Table 1 Original WSWTTC content and conversion details
Group Session | Exercise title | Summary | Conversion into game element |
|---|---|---|---|
1: Is there more to it than the birds and the bees? | Birds and the bees and much more | Group discussion to identify topics within RS to increase parents’ understanding of breadth of SR | Not converted |
Tree | Graphic representation (tree) to enable parents to visualise and track progress on the course | ||
My job description | Small group discussion/individual work to develop a ‘job description’ for their unique role in SR communication. | ||
Vocabulary | Group discussion of SR vocabulary to improve parents understanding, comfort and confidence in using appropriate terminology | ||
2: Is there a right time to talk about it? | My plan | Small group discussion and individual planning of age appropriate communication with children. | |
Identifying opportunities | Group discussion to identify opportunities for/increase confidence in initiating SR communication in everyday life. | ||
3: What do I say when I’m put on the spot? | Story | Story about children’s reaction to poor school sex education and increase parents’ understanding that ineffective communication can lead to children seeking out answers from less reliable sources. | Scenario 1: Child asks parent to explain a documentary in which lions are mating (Story replaced with TV programme to make visual and home-based). |
Basket of items | Group activity: parents pick an item from a box (e.g., condoms, bullying message on social media, adult magazine) and give their reaction as if they found this in their child’s room. Objectives include developing parents’ skills and confidence in responding calmly and effectively | Scenario 2: Parent finds variety of items (e.g., sexualised magazine, social media messages) in child’s room (Box changed to virtual bedroom) | |
4: What do I say and will they take any notice? | Considering my message | Individual and group activity to help parents develop clear values/messages regarding SR | Scenario 3: Child asks parents about same sex relationships |
Improving your communication style | Role play: parents (acting as child) ask questions to the facilitator (acting as parent) to consider the effect of both bad and good communication. | Scenario 5: Child discusses emerging feelings for someone at school (Question is asked by child rather than to facilitator) | |
5: Can I do this and still protect their innocence? | Risk and protection quiz | Multiple choice quiz to provide accurate information on (e.g.) adolescent sexual activity and children’s preference for parental communication. | Quiz: Quiz show rounds between scenes (Change from paper based quiz to game show format) |
Advice column | Group discussion using real ‘agony aunt’ questions, the group discusses the answers given and how their responses would differ. | Scenario 4: Child asks parents why they argue. (Change from agony aunt questions to direct questions from children) | |
6: Can I do this without it being embarrassing? | Role play | Consolidate and practice knowledge/skills developed | Not converted |
Action plan | Plan long term implementation of learning into the home |