Sexual Assault Prevention for Undergraduates

Consent is not obtained where:

* An individual is compelled to engage in unwanted sexual contact through the use of coercion. Coercion may consist of physical force, intimidation, threats, or severe or persistent pressure that would reasonably cause an individual to fear significant consequences if they refuse to engage in sexual contact. * An individual involved in sexual contact is incapacitated due to the influence of drugs or alcohol, and a reasonable person would know of this incapacitation. Incapacitation due to the influence of drugs or alcohol is a state beyond mere intoxication or impaired judgment. Some indicators of incapacitation due to the influence of drugs or alcohol may include:A lack of control over one's physical movement (for example, an inability to walk or stand without stumbling or assistance).An inability to effectively communicate (for example, where one's speech is heavily slurred, incomprehensible, or nonsensical).A lack of awareness of one's circumstances or surroundings (for example, a lack of awareness of where one is, how one got there, who one is with, and how or why one became engaged in sexual contact). * An individual involved in sexual contact is unable to communicate or understand the nature or extent of the sexual situation because of a physical or mental condition. * An individual involved in sexual contact is asleep, unconscious or involuntarily physically restrained. Sexual intercourse occurs with an individual who is not of legal age to give consent pursuant to Minnesota state law. * Sexual intercourse occurs between parties who are related to each other within the degrees wherein marriage is prohibited by Minnesota state law.

Identities and Stereotyping

A stereotype is an over generalization — a shortcut used to make a quick judgment about someone's identity based on things that can easily be observed: how they look, how they act, the way they talk, or what they like.

Stalking and Intimidation

Abuse of this nature is characterized by tactics that attempt to control another person through fear, threats, and coercion. Some examples include: * Excessively monitoring a partner's behavior to control what they do and with whom * Continuing to contact someone who has asked that you stop contacting them after a relationship has ended * Tracking a person through technology or social media * Blackmailing a partner with knowledge of illegal or unethical activities * Threatening to share harmful or embarrassing information (or photos) with a partner's parents, friends, or colleagues * Threatening to end the relationship, harm themselves, or take their own life

Emotional Abuse and Isolation

Abuse of this type is characterized by behaviors that are intended to psychologically hurt or confuse someone and/or keep them from forming or maintaining connections with others. Emotional abuse and isolation undermine the values necessary for a healthy relationship. These behaviors can be subtle or more overt, and may include attempts to: * Make a partner feel bad about themselves or unworthy of being treated well * Spread rumors or lies about a partner * Pressure a partner to choose between them and friends or family * Pressure a partner to quit jobs, activities, or turn down internships or other opportunities * Minimize or deny abuse, or blame a partner for abusive actions * Make demands for attention and then retaliate if it's not given

Academic Abuse

Academic abuse is characterized by actions that monopolize someone's work or study time and negatively affect their academic success, thus compromising their values. It may include the following behaviors: * Deliberately starting an argument the night before an exam, assignment deadline, or presentation * Transferring into a partner's classes or major to monitor them * Using insults to undermine a partner's academic status, grades, intelligence, or ability to succeed * Sabotaging academic performance by preventing a partner from attending class

Reporting and Responding

Being present and truly listening are important skills in communicating with friends and intimate partners, as well as in supporting those who have been sexually assaulted or abused. Your supportive response to a friend can make a critical difference in their healing process.

What Does Coercion Look Like?

Coercion takes many forms, including verbal or non-verbal, physical, and/or emotional actions. * Using Threats: Making someone afraid of what would happen if they said "no" in order to force them into sexual activity. For example, "If you don't, I'll post those nude photos of you..." * Using Guilt: Making a person feel like they owe someone sexual activity, or anything else. This could sound like, "The last time, I did what you wanted ... " * Rationalizing: Deferring responsibility; blaming the harmed person; or using previous sexual activity as justification. For example, "We've done that before -- what's the problem now?" * Making Someone Feel Obligated: Causing someone to feel like they woe sexual activity. For example, "I just spent a ton of money on you, the least you could do is ... " * Continuous Verbal Pressure: Trying to convince someone to do something after the person has said "no". For example, "Come on, you know you really want to ... " If the pressure becomes intimidating or threatening after being told "no," it could cross the line into coercive tactics. Using Drugs or Alcohol: Using drugs/alcohol to make someone more vulnerable to sexual activity. For example, "Do another shot -- we need to loosen you up!"

Consent: Part of Healthy Communication

Consent is asking for and getting permission to do something. It's an important part of sexual communication, but it's not only about sexual activity. Normal and Healthy: Getting and giving consent in all parts of your life is an important skill that you use every day, in all your relationships. Communicating what you want and don't want is a normal, natural, and expected part of healthy communication. When it comes to sexual activity, asking for consent is a powerful way to connect meaningfully with another person and demonstrate that you care for and respect them. Clarifying and Empowering: Most of the time, we express ourselves naturally through a combination of words and actions — and communicating consent is no different. But non-verbal cues by themselves (like smiles, shrugs, or silence) don't provide enough information for a person to really know what someone intends to communicate. This is why the safest and clearest way to ensure consent is to talk about it. Many students find these conversations empowering because they can really help connect you with someone in a positive, affirming way, and assure you that you've been understood. An Ongoing Process: Consent is an ongoing process because people's needs or interests can change during a single experience, as well as over the course of a relationship. Think about approaching a conversation about consent as a simple, informal way of "checking in" with someone to make sure everyone is OK with what may happen. And remember, when you're on the receiving end of someone's request for your consent, you should always feel comfortable expressing how you feel about what someone else suggests or wants.

Domestic Violence

Domestic violence is abusive behavior between two people who: * have married, dated, or lived together * have a child in common * are related by blood * are parent and child Abusive behavior is defined as: * actual, attempted, or threatened physical violence sexual assault * disseminating private sexual images without consent * interfering with an emergency call for help

Affirmative consent is freely and affirmatively communicated words or actions given by an informed individual that a sober reasonable person under the circumstances would believe communicate a willingness to participate in the sexual contact. The following factors will be considered when determining whether affirmative consent was given.

Each individual who wishes to engage in sexual contact is responsible for obtaining consent from the other individual or individuals who intend to be involved in the sexual contact. * A lack of protest, the absence of resistance, and silence do not by themselves indicate consent. * The existence of a present or past sexual, dating, or other romantic relationship between the individuals involved does not by itself imply consent to sexual contact. * Consent must be present throughout the sexual contact and may be given and withdrawn at any time. * When consent is withdrawn, all sexual contact must stop. Where there is confusion about the state of consent, sexual contact must stop until the individuals have verified the affirmative consent of all individuals involved. * Consent to one form of sexual contact does not by itself constitute consent to another form of sexual contact.

Why are Gender Stereotypes Harmful?

Gender-based stereotypes reflect cultural expectations — like how a person who is perceived to be a man or a woman is supposed to behave, or what they should believe, want, or need. For example, are women expected to act, speak, and behave differently from men, simply because they're women? Are men supposed to adhere to certain personality traits and careers simply because they're men?

What Can You Do About Harmful Language

Have you ever been in a situation where someone expressed a gender stereotype or said something rude or disrespectful about another person (or a group of people) in a way that made you feel uncomfortable, but you weren't sure what to do or say? Chances are that if you feel uncomfortable, others around you do too. Language can be a powerful tool for reinforcing (and overcoming) gender stereotypes. Up next, you'll explore three scenarios that model some different options for responding to stereotypical, sexist, and derogatory language — language that targets and criticizes a person or group based on their gender or sexual orientation.

Knowing When to Call 911

If you're in a situation where you notice unhealthy or risky behavior, try intervening — as long as it appears to be safe enough to do so. In some circumstances, it may not be safe for you or other bystanders to get involved. If you witness a violent altercation, or if the situation poses a significant physical threat to you or others, you should immediately call the police or campus security. Don't wait "just a little longer" before calling for assistance; not calling for help is just not worth the risk.

Personal Responsibility

If you're uncomfortable with a harmful statement, chances are high that others recognize it as hurtful, too. Part of your responsibility to contribute to a safe and supportive community is to intervene (if the situation appears safe enough to do so).

The University of Minnesota's definition of sexual assault

It is critical that people engaged in sexual activity obtain affirmative, ongoing consent from their partner(s). The following is the University's definition of sexual assault as written in our sexual misconduct policy: Sexual assault is: 1) actual or attempted sexual contact without affirmative consent; or 2) a threat to engage in contact that would be, if the threat were carried out, sexual contact without affirmative consent. Sexual contact is intentional sexual touching with an object or body part. Depending on the context, it may include, but is not limited to: (i) intentionally touching the breasts, buttocks, groin or genitals of another individual; (ii) intentionally touching another individual with any of these body parts; and (iii) making an individual touch another individual or themselves with, or on, any of these body parts. Sexual contact can occur whether or not an individual's body parts are covered by clothing.

Alcohol and Coercion

It is never anyone's fault for being sexually assaulted, no matter what they wear, how they act, or whether or not they choose to drink alcohol. Being drunk is never a valid excuse for engaging in sexual activity without a person's consent, and someone should never get another person drunk in order to have sex with them. Research indicates that many of the sexual assaults that occur on college campuses involve alcohol. If considering sexual activity, it's best if everyone involved is sober and that verbal affirmative consent is given before engaging in sexual activity.

Federal and State Laws: Domestic / Relationship Violence

It's important to be aware of federal and state laws defining relationship violence. Domestic Violence Under Title IX, domestic violence is defined as felony or misdemeanor crimes of violence committed between two people who have: married or been intimate partners lived together as spouses or intimate partners a child in common protections under local domestic or family violence laws Dating violence includes actual or threatened sexual or physical violence committed between two people who have been in a social relationship of a romantic or intimate nature, depending on the length and type of the relationship, and the frequency of their interactions.

Forms of Sexual Harassment: Non-Verbal

Making an offensive gesture or posting a revealing or explicit photo of someone are examples of non-verbal forms of sexual harassment. Additional examples include: * Sexual gestures and hand or sign language that denotes sexual activity * Messages, emails, or posts to social media that contain unwelcome sexual content * Indecent exposure * Videoing or photographing sexual activity and/or a person's intimate body parts without their consent * Disseminating or posting images or videos that include sexual content without the depicted person's knowledge or permission (even if the person consented to the images being taken)

Consent (Minnesota)

Minnesota law defines consent as words or actions indicating a freely given agreement to engage in certain sexual activity. However, consent cannot be given by someone who is: * mentally incapacitated by drugs, alcohol, or other substances consumed involuntarily * unable to understand the nature of the conduct and give reasoned consent due to a mental impairment or psychiatric disorder * unconscious, asleep, or otherwise physically helpless and unable to withhold, withdraw, or give consent * underage (generally, the age of consent is 16 years old) A prior or current social relationship or lack of resistance does not mean consent, and corroboration of the victim's testimony is not required to show lack of consent.

Understanding the Warning Signs of Digital Abuse

Nearly 1 in 3 (29%) of college women say they have been in an abusive dating relationship "Digital abuse," or using technology (such as a cell phone or social media site) to threaten, intimidate, or harass a current or ex-dating partner is a type of relationship abuse that's fairly common among college students. It's important to be aware of some of the warning signs of this kind of behavior so that you can recognize it if it's happening to you — or step in if you observe it happening to someone you care about. !! WARNING SIGNS !! Sending excessive texts or messages Stalking someone through social media Demanding to know someone's account passwords or using someone's passwords without permission Dictating who a partner is able to communicate with on social media Checking someone's cell phone/computer to see who they have been communicating with Deleting someone's friends from their social networks Altering someone's online profiles without consent If you experience any of the warning signs listed (or if you're aware that someone else is experiencing it), there are resources that can help. Contact your school's Title IX Coordinator or a school or community counselor for advice about safe and effective options.

Using Strategies to Stay Safe

Never share passwords: Sometimes we feel like we should share everything with our partner, and have them share everything with us. But just as you wouldn't give anyone your identification or credit card, or other sensitive information to carry around in their wallet, it's important to keep your passwords private, and to respect the privacy of others. Think carefully before posting photos or videos: Read the privacy policies of the apps you use and any sites you commonly post to, so that you understand who may be able to access your information and/or photos — especially if you're posting photos to social media. Be aware of who has access to photos you've posted, and make sure you're comfortable with the sharing and privacy settings attached to any account where you share photos and/or other personal information. Be aware that location tracking (GPS) my be built into your device: If you're taking photos or videos with your phone and uploading them to apps or sites, be aware that it may be possible for these devices to automatically record information about your location and disclose it with any photos/videos you're sharing. For added privacy, you can easily disable this technology. This may be something to consider if you're planning on sharing photos or videos online.

Title IX of the Education Amendments Act of 1972

One of the ways that society or an institution promotes certain values and protects others from identity-related discrimination is through laws and policies. For instance, Title IX is the federal law that prohibits discrimination based on sex or gender stereotyping ― including sexual harassment and violence, relationship violence, and stalking ― in any educational, athletic, or other program or activity of a federally funded school, that jeopardizes a person's equal access to education Every federally funded school must have a Title IX coordinator who is responsible for responding to reports of sex discrimination and providing supportive measures to ensure that equal access to educational programs and activities is preserved for the person who reports being sexually harassed, assaulted, abused, or stalked, as well as providing any appropriate supportive measures for the person accused of sexual misconduct.

Subjective Perspectives

Our identities impact our thoughts on a variety of important issues. They also influence our perceptions of sexual violence and our degree of awareness about (or personal experience with) these issues.

Impact of Trauma

People who have experienced trauma may have been sexually assaulted, witnessed violence, or survived other violent crimes; or they may have experienced social injustice, been involved in accidents, or had combat experience. Understanding some of the ways researchers have identified that the brain and body may react to trauma can help prepare you to offer an empathetic and informed response or better understand your own response to an experience. * Memory: Trauma can trigger the release of hormones that impact memory. A person who experiences trauma may have a vivid memory of very specific sensory details. Conversely, they may recall the event hesitantly, or their memory may be fragmented so that they have difficulty recalling what happened in a linear fashion. * Emotions: In reaction to trauma, a person's body may release chemicals to block physical and emotional pain, which can result in neurobiological effects that can't be predicted or controlled. This may contribute to unexpected emotional reactions -- for example, remaining emotionally flat or experiencing extreme emotional swings while recalling an incident. * Physical Response: A person's physical response to trauma can also be significantly impacted by neurobiological factors. Tonic immobility (or trauma-induced paralysis) is an autonomic hormonal response that causes the body to freeze in situations that provoke extreme fear, preventing the person from resisting or escaping because they do not have control over their muscle response.

Reporting: If you or someone you know has experienced sexual or relationship harassment or violence, there are reporting options available.

Preserve Evidence: Preserving evidence can be helpful in obtaining a protection order and ensuring you have as much information about what happened as possible in the event that you choose to file a complaint. Preserving evidence may include: * The clothing worn during an assault * Texts, emails, or other social media communication with the offender or witnesses of the incident * The results of a forensic medical exam, which may be available at a local hospital or at a campus clinic or health center, and does not require someone to file a police report * Pictures or videos taken at or around the time of the incident Report to Title IX Personnel: When someone reports an incident of sexual harassment to the Title IX coordinator or a designated "official with authority" at our institution, the first step is to discuss and provide available supportive measures that the person reporting sexual harassment ("complainant") may need (e.g., changing your academic, living, transportation, and/or working situations), regardless of whether a formal complaint is filed. Check school's policies or contact the Title IX office to find out what other steps may be taken after a complaint is made. Notify Law Enforcement: If you have experienced sexual assault, stalking, or relationship violence or abuse, you have the right to: * Notify law enforcement and/or campus officials * Be assisted by campus authorities (if you want their help) in notifying law enforcement * Decline to notify law enforcement

Our Values and Relationships

Relationship abuse comes in many forms, and it may be difficult to recognize the signs. An abusive partner often exercises more than one form of control at the same time and frequently uses different tactics over the course of a relationship.

Recognizing Relationship Abuse

Relationship abuse comes in many forms, and it may be difficult to recognize the signs. An abusive partner often exercises more than one form of control at the same time and frequently uses different tactics over the course of a relationship. Understanding the dynamics of relationship abuse will help us be able to recognize it if it happens to someone we care about.

Responding to Survivors

Research shows that when survivors disclose their experience to a friend and receive a positive response, they experience faster healing, recovery, and fewer Post Traumatic Stress Disorder (PTSD) symptoms. By understanding the behaviors and attitudes that create a safe, supportive environment for survivors of sexual assault, you can make a difference. Trust: Believe and Let your friend know that you care about them and are sorry that this happened. Tell them that you are there to listen and help in any way you can. Thank them for trusting you. Reinforce: Your friend may be struggling to understand what happened. Show your support by saying something like, "You're not to blame for what happened to you." Listen: Pay careful attention to what your friend is sharing with you -- avoid distractions (e.g., reading text messages, taking phone calls) and don't question their story. Connect: Provide you friend with the contact information for campus and/or local resources for support without pressuring them to follow up on any of your suggestions. Empower: Allow you friend to make their own decisions about whether or not to seek additional support or report the incident. Say something like, "I respect your decision..." Support: Healing from this experience usually takes time. Continue to support your friend after they've disclosed to you or made a decision about how to proceed.

Sexual Assault/Offense

Sexual Assault Sexual assault includes sexual intercourse, anal sex, or oral sex (with even slight penetration), or sexual contact (touching clothed or unclothed intimate parts): * using force or coercion with someone who does not or cannot consent * when the other person submits because of fear or threats Other Sexual Offenses Other sexual offenses include: * Sexual predatory conduct is a serial offender's modus operandi to commit sexual assault, punishable by sentences that are 25-50 percent longer than for the underlying crime and a $20,000 fine * Intentionally disclosing or distributing a private sexual image of someone without their consent is a crime punishable by up to three years' imprisonment, a fine of up to $5,000, or both In addition to facing criminal charges, persons who commit nonconsensual dissemination of private sexual images or nonconsensual sexual solicitation may also be sued for money damages and a civil penalty of up to $10,000. Policies and Protocols Minnesota colleges and universities that offer state financial aid must have policies and protocols to protect victims of sexual assault which include: * online and anonymous reporting options * requirements to give victims information about health care, counseling, and advocacy services, and treat them with dignity and without victim blaming * shielding the victim from unwanted contact with the alleged perpetrator * protecting the victim's privacy * investigation protocols that avoid multiple victim interviews * amnesty for students who admit violating drug or alcohol policies when they report sexual violence

Forms of Sexual Harassment

Sexual harassment that creates a hostile environment can also be physical, with unwanted sexual contact such as intentionally brushing up against someone or pressing into their body without their consent. These behaviors are not acceptable, no matter the environment. Make sure you have someone else's permission before engaging in any of the following: * Suggestively touching a person's back, legs, hair, or clothes * Rubbing someone's shoulders or feet * Inappropriately hugging or kissing someone * Pinching, grabbing, or patting a person's intimate body parts

Forms of Sexual Harassment: Verbal

Sexual harassment that is verbal may consist of sexual comments about someone's appearance, sex-based jokes or slurs, gender-specific put-downs, or other threatening or intimidating language. Here are some examples of what verbal sexual harassment might look or sound like. Keep in mind that these kinds of comments can occur in person or via social media: * Sexual rumors about a person * Sexual innuendos and other comments about a person's clothing, body, or sexual activities * Offensive and/or persistent vulgar jokes about sex or gender-specific traits * Suggestive sounds directed at someone (whistling, kissing) * Sexual comments about someone's weight, body shape, size, or figure * Repeated, unwanted propositions for dates and/or sexual activity * Questions or suggestions about a person's sexual fantasies, preferences, or history

How Identities May Impact Survivors' Experiences

Sexual violence can impact anyone, regardless of their identity and values. However, some survivors of sexual assault are faced with unique challenges in seeking or receiving support related to one or more of their identities. LGBTQIA+ Survivors: Individuals who identify as lesbian, gay, bisexual, trans/transgender, or queer (LGBTQIA+) experience sexual violence at higher rates than the general population. These survivors may face additional obstacles when recovering or seeking help, including: The risks of being involuntarily outed to friends, family, or the community * Fear of losing privacy, being rejected or isolated, or of inadvertently reinforcing negative societal stereotypes * Potential judgment, cultural incompetence, or discrimination by first responders and healthcare providers based on the survivor's identity or medical history * Questioning their sexuality or how it is perceived by others, especially if the assault was perpetrated as a hate crime or involved the survivor's sexual orientation or gender identity Survivors from Communities of Color: People of color come from many widely diverse backgrounds. Stereotypes and racism can create additional hurdles for survivors of color when recovering or seeking help, potentially including: * Distrust of first responders, law enforcement, the criminal justice system, or other social services, which can result in a reluctance to report or seek help * An immigration status that may impact the ability to safely report an incident to authorities or seek medical care * Cultural and/or religious beliefs that may prevent a survivor in an abusive relationship from leaving or seeking help from outsiders * Fear of inadvertently reinforcing negative societal stereotypes * Lack of providers who respect the survivor's culture and/or understand their language Survivors Who Identify as Male: There are a number of assumptions about relationship abuse and sexual assault in society today that make it especially difficult for male survivors to understand, acknowledge, and heal from harm they have experienced. Many of these assumptions cause male survivors to be reluctant to disclose their experience to others or to seek support, including: * The fear that a man who has been sexually assaulted by another man will be perceived as gay when he doesn't identify that way * The false assumption that a "real man" would have resisted an assault or that being a survivor of sexual assault somehow makes him "unmanly" * The incorrect assumption that an uncontrollable physical response during an assault indicates pleasure or enjoyment

Coercion

Sometimes, the media depicts romantic relationships as one person pursuing and finally convincing the other to engage in sexual activity. The problem with these depictions is that they focus on sexual activity like it's an accomplishment instead of a mutual agreement. In fact, many depictions of "romance" in movies and shows are actually examples of sexual coercion. Sexual coercion is a tactic used to manipulate, pressure, or intimidate another person into sexual activity and can be verbal or non-verbal, physical, and/or emotional. Sexual assault does not happen as the result of miscommunication, and coercion is not consent.

Stalking Laws

Stalking is defined as a course of conduct that causes the target (or one or more members of a single household) to feel frightened, threatened, or intimidated, including: t* threats to the target's safety, property, or personal rights * following, monitoring, or pursuing the target (using technology or other means) * repeated phone calls, messages, packages, letters, or other communications * soliciting third parties for sexual acts using the target's personal information without consent Harassment includes a single incident of physical or sexual assault, stalking, or disseminating private sexual images without consent, or repeated acts, words, or gestures that threaten the safety, security, or privacy of the target.

Stalking

Stalking is generally repeated, unwanted contact or conduct that communicates a threat or makes the person being stalked fear for their safety. Stalking can be direct, such as obsessively following someone or initiating unwanted and repeated face-to-face, phone, text, or email communication. It can also be indirect, such as watching someone from a distance; sending unwanted gifts; or using technology (such as social media platforms or GPS) to harass, track, or spy on someone.

Legal Protection Laws: Victim Protections

The court may issue different types of protective orders: Orders for Protection are issued to prevent future acts of domestic violence and prohibit the abuser from having any contact with the victim for up to two years, which can be extended Harassment Restraining Orders are issued to protect victims of a single incident of physical or sexual assault, or repeated unwanted contact or communications, whether or not they have a relationship with or even know the offender It is a crime to violate a protection order. Local and campus police departments enforce protective orders (including orders issued by a judge in another state).

Sexual Harassment and Stalking

Title IX prohibits the following types of sexual harassment: Rape and sexual assault Relationship violence Stalking that is based on sex Unwelcome conduct on the basis of sex that is severe, pervasive, and objectively offensive, creating a "hostile environment" that effectively denies a person equal access to an education program or activity An institution's employee conditioning a grade or other educational benefit or service on the student submitting to unwelcome sexual conduct (called "quid pro quo") Title IX applies to sexual harassment that occurs in an educational program or activity against a person who is located in the U.S. Anyone can commit or experience sexual harassment, including students, faculty, and staff. People who experience sexual harassment are never responsible or at fault for someone else's misconduct toward them.

Recognizing Healthy Relationships

What qualities are important to you when establishing a relationship with someone, whether this person is a friend, classmate, roommate, or partner?

Values

What you value also contributes to forming your identity. Values are beliefs about what's right and wrong, as well as what's important in life. Our values influence our attitudes and behaviors. Taking some time to think about your values can help clarify who you are and who you want to be — and help you to make decisions in difficult situations, such as when you see your values being violated. * Acceptance: To welcome and respect others * Autonomy: To be self-determining and independent * Humor: To see the light and funny side of the world * Compassion: To feel and show concern for the others * Responsibility: To make and carry out important decisions * Honesty: To be truthful with yourself and others How do values come into play in your life? They influence how you treat others, and how you want to be treated. They influence how you feel when reacting to others' behavior.

Consent, Coercion, and Stepping In

You make decisions, set boundaries, and respect other people's choices in your day-to-day life. Anytime you do something with anyone, whether it's grabbing some food or watching a movie, it's important that you're both in agreement about — consent to — what you're doing.

Unique Identities

Your identity is made up of a variety of different elements that combine to make you the unique person you are. Your identity is based on your DNA, your family dynamics, your experiences, your beliefs, and much more. In fact, more elements go into creating your identity than we have room for.