Presentation on gender-based violence for group learning with youth ages 14 to 18

Notes:

Today, we’re going to talk about gender-based violence – what it is and how it shows up, how to step in if you see something happening, and how to support someone who has experienced it.

Gender-based violence, or GBV for short, is a serious issue that can affect anyone, no matter who you are or where you live. It can happen in relationships, among family and friends, or even with strangers. In real life, GBV can show up as physical violence, emotional or psychological harm, economic violence, or sexual violence.

It can be hard to recognize and talk about, especially because it’s become normalized. That’s why it’s important to take a stand, speak up, and help stop GBV from happening.

4 - Ground rules for respect, empathy, and open communication

Notes:

Because today’s topic can be sensitive, we’re going to set ground rules as a group. Let’s agree to show respect to everyone in the room, use inclusive language, and listen without interrupting or judging. Does anyone have any other ideas to add?

Throughout this conversation, it’s important to allow space for everyone’s perspectives and experiences and to always stay respectful.

Examples of inclusive language to support in class discussion:

• “Partner” or “person I’m dating” instead of gendered language
• “They” for hypothetical situations
• Say “a person causing harm” or “the person using violence” instead of assuming a specific gender

A resource to help guide your conversations.

5 - Trigger warnings

What to do if you feel unsafe or triggered

Notes:

While it’s important to talk about it, GBV is a difficult topic and can trigger some strong emotions. Triggers are anything that might cause a person to remember a traumatic experience they've had.

Your emotional safety and well-being are the most important things. If any topics today trigger you, you can pause at any time, step away, or choose not to join an activity that feels uncomfortable. If you need support during or after this presentation, please know that help is available. I can help you find resources or support. If you do step out, I’ll check in with you to make sure you are okay.

I also need to mention that as a [insert role here], if you tell me something that sounds concerning, I may need to do mandatory reporting because you’re under 18. That means, if I believe you or someone you know is in immediate danger, I need to contact the authorities to let them know. It doesn’t mean you’re in trouble – it's just something that I have to do to keep you safe.

A note to presenters: This information, and possible subsequent conversations with the youth you are presenting to, could also trigger some past experiences and feelings for you too. While you have support materials for the youth, there are also supports for you. You can find local support in your area; however, here are some national supports you can access:

• Youth support for GBV - Get help now - Canada.ca
• Support services for those affected by GBV
• Mental Health Supports: Get Help

6 - Section 2: What is GBV?

7 - What is gender-based violence (GBV)?

• Harm caused because of someone’s gender, gender expression, or perceived gender
  • Includes physical, sexual, emotional, and economic violence
• Can occur online or in-person
• Is rooted in power and control

Notes:

Let’s start with what is GBV? GBV is any form of harm against a person based on their gender, gender expression, or perceived gender. It’s not just physical or sexual violence: it can also include emotional and economic abuse, coercion, threats, or neglect. It’s often tied to inequality and discrimination based on harmful stereotypes, abuse of power, and unjust systems.

GBV can happen online or in-person between friends or peers, but also in dating relationships, family settings, and even in places like school or sports programs.

Anyone can experience GBV, including men and boys. However, women and girls, sexually diverse, and gender-diverse people can be subjected to this form of violence more, especially if they are a person with a disability, an Indigenous person, a Black or racialized person, a person living in a rural area, are part of the 2SLGBTQI+ communities or are a newcomer to Canada.

At the core of GBV is power and control; one person or group exerting control over another based on their identity.

Resources:

• Clarify questions about sex and gender: About gender-based violence - Canada.ca
• Module 1: Gender-Based violence and Healthy relationships

8 - What GBV looks like

Here are some examples of how GBV can look

• Physical:
  • Pushing, shoving, or hitting
  • Throwing things in an argument to intimidate
  • Physical intimidation like standing too close
• Emotional / psychological:
  • Telling them who they can and can't hang out with
  • Threatening to spread rumours
  • Silent treatment or manipulating emotions
• Sexual:
  • Pressuring them to do something
  • Sexual assault
  • Unwanted touching
• Economic:
  • Taking or using their money without asking
  • Pressuring them to buy things like gifts or food
  • Making them skip shifts at work
• Technology-facilitated GBV:
  • Repeatedly messaging them
  • Forcing them to share their location
  • Posting or sharing private photos and videos

Notes:

So, on this slide, we’re looking at different ways gender‑based violence can show up in real life. GBV isn’t just one thing — it can take many forms, and some of them can be easy to miss, especially in friendships, dating relationships, or online.

Physical violence includes actions meant to hurt, scare, or control someone. You can see a few examples here like pushing or shoving during an argument, throwing things to scare someone, and even breaking their belongings.

Emotional violence is just as serious. It can include trying to control who someone hangs out with and how often, using guilt or emotional pressure. Things like the silent treatment or comments like “If you loved me, you would...” are also emotional violence.

Sexual violence happens when someone crosses boundaries or ignores consent. This could mean pressuring someone to do something they’re not comfortable with, unwanted touching, or any behaviour that violates someone’s bodily autonomy.

Economic violence might be less obvious, but it still happens. It can look like taking someone’s money without permission, pressuring them to pay for things all the time, or making them miss work shifts so they lose money or become more dependent on the other person. It’s about control.

And today, a lot of harm can happen through technology. Technology‑facilitated violence includes repeatedly messaging someone after they’ve said they need space, demanding access to their phones or location, or posting and sharing private photos or videos without their consent

9 - Where GBV happens

GBV can happen anywhere: in public spaces, in schools, at work, at home, and online.

Notes:

Yes, GBV can happen anywhere. That said, younger people like you are more and more likely to experience or witness technology-facilitated GBV than any generation before them. Online gender-based violence could look like sharing pictures of someone online without their permission, cyberbullying, using AI to create fake images of someone, controlling someone else’s phone or social media account, or doxxing - which is when someone’s private information, like their address, is shared online.

10 - Tech-facilitated violence and staying safe

Ways to stay safe online

Notes:

Let’s talk about technology-facilitated violence. Just like in-person, you deserve to be safe online. What are some things we can do online to help look out for ourselves and support others?

Having trouble starting this conversation? Here are some prompts to offer the group:

• Recognize the signs of GBV: Be aware of signs of GBV online, like receiving hurtful or threatening messages, feeling constantly monitored or controlled, or being coerced into sharing intimate images. 
• Trust your feelings: If something happens online that feels uncomfortable or wrong, trust your instincts. If someone makes you feel scared, upset, or threatened, it’s important to take it seriously and seek help. 
• Use your privacy settings: Learn how to use privacy settings on social media platforms and online accounts. Limit who can see your posts and personal information. Review and update these settings regularly. 
• Be selective with friend requests: Only accept friend requests or follow requests from people you know and trust. Avoid connecting with strangers online, especially those who show suspicious or inappropriate behaviour. 
• Protect your personal information: Avoid sharing personal information like your full name, address, phone number, or school name publicly online. Keep your personal details private and only share them with people you trust. 
• Report and block as needed: If you are subjected to or witness GBV or abusive behaviour online, report it to a trusted adult and use the reporting tools available on the social media platform or website. Consider blocking the person to limit further interactions. 
• Seek support: Reach out to an adult you trust or try to find other supports if you are subjected to GBV or harassment online. Remember, you are not alone, and there are people who can help you 
• Be a good digital citizen: Treat others online with respect and kindness. Avoid spreading rumours or engaging in online drama. Support and stand up for those who may be experiencing technology-facilitated violence. 

 

11 - Section 3: Intersectionality & impact

12 - Intersectionality & GBV

Intersectionality means that the different parts of who we are can overlap and affect how we experience the world. These overlapping identities can change how someone is impacted by violence, discrimination, or access to support. 

Notes:

Have you ever heard of the word intersectionality? Can somebody tell me what it means?

Intersectionality means that people’s experiences in the world are shaped by different parts of their identity – things like race, gender, sexuality, religion, migration status, income, or ability. These overlapping identities can affect how we’re treated and what our experiences look like.

When we’re talking about GBV, intersectionality helps us understand that not everyone experiences harm in the same ways. Some groups face barriers not because of who they are, but because of systemic factors like racism, homophobia, transphobia, and ableism, it can be more difficult to seek help and safety. This isn’t because of the individual, it’s because our systems don’t always treat everyone equally. 

(Some examples: Indigenous youth face GBV within the context of ongoing colonial violence and systemic discrimination. Newcomers, immigrants, and refugees may face language barriers, cultural stigma, or fear of authorities, especially where immigration status is uncertain.) 

Facilitator Note (not spoken directly): Understanding intersectionality helps adults avoid one-size-fits-all assumptions and instead recognize that youth may face layered risks, different types of harm, and different pathways to support. 

13 - Who holds the power

Examples of power imbalances in relationships 

• Age
• Autonomy
• Money access
• Mobility
• Experience
• Brain development
• Adult-youth dynamics (coaching/mentoring/teaching)

Notes:

GBV can happen when someone uses their power to control, pressure, or hurt someone else. That’s why understanding power imbalances matters. These imbalances can show up in everyday life, not just in extreme situations.

Let’s think about power in your own life.

There are some things you don’t have full control over yet, and that’s normal. A lot of the time, parents or caregivers make decisions because they’re trying to keep you safe, not because they want to control you. What are some things you don’t have full control over yet?

Examples to help the conversation if needed:

• How much time you spend on social media
• Whether location tracking is turned on
• Access to a car, bus pass, or money
• Curfews or rules about where you can go and when

Great examples. Remember: these things aren’t your fault. They’re just part of being younger.

As you get older and start building your own relationships, the way power works around you changes. Sometimes, the same kinds of limits you experienced growing up can show up in unhealthy ways — except now it might be a partner trying to control you. Examples you can say out loud:

• “If a partner tells you who you can hang out with…”
• “…or pressures you to share passwords…”
• “…or tries to control where you go or who you talk to…”

Those behaviours can be signs of GBV because they’re about misusing power.

Power isn’t only about age, it shows up in every relationship including friendships, dating, family, and adult‑youth dynamics. Someone can have more power because of their popularity, money, or access to opportunities.

When there’s a big age gap, however, the power imbalance gets stronger. Adults like coaches, teachers, bosses, or mentors hold several kinds of power at the same time. Because adults in these roles carry so much built‑in power, something that looks like ‘discipline,’ ‘guidance,’ or ‘attention’ can cross a line into something harmful and it’s important to be able to name that.

You can emphasize:

• authority
• trust
• influence
• reputation
• access to opportunities

So, when we look at power in relationships, we’re not trying to blame anyone. We’re helping you understand the dynamics that can keep you safe, supported, and respected.

14 - Section 4: Healthy relationships & boundaries

15 - What makes a relationship healthy?

Healthy relationships include:

• Respect
• Communication
• Trust
• Consent
• Support and care
• Boundaries
• Equality

Notes:

Healthy relationships – whether they’re with friends, family, romantic partners, teachers, coaches, or teammates – are built on trust, honest communication, and respect.

Consent and boundaries matter in all relationships, not just sexual ones. They also apply to emotions, personal space, and digital interactions – like what you share, what gets posted, and how people treat you online.

The relationships you have right now matter. Even if you aren’t friends forever, the people around you can impact how you learn about safety, care, and having control over your own life – including your body, your images, and your decisions.

In a healthy relationship, no one should have more power than the other, make all the decisions, or control what the other person does. Everyone deserves the same freedom, respect, and a voice.

16 - Unhealthy or harmful relationship behaviours

Green flags – signs of a healthy relationship

Yellow flags – signs you’re headed into unhealthy territory

Red flags – signs of an abusive relationship

Notes:

Not all unhealthy relationships start off violent. Sometimes, harmful behaviour gets normalized or dismissed because of peer pressure, stigma, or wanting to fit in.

I’m going to name some behaviours and I want you to tell me whether you think they’re green, yellow, or red flags.

Choose a handful of the following and if they’re classified in the wrong section, tell them the answer:

Green

• Feeling safe to say no 
• Giving each other space (no need to text 24/7)
• Trust 
• Celebrating each other’s achievements instead of competing 
• Accepting when plans change without guilt-tripping 

• Blaming the other person 
• Acting moody or cold
• Saying “just kidding” after a hurtful comment (watch to see if this is a pattern)
• Being jealous 
• Oversharing about the relationship online 

• Ignoring consent 
• Checking your phone or messages without permission 
• Threatening to break up to get their way 
• Dismissing your feelings because you’re “too sensitive” 
• Showing up unannounced to make sure you’re not with someone else 

These yellow and red flags can start small and get more intense over time.

17 - Boundaries & consent

Video on boundaries and consent.

Notes:

We’ve talked a bit about consent, but let’s dig into it a bit more. This video uses a simple example to help you understand the different parts of consent, and how it might show up in your relationships.

18 - Boundaries & consent

Boundaries and consent

• Boundaries = personal limits
• Consent = agreeing to something freely and clearly

Consent must be:

• Freely given
• Reversible
• Informed
• Enthusiastic
• Specific

Notes:

Boundaries and consent go hand in hand.

Boundaries are the limits each person sets around what feels safe, comfortable, or acceptable. This can include physical contact, but you also have emotional boundaries, time boundaries, digital boundaries, and sexual boundaries.

Everyone’s boundaries are different and can change over time.

Consent is about respecting those boundaries. Just like we saw in the hoodie video, consent means everyone agrees actively, willingly, and continuously. It can’t be guessed or assumed, and it’s an ongoing conversation that can change at any time.

It’s important to understand that:

• You have the right to set boundaries
• People around you are responsible for respecting them

19 - Consent vs compliance

Consent is not the same as compliance

Consent means:

• Real choice
• Mutual respect
• Ongoing check-ins

Compliance can happen when:

• Someone feels pressured
• Someone is afraid of consequences
• Someone feels they “have to” agree

Notes:

As we’ve discussed, consent means everyone is agreeing willingly, freely, and clearly with good information and no pressure. Compliance is different. Compliance happens when someone goes along with something because they feel they should, they’re scared of what might happen if they say no, or they feel like they don’t really have a choice. This difference matters because a “yes” that comes from fear, guilt, manipulation, or power imbalance is not real consent.

20 - Practicing consent

Consent looks like:

• Asking for permission and checking In
• Being respectful
• Listening and paying attention
• Respecting a “no”
• Being able to handle rejection
• Knowing that things change if drugs or alcohol are involved

Notes:

Consent can sometimes feel confusing in real life, but it gets a lot clearer when we focus on what respectful, healthy communication looks like. It isn’t about one question and one answer like “yes” or “no”. It’s about paying attention, communicating clearly, and ensuring everyone wants what’s happening.

Before we get into the details on the slide, think about this for a moment: have you ever felt unsure about how to say no, or worried about how someone would react? You don’t need to share the situation. Just think about that feeling. Now flip it and think about a time when someone else might have seemed unsure. Can you tell me how someone might act if they felt unsure of how to say they didn’t want to do something?

Examples to help with conversation

• They hesitated
• Went quiet
• Didn’t answer right away
• Started fidgeting
• They tried to change the subject
• Their body language changed

Those moments are signals that we need to slow down and check in. Here are some ways you can practice consent:

• Ask for permission: When you’re asking permission, you should be specific about what you’re talking about. Checking in often, even with a simple “Is this ok?” or “Do you want to keep going?”
• Be respectful: This means respecting someone’s boundaries without pushing, convincing, or trying to change their mind. If they pause, hesitate or say no – stop.
• Listen and pay attention: Consent isn’t only about words. Pay attention to what someone says, how they say it, and their body language.
• Respect a no: No is a complete answer. If someone says no, asks you to stop, or says they don’t want to, respect their decision, and don’t try to turn their “no” into a “yes.”
• Handle rejection: Sometimes you’ll hear no. That’s normal. When they’ve given you a response, don’t get angry and don’t try to make them feel guilty. Tell them you respect their decision.
• Know that things change if drugs or alcohol are involved: If someone is drunk or high, they can’t willingly and knowingly agree and therefore consent to sexual activity.

21 - Boundary setting

Scenarios to reflect on:

Scenario 1: Digital Boundaries – A friend asks for your social media password and says, “If you trust me, you should share it.” You’re okay with following each other but not sharing passwords.

Scenario 2: Physical Boundaries – You're comfortable hugging your partner, but they want more physical contact than you’re ready for. They say, “We’ve been together for a while, this is normal.”

Scenario 3: Time & Communication – A friend expects you to reply to texts immediately, even during class. They get upset when you don’t respond right away.

Notes:

Setting boundaries can sometimes feel uncomfortable, awkward, or even unsafe – so let’s practice.

I’d like each of you to choose one of the scenarios on screen and think about how you would set boundaries. You can write it down, talk quietly with someone next to you, or just think about it quietly.

To help you get started, some clear boundary-setting language you can use in this activity might sound like:

• “I’m not comfortable with that”
• “I need some space”
• “Please stop”
• “That doesn’t work for me”

22 to 24 - Boundary setting practice discussion

Scenario 1: Digital Boundaries

• “I just don’t share passwords with anyone. I’m good with us following each other though.”
• “My password is just private. It’s not about trust, it’s just my rule.”
• “I wouldn’t ask for yours, so I’m not sharing mine. We’re cool though.”
• “I don’t share my location with anyone except my parent(s)/caregiver(s).”

Scenario 2: Physical Boundaries

• “I’m not ready for that. If I’m ready for more later, I’ll let you know.”
• “I need you to respect my boundary. I’m not there right now.”
• “Just because it’s ‘normal’ for some people doesn’t mean it feels right for me yet.”

Scenario 3: Time & Communication

• “It’s not that I’m ignoring you, I just can’t always be on my phone.”
• “I don't always feel like messaging. That doesn’t mean I’m mad.”
• “I can’t reply instantly all the time. I’ll answer when I can.”

Notes:

Let’s go through each scenario together. Is anyone comfortable with sharing what they wrote?

Reveal examples on screen after each scenario has been talked about.

Follow-up discussion questions depending on how the discussion is going.

• What made setting boundaries easier or harder in these situations?
• What are some non-verbal ways people communicate boundaries?
• What might stop someone from speaking up, even when they want to?
• What are some safe options if someone’s boundaries aren’t respected?

Facilitator Note (not spoken directly): As a facilitator, avoid shaming youth who struggle to assert boundaries or who freeze in situations. Reinforce that difficulty setting boundaries does not mean consent was given. Acknowledge that cultural norms and power imbalances can affect how safe it feels to say no. Close by reminding youth that boundary-setting is a skill that improves with practice and that support is available if they need help.

25 - Section 5: Challenging harmful attitudes

26 - Victim-blaming

Victim‑blaming: Questions or statements that wrongly focus on what the victim or survivor did, instead of what the person who caused harm chose to do.

It can sound like:

• “What did you expect going out dressed like that?”
• “Did you fight back?”
• “Why didn’t you just leave?”
• “You shouldn’t have gone home with them.”
• “Why did you drink so much?”
• “Are you sure you said no?”

Remember: GBV is never the victim or survivor’s fault.

Notes:

Sometimes when people experience harm, the reaction they get from others isn’t support, it’s blame. GBV has become so normalized, and sadly even accepted, that people often silence or shame victims and survivors instead of holding the person who caused the harm responsible. You may have heard someone say things like:

• “What was she wearing?”
• “Why didn’t they say no or fight back?”
• “Are you sure it was really that serious?”

These kinds of questions are examples of victim-blaming. And that’s not okay.

Victim‑blaming is when someone puts responsibility for the harm on the person who was hurt instead of the person who caused the harm. Sometimes they’re told that their abuse wasn’t a big deal or a crime. Other times, people deny it’s GBV at all. Victims and survivors are often questioned about who they were with, what they were wearing, or what they might have done, to explain (or justify) the violence they experienced. 

In the media, victim-blaming can look like making the violence not seem like a big deal, making people question what happened, being insensitive to the victim's experience, painting the victim in a bad light, and more – erasing the responsibility of the person who caused harm.

But here’s the truth: the responsibility always lies with the person who caused the harm.

Victim‑blaming can make people feel unsafe coming forward. It can push victims and survivors into silence, make them doubt themselves, and stop them from getting help or support. That’s why it’s so important to challenge victim‑blaming when we hear it and make space for people to feel believed and supported.

27 - How to start a conversation about victim-blaming

How to challenge victim-blaming.

Notes:

Victim-blaming shows up in everyday comments, jokes, and questions, sometimes without people realizing it. Challenging victim-blaming is important because it helps make sure the person who did harm is held responsible and helps people who have been harmed feel supported.

Let’s look at an example: Imagine you hear two friends agreeing with a TikTok where a creator said somebody ‘deserved’ to be harassed because of what they were wearing. That’s a classic example of victim-blaming.

What could you say to them?

Split into small groups and brainstorm some ways you can respond. Every group can come up with different approaches. There’s no single ‘right’ response. What matters is helping people understand that the outfit didn’t cause the harm, the person who chose to harass someone did.

Allow students to talk about it, and add to their responses with the following:

• Speak up when it feels safe
  • You could say: “It sounds like you’re blaming the person who got hurt. That doesn’t feel fair.”
• Don’t go along with harmful comments
  • You could say: “People should be able to wear what they want without being hurt.”
• Put responsibility where it belongs
  • You could say: “At the end of the day, someone else caused harm and that’s where the focus should be.”
• Respect the victim’s experience
  • You could say: “What they were doing or wearing before, during, or after doesn’t change that they were hurt.”
• Call out stereotypes
  • You could say: “What you’re saying sounds like a stereotype, not a fact.”
• Be critical of the media and what you see online
  • You could say: “Why is this video focusing on what they did or wore, instead of what happened to them?”
• Shift the focus to who caused harm
  • You could say: “Why did they choose to hurt someone?”

28 - Section 6: Bystander intervention

29 - Being a bystander

How you can make a difference as a bystander

Notes:

When you hear a hurtful joke, a rude comment, harassment online, or somebody being touched without consent, it can be hard to know what to do. You might worry about your own safety or how others will react. Those feelings are completely normal.

Even though you didn’t create harmful norms, you can help change them. Small actions can set a new standard in your friend group, school, workplace or online.

There are lots of things you can do to step in and stand up.

30 - Intervention choices

Video on bystander intervention.

Notes:

Let’s watch a video about one example of GBV, and how somebody could respond.

It shows that there are options depending on your comfort. You can choose to distract, document, delay, delegate, and direct. You can use one, combine a few, or adapt them to the situation.

Whatever action you take, it’s important to remember to always keep yourself safe. Choose the action that feels safe and realistic for you.

31 - Section 7: Key takeaways and resources

32 - Key takeaway - rights

Remember your rights:

• The right to personal safety: No one is allowed to hurt you, scare you, or pressure you into anything.
• The right to bodily autonomy and consent: You get to decide what happens to your body.
• The right to privacy: Your experiences and questions should be treated with care. You can ask about confidentiality and who will be told what.
• The right to support: You deserve access to help including talking to a trusted adult and support services.

Adults who work with youth have responsibilities to help keep you safe:

• Duty of care: They must take concerns about your safety seriously and protect you from harm.
• Mandatory reporting: If you or someone else is in immediate danger or at risk of serious harm, some adults must contact the right authorities to get help.

Notes:

It’s important for you to know your rights, as well as the responsibilities of adults in your life. You have the right to be safe, to make decisions about your own body, and to give or deny consent. You also all have the right to access support services. You can say no to physical contact, digital access, or sexual activity, and you have the right to ask for help without being judged.

You also have the right to make your own decisions and to keep things private if you share personal information with an adult. But, because you’re under 18 there are some exceptions. If you, or someone you know, is in immediate danger, then the adult you are talking to will need to contact the authorities and let them know what is happening.

This doesn’t mean you are in trouble. It means the adult is doing what they need to keep you safe. And like I mentioned at the beginning, I and other adults like teachers, coaches, counsellors, and youth workers are obligated to do this.

Facilitator Note (not spoken directly): some adaptation may be needed depending on provincial or organizational mandatory reporting policies.

33 - Finding support

What help is available?

Notes:

Experiencing GBV or supporting someone going through it can make you feel overwhelmed and alone. But this isn’t something you have to face by yourself. Support is available, whether you just need someone to talk to, or you need help in a difficult or unsafe situation. 

Let’s go over some supports available across Canada and then let’s talk about some local places we can go for help, or groups where we can find support.

Facilitators note: Before this session, identify a few local support services (such as crisis lines, shelters, or youth support organizations) that you can share with participants. Having these ready ensures you can offer relevant, nearby options if someone asks for help or needs support. Note that you are not required to go through each resource on every slide, highlighting what is available is sufficient. You can also provide students with a reference to the Get Help section of the INJ website.

34 - Where can you find support?

24/7 SUPPORT SERVICES

• Kids Help Phone: Confidential chat, text and phone mental health support services for kids, teens, and young adults. 1-800-668-6868
• Canadian Human Trafficking Hotline: Chat and text support to connect human trafficking victims and survivors with support services.1-833-900-1010
• Hope for Wellness Help Line: Counselling and crisis intervention offering immediate help to Indigenous people across Canada. 1-855-242-3310
• NeedHelpNow.ca: Support with online sexual violence including removing and reporting non-consensual sharing of intimate images.
• Trans Lifeline Confidential: Peer support and resources for trans and gender-diverse people, not connected to the police.1-877-330-6366

Notes:

There are many supports available; on the screen, you can see some 24/7 support services:

• Kids Help Phone is a confidential chat, text and phone mental health support service for kids, teens, and young adults.
• Canadian Human Trafficking Hotline is a place to chat and text for support to connect human trafficking victims and survivors with support services.
• Hope for Wellness Help Line is a counselling and crisis intervention offering immediate help to Indigenous people across Canada.
• GetHelpNow.ca is a resource that can help with online sexual violence including reporting non-consensual sharing of intimate images.
• Trans Lifeline is a confidential peer support and resource for trans and gender-diverse people, not connected to the police.

35 - Sources

Bryce, I., Robinson, Y., & Petherick, W. (Eds.). (2019). Child abuse and neglect: forensic issues in evidence, impact, and management. Academic Press.

Canadian Teachers’ Federation (2021). Understanding duty to report in school settings.

Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241–1299.

Government of Canada (2022a). Module 1: Gender-based violence and healthy relationships. Women and Gender Equality Canada.

Government of Canada (2022b). Module 2: Gender-based violence and you. Women and Gender Equality Canada.

Government of Canada (2022c). Module 3: Seeking support for gender-based violence. Women and Gender Equality Canada.

Martínez Soto, Ainize, et al. (2024) Cyber Dating Abuse in Adolescents: Myths of Romantic Love, Sexting Practices and Bullying. Computers in Human Behavior, vol. 150, no. 108001.

Planned Parenthood (2016). What is consent? Planned Parenthood Federation of America.

Stonard, K. E., Bowen, E., Walker, K., & Price, S. A. (2017). They’ll Always Find a Way to Get to You: Technology Use in Adolescent Romantic Relationships and Its Role in Dating Violence and Abuse. Journal of Interpersonal Violence, 32(14), 2083–2117