Intimacy in adolescent sexual relations - MSSS/Notice/Copyright ...
Intimacy in adolescent sexual relations - MSSS/Notice/Copyright ...
Intimacy in adolescent sexual relations - MSSS/Notice/Copyright ...
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DURATION<br />
45 m<strong>in</strong>utes<br />
ACTIVITY 1<br />
Notion<br />
of <strong>Intimacy</strong><br />
OBJECTIVES<br />
• Sensitize <strong>adolescent</strong>s to the notion of <strong>in</strong>timacy related to <strong>sexual</strong>ity<br />
1<br />
Ask <strong>adolescent</strong>s the question, “What does<br />
the word ‘<strong>in</strong>timacy’ mean?” and write the<br />
answers on a large sheet or a board.<br />
(5 m<strong>in</strong>utes)<br />
2<br />
Briefly outl<strong>in</strong>e what the notion of <strong>in</strong>timacy<br />
represents, mak<strong>in</strong>g l<strong>in</strong>ks with the answers<br />
given by the <strong>adolescent</strong>s. Take special care<br />
to mention the key words used by various<br />
authors to facilitate their comprehension.<br />
(10 m<strong>in</strong>utes)<br />
3<br />
Give the <strong>adolescent</strong>s a sheet list<strong>in</strong>g 10<br />
<strong>sexual</strong> acts and practices that are <strong>in</strong>timate <strong>in</strong><br />
nature (see below). Ask each <strong>adolescent</strong> to<br />
classify the items <strong>in</strong> this list by degree of<br />
<strong>in</strong>timacy each item implies for them, with<br />
number 1 be<strong>in</strong>g the most <strong>in</strong>timate, and<br />
number 10 be<strong>in</strong>g the least <strong>in</strong>timate.<br />
List of <strong>sexual</strong> acts and practices<br />
Kiss<strong>in</strong>g someone on the cheek<br />
Hold<strong>in</strong>g someone’s hand<br />
Kiss<strong>in</strong>g someone on the lips<br />
Fondl<strong>in</strong>g someone’s <strong>sexual</strong> organs<br />
Hav<strong>in</strong>g <strong>sexual</strong> <strong>in</strong>tercourse<br />
with vag<strong>in</strong>al penetration<br />
Perform<strong>in</strong>g fellatio or cunnil<strong>in</strong>gus<br />
Fondl<strong>in</strong>g the upper part of someone’s body<br />
Ly<strong>in</strong>g down naked aga<strong>in</strong>st someone<br />
Sleep<strong>in</strong>g <strong>in</strong> someone’s arms<br />
Undress<strong>in</strong>g (stripp<strong>in</strong>g naked)<br />
<strong>in</strong> front of someone<br />
4<br />
Lead a discussion on the classification of the<br />
<strong>in</strong>timate gestures listed above. Make it clear<br />
to <strong>adolescent</strong>s that they are not obliged to<br />
reveal their classification to answer the<br />
follow<strong>in</strong>g questions:<br />
• Did you f<strong>in</strong>d it difficult to make this classification?<br />
For what reasons?<br />
• What item or items would you have added or<br />
taken away?<br />
(10 m<strong>in</strong>utes)<br />
5<br />
Ask the <strong>adolescent</strong>s to form little groups<br />
of about four persons each that are not<br />
mixed by sex, and to discuss the follow<strong>in</strong>g<br />
questions:<br />
• What fosters <strong>in</strong>timacy for you? How could<br />
you develop <strong>in</strong>timacy with another person?<br />
• Do boys experience <strong>in</strong>timacy <strong>in</strong> the same<br />
way that girls do?<br />
• What l<strong>in</strong>k(s) can you make between elements<br />
<strong>in</strong> the def<strong>in</strong>ition of <strong>in</strong>timacy seen above and<br />
<strong>sexual</strong> practices, especially oral <strong>in</strong>tercourse?<br />
(20 m<strong>in</strong>utes)<br />
6<br />
Conclude the discussion by rem<strong>in</strong>d<strong>in</strong>g<br />
students that it is possible to express<br />
emotions l<strong>in</strong>ked to <strong>sexual</strong>ity by caresses and<br />
kisses without always end<strong>in</strong>g up with oral or<br />
vag<strong>in</strong>al penetration.<br />
(5 m<strong>in</strong>utes)<br />
9
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