family life course
Contents
1. It is often helpful to invite people along for a pre course session so that they can find out more about the course get to know you and each other and become familiar with the venue Session Topic VVelcome and ntroduce the Family Life Course Puberty amp Growing Up Talking to Children and Young People Influences Pressures on Family Life SRE in schools and at home Different elements of Family Life are explored and discussed in each session It may be decided by the group that more information on Sexual Health would be useful There are experts in the County who are willing to visit parent groups to talk about e Contraception Sexually Transmitted Infections Young People s Sexual Health services Delaying Early Sexual Activity If the group would like this input consider inviting a Sexual Health expert to the group Parents welcome the opportunity to speak openly with a professional about issues that concern them and Sexual Health experts have an abundance of resources and literature to demonstrate and share along with their knowledge and humour on this often difficult subject Family Life has been designed as a 4 session course with each session complementing each other However individual sessions and resources can be pulled out and used in other contexts eg supporting a relevant topic within another group Kent County Council Setting up a parent group Things to consider before you begin TIME I2. BE PREPARED Failing to prepare is preparing to fail Benjamin Franklin Being well prepared before the course starts will ensure several vital things Facilitator knows what to do e Arrangements go smoothly Facilitator has all resources to hand e Parents feel comfortable and welcome Facilitator feels confident to deliver Parents feel secure that facilitator is in control Mishaps are more easily dealt with Less stress all round Kent County Council Managing a group It can be stressful managing a group whether you have done it lots of times before or are setting one up for the first time it can also be a lot of fun Being well prepared will reduce a lot of the stress but there are some things that only get easier with practise Similarly those attending the group are often nervous For some it may be the first group that they have attended or they may have attended others that have made them feel uncomfortable or embarrassed ENVIRONMENT Make your room look as inviting and welcoming as possible Think about placement of tables and chairs Ensure parents know how to find the room and receptionists are aware of the group and its location RESOURCES These can be books leaflets DVDs posters local information etc There is frequent reference to these throughout the course Try to gather some of these together and set them out for people to browse at leisure Most people choose their own time to bro
3. 0 a ERS 46 e Start and End 47 e Equality amp Diversity Monitoring 50 so CE b SB B eaa EEEE EEn 52 Kent County Council Welcome to the Family Life course Family Life is a resource that can be used to run a four session parent course All the information factsheets worksheets activity guides and quizzes needed to run the course are provided in this manual Throughout the manual the term parent is used to represent all carers of children and the term children is used to represent both children and young people Please read through the whole manual before you set up a course VVhat is the Family Life course for The aim of Family Life is to raise avvareness of the importance of talking to children about grovving up VVhen children are given accurate information and positive guidance from their parents they develop the confidence to actively make informed and positive choices in their own lives Open parental communication can significantly reduce risk taking behaviour in young people It is difficult to open the doors of communication once a child has become an adolescent whereas if communication is already taking place between child and parent it is easier to keep the doors open Family Life encourages parents to open those doors and maintain communication with their child while they are growing up How does it work The group ex
4. Life Course 16 PUBERTY Everyone has been through puberty and has memories of certain aspects of it Not only have certain memories been buried some also get changed through time One thing is definite it looks very different from a parental point of view Facilitators should make sure they are familiar with the changes that take place in puberty These can be found on the fact sheet There are also excellent books and leaflets that give plenty of information 1d POSITIVEASPECTS ACTIVITY It is easy to think of the negative aspects of our children regardless of their age This activity is designed to remind parents of the good things about their children which make them special Try to encourage them to focus on qualities rather than achievements or looks Eg kind to baby next door or infectious smile rather than wins lots of cricket trophies or has blond hair Look at ways of turning negative statements into positive Eg Inflexible could be determined focused Lazy could be thoughtful careful Clingy could be cuddly affectionate Add a dream bubble and ask parents to think about what they would like for their children in the future eg in 20 years from now Encourage positive thoughts that do not contain a sting in the tail eg He could get a good job if he worked harder could become I would like him to have a job he enjoys e Parents may like to take home blank sheets and g
5. What do schools SRE game cover Is it enough too much What does statutory nonstatutory mean What does SRE stand for Sex and Relationship Education SRE Game Use the game to demonstrate which topics of SRE are statutory non statutory Getting Involved Group Discussion with Education Why should parents be more involved with what their children do at school Do children benefit How do schools respond when parents get involved In what ways can parents involve themselves Kent County Council 39 SESSION PLAN Building on SRE Activity Worksheet within the home appendix 4c In small groups ask parents to consider some examples of everyday situations which could be used to create an opportunity for a discussion with their children Feedback to group Close Session Summarise what has been covered Complete end Evaluation Forms Thank parents for attending the Family Life Course 40 Family Life Course SESSION 4 Sex and Relationship Education appendix 4a WARM UP FOR FOURTH SESSION Print out and cut up the statements from children and teachers about SRE Ask the group to divide in half one half teachers and the others the children Give them each a statement The 2 groups should be facing each other and standing up Explain that it is time for the SRE lesson and ask alternate teachers and children to make their statement about the class and those who are not goi
6. already and 1 don t want them to laugh at me You don t need to teach me BOY 14 Focus days are so boring I m going to bunk off and hang out instead You don t need to teach me BOY 13 It s a bit weird isn t it talking about it in school vvith Mr Brovvn just before he gives us our Maths test You don t need to teach me TEACHER teach Geography think this should be done by someone else I m not going to teach it TEACHER Children should not learn about this stuff it gives them ideas about things that they should not be thinking about in school I m not going to teach it TEACHER If start teaching and they ask me questions won t know what to say It s all so embarrassing I m not going to teach it TEACHER Well it probably is a good idea mean Someone should but I m probably I m not going to teach it TEACHER What happens if a parent complains that am encouraging their child to have sex I m not going to teach it HEAD TEACHER We have a packed curriculum and our staff are stretched to maximum capacity It is not our job I m not going to teach it Kent County Council 43 uonoemv sBuljee4 s lliuueJ 4915 suono Ju Ailenx s 4010 0 2 Aoueubaid AoewnNu x s 151 1 AO7 ELLEVN sd usuonel yi 1 YE pino m 52100 An puul yoalqns J uped
7. answer every question at the moment it is asked If the place is not appropriate or you need a few moments to collect your thoughts be clear about this That s a good question Let s talk about it when we are and ensure that you do WHAT IS NEEDED TO ANSWER THE QUESTION Brushing up your own knowledge will make you feel more equipped to deal with questions flick through a book about puberty to see what changes they are about to go through are in middle of skim through a teenager s magazine to see what are hot topics f you are asked something you do not knovv the ansvver to or are not sure about do not be afraid to tell them that you need to check first GIVING ANSVVERS Ansvvers should alvvays be honest children get very confused vvith made up stories it is important that they trust the information that you give them They also need to be appropriate to their age vvhich can be qulte difficult Give short ansvvers and take your lead from the child If they accept the answer and move on they are probably happy with it If they ask the same question one of you has not understood correctly If they lead on to further questions they are ready for more information Don t ever expect to answer everything in one sitting Allow time for information to be absorbed and built upon LOOKING AROUND THE QUESTION Treat questions as opportunities Most subjects can be broken into many topics giving you the chance to c
8. can be used in any parent course or programme There are factsheets about a number of issues that arise in everyday Family Life and these can be downloaded or printed off to support parents There are also some single page discussion guides so that if your group is looking to explore a particular topic you can support them to do so through discussion On the Supporting Parents pages you vvill find information about other parenting courses and programmes which your parents may be interested in attending There is also information about training available and contact details for the Supporting Parents team and other supporting netvvorks 54 Family Life Course The Family Life Course was written for KCC by Catherine Collingwood Speakeasy Coordinator for Kent This publication is available in other formats and languages call 08458 247 100 for more information pj 9 12 2011 County www kent gov uk Council
9. different can refocus the direction of the discussion Intervention Drawing the discussion away from the group and onto the facts can diffuse some situations There are fact sheets for each session and these can be referred to during discussions Summary Facilitator steps in and makes a brief summary of the key polnts of the discussion and moves it on to the next topic Distraction Changing the activity will distract people and give them something new to think about Acknovvledgement f people feel their vievvs are not being acknovvledged they can become resentful and unwilling to move on to the next activity Acknowledge that the discussion has been challenging and has generated strong feelings thank people for their input but firmly establish that it is time to move on Group Agreement Alvvays refer back to the agreement if members are not complying vvith their ovvn code of conduct 10 Family Life Course Breaks These can freshen the atmosphere if they are taken in good humour Do not take a break if there are unresolved issues causing the group dissension Individual Support Occasionally people have issues that cannot be resolved within the group t may be appropriate to offer them the opportunity to discuss them with you or another person outside the group Evaluation If your organisation requires evidence of engagement and outcomes of your course you need to keep a register of those attending Asking people to c
10. it a family Whatever you call it whoever you are you need one Jane Howard Other things may change us but we start and end with the family Anthony Brandt Kent County Council 13 SESSION 1 PUBERTY amp GROWING UP AIMS To recognise and consider The physical and emotional changes that take place in boys and girls during puberty The impact that puberty has on the whole family The positive aspects of children SESSION PLAN Timing Topic Method Equipment Ideas group members Create a Group Agreement 30 Welcome and Whole Group mins Introduction Welcome everyone and outline lce breaker course 7 appendix 1a Introduce facilitators Flipchart amp pens Use an ice breaker to get to know appendix 1b 10 Finding Out Discussion group or pairs mins about Sex Ask people to discuss how they first heard about sex puberty changes Flipchart to note questions Who did they hear it from How much was fact how much was myth 5 mins What is Brainstorm Puberty x Ask group to define Puberty Flipchart amp pens Ensure they include ages appendix 1c growth hormones 30 Physical amp Activity mins Emotional Changes in Draw a large outline of a boy amp Boys amp Girls girl and ask group to label it with during Puberty the changes Encourage them to produce as many labels as possible before looking at the factsheet Paper pens Puberty factsheet Photocopied workshee
11. uo Sunp u jo Aos jdwexa uonemi s 3INOH AHL NIHLIM 345 NO N d na Family Life Course 44 pI u UOISS S u2e JO 9P 015595 yore s qumn F uoiss s UOISS S Z UOISSES uolssas UOISS S BWOIIa siojewjioe 4 JO owen YALSIOAY 4SMnOO H 45 Kent County Council 1075122 STVLOL sued s nopueu Bui AdooSoloud 9 dl s sOD iss S S SSS siojewjioe 4 JO owen 133 9 LSOO HT Ajiwey Family Life Course 46 EVALUATION FORM start Name optional but please submit the start and end forms together Please tick the box that applies 1 How do you feel about talking to your children about growing up Prefer not to Lack confidence Quite confident Very confident 2 How do you feel about talking to your children about puberty Prefer not to Lack confidence Quite confident Very confident 3 How do you feel about talking to your children about sex and relationships Prefer not to Lack confidence Quite confident Very confident 4 Do you feel that your children are under pressure to grow up too quickly Yes a lot Yes a bit An average amount No not really No not at all 5 Do you as a parent feel pressured by your children to allovv them to grovv up too quickly Yes a lot Yes a bit An average month No not really No not
12. 5 Kent County Council Building confidence in children A child with good self esteem has the confidence to try new things and make friends and has stronger relationships with you and others Parenting expert Eileen Hayes wrote this article in February 2004 This article was last reviewed by Heather Welford in September 2008 http vvvvvv bbc co uk health physical health child developmenti primary confidenc e shtml School life and friends may give confidence a knock Help give your child a boost vvith these ideas Believe in your child and show it let her know she s a worthwhile lovable individual Give praise and positive feedback your child measures her worth and achievements by what you think of her Well done that was hard and you managed it is music to young ears Reassure your child that it s OK to make mistakes and that it s all part of growing up Practise active reflective listening listen carefully repeat what you ve heard to make sure you understand and give positive prompts to encourage your child to continue e Acknowledge your child s feelings and help her express them verbally Criticise behaviour not your child it s very easy to fall into this trap but too much criticism tells your child she s a bad person and is causing things to happen because of her own stupidity This is very damaging if it goes on for a long time Be clear that it s an action you re angry about
13. Family Life Course Other things may change us but we start and end with the family Anthony Brandt s vt R www kent gov uk C Contents E a SSS EE 4 e Welcome to the Family Life Course 4 e What is the Family Life Course for 88 88888288 88888 4 How does It WO K La d aaa aaa R uqa yaa as 4 e Who can facilitate a Family Life Course 4 e How is Family Life different from other parent courses and programmers 4 e What does the course look like s 5 e Setting up a parent 222 6 How to use the asss 7 Be Prepared u uama ai asha 7 e Managing a group r a dal 8 lce BreaKer uu uuu a ar 0000 9 e VVelcome Close Session cccccccsscsssssssseeeeeeeeeeceeceeeeeasssesseeeeeeeeeeesseesaaaess 9 SEL 10 Elnur 11 A ZAZ 12 Quotes about Family Life 13 SOSSIOI ONG s L S Su A s 14 SESSION TWO e aa b l n 23 SESSION MCS c r 31 SIRA E EEEE E IS 39 44 PRECISION e 7 0
14. L L L L L L L THANK YOU FOR TAKING THE TIME TO COMPLETE AND RETURN THIS FORM Kent County Council Family Life RECOMMENDED RESOURCES LIST These are resources that can help when talking to children and young people about growing up Kent Libraries have purchased several copies of the books so that parents can access them easily The copies are spread across the County but can be requested in any branch For more information visit http vvvvvv kent gov uk leisure and culture libraries The books are all available to purchase from various bookshops and on line sellers All the authors named are worth looking at for further titles These are just a few titles there are many more available Browse for resources that you and your family will find useful 52 Family Life Course Let s Talk about Where Babies Come From Let s Talk about Sex What s Happening to me Girls Boys Living with a Willy Everything you wanted to know about Periods The Sex Book Mummy Laid an Egg Blame my Brain Publisher Walker Books Usborne Susan Meredith Macmillen Nick Fisher Picadilly Press Tricia Kreitman Icon Jane Pavanel Red Fox Babette Cole Approx Age Summary An imaginative and family friendly book introducing children to the birds and the bees through pictures and easy to read information Ideal for reading together safe for reading alone As above for the slightly old
15. Offer the parents different topics and ask them to consider vvhere on the age line they vvould vvant to talk to their children about it Parents may prefer to do this vvith a number Of topics in groups This activity should generate plenty of discussion AGE LINE TOPICS Contraception Sexual Intercourse Personal Hygiene Attraction Kent County Council 25 Facilitators should encourage parents to think more broadly about the topics challenging where they place them They should also be aware of the discussions and intervene if they become heated Not all have to be resolved move on rather than allowing ill feeling to develop and refer to the Group Agreement if necessary The underlying message that parents need to take away with them is that children build on existing knowledge all the time and the best way to help them is to drip feed it to them a bit at a time so that they can understand it and develop their understanding as they get older 2d CHILDREN S QUESTIONS All parents have experienced occasions where they have been asked a question and either not been able to answer or have given a poor response that they have since regretted This is about providing examples not judging parenthood Once the question has been added to the list it is then owned by the group and not the parent and the answers discussed should be general and not directed at anyone Do not allow requests for further information or long discussions a
16. Whole body growth Breasts form Nipples become larger and fuller and they may become darker in colour Face shape changes and becomes less childlike Voice becomes slightly deeper although not as noticeable as with boys Body shape changes as hips widen Lengthening of arms and legs Weight gain Hands and feet grow bigger Hair grows under arms and on legs Hair on arms and legs may become darker Pubic hair grows on vulva Vagina discharges a clear or slightly milky discharge this is normal and helps to keep the vagina healthy Ovaries release an egg which if not fertilised by sperm is broken down and shed with the lining of the womb This is known as menstruation or a period Hormonal changes can lead to girls mood svvings including irritability tearfulness overwhelming happiness and confusion May feel intense emotions of love low self esteem frustration and apathy They may become argumentative and bad tempered and challenge authority May be physically attracted to others male or female Begin to want more independence from parents 20 Family Life Course Puberty changes for boys The male body produces the hormone testosterone which starts off the changes of puberty Sexual development can happen at any time between 10 and 18 but usually happens around 13 or 14 The changes a boy s body goes through during puberty Whole body growth Spurts of growth particularly arms legs and feet Tes
17. ade by a user based on the content of the BBC Health website The BBC is not liable for the contents of any external internet sites listed nor does it endorse any commercial product or service mentioned or advised on any of the sites See our Links Policy for more information Always consult your own GP if you re in any way concerned about your health Kent County Council 37 FAMILY FUN QUIZ What is your favourite colour If you could choose what the family did for a free day out together what would you choose If you could choose what the family did for an evening in together what would you choose What are your 3 favourite foods If you were stranded on a desert island who would you want to be stranded with What is the most important thing you want for yourself in 5 years time What do you think happens to people animals when they die If you were a pizza topping which one would you be and why Family Life Course SESSION 4 SRE IN SCHOOLS AND AT HOME Sex and Relationship Education AIMS To recognise and consider The SRE topics that children are taught in school e Ways that parents can support and build on school SRE How parents can get more involved in what their children are learning children SESSION PLAN 15 Welcome and Whole Group appendix 4a mins Introduction Welcome everyone back outline session Refresh the Group Agreement Warm Up Game School SRE Discussion appendix 4b
18. at all 6 Do you as a parent feel pressured by outside influences to allovv your children to grow up too quickly Yes a lot Yes a bit An average month not really No not at all 7 Hovv much do you knovv about the Sex and Relationship Education your children receive at School Nothing at all Not sure nformed vvhen it Partly aware of Fully informed of all takes place content aspects Kent County Council 47 EVALUATION FORM end Name optional but please submit the start and end forms together Please tick the box that applies 1 How do you feel about talking to your children about growing up Prefer not to Lack confidence Quite confident Very confident 2 How do you feel about talking to your children about puberty Prefer not to Lack confidence Quite confident Very confident 3 How do you feel about talking to your children about sex and relationships Prefer not to Lack confidence Quite confident Very confident 4 Do you feel that your children are under pressure to grow up too quickly Yes a lot Yes a bit An average amount not really No not at all 5 Do you as a parent feel pressured by your children to allow them to grow up too quickly Yes a lot Yes a bit An average month No not really No not at all 6 Do you as a parent feel pressured by outside influences to allow your children to grow up too quickly Yes a lot Yes a bit An average mont
19. bout the occasion If the group is struggling for ideas throw in a few examples What is this for 5 yr old holding up a tampon Why does no one like me 8 year old boy Everyone says George in my class is gay what does it mean 10 yr old boy haven t had a period for 2 months now what should do 15 yr old girl e What is snogging 7 year old Im never going to get a boyfriend am 12 year old girl Try different ages for different discussions 26 Family Life Course Where does this young person get their information Kent County Council 27 Where does this young person get their information Example School Mum amp Dad Magazines Social Netvvorking Friends lt TV Youth workers Extended Family Internet 28 Family Life Course ANSWERING CHILDREN S QUESTIONS YOUNG PEOPLE WANT TO KNOW ABOUT SEX AND RELATIONSHIPS Young people often report that the Sex and Relationship Education SRE they receive happens too late after they have begun puberty experienced sexual desire or started having sex It makes sense to ensure that children have all the information they need in plenty of time for them to look after themselves and deal with the challenges of growing up Some young people believe that the SRE they receive in school focuses too much on biological aspects such as reproduction and they would like the opportunity to discus
20. cing self with a themed letter repetition Eg Theme Puberty Acne Amanda Booby Bethany Confused Chloe Can choose any theme toys parenting school sex local area 2 Introducing neighbour Find out a few key things about the person sitting next to you and then introduce them to the group Eg Name ages of children favourite colour least favourite food a happy memory 3 Moving around the room This is useful for breaking up small groups and including those on their own Ask people to sort themselves into an order Eg Birthdays January one end of room December other end Ages of children added up smallest one end highest other end 2 children aged 3 6 9 People have to talk to each other to find out where they belong If people then sit dovvn in that order you have a natural introduction into the next exercise 1b GROUP AGREEMENT Getting a group agreement in place at the beginning of the course ensures that everyone knows and understands the code of conduct which will hopefully help them to feel safe within the group It also gives the facilitator the authority to manage the group when things start to lose focus Encourage the group to create their own agreement provide gentle direction to ensure all necessary points are covered Some groups like to have each member sign the agreement Do not forget to introduce new group members to the agreement They may have further ideas they wish to add Family
21. confidently honestly and age appropriately Timing Topic Welcome and Introduction Talking about Growing Up SESSION PLAN Method Equipment Ideas Whole Group Welcome everyone back outline session appendix 2a Refresh the Group Agreement Warm Up Activity Discussion group or pairs Discussion What are the reasons that parents find it hard to talk to their children about sex relationships and growing up g g up Note the reasons Then consider on flipchart Who has a responsibility to talk to children young people about growing up What roles do different people have in children s lives Where else do children get information Activity appendix 2b Stick the picture of the child in the centre of a large circle Ask parents to identify significant people in their child s life who they may choose to talk to Kent County Council 23 SESSION PLAN Welcome and Introduction 40 mins Talking about Growing Up 30 mins mu Resources 5 mins Close Session Activity Dravv an age line and discuss at what age it would be appropriate to start talking vvith children about different topics and mark them on the age line Challenge vvhere topics are placed broaden the topics explore vvays of describing topics to younger children VVhole group VVhat questions are difficult for parents to ansvver Form a list Smaller groups Divide up the questions on the li
22. ct the flow of the discussion means that people are able to broaden their views and form ideas and thoughts with the new information they are receiving from each other This can be challenging for facilitators who need to be aware of their role as a guide and not a participant in the discussion If facilitators get involved in discussions particularly when they start to offer their own ideas and opinions they will be seen by group members to be taking sides This will create dissension within the group It is important however that facilitators challenge some of the views that are offered during the discussion as this also enables people to explore issues further e g when a group appears to be in agreement that all Year 3 children should be in bed by 7pm offer the dilemma of parents who work shift patterns Challenging discussions should not be done aggressively or to prove that someone has a weak argument eg Why would you refuse to talk to your children about could be changed to Have you thought how you would talk to your children if they came home and asked about Allovving a discussion to develop gives opportunities for the participants to explore the topics more vvidely VVhen they start to develop into arguments hovvever the facilitator needs to dravv the discussion avvay as there is little to be gained from acrimony Tips for dravving discussions avvay Questions Asking a question that is related but
23. d overhears you tell someone that she s got two left feet or she s so clumsy they might think you really believe this and feel it can t be changed Things you say about yourself can damage your child s self esteem Children learn a great deal from copying adults close to them If you overreact to situations or pressure your child may worry you really can t handle life s challenges This won t set your child an example of a positive optimistic attitude to life and how to handle problems Think before you speak and choose your words with care it s very easy to say something without thinking and then wish you hadn t You re so clumsy or Don t be stupid can be said in an irritated moment when the cereal is spilled or an innocent question is asked Too many negative remarks like this can result in children believing they re useless or stupid All the following can damage a child s confidence Saying you don t love them Saying you wish they d never been born Insults or unkind remarks Deliberately ridiculing things your child does or feels Cruel teasing and sarcasm Endless nagging Aggressive shouting and swearing Disclaimer All content within BBC Health is provided for general information only and should not be treated as a substitute for the medical advice of your own doctor or any other health care professional The BBC is not responsible or liable for any diagnosis m
24. er child Biologically accurate Both books have a sensible and sensitive approach to the wider issues A fun yet accurate life story of a sperm Simply told and accompanied by superb drawings Straightforward explanations and diagrams of the process of puberty both physical and emotional Ideal for young adolescents to look at on their own Frank humorous and realistic book about everyday concerns boys may have An easy to read book answering girls questions and everyday concerns about how to mange periods and associated emotions and complications A no nonsense guide for teenagers written in dictionary format using both medical and street words that youngsters are likely to come across and described in language that is easily understood Cover very discreet A mini book in cartoon form Children fed up with the myths their parents tell them set out to give them the facts A humorous explanation of how the brain develops during adolescence and why this results in behaviours that make teens seem like alien creatures Kent County Council 53 Final Note The Family Life Course is available to download from the Kent County Council website http vvvvvv kenttrustvveb org uk community parents home This link takes you to the Supporting Parents Home Page where you will find the course manual and other information about delivering Family Life on the Family Life link Included are several other resources that
25. et their children to complete one thinking about their own good points and what they like about themselves The parents could then show them the one they made and see how they compare Evidence that a parent has been thinking of a child in his her absence builds self esteem Ifthe parent has been having positive thoughts about the child the effect is especially powerful Kent County Council 17 WHAT CHANGES TAKE PLACE FOR GIRLS DURING PUBERTY 7 hopes and dreams 3 NN A MN AN Emotions VN NN Z N Z cs VN SIV N NA A N Think about the changes that take place for girls during puberty and mark them on the diagram Also consider the emotional changes and the hopes and dreams they may experience 18 Family Life Course WHAT CHANGES TAKE PLACE FOR BOYS DURING PUBERTY hopes and dreams 3 PISES MN 44 V emotions wy YY A V MM Think about the changes that take place for boys during puberty and mark them on the diagram Also consider the emotional changes and the hopes and dreams they may experience Kent County Council 19 Puberty changes for girls The female body produces the hormones progesterone and oestrogen which start the change of puberty Sexual development can start anywhere between the ages of 8 14 The changes a girl s body goes through during puberty
26. ey are in control of the discussion and this is not possible if the facilitator s personal points of view are known to the group All members of the group will have different opinions ranging across the spectrum Totally OK OK Don t mind Don t Care Mind a bit Not OK Totally Against As a facilitator wherever you personally sit on the spectrum you will be seen to be siding with some group members and conflicting with others This can be used by group members to gain ground in a discussion or to undermine your leadership Remember discuss your own views with your friends and family keep them out of the group 12 Family Life Course Quotes about Family Life The family that dear octopus from whose tentacles we never quite escape nor in our inmost hearts ever quite wish to Dodie Smith It is not flesh and blood but the heart which makes us fathers and sons Johann Schiller Families are like fudge mostly sweet with a few nuts Author Unknown When you look at your life the greatest happinesses are family happinesses Joyce Brothers Family A social unit where the father is concerned with parking space the children with outer space and the mother with closet space Evan Esar When our relatives are at home we have to think of all their good points or it would be impossible to endure them George Bernard Shaw Call it a clan call it a network call it a tribe call
27. group The traffic light evaluation of your collage will make a very visual effect that parents should remember for some time to come 3c DISCUSSION Children need to feel that their beliefs and opinions are valued Often in day to day life there is little time to hear what our children think about different matters and what impressions they are forming of the world around them By spending time with them and finding out what they think not only do we make them feel valued but we also give them the opportunity to ask us for more information or our views This way we can play a part in the development of their thoughts and opinions Kent County Council 33 The factsheet from the BBC gives some useful tips about developing self confidence in children Ensure that you are familiar with the contents before taking it to the group You may wish to condense it or pull out some of the key points to make it easier to read The Family Fun Quiz can be used in many ways The purpose is to create a safe environment for parents and children to get to know each other better and allow children to explore and develop their thoughts and opinions The questions are not particularly serious but if children are allowed to use their own words without being modified corrected or laughed at they can be quite philosophical Encourage parents to think about the different ways they could use the quiz with their children rather than telling them but make sure the
28. h No not really No not at all 7 How much do you know about the Sex and Relationship Education your children receive at School Nothing at all Not sure nformed vvhen it Partly avvare of Fully informed of all takes place content aspects 48 Family Life Course 8 How much do you think the course has increased your confidence when talking to your children about the different aspects of growing up Prefer not to Lack confidence Quite confident Very confident 9 Which session of the Family Life course did you find the most useful 10 Which aspects of the Family Life Course did you enjoy the most 11 Is there anything about the course that you did not enjoy 12 Is this the first parent course you have attended YES NO 13 Would you be interested in attending another parent course YES NO 14 Which topics interest you for further parent courses m Behaviour Transition a Smoking Cessation B Self Esteem Adult Education Sexual Health Alcohol Awareness Drugs Awareness B Youth Crime Healthy Eating E Thank you for your attendance and for taking the time to complete this evaluation form Creative Play Supporting schools Kent County Council 49 EQUALITY amp DIVERSITY MONITORING FORM The Family Life course is available to all parents and carers of children Please use and return this optional form so for monitoring of equal opportun
29. hoose the angle you want to take RESOURCES There are a number of excellent books and leaflets available to help those talking to children and young people of all ages It can be useful to have something in readiness Choose something suitable for your child s age and then look at it together for answers to their questions GETTING IT WRONG There are always times when we know we ve got it wrong and we shouldn t beat ourselves up over it Neither should we ignore it Go back to questions When you asked me don t think gave you a very good answer I ve been thinking about it let s look at it again Children will appreciate both your honesty and your fallibility 30 Family Life Course SESSION 3 INFLUENCES amp PRESSURES ON FAMILY LIFE AIMS To recognise and consider e Influences from outside the home that affect Family Life e Strategies for families to deal with outside influences e The importance of developing self esteem in children SESSION PLAN Timing Topie S B Method Equipment Ideas 20 Welcome and Whole Group appendix 3a mins Introduction Welcome everyone back outline session Refresh the Group Agreement Warm Up Activity 30 Identifying Activity Large paper amp mins Outside Draw a house in the pens Influences amp middle of large Various Pressures paper magazines Ask the parents to scissors glue think about the things that can influence children from outside
30. if anything is discussed that causes concern that someone is either being hurt or threatened or is at risk of being hurt or threatened the facilitator has an obligation to take that further but will not do so without discussing it with the individual first e RESPECT For each others differences and opinions Everyone has had different experiences and upbringing and it is important to recognise that difference does not mean wrong It also means allowing each person time to speak and to express themselves Family Life Course e AGREE TO DISAGREE The purpose of a discussion is to voice own views hear others broaden perspectives and develop ideas and opinions These are not always going to match those of others and the group needs to acknowledge this and know that it is OK e ONLY SHARE WHAT YOU FEEL COMFORTABLE SHARING In a group setting where everyone is drawing on their own experiences some people may feel under pressure to share more than they feel comfortable Make sure they know that this is not expected of them e NO SUCH THING AS A SILLY QUESTION No one knows everything and no one likes to feel silly Everyone can learn from each other ICE BREAKERS WARM UPS There are many different types of Ice Breakers that can be used to help people get to knovv each other and feel more relaxed in an unfamiliar environment Most people find it hard mixing vvith strangers so breaking the ice is useful but can make peo
31. ing some along can be very successful not top shelf mags Ask parents to look at the magazines through the eyes of their children You may also wish to play a couple of songs or bring in lyrics from some that contain aggressive sexual or disrespectful language 3b ACTIVITY The purpose of this activity is for parents to recognise that they cannot control everything that affects their children to acknowledge the feelings that this generates and to develop some coping strategies People often feel lack of control over external influences but may not always recognise that they have little or no control over some of their domestic arrangements eg parental contact with estranged partners neighbours in laws redundancy etc Prompts for discussion How do we feel about the things that influence our children How do we respond when influences are out of our control Who do we direct our feelings at What are the effects of our feelings on our children Do our feelings affect the choices our children make Are there things that we can do to support our children when things feel out of our control e f we cannot control whole issues are there parts we can do things about How does creating a plan of how to manage various aspects make us feel Encourage parents to be creative you will find that focussing on a creative activity can generate deep and meaningful discussions different from those when sitting in a
32. ing this attitude Family Life Course INCLUSIVITY Family Life courses should be equally available to all carers of children and the facilitator should ensure that the group are equally welcoming and accepting of foster parents adoptive parents grandparents step parents and partners The facilitator should also make sure that all those who attend feel equally accepted in the group regardless of race colour language disability or academic ability HOW TO USE THE MANUAL It is important facilitators Read through the entire manual before starting e Are familiar with the session plans and resources Are clear on the aims of each session Each session is designed to last for two hours if you plan to include a break your sessions will be longer and is laid out in the following way SESSION AIMS These detail what you are aiming to achieve during the session SESSION PLAN A timed plan of how to deliver the session Each section details the topic the method of delivering it and equipment suggestions APPENDIX This provides more detailed information for some of the activities mentioned in the session plan WORKSHEETS FACTSHEETS QUIZZES These are provided to support each session They need to be photocopied either for use during the session or to be given as handouts All factsheets include the web address from where they were sourced RECOMMENDED RESOURCES This is a list of resources that support the Family Life course
33. ity purposes 1 Are you Male Female 2 consider myself to have a learning difficulty and or disability do not consider myself to have a learning difficulty and or disability do not wish to state 4 Are you Registered as unemployed seeking work Unwaged not seeking work including retired Employed part time including self employed Employed full time including self employed Full time student do not wish to state 5 Details of all children in your home Sex Age Sex Age 50 Family Life Course 5 Ethnicity please tick one box to signify which broad ethnic group or origin you feel you belong to Bangladeshi Chinese Indian Pakistani Any other Asian background specify if you wish ASIAN ASIAN BRITISH African BLACK Caribbean BRITISH BLACK Any other Black African AFRICAN CARIBBEAN Caribbean background specify if you wish Asian and White Black African and White MIXED MULTIPLE Black Caribbean and White ETHNIC GROUPS Any other Mixed multiple ethnic background specify if you wish British English Northern Irish Scottish VVelsh Irish Gypsy or Irish Traveller WHITE Any other White background specify if you wish Any other ethnic background specify if you wish OTHER ETHNIC GROUP I do not wish to disclose my NON DISCLOSURE m ethnicity L L L L L L L L L L
34. ng to take part can sit back down Get facilitators to join in too the more statements the more effective the exercise 4b SEX AND RELATIONSHIP EDUCATION Playing the SRE game is an effective and visual way of identifying what takes place in schools There are many of the games within the County Ask Senior Family Liaison Officers or Speakeasy Facilitators to locate one Alternatively they can be purchased from the fpa http www fpa org uk professionals publicationsandresources SRE GAME The ABC of SRE resource is a game that clearly defines which of the SRE topics are statutory and therefore have to be taught to all children and which are non statutory and are recommended to be taught through PSHE Physical social and health education The game is most effective when played with a good sized group and to get the most out of it there needs to be sufficient time for participants to discuss each card 45 60mins Try to keep the colour coding from the participants as this makes the effect more dramatic at the end To Play the ABC of SRE l Place the Key Stage cards out in order with Statutory at the top and the matching Non Statutory below it 2 Divide the cards between all the participants 3 A card is read out ask participants to decide as a group at which age or key stage they think this topic should be taught 4 Once the key stage is decided they should then agree whether it is a statutory or non statutory topic and
35. of the home Label draw or stick magazine pictures around the house 45 Strategies for Activity appendix 3b mins dealing with Discuss each label Red orange Outside picture and decide if it green pens Influences is Outside a Something we have Influences control over worksheet b Something we could take some control over c Something outside of our control Mark each one like a traffic light eg a green b orange c red Worksheet In pairs small groups discuss one of each colour and consider ways that families can manage Kent County Council SESSION PLAN Timing Topi _ Method _ Equipment Ideas Developing Self Read through the appendix 3c Esteem in factsheet and allovv a Self confidence Children few minutes for factsheet discussion Family Fun Quiz Give out quiz and discuss ways it could be used within the family 5 mins Close Session Summarise what has been covered Next session PSHE in schools and at home Thank parents for attending Self Esteem or Self Respect confidence in your ovvn merit as an individual Encarta World English Dictionary amp P 1998 2004 Microsoft Corporation All rights reserved 32 Family Life Course SESSION 3 INFLUENCES amp PRESSURES appendix 3a VVARM UP FOR THIRD SESSION Media Madness Have a look at a selection of magazines that children may come across in the home Try to include some of the young teen magazines Asking parents to br
36. omplete a short questionnaire at the beginning and end of the course can also be used as evidence of development These are provided in the manual but can be adapted or re written to meet the needs of your organisation Equality and diversity It is important that the Family Life course is equally available to all parents and carers To monitor this there is an optional form that can be used at the same time as evaluation to gather data on who is accessing the course across the County ensuring that it is an equal opportunity Names are not required on this form Additional needs Parenting courses should be equally accessible to all parents If parents have any additional needs or a disability discuss with them their needs to ensure that they can attend the course and feel comfortable within the group Risa Kent County Council 11 Risky areas There are some topics that will always cause more challenge to any group discussion because they generate powerful reactions and feelings in people These are often Religion Culture Sexuality e Abuse But can be any other topic to do with Family Life too The most important thing for facilitators to remember is Guide the topic do not participate This is not an easy concept but vitally important when facilitating It does not mean having no views but simply that this is not the right environment to express them A group needs to feel confident in the facilitator that th
37. or behaviour you don t like Respect your child s interests even if they seem boring to you take a genuine interest in your child s friends and what s happening at school and comment to show you re listening Accept any fears or insecurities your child expresses as genuine even if they seem trivial to you don t just brush them aside If your child says I m useless at maths say You re obviously finding maths a struggle how can help you e Encourage independence encourage your child to take chances and try new things Succeeding gives a huge boost to confidence and sometimes your child will need to learn by her mistakes Laugh with your child never at her Focus on your child s successes swimming music whatever she can succeed at Family Life Course Are you helping or hindering You ve warned your child she shouldn t walk across the carpet carrying a cup full of milk and her dinner She does it anyway but trips and spills it Its tempting to say Now look what you ve done told you that you couldn t do it Comments such as this make your child feel even worse than she does already for failing at something Instead try to give support by saying something like Oh no you tried but it didn t work Never mind Next time you could carry them one at a time It s not only the critical things said directly to your children that can undermine confidence If your chil
38. place it on the correct key stage card 9 Move onto the next card Once people get the hang of it it can be moved on a bit quicker but still allovving time for discussion of each card 6 Follovving discussion in the event of dispute the card holder gets to choose the placement of the card Kent County Council 41 7 At some point participants become aware of the colour coding on the back of the cards Encourage them to play along not peeking or allowing others to see the backs of their cards 8 Once all the cards have been placed ask the group to turn them over so that they can see the colours 9 With the colour side up ask the group to move the cards onto the correct key stage card 10 Once all in place ask the group to turn over the cards Ask them to give their immediate reactions to the placing of the cards Allovv them time to see vvhere the cards are placed and to make observations t is useful at this point to consider the approach to statutory and non statutory topics vvithin local schools Discuss the results as a group The game is very visual and parents are usually quite shocked when they realise what is statutory and non statutory lt shows that most of the statutory topics are the science based ones There is an alternative set of cards which show the colour which can be more useful for some groups 4c BUILDING ON SRE WITHIN THE HOME Parents can use everyday opportunities as prompts or starting poin
39. ple nervous if they feel they are being asked to do anything embarrassing Later in the course when the group is established people are more vvilling to do livelier activities that take them outside their comfort zones but in the early stages it is more important to make people feel comfortable For each session a couple of ideas vvill be offered but be creative and think of nevv ones Typing ice breaker or party games into a search engine will provide you with a wealth of ideas that can be used or adapted WELCOME CLOSE SESSION Facilitators should be very clear when defining the beginning and end of a session Allovving chatter to blur the edges will lose the credibility of the facilitator as a leader Members should be vvelcomed at the beginning a verbal outline of the session given and a reminder of the group agreement This vvill focus the group in readiness for the session At the end the facilitator should summarise the key points covered in the session to help consolidate it A reminder can be given about any factsheets or quizzes given out during the session A brief verbal outline of the following session should also be given and parents should be thanked for attending Kent County Council Discussions Holding a discussion does not mean allowing people to just chat A guided discussion has a purpose to it By offering people some information asking them to discuss it and then using leading questions to dire
40. plores the issues of Family Life in a relaxed humorous and non threatening environment Development takes place through guided discussions activities and worksheets Each session is supported with relevant factsheets and recommended resources Who can facilitate a Family Life course Family Life is not an educational course and the core sessions do not need to be facilitated by professionals Facilitators are ideally those working in Family Support with parents whose work is overseen and managed by an organisation that can provide the following Supervision Safe and appropriate venue Refreshments Risk Assessment Child Protection training and support Equality and Diversity awareness training How is Family Life different from other parent courses and programmes Family Life is an informal non teaching course Parents gain knowledge confidence and new ideas through discussion with each other and use of the worksheets For input on parenting and dealing with childhood issues parents should access a registered programme e g Incredible Years Strengthening Families Strengthening Communities Solihull Freedom Programme or other Family Life Course What does the course look like The course is designed to be delivered in 4 sessions of 2 hours each Ideally these would be held once a week giving time for those taking part to absorb the topics discussed although different structures of the course are also fine
41. s expect a cup of tea or coffee at the very minimum If more is offered it is usually welcomed with enthusiasm A budget needs to be agreed to ensure facilitators are not out of pocket ADVERTISING If you are sending flyers to parents these need to be approved by a manager to ensure they are acceptable to the organisation hosting the course RECRUITMENT Getting parents to come to a parenting course is always a challenge Often once you have delivered a course word gets around and future courses are easier to fill Targeting individuals can be a successful ploy parents who are enthusiastic and turn up for a variety of events can usually motivate others to join Small sessions or coffee mornings can be used as introductions for courses giving people a chance to discuss the course and get to know each other in advance Extending the welcome to friends and neighbours of parents can also help those who feel shy of attending alone MEN Male role models are of vital importance to children and provide valuable support and information about growing up Parenting courses tend to be largely attended by women which can create an unwelcoming and even hostile environment for men Facilitators need to make particular effort to encourage men to attend and ensure that the group treats them with warmth and equality Try not to allow the group to make negative comments about men this is non productive to Family Life and the facilitator could be seen to be condon
42. s feelings relationships and what leads on to sex Young people also report that they would like to hear about sex and relationships from their parents even though they think their parents find it embarrassing REACTIONS TO QUESTIONS ABOUT SEX Remember learning is not just about what is told Reactions and body language play a huge role in the process and will often determine whether the same person is approached again or not Many people find that they get embarrassed when they talk about sex and relationships Its OK to have feelings of embarrassment but if you react to those feelings by avoiding the subject giving false information or by not answering the question the child will pick up the message that sex is not something you want to talk about and if you don t tell them someone else will Messages about sex are everywhere and can be inaccurate misleading and confusing By talking to children you can help them to make sense of the information they pick up put them right help them to form their own views and provide significant guidance in their journey towards adulthood Kent County Council 29 TOP TIPS FOR ANSWERING QUESTIONS CONTEXT What is behind the question and what do they really want to know Spending a few moments probing the root of the question can spare you a lot of misunderstanding later Example Where did come from may simply mean Which town TIME TO THINK You do not have to
43. st Think of a good and a bad response to each question Feedback to group Input Parents feeling empowered to manage their children s questions Recommended resource list Have a selection of resources available for parents to look at Summarise what has been covered Encourage parents to look at resources Next session Influences and Pressures on Family Life Thank parents for attending 24 Family Life Course SESSION 2 TALKING TO CHILDREN YOUNG PEOPLE APPENDIX 2a VVARM UP ACTIVITY FOR SECOND SESSION Art Attack Have some cut out figures of children gingerbread men cutters are good templates and a selection of pens pencils and other craft stuff depending on hovv creative you like to be Have the group decorate the figures to represent their child ren This can then be used in the group vvork in the next session 2b ACTIVITY The aim of this activity is for parents to recognise vvho some of the significant people are in their child s life and how these play different roles at different times The finished piece should look like a segmented circle vvith the child in the centre Each segment should be labelled vvith a significant person 2c AGE LINE This can be done in several vvays Dravvn on a piece of flipchart paper VVords printed on separate cards and laid out on the floor or pegged to a vvashing line vvith age markers Ensure the line does not end with 15 but is obviously continued
44. t takes time to prepare and run a course f you are planning to run a weekly course during a school term you will need to do your preparation recruitment and sometimes your welcome session in the preceding term This will allow the four sessions to fit comfortably within a school term It is often hard to maintain a course that runs over a holiday VENUE You need a room that will be comfortable welcoming and large enough for the group Privacy is also important as parents may feel uncomfortable if there are interruptions or children peering in at the window Consider any additional needs your parents may have eg disability TIMING A group needs to be held at a time accessible by the parents This should be discussed with them NUMBERS Decide on the maximum number you can accommodate in your group Also consider the minimum number you would need to deem the use of your time as viable A guideline would be 4 10 if you are delivering alone and 6 12 if you have a co facilitator CO FACILITATOR Many facilitators feel more confident when delivering in pairs It eases the pressure of being the only one in charge of a group and having to manage all the group dynamics alone It can also be of huge benefit if issues arise in the group which require simultaneous attention eg small group work coffee breaks extra support for individuals This is something that needs to be decided upon early in the planning REFRESHMENTS Adults attending course
45. ticles grow larger and fuller Penis grows longer and wider Pubic hair grows around the base of the penis Testicles start to produce sperm which mixes with fluid to make semen which boys ejaculate Spontaneous erections and wet dreams begin Scrotum sac becomes darker in colour e More hair grows on the body which may become darker on the arms and legs e Body shape changes as boys develop broader shoulders and chest and become more muscular Face shape changes and becomes less childlike Voice box grows which makes the Adam s apple look bigger and the voice breaks and becomes deeper e Hair and skin become more oily which may lead to spots and acne Body sweats more Growth of facial hair Hormonal changes can lead to mood swings including irritability tearfulness overwhelming happiness and confusion e May become argumentative and bad tempered and challenge authority e May be physically attracted to others male or female Begin to want more independence from parents e May feel intense emotions of love low self esteem frustration and apathy Kent County Council 21 WHAT I LIKE ABOUT S 22 Family Life Course SESSION 2 TALKING TO CHILDREN YOUNG PEOPLE AIMS To recognise and consider The importance of talking to children and young people about growing up Whose responsibility it is to talk about sex and relationships e Ways to answer questions
46. ts Offer worksheets of boy amp girl See recommended outlines for parents to complete resource list for own use Have a selection of books resources for parents to look at that they may find useful when talking to their children Family Life Course Timing Topic Method Equipment Ideas Puberty and Group groups discussion Family Life What are the effects on a family when someone is going through puberty Why does it affect the family Can the refreshed knowledge of the physical emotional developmental changes that the child goes through change our responses to them Flipchart amp pens How can the family work together to reduce stress during this time Positive Activity Aspects of Children Give parents a copy of the gingerbread child Ask them to think of the good things about their child and mark them on the sheet Copies of the gingerbread child amp pens appendix 1d Encourage them to take the sheets home to show their children 5 mins Close Session Summarise what has been covered Next session talking to children young people about growing up Thank parents for attending NOTE You may choose to use a start evaluation form so that you can measure impact of the course This can be offered at the beginning or during the vvelcome session prior to this Kent County Council SESSION 1 PUBERTY amp GROWING UP appendix 1a ICE BREAKER IDEAS FOR FIRST SESSION 1 Introdu
47. ts to talk to their children Use the vvorksheet to aid discussion in small groups There is a tvvo fold purpose to this exercise The first is to get parents to think about hovv many topics can be found when looking at a subject to broaden discussion with their children but it also gives them some options vvhen they are dealing vvith questions that they do not feel ready to answer Encourage parents to use this strategy when they are asked questions that are difficult to ansvver Example Question Subiect Topics vve could talk about Sex Love Relationships Masturbation Sexual orientation Slang What is a blovv job Oral Sex Petting Respect Personal Hygiene Safe sex Condoms If the subject makes a parent feel uncomfortable or they feel their child is not ready for the information they can think of the different topics that this could bring up and select vvhich they want to use to answer the child s question 42 Family Life Course Boy 15 I ve already had sex know everything there is to know You don t need to teach me Girl 13 am so embarrassed am never going to take my clothes off in front of anyone let alone have you know I m not going to listen You don t need to teach me Girl 11 Who What I ve no idea what you are talking about but I m sure it has nothing to do vvith me You don t need to teach me Girl 12 I really vvant to knovv more but everyone else seems to knovv
48. wse and some prefer to do so whilst others are arriving and leaving GROUP AGREEMENT It is important that all members feel safe within the group n order to do so an agreement should be made by all members and the facilitator of the code of conduct that will be adhered to by the group As many of the topics that will be discussed are of a sensitive nature and often quite personal members need to feel secure that they are treated with respect Use a piece of flipchart to note down the suggestions and encourage members to create their own group agreement Try to adhere to what is suggested but offer alternative wording if negative words are being used eg Don t gossip could become Respect others privacy The group agreement should be displayed throughout each session and referred to when necessary If new members join the group they should be made aware of the agreement as they may wish to add things themselves Ensure that the following are included on the agreement in some form e CONFIDENTIALITY This means that the things discussed within the group that are personal should not be discussed outside the group t does not include the new ideas and learning which are intended to be taken away Encouraging people to Tell the story not the people can help to remove the personal element but when talking about Family Life there will be a lot of personal exchange Facilitators need to make group members aware that
49. y come up with Asking the child the questions in interview style Child completing quiz fully before sharing it e Have the child ask the parent the questions Siblings asking each other the questions e Answering the questions as a whole family Members of the family answering how they think others would answer Writing different questions Try quiz with extended family members 34 Family Life Course 00 WAU O y uleidx asnoy AW o u ipliu2 son lulV S1nO2S s luxAoig suone 5o5 dx Jejus ABU 51 BSOUM Uu 1p iu2o 1 u o pue Asnq ase Adu 181 OS u lpilu AW JO S H ANOB ARB L TE pu j noy m SOU pue s nepunoq Ul u pj yo M HA ABW 5 MOY u pjiyo AW ysy ejd l q sn1 Aw dn piinq ueo u moy jnoge YEL q o Ul U zuem pue u pj yo AW BOe d ul s uepunoq ind uiejdxg ainssaig ueue 104 s B e1 s JO4 UOD ou JO p lonuoo uuos ued Bueio I0 1U09 ABU WOS UD eBuelO 44617 4 19934 4 HLIM ONITVAG D UOIUSE pjo we I pue Aq uop puey ae Adu 1002 51 yutu UsIpIyO AW yil Aay Aejd o sinou IIE ye no u pj yo SinoqUBl N ajdwexy uonemis 3
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