Lesson 4: Peer pressure and non-consenual sharing

Lesson 4: Peer pressure and non-consenual sharing

Non-consensual sharing and subsequent victim blaming can be as a result of a number of harmful gender stereotypes, media influences and peer pressure. This lesson gives students an opportunity to analyse the influence of peers in incidents of non-consensual sharing.

Students will have debated how peer pressure can contribute to the prevalence of non-consensual sharing of intimate content and a culture of victim blaming.Return to Lockers Homepage (2)

+Curriculum Links

  • Junior Cycle SPHE Short Course Strand 3 Minding myself and others:
  • Team up: The relationship spectrum
  • Junior Cycle SPHE Modules: Relationships and sexuality; Influences and decisions

+Differentiating this lesson for students with SEN
Some students with general learning disabilities may struggle to access the animation, due to the abstract nature of the animation. To enable these students to access the animation, provide an introduction to the animation, explaining the context and topic addressed.Dedicated lessons may be needed to explain the concept of peer pressure to students with SEN, depending on their needs.Significant scaffolding may need to occur to enable students with SEN to participate in the debates in Activity 2.
+Resources and Methodologies

  • Just for fun animation (available at wwww.webwise.ie/lockers), Worksheet 4.1
  • Methodologies: Video analysis, debate

+Teachers’ Note
It is advisable to read the best-practice guidelines before engaging in lesson delivery. Before leading any of the activities included in this resource, it’s important that you have established clear ground rules with the class and that students see the SPHE class as an open and caring environment. Take the time to outline the supports available to students (both inside and outside of school), should they be affected by any of the issues discussed in the class and need to talk to someone. Highlight the fact that if there are any disclosures indicating underage sexual activity, you will be obliged to report the incident to the Designated Liaison Person. It is best to try to avoid discussing real cases, familiar to the students, and instead to focus discussions on the cases presented in the lessons.
+Activity 4.1 - When the fun gets out of hand

  • STEP 1: Explain to the students that today’s class will focus on the pressures that can cause one to share intimate content, without permission.
  • STEP 2: After watching Just For Fun ( available soon from www.webwise.ie/lockers), students will use Worksheet 4.1 to examine how peer pressure influenced Seán’s actions. The worksheet will also help the students to recognise the potential consequences for Seán.
  • STEP 3: In pairs, students will then discuss their answers and consider the different factors that cause one to share intimate content, without consent.

+Activity 4.2 - Peer pressure to send intimate content

  • STEP 1: To examine further the attitudes and pressures that cause one to share intimate content, lead a class debate on the following topics:If the person really liked you, they wouldn’t make you send a nude
    Young people are under pressure to send intimate images
    There is more pressure on girls than on boys to sext
  • STEP 2: Make sure to highlight to students the fact that explicit images and photos of a minor are illegal, under the Child Trafficking and Pornography Act. No matter how much pressure young people are put under, they should not create or distribute these images. Also, remind students that though, sometimes, it might seem as if everyone is sexting and exchanging explicit images, this is not the case. Only a minority of students participate in this behaviour.

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