Editor’s note: This is a guest post from Jamie Utt, Julie Gillis, Alyssa Royse and Joanna Schroeder, editors of The Good Men Project. An extended version of this post was originally published here.
The ongoing horror of rape in the news, from Penn State to the young women raped and killed in India to Steubenville, has proven to be a wake-up call for many parents. We always knew that rape was a problem, but never before have we been so mobilized to create change.
As writers, educators, and advocates of sex-positivity and healthy consent, the four of us have been inundated with requests from parents for advice on how to help create a future with less rape and sexual assault.
We believe parents can start educating children about consent and empowerment as early as 1 year old and continuing into the college years. It is our sincere hope that this education can help us raise empowered young adults who have empathy for others and a clear understanding of healthy consent.
We hope parents and educators find this list of action items and teaching tools helpful, and that together we can help create a generation of children who have less rape and sexual assault in their lives.
Guidelines for Teens and Young Adults
See also: Guidelines for Preschoolers and Grade Schoolers
1. Education about “good touch/bad touch” is crucial, particularly in middle school. This is an age where various “touch games” emerge: butt-slapping, boys hitting one another in the genitals and pinching each other’s nipples to cause pain. When kids talk about these games, a trend emerges where boys explain that they think the girls like it, but the girls explain that they do not.
We must get kids talking about the ways in which these games impact other people. They will try to write it off, but it’s important to encourage them to talk it through, and ask them how they would feel if someone hit them in that way, or did something that made them feel uncomfortable or violated.
When you see it happen, nip it in the bud. This isn’t “boys being boys”, this is harassment, and sometimes assault.
2. Build teens’ self esteem. In middle school, bullying shifts to specifically target identity, and self-esteem starts to plummet around age 13. By age 17, 78% of girls report hating their bodies.
We tend to build up our smaller kids by telling them how great they are. For some reason, we stop telling kids all the wonderful aspects of who they are when they reach middle school. But this actually a very crucial time to be building up our kids’ self-esteem, and not just about beauty. Remark to them regularly about their talents, their skills, their kindness, as well as their appearance.
Even if they shrug you off with a, “Dad! I know!” it’s always good to hear the things that make you great.
3. Continue having “sex talks” with middle schoolers, but start incorporating information about consent. We’re often good at talking about waiting until marriage to have sex, or about sexually-transmitted infections, or about practicing safer sex. But we don’t usually talk about consent. By middle school, it’s time to start.
Ask questions like, “How do you know whether your partner is ready to kiss you?” and “How do you think you can tell if a girl (or boy) is interested in you?”
This is a great time to explain enthusiastic consent. About asking permission to kiss or touch a partner. Explain that only “yes” means “yes”. Don’t wait for your partner to say “no” to look for consent.
Educating our middle schoolers about consent means we don’t have to re-educate them later and break bad habits, perhaps after somebody’s been hurt.
4. Nip “locker room talk” in the bud. Middle school is the age where sex-talk begins in gender-segregated environments, like locker rooms and sleep overs. Their crushes and desire are normal and healthy. But as parents and educators, we need to do more than just stop kids from talking about other kids like they’re objects. We also need to model how to talk about our crushes as whole people.
If you overhear a kid say, “She’s a hot piece of ass” you could say, “Hey, I think she’s more than just an ass!” You can keep it jokey, and they’ll roll their eyes at you, but it sinks in. They need a model for grown-ups who are doing things right. Even saying something like, “It’s also cool that she (or he) is so awesome at tennis, isn’t it?”
5. Explain that part of growing up is having changing hormones, and that hormones sometimes make it hard to think clearly. Sometimes that means our desire feels overwhelming, or that we’re angry, confused or sad. It’s common, and perfectly okay, to be overwhelmed or confused by these new feelings.
Tell your kids that no matter what they’re feeling, they can talk to you about it. But their feelings, desires and needs are no one’s responsibility but their own. They still need to practice kindness and respect for everyone around them.
6. Mentor teenage and college-aged boys and young men about what masculinity is. Men need to talk to boys about what’s good about masculinity. Ask what hasn’t been so good about our culture of masculinity in the past. How can we build a more inclusive form of masculinity that embraces all types of guys: from jocks to theater kids to queer folks to everyday you-and-me? These conversations can encourage a non-violent form of masculinity for the future.
Boys need to start talking about building a healthy masculinity starting in middle school and continue through college, because transforming masculinity is vital to transforming rape culture.
7. Talk honestly with kids about partying. Make it clear that you don’t want them drinking or using drugs, but that you know kids party and you want your kids to be informed. Ask them questions about how they are going to keep themselves and others safe when they’re drinking. Questions such as:
- How will you know when you’ve had too much to drink?
- How will you handle it if your driver has had too much to drink? (Make clear that your child can always call you to come get him or her if needed).
- How will you know if your drinking or drug use has reached a dangerous level, or crossed into addiction?
- How does your behavior change when you’ve had too much to drink? How can you protect others from yourself in that situation if, perhaps, you become an angry drunk or start violating people’s space or safety?
- How will you know whether it’s okay to kiss someone, touch someone, or have sex with someone when you’ve had a lot to drink? Explain that decisions sometimes become cloudy, and signals become unclear when we are impaired. How will you be sure that you are reading the other person’s signals accurately? Suggest that they always ask for permission to touch or kiss another person, especially when there’s drinking involved.
- Although it should be obvious, explain that a person who is drunk, high or otherwise impaired should not be touched, harassed or sexually assaulted. Teach your children to stand up for, and seek help for, a fellow partygoer who has had to much too drink.
- Be careful about the language you use with your kids about partying. The responsibility is never on the victim to have prevented his or her assault. It is always on the perpetrator to make the right decision and not harm anyone.
8. Keep talking about sex and consent with teens as they start having serious relationships. Yeah, they’ll tell you they know it all, but continuing the conversation about healthy consent, respecting our partners, and healthy sexuality shows them how important these themes are to you. It also normalizes talking about consent, so talking openly and respectfully with partners becomes second nature to teens.
9. Finally, teens are thirsty for more information about sexual assault, consent, and healthy sexuality. They want to learn, and they will find a way to get information about sex. If you are the one providing that information—lovingly, honestly and consistently—they will carry that information out into the world with them.
Having good information encourages kids to be UPstanders, not BYstanders. Not only does the world need more Upstanders, but kids really want to be a force for good. And we can give them the tools to do so.