Being Transformed and Transferred through Technology

Being Transformed & Transferred through Technology

In this dialogue, Gaymon and I examine the question of how technology is shaping our identities and the way we relate its use to life, ourselves, and others around us. We talk about the importance of ‘space and place’ to make us grounded, and the power of imagination which can help us see what is possible in relation to moving us forward. 

Dr. Bennett’s work is a cross-sectional approach using technology, science, religion, and history; concepts that don’t necessarily come together in most settings and often are considered as contradictory to one another. In his book “Technicians of Human Dignity”, he examines the figure of human dignity in the 20th century. 

Technology was once considered an accessible tool in our hands to facilitate our lives. Over time, it has evolved to become a dominant force and lens through which we make meaning of our everyday lives. It has impacted the way we perceive, receive, and interpret the world around us, to then determine our state of being in the world. In a hopeful twist, we talk about a sense of agency, how the pandemic is changing the way we relate to technology, and how it is once again redefining the use of a tool that could serve us versus an intrusive one. 

Listen

About Professor Gaymon Bennett

Gaymon Bennett is associate professor of religion, science, and technology at Arizona State University. He works on the problem of modernity in contemporary religion and biotechnology: its shifting moral economies, contested power relations, and uncertain modes of subjectivity. His book “Technicians of Human Dignity” (Fordham 2016) examines the figure of human dignity in 20th century international and religious politics and its current biopolitical reconfigurations. His co-authored book “Designing Human Practices: An Experiment with Synthetic Biology” (with P. Rabinow, Chicago, 2012) chronicles an anthropological experiment in ethics with engineers reimagining the boundary of biology and computation. And his co-authored “Sacred Cells? Why Christians Should Support Stem Cell Research” (with T. Peters and K. Lebacqz, Rowman & Littlefield, 2008) critically engages the early days of stem cell research and the unwitting role of religion in the secularization of life.

Gaymon has conducted multiple experiments in cross-disciplinary collaboration with contemporary biologists and bioengineers. He is a fellow of the Institute for the Future of Innovation in Society, and an affiliate faculty member wtih the Center for Jewish Studies, the School for the Future of Innovation in Society and the Lincoln Center for Applied Ethics at ASU. He is a co-founder and fellow of the Center for Biological Futures in the division of basic sciences at Fred Hutchinson Cancer Research Center. He is also a principal of ARC [Anthropological Research on the Contemporary] and was a founding co-designer of the Human Practices Initiative at the multi-university Synthetic Biology Engineering Research Center (SynBERC). He led Human Practices at the International Open Facility Advancing Biotechnology (BIOFAB) at Lawrence Berkeley National Labs. These experiments emphasize collaborative empirical inquiry, a shift from theory to shared concept work, and sustained attention to the culture and politics of knowledge production.

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

Sex Sleep and Coupledom

Sex, Sleep and Coupledom

In this dialogue Dr. Blair and I talk about relationships with sleep and discuss how feelings about bedrooms, beds, and bed-partners can impact the quality of sleep. In our society, there is a stigma against couples that sleep in separate beds. The term ‘sleep divorce’ is a socialized term that stigmatizes the practice of sleeping independent of one’s partner. Contrary to popular opinion, most research shows that having a bed-partner can impact sleep quality. Some argue that it does have the potential to lead to a calmer state of mind and body; so you might fall asleep in a relaxed state. However it can also lead to a more disturbed and interrupted sleep. Dr. Blair joins me as a sex therapist and a sleep medicine specialist to highlight the importance of a healthy sleep pattern and its great impact on our intimate relationships and sex life. She invites us to look at our bedrooms as sanctuaries that need to be kept away from heavy conversations and stressful activities. She also offers practical tips for individuals and couples, as well as debunks commonly believed myths about sleep. She explains what disturbed sleeping patterns look like and advises when, where, and how to get help.

Listen

About Dr. Britney Blair

Dr. Blair is a licensed clinical psychologist and is board certified in both sleep and sexual medicine. She is an invited speaker at venues around the globe and has published work in the areas of sleep and sexual medicine for the academic and popular press. Dr. Blair is a Stanford sleep consultant and is on the adjunct faculty at The Stanford Center for Sleep Sciences and Medicine.

Dr. Blair is the Co-Founder and Chief Science Officer of Lover, a digital platform designed to resolve sexual problems and optimize sexual wellness. She is also the Founder and Clinical Director at The Clinic, a multidisciplinary practice with locations across the bay area offering in- office and video appointments serving over 3,000 patients living in the State of California.

Dr. Blair completed her postdoctoral fellowship at Stanford University Medical School and her pre-doctoral internship at the VA Greater Los Angeles Health Care System. Dr. Blair received her doctoral degree in Clinical Psychology from the PGSP-Stanford Psy.D. Consortium. She received a bachelor’s degree from the University of California at Berkeley.

Tools and Resources

Certified Sleep clinicians

Lover, an app for sexual wellbeing of couples

The Clinic, multidisciplinary clinic for mental health service

Why do we have vivid dreams during the pandemic? 

What to do with your vivid dreams during the pandemic?

Surviving Harvey Weinstein

Surviving Harvey Weinstein

In today’s Little Black Fish episode, I engage in a dialogue with Rowena Chiu who was one of the critical figures who came forward, and vocalized her experience with Harvey Weinstein’s sex scandal. In this intimate and sensitive conversation, Rowena talks about her private experience of the abuse, the stages of emotions that followed, and how she rechanneled aspects of her experience to become an advocate for those who have endured sexual abuse. As a result of her experience she has become the voice of many, and proceeded to advocate for those who go unheard. We talk about the outcomes that arise from being a voice in this community, and how it can impact experience, as well as aid recovery. 

Sexual abuse is a tragic, life changing experience, that can alter various aspects of one’s life and endevors moving forward. Such an event has multifaceted repercussions, and can alter one’s relationship with their body as well as the way the individual and/or their partners redefine behaviors of physical intimacy. Through a psychological framework, I share the common symptoms of such disruption and the journey that follows, with the hope to validate individual experiences regardless of how they are perceived by others.

One of the main objectives of mental health is to find harmony within various roles and identities that we each hold. With this in mind, we discuss how this experience can alter how one proceeds in reshaping and redefining these aspects of themselves. Rowena discusses the intimate details of how her life has been affected by the experience, and how she is managing the upkeep of her multiple roles to keep balance in her everyday life. We talk about hopes and dreams, and share practical tools to help survivors come forward, seek support, and heal. 

 

Listen

About Mrs. Rowena Chiu

Rowena Chiu, MA.MSc.MBA. worked as Assistant To Harvey Weinstein in 1998. After leaving the film industry, she has worked in the fields of management consulting (for Accenture in London, McKinsey & Company in Silicon Valley, and PricewaterhouseCoopers in Hong Kong) and international development (for the World Bank in Ethiopia, South Sudan & Washington DC). Rowena holds an MA in English Language & Literature from the University of Oxford, an MSc in International Management For China from the University of London, and an MBA from London Business School. She lives in Silicon Valley with her husband and four young children.  

Wellbeing and the Ethical Sellout

Wellbeing and the Ethical Sellout

In this two-part discussion, Dr. Hansen and I talk about shifts in mental health approaches and offer suggestions to help reframe the subtle yet strategic outcomes. In the beginning portion of our discussion, Dr. Hansen wears her hat as the director of the Stanford’s Well-being Initiative and speaks on her perspective of the ‘pillars of well-being’. She elaborates on her experience by introducing 8 main pillars of wellbeing that focus to offer an approach of holistic care to students and staff. These pillars include, Eat, Connect, Sex, Sleep, Money, Feel, Seek, and Move. As times have changed, so have mental health tactics. When it comes to the discourses around mental health, there seems to be a global shift from a disease-based model to a more holistic, accepting, and integrated model. We used to believe that the absence of disease meant wellness and now we are reframing our lens to look into a person’s overall sense of wellbeing. With this in mind, Dr. Hansen brings her realistic and practical tips to help us look at creating balance amongst all these factors. In the second half of our conversation, Dr. Hansen shifts gears and wears her hat as the co-author of The Ethical Sellout.Through this perspective she guides us to make sense of what may seem as some rather impossible decisions that we have to make in our daily lives. With this frame of reference, Dr. Hansen provides a structure to help us maintain our integrity in the age of compromise. 

Listen

About Dr. Inge Hansen

Dr. Inge Hansen is a Clinical Psychologist and Director of Well-Being at Stanford University. She is also the co-founder and Director of the Weiland Health Initiative, which is dedicated to promoting mental health and wellness across all genders and sexualities. This initiative has generated a variety of innovative clinical and educational programs at Stanford and beyond. 

Dr. Hansen is also a co-founder of Gender-Inclusive Stanford, a campus-wide initiative dedicated to improving the campus environment for trans and non-binary students. Dr. Hansen has developed several new academic courses in the realm of gender and sexualities, including Challenging Sex & Gender Dichotomies in Medicine, Human Sexual Diversity and Health, and Transgender Studies. 

She is a popular speaker and consultant on diversity and inclusion topics. Last spring she was the inaugural winner of the Christine Griffith Award for Student Well-Being. For four years she has had the honor of co-organizing and hosting North America’s World Sexual Health Day together with Dr. Sara Nazzerzadeh. Dr. Hansen’s book, The Ethical Sellout, co-authored with Lily Zheng, was released in October 2019

Drinking in Lockdown and Beyond

Drinking in Lockdown and Beyond

Alcohol has a long known history of serving the way we celebrate, cope, and socialize across many societies. Some individuals have a rather healthy relationship with it, some are struggling to keep the balance, and some are neutral. Alcohol consumption lowers one’s mood and inhibitions, and has three major impacts on one’s personal life; these impacts being physiological, relational, and social. Given the current pandemic, many people turn to alcohol for different reasons which we will discuss in this dialogue. People in recovery are struggling, and partners and parents are concerned. They want to know if their loved ones are developing a dependency on alcohol, or if their consumption is just a temporary escape which will pass as the stress of the pandemic lifts. In this dialogue, Paul and I speak about what constitutes an alcoholic drink, and what the appropriate amount of consumption is in relation to our current context. Paul brings his holistic lens as a professor, researcher, practitioner, and a visionary, to debunk the myths that surround alcohol in a compassionate and non-judgmental tone.

Listen

About Dr. Paul Wallace

Professor Paul Wallace FRCGP FFPHM is Clinical Director for Digital at the South London Academic Health Science Network and Professor Emeritus of Primary Care at UCL. His clinical academic career spans more than 30 years. During this time, his research has focussed on the promotion of health by primary care physicians and the use of digital technologies to optimise such activities. He was formerly Director of the NIHR Primary Care Research Network and led an international programme of research into the effectiveness of digitally mediated screening and brief interventions for alcohol in primary care settings. He has authored more than 120 papers and book chapters, and has been involved in the development, evaluation and dissemination of digital applications for alcohol reduction in a number of countries. Paul is past President of the Telemedicine section of the Royal Society of Medicine, past President of the European General Practice Research Network and a founding member of the European Society of General Practice/Family Medicine. He is a Fellow of the Royal College of General Practitioners and the Faculty of Public Health Medicine at the Royal College of Physicians. In 2012 he co-founded the Foundation for Family Medicine in Palestine of which he is the Chief Executive Officer. In 2013 he was awarded the RCGP President’s Medal.

Tools and Resources

    1. Alcoholics Anonymous (AA)
    2. AL-ANAN
    3. National Institute on Drug Abuse (NIDA): +1 (800) 662- 4357
    4. Drinkaware
    5. Drink less
    6. World Health Organization (WHO): What you need to know about alcohol and Covid.
    7. National Institute on Alcohol Abuse and Alcoholism (NIAAA)

Sex and the lockdown

Sex and the Lockdown with Doortje Braeken

Doortje and I speak about the meaning and role of sex in times of high anxiety and despair. She encourages us to be more compassionate, towards ourselves and others and reminds us that sex is not a luxury and is not just about orgasms but a range of physical touch that could bring one joy. 

Especially in times like these, we are driven to consider basic needs of feeling safe, loved, and achieving agency over our bodies and lives. Some look at sex as a way to be reminded that they are alive, they can still find pleasure in life, and create comfort in the idea that there is one area that they can still control about their bodies and their intimate relationships. Some others refrain from it and need to feel safe first before allowing physical connections as such.

Listen

About Ms.Doortje Braeken

Doortje Braeken van Schaik has more than 35 years of experience in adolescent sexual reproductive health and rights, 25 of which with the International Planned Parenthood Federation (IPPF), the largest sexual and reproductive health and rights organisation in the world, with expertise grounded in youth, gender and rights issues. During her career she has strived to include sexual rights and sexual wellbeing in her work, especially in sexuality education and services for young people. She initiated and is the co-author of a series of documents on youth participation, CSE including IPPF’s framework for comprehensive sexuality education. After her retirement in December 2016, Doortje has continued to work as a consultant for UN and international NGOs. She is the co-author of the recently published International Sexuality Education Guidelines by UNESCO. She is Honorary Fellow, University of Brighton, Department of Education, board member of the Global Advisory Board on Sexual Health and Wellbeing and received the golden medal by the World Association for Sexual Health for her contributions to Comprehensive Sexuality Education, in 2014.

Resilience Redefined

Resilience Redefined with Adina Glickman

Adina is the founder of Stanford’s Resilience Project. She has worked with highly accomplished and ambitious students for years to help them learn, adapt, and excel. Some children are back home as colleges and dorms are closed, and others are in lockdowns elsewhere. For the first time, parents and children could be a potential threat to one another in a way that has never been experienced before. They struggle to find space and navigate their dynamic while being confined behind closed doors. 

Adina brings a positive light to this heavy conversation by inviting us to slow down and reminds us that everyone is impacted by these unforeseeable circumstances (not only you). Therefore you cannot possibly fall behind by being patient and just focusing to take care of yourself. She warns that with the current level of anxiety and rich resources that are out there one might feel pressured and confused. To untangle this confusion, she recommends that we look into resources that offer us validation of how we feel and where we want to be at this moment in time. She frees us from the misconception of seeking resilience while you are still in the midst of the crisis, and offers reassurance that it will come when the time is right. 

Listen

About Mrs. Adina Glickman

Adina Glickman, MA. is a Certified Integral Coach who has helped thousands of students at large research universities, community and state colleges, and small liberal arts schools, achieve their academic and personal goals through her Resilient Learner coaching model.

During her 18 years at Stanford University, she founded The Stanford Resilience Project and created The Duck Stops Here, an academic skills blog for Stanford students that is open to the public. She co-founded The Academic Resilience Consortium, an international collective of faculty and higher education professionals from 250+ schools in sixteen countries. Adina is the author of The Resilient Learner: Eight Pillars of Student Success (in press), and is the co-author of “Over the Influence: A Harm Reduction Guide to Managing Drugs and Alcohol” (Guilford, 2003).

Adina received her BA in Music from Reed College and her Master’s degree in Social Work from New York University and worked in community mental health for ten years before moving into educational consulting and coaching.

Tools and Resources

Living Losses

Living Losses with Julia Samuel

In this dialogue, Julia and I talk openly about the shock of our current circumstances in the face of the COVID-19 pandemic. Living losses that people are experiencing in relation to the pandemic and relative to pre and post occurrence includes strains on jobs, finances, personal freedom, mind-space, relative certainty, our partners as we knew them and so on. We acknowledge that while we are all enduring changes in our daily lives, everyone’s experience of it is different and equally valid. Julia invites us to be kind to ourselves and take it one day at the time. Julia also shares parts of Niebuhr’s serenity prayer “Accept with serenity the things that cannot be changed, Courage to change the things which should be changed, and the Wisdom to distinguish the one from the other”. Listen to our dialogue for more.

Listen

About Mrs. Julia Samuel

JULIA SAMUEL MBE, Msc,  MBACP (Snr Accredited) UKCP Registered Psychotherapist 

Julia was Psychotherapist for Paediatrics at St Mary’s Hospital Paddington, the post she established in 1992, where her role for 25 years involved seeing families who have children or babies who die, and where she trained and supported the staff.

In 1994 she worked to help launch and establish The Child Bereavement UK and as the The Founder Patron was involved and in many aspects of the charities work, having a key role in fundraising, strategy and training. She has stepped back from active involvement now.

In 2016 Julia was awarded an MBE in recognition of her services to bereaved children and in 2017 Middlesex University awarded her an Honorary Doctorate.

In 2017 Julia published Grief Works which was a bestseller in the UK and has been published in 17 countries. In March 2020 she published This Too Shall Pass: stories of Change Crisis and Hopeful Beginnings and is a Sunday Times bestseller.

She also has a private practice where she sees families and individuals for many different issues.

 

Tools and Resources

– Grief Works: Stories of Life, Death, and Surviving by Julia Samuel, 2018. 

 

 

This Too Shall Pass: Stories of Change, Crisis and Hopeful Beginnings by Julia Samuel 2020. 

A Back-to-School Guide for Talking to Your Kids About Consent

A Back-to-School Guide for Talking to your kids about consent — sara nasserzadeh — photo shows a parent holding two children's hands; they are wearing backpacks.After a whole year of social distancing, many children are going back to school. In doing so, they will share physical spaces with their peers and others. As you are getting them ready to go back to the classroom, perhaps you have discussed what they’re excited or nervous about. But have you upgraded (or even started) your consent talk with them?

No matter your child’s age, it’s important to teach them about consent. 

The most important part of this conversation is that consent is not something inherently sexual in nature. Consent just means that we’re safeguarding our own boundaries, affirming our needs, and respecting the needs and boundaries of others. 

Our first conversations around consent start by being aware of our physical space and others who are in that space. This could be touching someone (whether it is a wanted touch or not) in a way that they don’t like or are hurt by. It could also be intruding upon someone else’s space, even if there isn’t any touching involved (e.g.spying on someone when they are using the bathroom).

Today, conversations about consent take a new level of priority because many parents whom I work with are frustrated and confused. They want to show their children that there should be trust, love, and affection in this world and on the other hand, they are scared that their child has violated somebody else’s boundaries or that they are being violated. 

Since sexuality is considered as the most private and personal space in most societies and the experience of pain and pleasure could be simultaneous in some sexual interactions, clarifying boundaries is crucial. Understanding and practicing consent is essential for all of our relationships — platonic, professional, or romantic — to thrive. 

So, when you’re putting together that first day of school list, don’t forget to add “talk about consent” to it. Here’s how to get started. 

1. Know what is age-relevant 

The way you talk about consent with a kindergartener, elementary schooler, a middle schooler, and a high schooler are all different. In fact, the conversations can vary greatly depending on where your child lands within each of those categories. 

For example, in early elementary school, your consent conversation will involve identifying when people are uncomfortable, asking for permission, and understanding your feelings. You’ll likely also be having conversations about what to do or who to talk to if someone touches you the way you don’t like (it could even be too much hugging). 

But, as children age, so does the conversation.  When your child is in middle school, for example, they are likely going to be coming across more media that is sexual in nature. They may also be thinking more about their sexuality and sex, and so conversations about personal boundaries, respect, and communication can become more nuanced. 

As children enter high school, their social world shifts yet again. Building upon the conversations you’ve already had, you may start talking about how alcohol or other substances can affect consent. 

So, know that you don’t have to cover every facet of consent during your first conversation. As we’ll talk about later, consent is something that should be talked about in an ongoing manner, and these conversations should build on each other depending on your child’s needs and social environment. 

2. Ask how they feel 

Emotional intelligence and communicating one’s feelings are critical foundations to understanding consent. If we don’t allow our children to express their feelings, we’re ultimately telling them that there isn’t much of a point in setting and expressing their boundaries. So, encourage them to open up about how they’re feeling. Open-ended questions work best here, and you can adjust them based upon the situation. Some examples are below: 

  •  How are you feeling about the new school year starting? 
  • What is something that has frustrated you recently? 
  • What new thing you would like to try?
  • What did you try recently that you didn’t quite like?
  • What was your favorite part of the day? 
  • What do you think you could do to feel better about __________? 
  • Why do you think ________ had that reaction? 

Talking about feelings can be uncomfortable for many people, so set the scene. By making feelings talk part of casual conversation (perhaps while preparing a meal, doing shared chores, or sitting down for a snack) you’re showing your child that how they feel matters to you and that talking about their feelings is normal. If your child has a particularly difficult time talking about their feelings, using a worksheet like this one or a book In My Heart by Jo Witek and Christine Roussey can help jumpstart a conversation.

3. Talk about bystander intervention 

What will or can you do if you see or think someone else’s boundaries are being violated?

During and outside of the school day, your child is likely to see things that don’t feel quite right to them. That might be someone being bullied, or perhaps it is something that they perceive to be unfair. It may also be that they are recognizing the signs that someone is hurting one of their friends. 

Regardless of the situation, you can help prepare them by covering some bystander intervention basics. While your child should never put themselves in harm’s way, they should know that their voice and actions matter. Teach them that if they see something wrong, they always have options.

For example, they can turn to the 3 Ds: Direct, Distract, and Delegate, depending on what they feel most comfortable with.

Direct: Call out something as inappropriate in a matter-of-fact manner. This might be something like “Hey, don’t treat him like that. Just leave him alone.”  

Distract: This technique is best used in larger social settings, and can be used to change the conversation or change someone’s focus. So, if someone is taunting someone or doing something inappropriate, a sudden change of subject, starting a new game, or even spilling a plate nearby can create a distraction and alleviate the atmosphere. This is best used by older children who can understand the nuances of a situation. 

Delegate: There will be plenty of times when children shouldn’t intervene in a situation on their own — and any situation merits talking to an adult — but in particularly intense situations, using delegation is helpful. Delegation means finding someone else who is better equipped to handle the situation, like a teacher or parent. If this is the method that your child chooses, it is important that you are equipped to handle it in a sensitive manner. First, you can applaud your child by recognizing something was not quite right. Second, thank them for trusting you with this information. And third, tell them what you will do with the information. Many children don’t tell their parents if something does not feel or look right because they are afraid of the parents’ actions. Which brings us to… 

4. Suspend judgment 

If you’re having regular conversations where you talk about boundaries, consent, and values, at some point, your child is going to tell you something that activates your parental radar. When that happens, pause, take a breath, and moderate your gut reaction so that you don’t cause them to shut down. Ask them to tell you more about what is happening. 

Our protective parental instincts can sometimes make us have an intense reaction, like raising our voices or asking many pointed questions, or even questioning our child’s judgment. But, doing those things can cause our child to emotionally shut down and be no longer willing to talk with us. 

So, rather than following your first instinct, take a pause. Ask open-ended questions (you have some options above) to better understand the situation. Get what information you can so that you can continue the conversation from an informed place, helping your child understand why what they’re describing is wrong or needs to be further addressed. 

5. Help them identify their boundaries

We can’t communicate our boundaries if we don’t know what they are. Many people don’t learn about their boundaries until one has been crossed and they feel upset about it. So, encourage your children to explore and identify their boundaries early on. 

You can model this by asking them permission questions like “Is it okay if I carry you now?” or “Would you prefer an egg or cereal for breakfast?” 

When we give our children ownership over their boundaries, feelings, and responses, we are really telling them that their boundaries are important to us and that we respect them. At the beginning of each new school year (or more often), sit down with your child and talk to them about things that they want to happen (“I want you to wake me up in the morning”) and things they don’t want to happen (“I don’t want you to pick out my clothes for me.”) 

During these conversations, you can talk about the critical boundaries like which parts of their bodies no one should touch or how to interact with strangers. 

And remember, different cultures have different core beliefs about what is appropriate or not, and different cultures show love in different ways. So, if particular types of touch or name-calling are considered affectionate in your family’s culture, but those things would be inappropriate if someone else did it, make sure your child knows. Otherwise, they might mistakenly have the mixed message that these are signs of love and attention, therefore when these behaviors manifest in other people, they don’t think there is anything inappropriate about them. They might even start using them on others. 

6. Plan for who they can talk to if something happens 

If something happens to your child or they see or hear about something happening to someone else, help them know who they can talk to. Let them know you’re always there to hear from them and help them in these situations, but also know that they may not come to you first. 

Depending on the context, they may talk to a teacher, guidance counselor, coach, or friend’s parent first. You can help encourage them to include you in the conversation by keeping the line open — if you are regularly talking to them about their feelings, boundaries, and perceptions of the world, they will be more likely to come to you with problems. 

At the beginning of the school year, come up with a list of “helpers” who they can turn to and make sure that they know that they can turn to any of the people on this list. Write it down to help them remember it. You can even make this a part of your open-ended questions, with something like “Who would you go to if a problem happened at school?” or “Who do you trust to talk to about issues that you experience?” 

7. Continue the conversation 

Talking about consent isn’t a one-stop topic. It needs to be something that continues throughout the lifetime — not just while your child lives at home with you, not just during high school, but all throughout life. 

As our boundaries and contexts shift, so do our conversations about consent. Keep the line of communication open and set a reminder for yourself to make sure you’ve brought up some of these topics recently. 

It’s easy to assume that our children are learning about consent or relationships in school, but many are not. You can ensure that they develop the skills to thrive in life and in their relationships using these 7 techniques. 

How do you talk to your children about consent? Let me and other parents know. It takes a village to raise our children and raise them well!