Relationship Spectrum Slides Relationship Spectrums
Deconstructing behavioral patterns and identifying red flags in adult dynamics.
Personal Safety Grade 12
The Gray Zone
Conversation A
"Where are you? You said you'd be home 20 mins ago. I'm worried."
"Just caught in traffic! Be there soon."
"Send me a live location so I can see where you are."
Caring or Controlling?
Conversation B
"I noticed you've been hanging out with Sam a lot lately. I don't really trust them."
"Sam is just a friend from work."
"I just think they're a bad influence. Maybe stay in tonight with me instead?"
Protective or Isolating?
Conversation C
"I'm so lucky to have you. You're the only person who truly gets me."
"That's sweet, I feel the same!"
"We should move in together next month. I can't stand being apart for a single day."
Romantic or Love Bombing?
The Relationship Spectrum
Healthy relationships aren't just the absence of abuse; they are built on active, positive traits.
HEALTHY
Safety, respect, trust, and individual autonomy are the baseline.
UNHEALTHY
Patterns of behavior that are unkind or controlling but may not yet be abusive.
ABUSIVE
Patterns used to gain and maintain power and control over a partner.
Healthy Signs
• Open Communication
• Mutual Respect
• Fairness/Equality
• Trust
Red Flags
• Jealousy/Possessiveness
• Manipulation
• Isolation
• Belittling
Abusive Signs
• Physical/Sexual Violence
• Intense Coercion
• Financial Control
• Threats/Intimidation
Why Context Matters
Frequency
Is this a one-time argument or a consistent weekly occurrence?
Intent vs. Impact
Is the behavior designed to reduce the other person's agency?
The Agency Test
Does this behavior make one person feel smaller, scared, or less capable of making their own choices?
"But they're just intense..."
In adult relationships, the line between "passionate" and "possessive" is often blurred.
We must look for Power Dynamics . Is there a balance of power, or is one person constantly yielding to keep the peace?
Naming the Tactics
Gaslighting
Making someone question their own reality, memory, or perceptions.
"I never said that. You're just being crazy/overly sensitive again."
Love Bombing
Excessive attention, flattery, and affection used to gain control.
"I know we just met, but I want to spend every second with you. Let's delete our apps."
Isolation
Gradually cutting off a partner from friends, family, and support systems.
"Your parents don't really support us. If you loved me, you wouldn't go home for the weekend."
Stonewalling
Refusing to communicate or shutting down to avoid resolving conflict.
"I'm not talking about this. (Proceeds to ignore partner for three days)."
Gray Area Vignettes Worksheet Spectrum Case Analysis
Personal Safety & Healthy Relationships
Student Name
Date
The Challenge
Below are three realistic scenarios involving adult relationship dynamics. Your task is to analyze the patterns of behavior. Plot each scenario on the spectrum (Healthy, Unhealthy, Abusive) and justify your reasoning using specific red flags or positive indicators.
01
The Check-In Policy
"Jordan and Riley have been dating for six months. Riley recently started a new job that requires evening events. Jordan says they are 'just looking out' for Riley and insists that Riley must text their location every hour while at these events. If Riley misses a text, Jordan calls multiple times and gets angry, claiming Riley is being 'disrespectful to the relationship' and 'acting single.' Jordan often reminds Riley that no one else would care this much about their safety."
Classification & Reasoning:
Identify the Red Flag(s):
02
The Social Filter
"Alex and Taylor have been seeing each other for a year. Recently, Taylor has started making subtle jokes about Alex's best friend, Chris, calling Chris 'lazy' and 'a bad influence.' When Alex plans a night out with friends, Taylor often feels 'suddenly sick' or has a 'bad day at work' and asks Alex to stay home to comfort them. If Alex goes out anyway, Taylor doesn't speak to them for the next two days."
Classification & Reasoning:
Identify the Red Flag(s):
03
The Disagreement
"Sam and Casey are living together while in college. They have a heated argument about how to split the grocery bill. Sam gets frustrated and says, 'I need a break from this conversation before I say something mean,' and goes for a walk. An hour later, Sam returns and says, 'I'm sorry I walked away, I just needed to cool down. Can we try to figure out a budget that works for both of us?'"
Classification & Reasoning:
Identify the Positive Sign(s):
Critical Reflection
Choose one of the "Unhealthy" or "Abusive" behaviors identified above. If a friend told you they were experiencing this, what is one specific question you would ask them to help them see the power dynamic for themselves?
Relationship Spectrum Teacher Guide Teacher Facilitation Guide
Lesson 1: Relationship Spectrums
Target Grade 12th Grade
Learning Objectives
Identify subtle red flags in adult relationship dynamics (Love Bombing, Gaslighting, Isolation).
Distinguish between healthy conflict and abusive control patterns.
Analyze how context and frequency shift the classification of a behavior.
Essential Question
How can we recognize when a relationship begins to compromise our personal agency and safety?
Materials Needed
Relationship Spectrum Slides
Gray Area Vignettes Worksheet
Sticky notes / Markers
1. The Hook (10 Minutes)
Display Slide 2 (Text Message Analysis). Ask students to debate in small groups: Is the sender being caring, insecure, or controlling?
Teacher Tip:
Students often defend Thread C (Love Bombing) as "goals." Remind them that 12th graders are entering a stage where "instant intensity" is often a red flag for future control, not just romance.
2. Direct Instruction (15 Minutes)
Use Slides 3-5 to define terms. Focus on the Power and Control Wheel concept: abuse is a pattern, not a single incident.
Key Term: Gaslighting
Focus on the intent: making the victim doubt their own sanity to gain an upper hand in an argument.
Key Term: Love Bombing
Focus on the speed: moving too fast, too soon, to create a sense of obligation or dependency.
3. Case Analysis (20 Minutes)
Distribute the Gray Area Vignettes Worksheet . Students work in pairs to analyze the three scenarios.
Answer Key / Discussion Points:
Scenario 1 (The Check-In): Abusive. The behavior is coercive, uses tracking, and involves isolation/belittling ("no one else would care").Scenario 2 (The Social Filter): Unhealthy. Use of guilt-tripping and subtle isolation. It is a pattern designed to limit the partner's social life.Scenario 3 (The Disagreement): Healthy. Demonstrates self-regulation, boundaries ("I need a break"), and repair attempts.
4. Synthesis & Wrap-Up (10 Minutes)
Ask the class: "Why do we call these 'gray areas' if the red flags are there?" Discussion should lead to the realization that these behaviors often start small or are masked as 'love' and 'protection'.
Support
Provide a 'word bank' of red flags (Isolation, Manipulation, Guilt-Tripping) for students to match to scenarios during the worksheet phase.
Consent and Power Slides Consent & Power
Navigating the complex interplay of hierarchy, coercion, and substances in adult relationships.
Lesson 2 Safe Personal Relationships
The "Choice" Paradox
The Scenario:
"Your boss, who is 15 years older than you, asks you out for a drink after a long shift. You really need this job for your college savings. You say 'yes' because you're afraid declining will make things awkward at work or jeopardize your hours."
Is this enthusiastic consent?
Power Differentials
When one person holds authority over another's livelihood, social status, or safety.
Implicit Coercion
The feeling that saying 'no' will result in a negative consequence, even if no threat is spoken.
The Anatomy of a "Yes"
Freely Given
No pressure, guilt, or threats. It's a choice made with excitement, not obligation.
Informed
Both parties understand exactly what they are agreeing to. No "surprises" or hidden intents.
Capacity
The person is physically and mentally able to make a sound decision (conscious, sober, of age).
Consent is reversible and specific. Saying 'yes' to one thing is not a 'yes' to everything.
Substances & the Law
Incapacitation
Legally and ethically, an incapacitated person cannot give consent.
• Slurred speech / Lack of motor control
• Passing out or drifting in/out of consciousness
• Inability to understand who/where they are
• Vomiting or extreme confusion
The "Golden Rule" for Seniors
If you have to ask yourself "Are they too drunk?", the answer is always **YES**, they are too drunk for consent.
"I was also drunk" is NOT a legal or ethical defense for violating someone's consent.
Practice: Verifying Consent
Consent isn't just a 'yes' or 'no'—it's an ongoing dialogue. Use these "Check-In" phrases:
The Check-In
"Are you still okay with this?"
The Explicit Ask
"Can I [Action]? I want to make sure you're into it."
The Reading Cues
"You seem a little quiet. Do you want to take a break?"
The Pivot
"It's totally fine if we stop. What would you like to do instead?"
Actionable Consent = Enthusiasm + Agency + Communication
Power Dynamics Analysis Worksheet Power Dynamics Analysis
Student Name
Class Period / Date
Understanding Hierarchy
In adult life, consent is rarely just "yes" or "no." It is often influenced by **Power Differentials**—the relative difference in power between people due to status, age, wealth, or authority. When one person has more power, the other may feel pressured to comply.
Part 1: Identifying the Differential
Analyze the scenario below. Identify the sources of power for each person.
"Jamie is a 19-year-old freshman in a college theater group. The 22-year-old senior director, Morgan, asks Jamie to stay late after rehearsal to 'work on some intimate scenes' alone. Morgan has the power to cast Jamie in next semester's lead role."
Morgan's Sources of Power:
Jamie's Vulnerabilities:
Why might 'consent' be complicated here even if Jamie says "Okay"?
Part 2: Defining the Line
Read the definitions, then categorize the actions below.
Persuasion: Encouraging someone while respecting their right to say no without consequence.
Coercion: Pressuring someone using manipulation, guilt, or threats until they "agree."
Action / Statement Categorization "If you really loved me, you'd do this for me. Don't you trust me?" Persuasion
Coercion
|
| "I'd love for you to come to the party tonight, it'll be fun! But I totally get it if you're too tired." |
Persuasion
Coercion
|
| "I'm not going to leave until we talk about this. You're not going anywhere." |
Persuasion
Coercion
|
Critical Synthesis
Scenario: You are at a party and see a peer who is stumbling, slurring their words, and clearly intoxicated. Someone else is leading them toward a bedroom. What are **two specific actions** you can take to ensure safety and intervene?
Action 1
Action 2
Consent Scenarios Facilitation Guide Teacher Facilitation Guide
Lesson 2: Consent and Power Dynamics
Subject Area Personal Safety
Objectives
Evaluate how power differentials (age, status, wealth) impact the validity of consent.
Differentiate between persuasion and coercion in interpersonal communication.
Recognize legal and ethical incapacitation due to substance use.
Discussion Focus
"Consent is not just a checkbox. For graduating seniors, it's about navigating environments like college parties and first jobs where power is rarely equal."
1. The Power Scenario (15 Minutes)
Use Slide 2 to introduce the Workplace Scenario. Ask: "If you need this job to eat, is your 'yes' truly free?"
Guided Questions:
• What are the "unspoken consequences" of saying no in this situation?
• Does the boss have a responsibility to not ask in the first place? Why?
• How do we balance professional networking with personal safety?
2. Defining Capacity (15 Minutes)
Use Slide 4. 12th graders need blunt, clear definitions of incapacitation to avoid "gray area" excuses later.
Crucial Distinction: Drunk vs. Incapacitated
Explain that while someone may be "tipsy," legal/ethical consent is voided when someone is "incapacitated" (unable to understand the nature of the act). In practice, any significant impairment should stop all activity.
3. Worksheet Analysis (20 Minutes)
Distribute the Power Dynamics Analysis Worksheet . While students work, circulate and listen for how they justify the distinction between persuasion and coercion.
<table class="w-full text-xs text-slate-600 border border-slate-200 mt-2"><tbody><tr class="bg-slate-100 font-bold"><td class="p-2 border">Statement</td><td class="p-2 border">Correct Label</td><td class="p-2 border">Why?</td></tr><tr><td class="p-2 border italic">"If you loved me..."</td><td class="p-2 border font-bold text-rose-700">Coercion</td><td class="p-2 border">Emotional blackmail; creates a "test" of love.</td></tr><tr><td class="p-2 border italic">"I'm not going to leave..."</td><td class="p-2 border font-bold text-rose-700">Coercion</td><td class="p-2 border">Physical intimidation/Threat of presence.</td></tr></tbody></table>
4. Exit Ticket: The Intervention (10 Minutes)
Final discussion on "Bystander Intervention." How can we help a peer who is being coerced? Focus on the "distract, delegate, direct" model.
Note: Laws regarding age of consent and sexual assault vary by state. This lesson focuses on the ethical and safety-based "Gold Standard" of Enthusiastic Consent, which exceeds minimal legal requirements.
Digital Safety Slides Digital Boundaries
Conducting personal privacy audits and navigating digital safety in the age of constant connectivity.
Lesson 3 Grade 12
Safety or Surveillance?
Categorize these digital features based on how they are used in a relationship:
Find My Friends / Live Location
Safety? Control?
Shared Passwords / Face ID
Trust? Invasion?
Read Receipts ("Seen")
Clarity? Pressure?
The Context Test:
"Sharing your location because you're walking home alone at night is a **Safety Choice**.
Sharing your location because your partner gets angry if they don't know where you are 24/7 is **Surveillance**."
Digital Red Flags
Digital Coercion
Demanding passwords, checking your phone without permission, or monitoring who you follow/like.
Pressure for Images
Repeatedly asking for explicit photos or videos, even after you've said no or expressed discomfort.
Hyper-Connectivity
Getting angry if you don't respond to a text immediately, or using "constant calling" as a weapon during fights.
Note: Image-based abuse (sharing private photos without consent) is a crime in many jurisdictions.
The Digital Boundary Audit
Level 1: Privacy
"I keep my passwords and biological IDs (FaceID/Thumbprint) to myself. My phone is my private space."
Level 2: Connectivity
"I don't respond to non-emergencies during work or class. My partner respects my 'off' time."
Define Your "Hard No"
Before entering a new relationship (college, work), you must decide what digital access is non-negotiable for you.
"If a partner asks for my password on day one, my boundary is [X]."
The "Next Day" Test
"Before sending an image or sharing a location, ask yourself: If we broke up tomorrow, would I be comfortable with them still having this?"
Deleted?
Permanent?
Digital footprints are permanent; trust is built over time.
Digital Boundary Audit Worksheet Digital Boundary Audit
PERSONAL SAFETY • GRADE 12
Student Identification
Part 1: Your Non-Negotiables
Check the box that best describes your personal comfort level for a relationship that is 3 months old.
1. Sharing Phone Passcode / FaceID
No, my phone is my private space. Yes, for convenience only. Yes, we share everything.
2. Live Location Sharing (24/7)
Never. Only for specific safety trips. Always, it shows trust.
3. Posting Together on Social Media
I decide what I post and when. We check with each other first. Mandatory to show status.
Part 2: Escalation Audit
"Casey and Quinn have been dating for two months. Casey noticed Quinn recently started 'liking' old photos of an ex. Casey demands Quinn's Instagram password to 'check their DMs' just once to feel safe. Quinn says no. Casey then stops talking to Quinn and posts a story about 'being betrayed by the people you trust most.'"
1. Identify the Digital Red Flag(s) in this scenario:
2. How is Casey using social media as a weapon of coercion here?
The Digital Safe-Word
Sometimes it's hard to set a boundary in the moment. Write a "Scripted Response" you can use if a partner asks for a password or digital access that makes you uncomfortable.
Example: "I really value our trust, but my digital privacy is a hard boundary for me. Let's talk about why you feel you need that access."
Digital Red Flags Teacher Key Digital Red Flags Key
Lesson 3: Digital Privacy & Boundaries
Resource Teacher Guide
Teaching Digital Agency
Graduating seniors often view password sharing as a "milestone of trust." This lesson must reframe privacy not as secrecy, but as **Personal Autonomy**. Digital abuse is often the first sign of physical or emotional abuse in young adult relationships.
Red Flag: Monitoring
Checking "Following" lists on Instagram, monitoring Venmo transactions, or tracking locations to "catch" a partner in a lie. This is a violation of trust, not a builder of it.
Green Flag: Sovereignty
Allowing a partner to have private conversations with friends/family without interrogation. Respecting that "Active Now" doesn't mean "Available to Talk."
Worksheet Facilitation Notes
Part 1: The Baseline
Encourage students to be honest with themselves. There is no "right" answer for the levels of comfort, but if they selected "Mandatory" for things like social media posting, ask: "Why is your relationship status dependent on public validation?"
Part 2: Escalation Audit (Casey & Quinn)
Red Flags: Demand for passwords (coercion), Guilt-tripping ("betrayed"), Public shaming on social media stories.Coercion Analysis: Casey is using the silent treatment and public narrative to punish Quinn for a boundary. This is "Digital Stonewalling."
Special Topic: Non-Consensual Image Sharing
Commonly known as "revenge porn," this is a felony in many states. It is a tool of extreme power and control.
Warning Signs
A partner threatening to "send those photos to your parents/boss" if you leave or disagree.
Advice
Keep evidence. Do not delete the threats. Contact a specialized resource (Cyber Civil Rights Initiative).
Developed for 12th Grade Health Education • Safe Personal Relationships Sequence
Assertive Agency Slides Assertive Agency
Verbal strategies for enforcing boundaries and maintaining safety under pressure.
Lesson 4 Communication Skills
Three Styles of Response
Passive
Ignoring your own needs to avoid conflict. Others choose for you.
"Whatever you want is fine..."
Assertive
Clearly stating your needs while respecting others. You choose for yourself.
"I am not comfortable with that."
Aggressive
Prioritizing your needs by putting others down. You choose over others.
"You're an idiot for asking!"
The "I" Statement Formula
I feel... Name the emotion clearly.
When you... Describe the specific behavior (not the person).
Because... Explain the impact it has on you.
I need... State the boundary or desired change.
The "Broken Record" Technique
Used when someone refuses to accept your "no" and keeps pressuring or bargaining.
How to do it:
Calmly repeat your exact boundary or a concise statement over and over. Do not explain. Do not negotiate. Do not get angry.
Pressure:
"Come on, just one drink? Everyone is going!"
You:
"No, I'm heading home for the night."
Pressure:
"Don't be boring. I'll even pay for your ride later."
You (Broken Record):
"I hear you, but I am heading home for the night."
When to Stop Talking
Assertiveness works best when both parties are rational. If the situation escalates toward aggression or danger:
The "Fogging" Technique
Agree with any grain of truth to end the argument and leave.
"You're right, I am being difficult. I'm going to head out now."
Exit First, Explain Later
Your safety is more important than being understood. If a boundary isn't being heard, REMOVE YOURSELF from the situation.
Boundary Scripting Worksheet Scripting My Boundaries
ASSERTIVE COMMUNICATION LAB
Student Name
Part 1 I feel [Emotion]
Part 2 When you [Action]
Part 3 Because [Impact]
Part 4 I need [Boundary]
1
Scenario: The Relentless Invite
"A casual acquaintance at a party keeps insisting you leave with them to go to an 'after-party' at an apartment you don't know. They've asked four times and are starting to make a scene."
Write an Assertive "I" Statement for this situation:
Write a "Broken Record" response if they continue to bargain:
2
Scenario: The 2 AM Call
"Someone you just started dating calls you late at night. When you don't answer because you're sleeping, they send a string of texts accusing you of 'hiding something' and being 'sneaky.' Next morning, they act like it was just because they 'missed you so much.'"
Draft your response setting a digital boundary:
Part 3: The Redraft
Convert the following Aggressive or Passive statements into Assertive ones.
Aggressive
"You're such a control freak, stop checking my phone!"
Assertive Redraft
Passive
"I guess I can stay a little longer if it makes you happy, even though I'm tired."
Assertive Redraft
Assertive Agency Role Play Cards Role-Play Scenario Cards
ASSERTIVE AGENCY
Instructions: Cut out these cards. In pairs, one student plays the "Pressurer" and the other plays the "Assertor." Switch roles after each scenario.
Scenario 01: The "Just One" Drink
The Pressure
You're at a bar. Your friend keeps buying rounds even though you said you were driving. They say, "One more won't hurt, don't be a buzzkill."
The Goal
Use a Broken Record statement to maintain your limit without getting into an argument about your driving ability.
Scenario 02: The Workplace Overtime
The Pressure
Your manager asks you to stay late for the third time this week, five minutes before your shift ends. You have a class to get to.
The Goal
Use an "I" Statement to decline. Focus on your prior commitment and the need for more notice in the future.
Scenario 03: The Date Escalation
The Pressure
You're on a third date. Things are getting physical, but you want to stop. The other person says, "But we were having such a good time! Why the sudden change?"
The Goal
Clearly state your boundary using Assertive Directness . If they bargain, use De-escalation/Exit .
Scenario 04: The Social Surveillance
The Pressure
A partner asks why you 'liked' a specific person's photo. They demand to see your phone to "prove you have nothing to hide."
The Goal
Set a Digital Privacy Boundary . Refuse the phone check and address the lack of trust directly but calmly.
Observer Checklist
Maintained eye contact and level tone?
Avoided apologizing for the boundary?
Stuck to the statement without over-explaining?
Safety Resource Slides Safety Infrastructure
Strategic safety planning and navigating support systems in college, workplaces, and the community.
Lesson 5 Final Project
The "Go-Bag" Challenge
Scenario: You share an apartment with a partner. Things have escalated and you need to leave immediately and safely. You have five minutes to grab the essentials.
What do you grab?
• Identification (ID, Passport, Social)
• Financial Access (Cash, Debit, Credit)
• Essential Tech (Phone, Charger, Battery)
• Medication / Keys
Why prepare?
In a crisis, adrenaline makes it hard to think clearly. Having a mental or physical checklist ensures you don't leave behind your agency or your ability to survive independently.
Navigating the System
Title IX Office
Specific to colleges/universities. Handles reports of sexual harassment, assault, and discrimination. Can provide "No Contact" orders.
Campus Housing
Resident Assistants (RAs) can help facilitate emergency room changes if a living situation becomes unsafe.
Crisis Hotlines
24/7 support (RAINN, National Domestic Violence Hotline). They provide safety planning and legal referrals.
Pro-Tip: Put the campus security and a national hotline number in your contacts now.
Safety Planning Components
Physical Safety
Where will I go? Who has my spare key? What is my exit route from the building?
Digital Safety
Who do I need to block? Which passwords do I change immediately? Do I turn off location sharing?
Support Network
Who is my "Safe Person" who won't judge me or pressure me to stay?
The "Go" Code
Establish a code word with a trusted friend or family member.
If you text that word, they know to call you with an "emergency" to give you an excuse to leave, or they know to come pick you up immediately, no questions asked.
You Are the Authority
"Personal safety is not about living in fear; it is about living with Agency . You have the right to define your boundaries, the power to enforce them, and the wisdom to seek help when you need it."
Define Assert Protect
Personal Safety Plan Worksheet Personal Safety Plan
Confidential & For Personal Use
Grade 12 Graduation Requirement
Part 1: The Circle of Trust
The "Safe Person" (Non-Judgmental Ally)
The "Go-Code" Word / Phrase
Part 2: Resource Navigation
Identify the specific locations/offices for your intended college or future workplace.
Title IX Office / HR Dept
Campus Security / Local Police
Counseling / Crisis Center
Part 3: The Rapid Exit
Essentials I must have:
ID / Passport
Financial Cards / Cash
Phone & Charger
Prescriptions
Where will I go first?
Part 4: Digital Sovereignty
In the event of an unsafe breakup, I will immediately:
Change passwords for Bank, Email, and Main Socials.
Disable location sharing on Find My/Snapchat/Google.
Change "Security Questions" that a partner might know.
Remove them as an emergency contact on my phone.
"I deserve to be safe, respected, and heard in all my relationships."
Resource Navigation Teacher Guide Teacher Resource Guide
Lesson 5: Safety Infrastructure & Planning
Final Lesson Project Facilitation
The Capstone Purpose
This final lesson transitions students from theory to practice. By creating a physical (or digital) safety plan, students are building the **Safety Infrastructure** they will carry into adulthood.
Sensitivity Warning:
Some students may be currently experiencing unsafe dynamics at home or in relationships. Facilitate the "Go-Bag" challenge with empathy, and remind students that resources shared today are available to them right now, not just in the future.
1. The 5-Minute Go-Bag (10 Minutes)
Use Slide 2. Have students list their items. Discuss why things like "Birth Certificate" and "Social Security Card" are often overlooked but crucial for long-term independence.
2. Resource Deep-Dive (15 Minutes)
Use Slide 3. Explain Title IX clearly—it is a federal law that gives them rights on campus. Many students think Title IX is only for sports; clarify its role in sexual safety and discrimination.
3. Safety Plan Workshop (25 Minutes)
Distribute the Personal Safety Plan Worksheet . Allow students to use their phones/laptops to research the specific offices at the college or workplace they plan to attend next year.
Key Resource Links to Provide:
• RAINN (Rape, Abuse & Incest National Network): 800-656-HOPE
• The National Domestic Violence Hotline: 800-799-SAFE
• Love is Respect (Youth specific): Text "LOVEIS" to 22522
Final Sequence Reflection
To wrap up the entire 5-lesson sequence, ask students:
1
"What is the most significant 'Red Flag' you learned to identify that you previously thought was normal?"
2
"How has your definition of 'consent' changed after discussing power dynamics and alcohol?"
3
"Do you feel more equipped to handle a high-pressure situation than you did a week ago? Why?"
End of Sequence: Analyzing Healthy Dynamics and Asserting Personal Boundaries
