{"activityType":[{"id":38377,"name":"Practical skills"}],"activityCategory":"Activity","completionTime":"30","cost":"\u00A3","energy":"Focusing","equipmentList":[{"id":0,"name":null,"description":"Story book \u2018Don\u2019t Touch My Hair!\u2019 by Sharee Miller ","type":"specific"},{"id":0,"name":null,"description":"Two soft toys like teddies ","type":"specific"}],"adjustments":"\u003Cul\u003E\n\u003Cli\u003ETo make this activity easier, you could just do either the story or the the teddies\u0027 role play, rather than both. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ETo make this activity harder, you could act out some more scenarios with the teddies. You can find some examples on this page.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cul\u003E\n\u003Cli\u003ERemember, young people may have different social skills.\u202F\u202FSome may need extra support to see a situation from another person\u2019s perspective. Encourage\u202Fdiscussion, and\u202Fcreate a supportive environment where everyone can learn without feeling judged.\u202F\u003C/li\u003E\n\u003Cli\u003EConsider that some people find it harder to interpret nuance and consent, and each child may \u0026nbsp;have \u0026nbsp;different boundaries. Try to explain that everyone is different.\u003C/li\u003E\n\u003Cli\u003ESome people find it hard to sit still or stay quiet for a while for the story. They might like to use things such as fidget toys, colouring, weighted blankets, or wobble cushions to help.\u202F\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EMake sure anyone with hearing loss can see the\u202Fperson reading the story\u202Fclearly. You could also have a spare copy of the book, so they can read along.\u003C/li\u003E\n\u003C/ul\u003E","groupSize":"Whole section","guide":null,"meetsRequirements":null,"countsTowardsBadges":null,"outcome":[{"id":38404,"name":"Communicate","outcomeLabel":"Communicate","outcomeDescription":"Learn to express your own views, listen to others, and understand what they\u2019re trying to tell you."},{"id":38402,"name":"Be independent","outcomeLabel":"Be independent","outcomeDescription":"Learn to make your own decisions, succeed without adults\u2019 help, and achieve things for yourself."}],"preparation":null,"preparationTime":"30","reflection":"\u003Cp\u003EThis activity was all about knowing that your body belongs to you. \u0026nbsp;You can say no to physical contact without needing a reason. And when someone says no to us, we listen and respect their choice. \u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EThere\u2019s lots of reflection built into this activity already, but here are some questions you could use to help everyone think back on what they learned and reinforce the key messages. \u0026nbsp;\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhen you were practising, how did it feel to say \u201Cno\u201D?\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EWho does your body belong to? Who gets to choose what happens to your body?\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EWhat should we do when someone says \u0022no\u0022 to us?\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EWhat do we do if someone ignores our \u0022no\u0022 and carries on? Who can we tell?\u003C/li\u003E\n\u003C/ul\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"}],"supportedBy":null,"takingItFurther":"\u003Cp\u003EIf you enjoyed this activity, you could try more of our healthy relationships activities.\u0026nbsp;\u003C/p\u003E","whoIsItFor":"","youthShapedGuidance":"","activityTags":[{"id":38540,"name":"Reading"},{"id":38508,"name":"Reflecting"}],"roles":[{"id":38724,"name":"Section Teams"},{"id":83899,"name":"Squirrels Section Teams"},{"id":38725,"name":"Young Leaders"},{"id":39231,"name":"Helpers"}],"sections":[{"name":"Squirrels","id":39272,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":38440,"name":"Empathy"}],"searchEngineDescription":"Explore how your body belongs to you with a story and some helpful teddies. ","plannerTimeSlot":30.000000,"safetyAlerts":[],"safetyAlert":"\u003Ch4\u003EAdditional Safeguarding notes\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Cstrong\u003EPreview the book before the session,\u003C/strong\u003E and treat the hair theme with real weight rather than flattening it into a general example. Don\u0027t Touch My Hair! is specifically about the experience of having your hair touched without asking, something many Black children experience regularly and know intimately, not a hypothetical scenario. This story may land very directly and personally; be ready for a stronger or more emotional reaction, and don\u0027t treat it as \u0022just an example\u0022 if a child wants to talk about it as something that\u0027s actually happened to them.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EKeep the teddies (or two adults) as the actors, not the children.\u003C/strong\u003E Don\u0027t ask children to physically act out the hug scenarios on each other, even in fun, even with \u0022no\u0022 built into the script. Real physical contact between children rehearsed in front of the group blurs the line the activity is trying to draw, the practising should be verbal (\u0022say no out loud\u0022), not physical.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EBuild in a non-verbal way to say no, alongside the loud confident version.\u003C/strong\u003E The \u0022silly questions\u0022 section asks for a loud \u0022NO!\u0022, which works well for confidence-building, but some children (due to shyness, anxiety, or being non-verbal in group settings) won\u0027t be able to do that convincingly. Offer a hand-up or head-shake as an equally valid \u0022no\u0022 throughout, and make sure it\u0027s treated as equally valid by the group, not a fallback.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EDon\u0027t assume every \u0022I don\u0027t want a hug\u0022 is about the topics this activity is built around.\u003C/strong\u003E Plenty of children dislike physical touch for entirely unrelated reasons, such as sensory sensitivity, autism, or simply not being a hugger. The activity\u0027s message (your body, your choice, no reason needed) already covers this well; just don\u0027t read every refusal as a possible flag. Watch for pattern and context, not the refusal itself.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EBe ready for a real example shared during reflection\u003C/strong\u003E, particularly around the story or the \u0022not listening\u0022 and \u0022pushy friend\u0022 scenarios. These are the parts most likely to prompt a child to say something real happened to them with a family member, another child, or an adult. If that happens follow the Yellow Card procedures and contact the HQ Safeguarding team if you have concerns.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EWatch how a child responds physically during the teddy scenarios, \u003C/strong\u003Enot just what they say. At this age a child may not have the words to disclose directly but may go quiet, look uncomfortable, or seem unusually invested in one particular scenario (especially \u0022questioning why\u0022 or \u0022pushy friend\u0022).\u003C/li\u003E\n\u003C/ul\u003E","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":0,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":30,"instructions":{"layouts":[{"type":"fullWidth","areas":[{"items":[{"type":"Promo","cta":"","body":"\u003Cp\u003EThis activity is designed to be used only by Sections that are part of the Healthy Relationships Programme test and learn.\u003C/p\u003E","link":null,"colour":"#ffb4e5","title":"Test and learn activity content","image":null,"imageFocus":"","imageId":0,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EBefore you begin\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EUse the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safety-checklist-cards/safety-checklists-for-team-members/\u0022 title=\u0022Safety Checklists for Team Members\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. There\u0027s also more guidance to help you carry out your \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E, including examples.\u003C/li\u003E\n\u003Cli\u003EMake sure you\u0027ve considered safeguarding risks. These activities may lead to children and young people sharing experiences that cause concern. Make sure you always follow the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003EYellow Card\u003C/a\u003E and report safeguarding concerns to the UK HQ Safeguarding Team.\u0026nbsp;\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EMake sure all young people and adults involved in the activity know how to take part safely.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EMake sure you\u2019ll have enough adult helpers. You may need some parents and carers to help.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003EPlanning and setting up this activity\u0026nbsp;\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EThis activity uses the story Don\u2019t Touch My Hair! by Sharee Miller. It\u2019s about a girl called Aria who gets very fed up with people touching her hair without asking. You could see if your local library has a copy. You can also find videos of people reading this story on YouTube. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EYou\u2019ll need a couple of soft toys, like teddies, to act out a situation where someone doesn\u2019t want a hug. Or, just act it out with another adult volunteer. \u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"type":"Image behind","cta":"","body":"\u003Col\u003E\n\u003Cli\u003EEveryone should sit in a circle. Someone should read Don\u2019t Touch My Hair! by Sharee Miller.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EReflect on the story. How did Aria feel? What didn\u2019t she want people to do? What did she say? How did she feel when people listened to her \u201Cno\u201D?\u003C/li\u003E\n\u003Cli\u003EExplain that, just like Aria, everybody gets to choose what happens to their own body: your body is yours. Explain that if something like this has happened to anyone, they can talk to a leader about it.\u003C/li\u003E\n\u003C/ol\u003E","link":null,"colour":null,"title":"Story time","image":"/media/14480/story-time-01.png?width=800\u0026height=450\u0026v=1daac282b9d9d70","imageFocus":"","imageId":27834,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EPractising saying no\u0026nbsp;\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain that we\u0027re going to practise saying \u201Cno.\u0022\u00A0\u003C/li\u003E\n\u003Cli\u003EAsk the group some silly questions and encourage them to answer with a loud, confident \u0022NO!\u0022 if they don\u0027t want to do it.\u00A0\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli style=\u0022list-style-type: none;\u0022\u003E\n\u003Cul\u003E\n\u003Cli\u003ECan I balance a banana on your head? \u00A0\u003C/li\u003E\n\u003Cli\u003ECan I borrow your nose? \u00A0\u003C/li\u003E\n\u003Cli\u003ECan I turn you into a penguin? \u00A0\u003C/li\u003E\n\u003Cli\u003ECan I wear your shoe as a hat?\u00A0\u003C/li\u003E\n\u003Cli\u003ECan I tell you a joke? \u00A0\u00A0\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003C/ul\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003EAfter each answer, respond positively \u201COK, thanks for telling me\u201D.\u003C/li\u003E\n\u003Cli\u003ENext, explain that we can say no to everyday things too, just like in the story. You can say no if someone wants to sit next to you, hold your hand, give you a hug, touch your hair, touch your private parts, or do anything else. Everybody gets to choose what happens to their own body \u2013 your body is yours.\u00A0\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003EDo you want a hug?\u00A0\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003ENext, use two teddies to act out a situation where someone doesn\u2019t want a hug:\u00A0\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli style=\u0022list-style-type: none;\u0022\u003E\n\u003Cul\u003E\n\u003Cli\u003ETeddy 1: \u201CCan I give you a hug?\u201D\u00A0\u003C/li\u003E\n\u003Cli\u003ETeddy 2: \u0022No thank you\u0022\u00A0\u003C/li\u003E\n\u003Cli\u003ETeddy 1: \u201COk. Can I give you a high-five instead?\u201D\u00A0\u003C/li\u003E\n\u003Cli\u003ETeddy 2: \u201COk!\u201D\u00A0\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003C/ul\u003E\n\u003Col start=\u00222\u0022\u003E\n\u003Cli\u003EAsk everyone what teddy 1 did that was good. They listened that teddy 2 didn\u2019t want a hug, and suggested something else instead.\u003C/li\u003E\n\u003Cli\u003EExplain that there are lots of different ways to say hello or bye to someone, or to show your kindness or friendship. You can ask if they want a high five or shake hands instead, or wave.\u00A0\u00A0\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003ENot listening \u0026nbsp;\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003ETeddy 1: \u201CCan I give you a hug?\u201D\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003ETeddy 2: \u0022No thank you\u0022\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003ETeddy 1: \u201CPlleeease?\u201D\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003ETeddy 2: \u201CNo\u201D\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003ETeddy 1: \u201CPleeease, just a little one?\u201D\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EExplore how, when someone says \u201Cno\u201D, it means no. We should listen the first time and not keep asking. \u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EQuestioning why\u0026nbsp;\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003ETeddy 1: \u201CCan I give you a hug?\u201D\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003ETeddy 2: \u0022No thank you\u0022\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003ETeddy 1: \u201COh, why? Are you upset? What\u2019s the matter?\u201D\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u201CNo\u201D is a complete answer. The person doesn\u2019t need to tell you why. Just respect their choice. \u0026nbsp;They might not feel like a hug today, or maybe they don\u2019t like hugs at all. They get to choose. \u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EPushy friend\u0026nbsp;\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003ETeddy 1: \u201CCan I give you a hug?\u201D\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003ETeddy 2: \u0022No thank you\u0022\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003ETeddy 1: \u201CBut I thought you were my friend\u201D\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EA good friend listens and respects you. Even if someone is your friend, it doesn\u2019t mean they get to choose. You don\u2019t have to do anything just because someone is your friend. \u0026nbsp;It\u2019s your body. \u0026nbsp;\u003C/p\u003E","label":"More teddy scenarios "}]}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":90759,"nodeName":"My body belongs to me","title":"My body belongs to me","type":"activity","image":{"url":"/media/19839/fdl-02-01.png?width=800\u0026height=450\u0026v=1db165cc7fc61d0","caption":"FDL 02 01","type":"png","size":15417,"width":1902,"height":1100,"altText":""},"assets":[],"headerOptions":{"headerTitle":"My body belongs to me","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Explore how your body belongs to you with a story and some helpful teddies. ","subHeader":"Explore how your body belongs to you with a story and some helpful teddies. 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