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Image Sharing Or Sextortion?

This lesson looks at Image Based Abuse and provides students with help seeking skills.

Learning intentions:

  • Define sextortion
  • Communicate benefits and risks associated with technology
  • Identify illegal behaviour, coercive behaviour and associated impacts
  • Respond safely to sextortion and coercion
  • Know where to get help

Digital Educator: Vanessa

  • 12-30 learners

    Class size

  • 8+

    Year Level

  • 40-60 minutes

    Course duration

  • Nil

    Student Handouts

    Preparing for the lesson

    Information
    Resources

    ACHPE Objectives

    UNESCO Objectives

    Safety & Wellbeing

    Sequence
    Extension

    In this Image Sharing Or Sextortion? lesson, students will learn about the concepts of coercion, Digital Dating Abuse, and Sextortion.

    The lesson includes a True/False quiz to assess prior knowledge, followed by a video summarising the key learning areas. Students will then work in small groups to discuss various situations where sextortion and Image Based Abuse can occur, using the provided definitions of online behaviours with strangers and in relationships. They will also learn about the early signs of Sextortion and controlling behaviours, and participate in an interactive matching activity to reinforce their understanding.

    The lesson concludes with a discussion on protective behaviours, a video emphasising emotional safety, and encouraging help-seeking behaviours. 


    Each lesson ends with a consolidation activity, inviting students to list 1 thing they have learnt from the lesson, 1 thing they already knew, 1 piece of advice they would share with a friend, and 1 adult or organisation that would be helpful in relation to the lesson topic.  

    Facilitator Printouts

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    Student Printouts

    There are no student printouts for this lesson. 

    Additional Information

    AC9HP8P03: Examining how roles, decision-making, and levels of power, coercion and control within relationships can be influenced by gender stereotypes.
    • Examining how gender roles and stereotypes can influence beliefs and decisions about self, friendships, sexual relationships, sexual behaviour. 
    • Identifying those positive character attributes and strengths that are valued regardless of gender.


    AC9HP8P05:     Investigate strategies that influence how communities value diversity and propose actions they can take to promote inclusion in their communities. 
    • Developing strategies to challenge narrow views of gender.


    AC9HP8P09:     Investigate how media and influential people impact attitudes, beliefs, decisions and behaviours in relation to health, safety, relationships and wellbeing.
    • Analysing how messages related to sexual relationships are portrayed in different forms of media and how they may influence the way people act in relationships.
    Key concept 3: Understanding gender.
    3.1 The Social Construction of Gender and Gender Norms.
    • Key idea: Gender roles and gender norms influence people’s lives.


    3.2 Gender Equality, Stereotypes and Bias.
    • Key idea: Stereotypes about gender can lead to bias and inequality.
    • In Australia, most victim/survivors of sextortion are boys aged between 13 and 17. Teen brains are wired for social interaction and bonding with others. Their need for acceptance and belonging strongly drives their decisions. Puberty increases experimentation, sexual curiosity and sexual arousal. These hallmarks of adolescence increase the vulnerability of young people towards sexual exploitation. Young people who do not have strong attachments to peers or caregivers are at higher risk.
    • It is important to acknowledge that many young people experiencing sextortion are often scared of getting in trouble. They’re worried about shaming their parents, that they’ll get suspended from school, judged by friends, or in trouble with the police. These fears can even be suggested by the abuser to maintain control over the victim/survivor, and sadly these things do happen. These fears keep people silent, and the sextortion often escalates. Even if you think the young person knows you’ll support them, having these conversations in blame-free and judgment-free ways can make a big difference in them sharing their experiences with you when something goes wrong. The earlier they can seek help the more chance there is of getting images removed and stopping the sextortion before it escalates.
    • Emphasise to the students that any new contact/person online must be able to prove that they are who they say they are. Also discuss with the students that if a new contact/person online ever asks any questions that make them feel uncomfortable they should listen to that – it’s a warning sign!!!

    Ideally, you will have scope to deliver all of the lessons in your program. However we understand that many schools have limited capacity to do so. Should you find yourself having to implement part of this program, we have provided a suggested sequence of lessons within the broader skills and knowledge categories of relationship, consent, gender, and health & legal literacy. We recommend delivering at least one lesson from each category.

    1. Group Agreements & Pod Mapping should be the first lesson as per best practice.
    2. Puberty & Reproduction: A Refresher should be delivered early in the program to ensure students have an understanding of the physical, emotional, and social changes of puberty including menstruation and sperm production.

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