Families: Relationships and human happiness

Respectful relationships: Respect and friendship

Online and media: Rights, responsibilities and keeping safe

Mental wellbeing: Talking about emotions

Internet safety and harms: Reality vs the online world

Healthy lifestyles: Physical fitness and healthy eating

Health and prevention: Basic health

Changing adolescent body: Puberty and menstrual wellbeing

Families: Stable relationships and marriage

Respectful relationships: Stereotypes and bullying

Online and media: Harmful contact

Mental wellbeing: Recognising concerns

Internet safety and harms: Body Image

Drugs and alcohol: Smoking and Alcohol

Health and prevention: Sleep and routines

First aid

Families: Being safe and reporting concerns

Respectful relationships: Recognising and reporting criminal behaviour within relationships

Online and media: Indecent image sharing

Being safe: The law (consent, exploitation, and harassment)

Intimate relationships: Positivity and health

Mental wellbeing: Common types of ill health

Internet safety and harms: Relationships and social media

Drugs and alcohol: Prescription and illegal drugs

Health and prevention: Immunisation and vaccination

RSHE (PSHE)

Y9 RSHE (PSHE)

Key Stage 3

Year 9

UNIT

In this lesson we will learn about different criminal behaviours that could take place in a relationship. We will also discuss myths and facts surrounding abuse in relationship.

Criminal behaviours within a relationship

﻿Hi, my name is Mrs. Smith, and welcome to this unit of work, Respectful Relationships. In this lesson, we will learn about different criminal behaviours that could take place in a relationship. We will also discuss some of the myths and facts surrounding abuse in a relationship. This lesson does cover some content that might be a sensitive topic for you. We therefore recommend checking with a trusted adult before you begin or completing the lesson with a trusted adult nearby. If you're ready, then let's get started. For this lesson, you will need an exercise book and paper, and also a pen to write with. If you need to go and collect that equipment now, do so, and press play when you're ready to carry on. Our agenda for today's lesson looks like this. We will start by looking at the definitions of assault and sexual assault. We will then discuss stalking, harassment, and blackmail, as well as how to respond to this. We will finish with a reflection and exit quiz. Our key words for today's lesson include: assault, a physical attack or unwanted physical contact on a person; harassment, a pattern of obsessive behaviour which is repeated, intrusive, and causes fear of violence or distress in the victim; and blackmail, threatening to reveal embarrassing or damaging information about someone unless they make payment or follow demands. Let us begin the lesson with some myths and facts surrounding criminal behaviours in a relationship. Is this statement true or false? Relationship abuse happens when one person hurts or bullies another person with whom they are in a relationship. Point to the screen now. So this statement is true. Abuse is when someone is treated with cruelty or violence, regularly or repeatedly.

A single act of violence can be abuse. A person does not have to wait for it to be repeated before reporting it.

Next, women or girls are always the target for abuse. This statement is false. While women are usually the target of abuse, men can also be targets, and often find it much harder to seek help. And finally, abuse can happen in same-sex relationships and in relationships involving a trans person. This is true. Abuse can happen in any relationship. It may in such cases have its own unique characteristics, such as threatening to out someone or pressuring someone to prove their sexual orientation. We will now remind ourselves about the definition of assault. Can you remember the definition from the start of the lesson? Write down on your piece of paper, any of the words or the full sentence if you can. Pause the video now to do this. Let's now have a look at the definition that you have written down. Did you include any of these key words? Physical, unwanted, or contact? The full definition of assault looks like this. A physical attack or unwanted physical contact on a person. There are degrees of assault from battery to grievous bodily harm. I would like you now to write down some examples. See if you can create three examples of assault. Pause the video now to do this activity. Some examples might include pushing someone, stabbing someone, or punching someone.

A single act of violence can be abuse. A person does not have to wait for it to be repeated before reporting it.

These are all criminal behaviours in a relationship. What I would like you to consider now is how can we adapt this definition of assault for sexual assault? Pause the video now and write down your thoughts of this. The definition of sexual assault looks like this. The intentionally touching another person sexually without their consent. There are, again, different forms of sexual assault from forcing someone to perform sexual acts, to rape. Again, these are all criminal behaviours that can be found in relationships. Another true or false statement for you here. Abuse can happen between people of any age, nationality, religion, race, or family background. Point to the screen now, is this true or false? This is true. Abuse can happen to anyone for different reasons. It can happen to anyone. Abuse doesn't happen again after a relationship has ended. Is this true or false? This statement is false. Abuse can continue to happen even after a relationship has ended. We shall now discuss the definitions of stalking, harassment, and blackmail. Stalking or harassment is a pattern of fixated and obsessive behaviour, which is repeated and persistent, and causes fear of violence to a victim. Can you think of any examples of what stalking or harassment might look like? Pause the video now to reflect on this. Some examples might include following someone, spying on someone, or writing unwanted comments on their online profiles. Here on the screen is the start of a definition for blackmail. It is to threaten to reveal embarrassing or compromising information about someone unless. I would like you to pause the video now and complete this definition. Your ending might look like this. They make a payment or follow demands. Abuse can be physical, emotional, sexual, and financial. Is this true or false? Point to the screen now. This is true. Abuse often involves several different types of abusive behaviour, including physical, emotional, sexual, and financial. The abuser is always responsible; no one else is to blame. Is this true or false? This is also true. The abuser is always responsible; no one, especially the victim, is to blame. This next part of the lesson looks at how to respond to criminal behaviours in a relationship. So how should you respond? You should report any of the behaviours that we have discussed in today's lesson. You can report to the police, a trusted adult, or you can use an external agency such as Childline. Everything we have discussed today is a criminal behaviour. For your final activity, I would like you to summarise what you have learned today. How many of the words on the screen can you use in your summary paragraph? Pause the video now and complete this activity. Let us end the lesson with a reflection. Criminal behaviours in a relationship can include: assault, sexual assault, stalking, harassment, and or blackmail. You should report any of these behaviours as they are against the law. You can speak to the police, a trusted adult, or an external agency such as Childline. Thank you for joining me for this lesson. You now have an exit quiz to complete. If you would like to share any of your work with us, please check with a trusted adult and use the hashtag #LearnwithOak. Goodbye and see you again soon.

In this lesson we will focus on controlling behaviour and coercive control. We will also look at the subtleties of abusive relationships.

Controlling behaviour and coercive control

﻿Hello, I'm Mrs. Smith. Welcome to lesson two for this unit of work. In this lesson, we will focus on controlling behaviour and coercive control. We will also look at the subtleties of an abusive relationship. This lesson covers some content that may be a sensitive topic for you. We recommend checking with a trusted adult before you begin or completing the lesson with a trusted adult nearby. Let us begin. For this lesson, you will need an exercise book or paper, and a pen to write with. If you need to go and collect that equipment now, pause the video and do so. Press play when you're ready to carry on. Today's agenda looks like this. We will start with some definitions of our keywords. We will then discuss the subtleties of abusive relationships. And discuss the importance of mutual respect. We will finish with a reflection and exit quiz. Our keywords for today's lesson are control: the power to influence or direct people's behaviour or the course of events. Coercive: using force or threats. And behaviour: the way in which someone conducts themselves. Let us start with a recap from last lesson. Can you remember what links all of these words on the screen? Assault, harassment, stalking and blackmail. Pause the video and write down your answer on your piece of paper. Press play when you're ready to compare our answers. All of these are examples of criminal behaviours that might take place in a relationship. Today's lesson, we will start with some definitions. Controlling behaviour is a form of harmful behaviour in a relationship aimed at making someone subordinate and/or dependent. What do you think this might look like? Pause the video now and write down some ideas on your piece of paper. Let us now compare our examples of what we think controlling behaviour might look like. Controlling behaviour might include any of the following. Isolating someone from their sources of support, such as friends or family. Exploiting their resources or capabilities, such as controlling their money. Depriving them of their means of independence or escape. So for example, not letting them drive a car. And finally, regulating their everyday behaviour, such as choosing what they wear. We are now going to have a look at some statements surrounding controlling behaviour. I would like you to decide whether you agree with the statement or disagree. Let's have a look at our first statement now. Someone cares about the way they look and expects their partner to do the same. If their partner does not look good in what they are wearing, they will suggest something better. It's not controlling, it's just caring. Do you agree with the statement or disagree? Pause the video to think about it and then press play when you're ready to compare. So we disagree with this statement because it does show signs of controlling behaviour. In fact, this person is regulating the behaviour of their partner. Our second statement is this. If your partner is constantly checking your location on Snap Maps and messaging you when you go somewhere that you haven't mentioned to them, that's an unhealthy form of control. You shouldn't be virtually followed everywhere. Do you agree with this statement or disagree? Pause the video again and take a moment to consider what type of controlling behaviour is shown here. I agree with the statement. You shouldn't be followed anywhere. This shows another sign of controlling behaviour. It is depriving this person of their need for independence. Our next statement is this. If someone criticises their partner's friends and family all the time, trying to suggest they shouldn't see them, I think it's a really unhealthy sign. Do you agree with me or disagree? Pause the video to think about this statement further. So I agree with this statement. This shows more signs of controlling behaviour. It is isolating someone from their support network. And our final statement. If someone is the bank account holder and is making sure all the wages go into the account and bills are paid for, this is really helpful. Even if you have to ask for some money every now and again. Do you agree with this statement or disagree with this statement? Pause the video to reflect on it. So I disagree with this statement. Again, we can see examples of controlling behaviour. It is exploiting the resources of a person. Our second key definition for this lesson is coercive control. Coercive behaviour is an act or pattern of acts, such as assaults, threats, humiliation and intimidation, used to harm, punish or frighten someone. Coercive and/or controlling behaviour is always wrong, and can be a criminal offence. We shall now look at subtleties of abuse in a relationship. What is important here is that it is not always obvious when abuse is taking place. I would like you now to read your worksheet with the story about Joseph and Nicky. On your worksheet, highlight anything that you would consider as a controlling behaviour. Pause the video now and have a go at this activity. Press play when you're ready to discuss the answers. On the screen for you now are our examples of what controlling behaviour could look like. Keep these in mind while we go through the answers from the activity with Nicky and Joseph. So our first example of controlling behaviour in this story is this. Nicky likes to surprise Joseph at home so they can walk to school together. Pause the video and think of what example of controlling behaviour would this be. This is an example of Nicky depriving Joseph of his independence. The next example of controlling behaviour is this. Nicky always like to message Joseph to check how he is and when he is leaving so that they can walk home together. Pause the video again to consider which type of controlling behaviour this could be. So this is an example of Nicky regulating Joseph's behaviour and depriving him of his independence. The next answer from the example is that Nicky explains he feels quite upset that perhaps Joseph is still looking for someone else to be in a relationship with. Joseph offers to delete some of his online friends and Nicky thanks him. Pause the video now to decide what type of controlling behaviour this would be. This is an example of Nicky isolating Joseph from his means of support and also depriving him of his independence. Abuse in relationships, including criminal behaviour can be subtle and some people may justify this as love or care, as we have seen in the scenario with Nicky and Joseph. Social media has given us all access to a lot more information than ever before. Who follows who, who likes whose posts, details about where someone is and what they are up to. I would like you to pause and consider this question now. Do you think having access to all of this information has caused more unhealthy control in relationships? Pause the video now to consider this question. For the final part of the lesson, let's discuss the importance of mutual respect in relationships. If we take the example of Nicky and Joseph, it is really important that there is mutual respect in a relationship and that both parties show respect to each other. So what could Joseph and Nicky do differently? Pause the video now to write down some ideas of how they could approach their relationship moving forward. Now, it is important to note that some of Nicky's actions might be down to him being naive, especially if this is a first relationship. We also have to take into account that both have agreed to keep the relationship secret. Pause the video now and write down some ways that Nicky and Joseph could improve their relationship in adding more mutual respect. I will now share with you some ideas on how Nicky and Joseph could improve the mutual respect in their relationship. Nicky needs to take a step back and show Joseph trust and respect. It is also important that both of them find someone outside of the relationship to confide in and share the behaviours. Nicky may not realise that what he is doing is controlling and someone else might be able to point this out to him. And finally, if Joseph does not feel confident enough to stand up to Nicky about how he is feeling, he needs to speak to a trusted adult. We shall now end the lesson with a reflection. Controlling behaviour of any kind is harmful to a relationship. And coercive behaviours are any acts which humiliate or intimidate someone. Abuse can be subtle and justified as love. And finally, you must speak to a trusted person if you ever feel worried about yourself or a friend. Thank you for joining me for this lesson today. I have been Mrs. Smith and if you would like to share any of your work with us, please ask your parent or carer and use the hashtag #LearnwithOak. See you again soon, goodbye.

In this lesson we will learn what sexual harassment is and how it can possibly occur in different contexts.

Sexual harassment

﻿Hello, I am Mrs. Smith, and welcome to this next lesson for this unit of work, Respectful relationships. In this lesson, we will learn about sexual harassment and how it can possibly occur in different contexts or environments. This lesson may contain some content that is a sensitive topic for you. We recommend checking with a parent or carer before you begin or getting a trusted adult to sit nearby whilst you complete the lesson. If you are ready, then let's begin. So, for this lesson, you are going to need an exercise book or paper and a pen to write with. If you need to go and collect this equipment now, pause the video and press play when you're ready to resume. The agenda for today's lesson looks like this. We will start by discussing a definition of sexual harassment. And then consider different contexts or environments that this might take place. We will then move on to look at setting boundaries and finish with a reflection and exit quiz. Our key key words for today's lesson are; Sexual, relating to instincts and activities connected with intimate physical contact between individuals. Harassment, a pattern of obsessive behaviour which is repeated intrusive and causes fear of violence or distress in a victim. And finally, boundaries. Limits you can set on what you will accept from another person's words or actions. Using the definitions from the beginning of the lesson, can you create your own definition of sexual harassment? Pause the video now to have a go at this activity. Press play, when you're ready to compare our answers. What is sexual harassment? It is unwanted conduct of a sexual nature which has the purpose or effect of violating someone's dignity, humiliating them or creating an offensive environment for them. As you can see, sexual harassment is possibly more broad than you previously thought. And it can encompass many things that often people have been encouraged to think are okay but ultimately they are not okay. I'm going to share a scenario with you now regarding Izzy. Whilst we are reading this together, I would like you to see if you can spot any examples of sexual harassment using the definition that we have just discussed. Pause the video at any point to make a note of any examples that you can see. Izzy and her friends have decided to go shopping. They meet at the bus stop and they catch the 256 into town. They sit on the back row and Izzy notices an older man standing at the front. He winks at her. She doesn't like it, but Izzy's friends laugh it off. They gets off the bus and they walk to their favourite shops. A car drives past them and the girls can hear Wolf whistles and jeers. Izzy pulls her coat closer around her as she walks. They finally get to their favourite shop and they have a look around. Whilst Izzy is looking at t-shirts a man walks past and taps her on the bottom. She quickly turns around, but he has already walked away with his girlfriend. Izzy asks her friend if they mind, if she goes home. Pause the video now and make a note of any examples of sexual harassment that you can see in this scenario. Let's now compare our answers. So, if we take the first part of the story with Izzy and her friends getting the bus, we can see here that a man winks at her. And Izzy has stated that she doesn't like it. This is clear, unwanted attention that is making Izzy feel humiliated or uncomfortable. In the second part of the story Izzy and her friends are walking down the streets, when they hear Wolf whistles and jeers. There is another example here of Izzy, feeling uncomfortable with the unwanted behaviour that she has been given. And she physically shows this by tightening her coat around her. In the final part of the story, we see Izzy and her friends in their favourite shop. And Izzy received some unwanted sexual behaviour here by being tapped on the bottom. Clearly this makes the environment uncomfortable for Izzy to be in, as she approaches her friends and tells them that she is going to go home. These are once again, examples of sexual harassments. And if we go back to our original definition, we can see that it can be anything that makes you feel uncomfortable and that you have not consented to. A true or false statement here for you. Izzy should feel flattered. She's getting lots of nice attention. Is this true or false? Point to the screen, now. This statement is false. These are all examples of harassment and they are unwanted behaviours that have made Izzy feel humiliated and uncomfortable. It would be right for Izzy to speak out against all of the examples that we have seen in this scenario. For this next part of the lesson, we are going to have a look at some examples of sexual harassment in different contexts or environments. Before we begin pause the video and think of any contexts or environments that you come into contact with. So, for example, one environments might be, school. Pause the video now to see if you can add to this list. So, let us now compare our lists. We started with the environment of the school. But you might also have included places like work, online, extracurricular clubs, your local community, or at an event. These are all day to day contexts that we all experience in our lives. Unfortunately, sometimes even in the most routine of places sexual harassment can take place. Please remember that these environments are just examples. Just because we are using these examples, does not mean you should expect harassment to occur there. Similarly, sexual harassment may take place in other environments too. What I would like you to do now is read through the list of examples that are on the screen. I would like you to march then with the different contexts that we have discussed. So, if we take our example of school to begin with, which of the following scenarios could you match with the environment of school? We would match this second one. Someone stroking your knee in a science class with the environment of school. Pause the video now and match up the remaining environments with the scenarios on the screen. Press play, when you're ready to go through the answers. We shall now compare our answers. Now, we did the school environment together on the previous slide. But what did you match up with at work? An example of sexual harassment at work might include someone having a calendar on their desk, which displays naked images. This could create an offensive environment for you. An example online might include, someone sending you naked photographs that you did not ask for, and an example at an extracurricular club might be someone offering private tuition while stroking your hands. This could make you feel intimidated or uncomfortable. Our next example, when you are out in your local community might include someone Wolf whistling, while you walk down the streets. And our final example for being at an event might be someone approaching you and asking you to go upstairs by whispering in your ear. This again might make you feel uncomfortable, possibly humiliated, and an uncomfortable environment for you to be in. Recent research has shown that 81% of women and 43% of men have experienced some sort of sexual harassment in their lifetime. This was derived from the campaign Me Too that took place in 2017. Where individuals spoke out about their own personal sexual harassment experiences. Therefore, we must look at how and why we should create boundaries. Creating boundaries and challenging unwanted attention will protect yourself from those who are willing to overstep. If you saw a friend getting unwanted attention at a party and they kept looking over at you for help what would you do? Would you challenge this unwanted attention? And if so, how? Reflect on those questions for a moment and press play when you're ready to resume. Some possible options to help, depending on the situation could include, sorry, my friend is coming to dance with me now, we'll have to say goodbye. Or sorry to interrupt my dad is on his way, it's time for us to go home now. And finally it could be something like, my friend is too polite to say, but I think you are making her uncomfortable. She's coming with me now. These are all possible options and it is a good idea to have an option set up previously so that you are prepared if a situation like this took place. For your activity, I would like you to create a script in order to challenge unwanted attention in any of the scenarios that we have looked at. This preparation of having a way to go about challenging the attention will help you in scenarios, if you are unsure and also if the attention ever makes you nervous. Press pause and create your script on your piece of paper. Press play, when you're ready to carry on. We shall now and the lesson with a reflection. Sexual harassment is unwanted conduct of a sexual nature, which has the purpose or effect of violating someone's dignity. Sexual harassment can take place in many different contexts and environments, including online at work or in school. Thank you for joining me for this lesson. You have an exit quiz to complete. If you would like to share any of your work with us online please ask a parent or carer and use the hashtag Learn with Oak. Thank you again and I will see you very soon, goodbye.

In this lesson we will learn about what constitutes a sexually violent act. We will also look at consent in the context of sexual violence.

Sexual violence

﻿Hello, and welcome to our final lesson for this unit of work, respectful relationships. I am Mrs. Smith. In this lesson, we will learn about what actions constitute as sexually violent acts. And we will also look at consent in the context of sexual violence. This lesson covers some content that might be a sensitive topic for you. We therefore recommend checking with a trusted adult before starting, or, completing the lesson with a trusted adult nearby. Let's begin. For this lesson, you will need an exercise book or paper and a pen to write with. If you need to pause the video to collect this equipment, do so now, and press play when you're ready to resume. Our agenda for today's lesson looks like this, we will start to look at the actions that constitute as sexually violent, and discuss the issues surrounding consent. We will then look at the Equality Act of 2010, and finish with a reflection and exit quiz. Our keywords for today's lesson include: Sexual, relating to instincts and activities connected with intimate physical contact between individuals. Violence, behaviour involving physical force intended to hurt, damage or kill someone. And consent, an agreement by choice and having the freedom and capacity to make that choice. We shall start the lesson by discussing actions that constitute as sexually violent acts. Sexual violence is a broad term, and it can describe a sexual act which uses coercion, for example, physical force, psychological intimidation, or blackmail, all the way through to involving someone who does not, or cannot consent, including sexual comments or advances. It is not uncommon for a victim of sexual assault to have no physical injuries or signs of their assaults, but sexual assault is still a crime, and can be reported to the police in the same way as any other crime. The crime survey for England and Wales for the year ending March, 2018 showed that police recorded 150,732 sexual offences, encompassing rape and sexual assault. Our second scenario is this, someone offers you free food or drink in return for a sexual favour, is this an example of sexual violence through coercion, or sexual violence when you cannot consent? Point to the screen now. This is another example of sexual violence through coercion. And finally, your friend is in a care home and he tells you that a carer always comments on his private parts when he bathes him, he feels uncomfortable. Is this an example of sexual violence through coercion, or an example of sexual violence when someone cannot consent? This is an example of someone who cannot consent, it is sexual violence. And it is an example of sexual comments being made to someone who does not and cannot consent to the statements. For this part of the lesson, we will be discussing consent. To begin, I would like you to pause the video and copy and complete this sentence based on our key definitions from the beginning of the lesson. Pause the video now and press play when you're ready to compare our answers. On the screen for you now is the correct definition of consent. It is an agreement by choice, and it also means having the freedom and the capacity to make that choice. For your next activity, I would like you to read the problem that is on the screen. You then need to jot down some ideas of how you could possibly respond to this problem. Pause the video now and complete this task, press play when you're ready to compare our answers. Looking at this scenario, there are several things that should cause us concern, from this person being uncomfortable about the new boyfriend coming into their room and announced, to showing them inappropriate and unage related content on the internet. But what could we do to respond to this scenario? You might have written down things like, speaking to a trusted adults, this could be somebody in school or another family member. You might also speak to an external agency such as Childline, or start by speaking to close friends. What if the next part of the scenario included a sexually violent act? Most sexual assaults are carried out by someone known to the victim. This could be a partner, a former partner, relative friend, or colleague, and the assaults may happen in many places, but is usually in the victim's home or the home of the alleged person carrying out the assault. We will now discuss the six things that you can do to help someone who might experience a sexually violent act. If someone comes to confide in you, this can be quite overwhelming at first. Bear these ideas in mind if it does ever happen to you as good ways to help and support your friends. First of all, don't judge them, don't blame them. A sexual assault is never the fault of the person who is abused. Listen to the person, but don't ask for details of the assault. Don't ask them why they didn't stop it, this can make them feel as though you blame them. Offer practical support such as going with them to appointments or meetings. Respect their decisions, for example, whether or not they want to report the assault to the police. Bear in mind, they might not want to be touched. Even a hug might upset them, so ask first. If you're in a sexual relationship with them, be aware that sex might be frightening, and don't put pressure on them to have sex. And finally, don't tell them to just forget about the assault, it will take time for them to deal with their feelings and emotions. You can help by listening and being patient. Find your nearest rape and sexual assault agencies. For the third part of the lesson, we are going to be looking at the Equality Act of 2010. The Equality Act of 2010 made it the law that it is sexual harassment if the behaviour is either meant to, or has the effect of violating your dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment. Everyone is unique and equal, and respect for difference and protection from discrimination is built into the law. As you can probably see, this is quite a subjective definition, and the key thing is your consent in all situations, scenarios and environments. Embedded into this law are nine protected characteristics. These are the following: Age, disability, race, religion, or belief, sex, sexual orientation, gender reassignment, marriage and civil partnership and pregnancy and maternity. In many situations, it is unlawful to discriminate against anyone on the basis of these, and this applies regardless of whether or not the person with that characteristics is the majority or the minority. For your main activity today, I would like you to create a leaflet summarising this unit of work: "Respectful relationships; recognising criminal behaviour." This might be used in your school to educate others, and so therefore should cover as much from our lessons as possible. Our lessons together have covered: Definitions of criminal behaviours, examples of controlling behaviours as well as coercive behaviours, sexual harassment and sexual violence, and most importantly, where to find help. Pause the video now and complete this activity, press play when you're ready to complete the reflection task together. Let us now end with our reflection today. Sexual violence is a broad term, which can describe an act which uses coercion, so for example, physical force, psychological intimidation or blackmail, or, it can involve someone who does not or cannot consent, including sexual comments or advances. Thank you so much for joining me for this unit of work and for completing this lesson on sexual violence. If you would like to share any of the work that you have completed, please ask your parents or carer, and use the #LearnwithOak. Well done, goodbye.

Unit Overview: Respectful relationships: Recognising and reporting criminal behaviour within relationships

Lessons:

Criminal behaviours within a relationship

Controlling behaviour and coercive control

Sexual harassment

Sexual violence