statement is true.

Suggested notions to present:

A myth is sometimes conveyed saying that in a romantic relationship, the partners are always consenting and that there can be no sexual assault. In fact, free and informed consent is necessary for all sexual acts regardless of the context, including in a romantic relationship.
The partner must make sure that the other person wants to go further. Being part of a couple does not release partners from the responsibility of ascertaining the other’s consent. Either partner has the right to change their mind and end a sexual act at any time.

The following examples about myths and prejudices related to context can be presented to prompt the discussion:

“My boyfriend said he’d waited long enough. I felt bad saying no.”

32 of 37

Sexual assault only happens when the consumption of alcohol is involved or in dark, isolated places.

True or False

Myths and prejudices about the context

Answer: The statement is false.

Suggested notions to present:

In fact, sexual assault does not generally happen in isolated places. Since most victims know the perpetrator and the perpetrator is often a family member or romantic partner, sexual offences occur mainly in private homes (often the home of the person who is victim and/or the perpetrator).
The perpetrator alone is responsible for their actions and no outside factor, such as drug or alcohol use, can excuse or justify their actions. In some cases, the person who is the perpetrator uses this pretext to minimize the significance of their actions. A person who is under the influence of alcohol (or drugs) is unable to consent freely to sexual acts, within the meaning of the law.

The following examples about myths and prejudices related to a context of sexual assault can be presented to prompt the discussion:

“If I drank alcohol, does that mean I’m responsible for what happened?”
“It was my first party. The parents weren’t home. We played “spin the bottle” and I had to kiss someone. I feel bad…I didn’t want to.”

33 of 37

If the person doesn’t say anything, it means that they agree.

True or False

Myths and prejudices with regard to consent

Answer: The statement is false.

Suggested notions to present:

In fact, the person who initiates the sexual activity must ensure that the other person confirms their consent through enthusiastic actions or words. It has been demonstrated, in many cases, that people freeze or do not fight back because they are in a state of shock or are afraid things will get worse if they fight. Giving in is not the same as consenting. Sexual activity without consent is sexual assault.
Furthermore, the fact that the body responds to sexual acts does not mean the person consents to those acts. It may simply be a physical reflex (e.g. erection, lubrification, orgasm).
A person must be able to confirm their consent at each step of the sexual activity. A person may agree to one sexual act but not to another.

The following examples about myths and prejudices related to consent can be presented to prompt the discussion:

“A person who is a victim that experienced a physical sexual response (e.g. lubrification, erection) was consenting.”
“The victim didn’t fight back; they didn’t do anything to show they didn’t want to.”
“I saw his erection, so I didn’t have to ask if he wanted to.”
“Since I’d already agreed to have sex with him before, I can’t say I was assaulted this time. No one will believe me.”
“He let me kiss him. That means he agreed to continue and go further.”
“Since I froze and didn’t say anything, it’s as if I said yes. I’m ashamed that I was not able to react.”
“When she passes me in the hall, she always touches my butt. Why does she not realize that I don’t like it?”

34 of 37

What are the impacts of these

myths and prejudices?

Suggested activity: The students reflect on the repercussions of myths and prejudices associated to sexual assault. The following suggestions are questions that can be used to prompt the discussion:

Why do you think most cases of sexual assault are undisclosed? How do the myths and prejudices interfere with disclosing a situation of sexual assault?
Why are myths and prejudices said to reduce people’s ability to recognize sexual assault?
Why do people who are victim of sexual assault often feel guilty or responsible for the assault or are afraid of not being taken seriously?

Suggested notions to present:

It is estimated that only 10% of all sexual assaults are reported to the authorities⁴. Adhering to myths and prejudices about sexual assault has repercussions. For example, a person can:

be less inclined to recognize a situation of sexual assault, even if this situation meets the legal criteria of sexual assault
be more likely to have a negative perception of victims of sexual assault
be more likely to discourage a victim of sexual assault from filing a complaint
attribute blame to the person who is victim (feelings of shame, guilt and confusion experienced by victims) (e.g.: “I never should have followed him”, “it’s my fault”)
avoid disclosing or encounter difficulties while disclosing (e.g. fear of not being taken seriously). Whether this fear is real (e.g. as a result of threats or blackmail) or perceived, it becomes an obstacle that can make it difficult to seek help and support.
being isolated or feeling isolated (e.g. feeling alone in the situation).

35 of 37

Remember�

Everyone has the right to freely choose whether to engage in sexual acts.
Consent is essential before receiving or engaging in any sexual act.
Consent must be validated and renewed on an ongoing basis.
Consent is valid when the partners:

are able to communicate (freely and in an informed way);

are not in a relationship of dependence or authority.

Myths and prejudices reduces a person’s capacity to recognize and disclose a situation of sexual assault.
It is important to disclose any situation involving sexual assault to a trusted adult.

36 of 37

References

Orientations gouvernementales en matière d’agression sexuelle, Ministère de l’Éducation, Ministère de la Famille et de l’Enfance, Ministère de la Justice, Ministère des Relations avec les citoyens et de l’Immigration, Ministère de la Santé et des Services sociaux, Ministère de la Sécurité publique, Ministère de la Solidarité sociale, Secrétariat aux affaires autochtones, Secrétariat à la condition féminine, 2001, p. 22.
Retrieved from the website Get Cyber Safe at https://www.getcybersafe.gc.ca/en (consulted in December 2022).
Retrieved and adapted from the Institut national de santé publique du Québec website at https://www.inspq.qc.ca/en/sexual-assault/fact-sheets/sexual-harassment (consulted in December 2022).
Baril, K, et Laforest, J., 2018. Les agressions sexuelles, dans J. Laforest, P. Maurice et L. M. Bouchard (dir.), Rapport québécois sur la violence et la santé, Québec : Institut national de santé publique du Québec. www.inspq.qc.ca/rapport-quebecois-sur-la-violence-et-la-sante/la-violence-dans-les-relations-amoureuses-des-jeunes (consulté en décembre 2019).

37 of 37

Credits

The presentation template is provided by www.slidesgo.com

The images and illustrations in this presentation were provided by www.pixabay.com