Crystal Kisses Resource Pack
Contents Pages for Professionals Introduction How to use this Pack What’s the Play About? Preparing to See the Play What is CSE? Why Use a Theatre Visit to Teach about CSE? Talking and Listening with Young People Dealing with Disclosures Ten Things to Remember About CSE Recognising the Warning Signs
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Worksheet and information pages for Young People Crystal Kisses - The Characters Helping Each Other Speak and Listen in a Group I’m a Star! - positive self-esteem exercise Healthy Relationships Healthy Relationships circle Storyboard - follow up after the play Staying Safe Get the Picture - keeping control of your image Where to Get Help and Support Additional Information and Resources for Adults
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Crystal Kisses is a Contact Production These education resources were created by Helen Cadbury (www.theatrestudy.com) for Contact Theatre, with thanks to Suzie Henderson (Head of Creative Development, Contact Theatre), Karen Boothroyd (Fresh), Zoe Greenwood (Barnardo’s), Emma Zurowski, (Brook), Trudie Willingham (Manchester Healthy Schools Partnership), Sabrina Mahfouz, Avaes Mohammad, Benji Reid, and the cast.
Contact, Oxford Rd Manchester, Lancashire M15 6JA 0161 274 0600
This work is protected by a Creative Commons licence For information on how this work may be reproduced got to
http://creativecommons.org/licenses/by-nc/3.0/
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Introduction Crystal Kisses is a play for young people which has been created in partnership with The Protect Team, Manchester (a multi-agency team working with young people who may be at risk of sexual exploitation), Brook and the NHS. It was written by Sabrina Mahfouz and Avaes Mohammad after extensive consultation and research with agencies, young people and parent groups. The play was directed by Benji Reid, an international advocate of Hip-Hop theatre, an inclusive, highly energised physical style, which is an excellent medium for engaging young audiences.
How to Use this Pack What’s the play about? The pack is divided into content for professionals and young people. Pages marked
P give professionals
important information and suggestions for engaging with young people in discussion before and after the play. Pages marked
YP have
information about the play and worksheets for use in PSHE lessons, youth work or group work settings and a ‘where to get help’ page, which could be photocopied and given to young people or displayed as a poster.
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Crystal Kisses tells three stories of young people. Toyah, in a care home, is trying to stay in control, but where is her man? And where is her mate, Sophie? Is it Toyah’s fault she’s gone missing? Meanwhile Ally spends a romantic day in the country, with her boyfriend, Dee, but when Dee’s friend Zed turns up, it seems they have other plans for Ally. Jay and Sham live together, but this is no love affair and all the new clothes in the world won’t make Jay feel any better inside his own skin.
Preparing to See the Play P
Being an Audience Please remind young people before they see the show that the actors can hear them! For this reason they need to turn their phones off and give some respect to the actors by staying in their seats and not talking during the play, they will have a chance to ask them questions and make comments afterwards.
Before the Play Please read the
A pages of this pack in order to be ready
When Crystal Kisses is performed at Contact Theatre, it will contain strong language. This is in context with the realistic nature of the stories.
to follow up with the young people afterwards. In a group session/PHSE lesson, work through “Helping Each Other Speak and Listen in a Group”. “Healthy Relationships” and “I’m a Star” can be used before or after the show at your discretion.
In schools this will be modified. However the subject matter of the piece is still powerful and only recommended for Year 9 and above. These resources are compatible with the end of KS3 and the KS4 PHSE curricula.
Talk them through “What’s the Play About?” on page 3 and give them a copy of the Character information page.
After the Play There will be a workshop after the play run by Contact Theatre. Additionally, discussions and activities should be undertaken in your own setting. “Get the Picture” “StoryBoarding” and “Staying Safe” worksheets can be used after the show. In addition young people will be given a booklet, “The Respect Yourself Guide to Staying Safe and Happy” - they can use this on their own or in a group setting. You may want to open the conversation by talking about the play itself, the performers, the movement or the music. Remember to make any questions open, not closed. (See “Talking and Listening with Young People”. Here are some suggestions for conversation openers.
How did the dance and movement show the feelings of the characters? Can you think of an image that has stuck in your mind from the play? What was happening between the characters at that moment? What do you think was going to happen next? If you could have changed any of the action, to give the character a better outcome, what would you have changed?
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What is CSE?
P
Sexual exploitation of children and young people under 18 involves exploitative situations and relationships where young people (or someone close to them) receive ‘something’(e.g. food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of them performing, or having performed on them, sexual activities. H.M. Government
Why Use a Theatre Visit to teach about CSE?
Child Sexual Exploitation can happen in towns, cities and rural areas. It can happen to girls and boys. It exposes children to physical danger and the long-term emotional and health consequences can be very grave. It damages families and the lives of parents, carers and siblings.
It may be easier for them to talk about the characters in the play because it will give them some distance from their own lives.
Anyone under the age of 18 is a child by law. Children who are sexually exploited should be protected by the law, even if in the perpetrator’s eyes they no longer look like children. There is some evidence to suggest that children from 13 are more at risk because from that age they are required to give evidence in court and the fear of doing so may be a disincentive to report their abusers.
If you are using these resources in conjunction with a performance of Crystal Kisses, you will have an excellent platform from which to raise issues of CSE with young people.
The physical, dance style of the piece highlights the emotions of the characters. Recognising a feeling in an action or in the way the performers move together on the stage is a powerful EXPLOITATION experience and can help an 1 [mass noun] the action or fact audience to make their own of treating someone unfairly in connections.
order to benefit from their work:the exploitation of migrant workers (Oxford English Dictionary)
The perpetrators of Child Sexual Exploitation often prey on vulnerable young people, taking advantage of their low self-esteem to facilitate the grooming process. Frequently drugs are used, both as a grooming tool and to make the victim dependent on the abuser. However not all victims are obviously vulnerable and may not necessarily come from unstable family backgrounds.
Live theatre is a more intense experience than watching a DVD or television programme. It is literally harder to switch off. For this reason it is essential to do some preparatory work with young people and some follow up work
after the performance. The storyline of Crystal Kisses has been created from thorough research into real cases and situations. In addition to exploring the lives of young people who are being sexually exploited, it raises important issues about relationships, respect and responsibility, which are relevant to all young people, whatever their situation.
Considerable amounts of money change hands as young people are treated as commodities. Organised groups traffic young people to different parts of the country which makes it more difficult for the young person to escape and find their way to safety. Other perpetrators may see their ability to provide young girls for parties in their criminal community as no different to providing drugs. Perpetrators of CSE come from all ethnic groups and so do their victims. Page 5
Talking and Listening with Young People For young people to be able to talk about sex and relationships, it is essential to establish good listening habits for both yourself as a professional and with other young people in a group setting.
1. Maintain eye contact This does not mean staring at or eye-balling the young person in an unnatural way, but watch their eyes and be ready, when they look at you, to acknowledge that you are listening. Clearly, staring out of the window, checking messages or looking at your watch, sends a message that you are not interested in what the young person has to say.
2. Let them speak Nod or acknowledge what they are saying with a ‘mm’. Don’t be tempted to join in or compare. “Oh, that happened to me, when I was your age it was just the same, only in my case...” etc. This may feel like you are empathising, but in fact you are taking over the spotlight.
3. Only ask open questions An open question can’t have a yes/no answer. ‘What feeling did you have after watching the play? Can you put it into words?’ is an open question, whereas ‘Did you enjoy the play?’ is a closed question. In this example, if a young person is challenged or affected by what they have seen, they may not be ready to talk about it and may give a ‘no’ response as a way to close down any future discussion.
P 4. Don’t ask leading questions It is possible that a young person may want to talk about something that could later form part of a disclosure to social services or the police, so it is crucial that your questioning style can’t be seen to have planted an idea. ‘Can you tell me what happened?’ is not a leading question, but ‘Did the man have sex with you?’ is a leading question.
5. Check your reactions Even if what they are saying is shocking, try not to show it. If you are in a group setting, other group members may react to what they are hearing by interrupting. It is a natural instinct to block something we don’t want to hear, but as facilitator you need to ensure everyone listens to one another.
6. Use non-judgemental language When discussing the sexual exploitation of children, be particularly careful about negative language such as prostitute, slag etc. Challenge that terminology in a group setting. A person is a person, a child is a child. An event or a behaviour is something that has happened to them but it does not define them for the rest of their life.
7. Set the ground rules with your group.
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Use “Helping each other speak and listen in a group” young people’s worksheet as a starting point.
8. Be ready A young person may well choose to talk to you outside of the group situation, while sharing a practical activity for example. Be ready to listen.
9. Consent and confidentiality If you need to involve another agency as a result of something a young person has shared with you, try to get the informed consent of the child. However, if a child (any person under 18) is in danger of abuse or a crime is being committed against them, you will have to explain that it’s your duty to pass it on.
10. Safeguarding and Disclosures Make sure you have had up-todate safeguarding/child protection training and are fully aware of your organisation’s disclosures policy, particularly the name of the responsible person to whom you should report any concerns. Look at the page Dealing with Disclosures. I need to talk to someone who isn’t going to judge me, who can help me work out what to do...
Dealing with Disclosures
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Disclosure reporting process for young people in school or community settings
Dos and Don’ts if a young person discloses abuse... Do listen carefully, reassuring the young person that they have done the right thing in speaking up Don’t make notes while they are speaking to you, but write them immediately afterwards, using the young person’s own words as much as possible. Don’t ask leading questions Do date and sign your written report, but don’t ask the young person to sign Do pass the information on immediately to the named person If the young person is in immediate danger, do not delay but contact the police and ask to speak to the Safeguarding Children Team
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Ten Things to Remember about CSE
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1. It can happen to anyone, no matter what their age, gender, family background, sexuality or ethnicity. 2. Perpetrators can be of any age, gender, ethnicity. 3. CONFIDENTIALITY. This is vital, young people need to know what will happen if/when they make a disclosure. 4. This is something that young people can exit from, and it can be moved on from, it is not a life sentence 5. It doesn't always involve drugs and prostitution, especially not to start with. 6. Encourage young people to look out for their friends. Young people are more likely to disclose to each other than an adult. Stress the importance of supporting their friend to pass information on. 7. IT IS NOT THEIR FAULT!!! It can happen to anyone, not just vulnerable young people. 8. Encourage them to tell someone, if they do not, things tend to get worse. People will not judge them or blame them. They will be believed. 9. There is lots of support out there, and lots of other young people who have come through this. 10. Know and use the warning signs of an unhealthy relationship.
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Recognising the Warning Signs of Child Sexual Exploitation (CSE) Evidence shows that CSE is often organised and its perpetrators part of a network of paedophiles and pimps. Both girls and boys are groomed towards sexually exploitative relationships, usually by men posing as their boyfriends. The following signs have been identified by parents, carers and agencies.
What to look out for.... The young person suddenly has more money than usual They are wearing new clothes They have a completely new group of friends and have moved away from their friendship group They have a different way of speaking They have a new phone, one that nobody seems to have the number for They have undergone a sudden change in physical appearance; either looking after their appearance much more or much less They have an older partner who is paying for everything They are refusing to communicate with key adults, parents or carers They have a new street name and are getting phone calls from strangers using this new name They are truanting from school They are using drugs
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They are suffering from sexually transmitted diseases. CROP - the Coalition for the Removal of Pimping is a charity which supports parents and carers affected by CSE. More information and contact details: www.cropuk.org.uk It is important to be aware of the signs and symptoms of CSE but it may be counter productive to try to catch the young person out. After all, many of these behaviours could have another explanation or be a normal part of growing up. Often the young person will be in denial about what they are doing. In the early stages of grooming they will feel valued, loved and spoiled by the new attention they are getting. But remember, the young person may be being targeted by a ruthless, manipulative criminal who will be well practised in causing as much conflict as possible between the young person and their family or their carers. If you are concerned, keep a record of what is happening. Research has shown that the most important factor is to have the trust of the young person so that they will open up and talk and so that they know they can come to the parent/ carer or key adult if they are worried. Other young people will often be the first to notice something is wrong and they may have street knowledge of who the CSE target is hanging out with. It is common for pimps to use peers to bring other young people into exploitative situations. The teenage community may be aware of this but will have barriers to reporting it or passing it on. It is very important that they know there are confidential channels for them to do this. Page 9
Issues of substance abuse are often present in CSE cases. Supplying ‘free’ drugs or causing a young person to be drug dependent are frequently elements in the grooming process. For a full list of helplines and agencies in the Manchester area go to the last page of this pack.
!
! He said there’d be a par
ty, she’d go as one of his mate’s gir lfriends. It started with some pos h dinner… she’d get champagne and all that and I’d get a bit of cas h for sorting it. Doing his mate the favour.. (Toyah: Crystal Kisse s)
YP
Crystal Kisses - The Characters Toyah is 15, a loud feisty character with an ear and a mouth for an argument. Toyah lives in a children’s home in Manchester and has been in care since the age of 12 after she was removed from the care of her mother, an alcoholic. She is bright, although she has been excluded from main stream schooling after violent outbursts. She is street wise and an aspiring MC Ally is in year 11 attending a good school on the outskirts of Manchester. She is pretty, with a neat respectable appearance. She is not academically gifted but gets decent grades and always tows the line. Ally is confident but not arrogant with a thoughtful kind manner, but can also display moments of resentment and moodiness typical to her age. Dee is a bad boy in his early twenties, who makes most of his money illegally selling drugs, stolen goods and anything else he thinks can make him cash quickly and easily. He spends his money on driving a fast car and dresses in the latest designer gear. Dee is a hit with the ladies and the best looking guy in his group of friends, but is fully aware that most women are interested in him because of his lifestyle. Zed is Dee’s best mate. Zed is super trendy where as Dee is a low key dresser. He’s known for his bright clothes and considers himself to be the best dressed in his area. He has a big personality and is an excellent salesman. He makes money in the same way as Dee and is very successful because he has the gift of the gab. He is average looking, not as attractive as Dee and not so successful with women. Zed and Dee have been best friends since primary school. Jay is 17. he’s run away from home due to a violent step father who has been steadily abusing him over a number of years. This abuse has led to Jay becoming more introverted than he used to be. He is sleeping rough under a railway bridge when Sham befriends him and offers him a place to stay. After a few months of being supported and housed by Sham, he is asked to start paying his own way by sleeping with other men. Sham is an older version of Jay. Sham shares a similar history to Jay and was groomed in the same way by an older man. He no longer has the looks required to sell himself so he has moved on to selling Jay and other boys instead.
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Helping Each Other Speak and Listen in a Group Some people find it easy to speak in a a group, others find it hard. Long silences make some people nervous while other people like them and say silence helps them think. Let’s start by thinking about one to one communication. What’s the difference between hearing and listening? In pairs, see if you can come up with a definition for each and then share that with the rest of the group.
How Can You Show You Are Listening?
YP
her daughter is saying. How can Ally know? Try this out: imagine you are Ally and your partner is Ally’s Mum. If you are Ally, try different ways to get her attention. Would you try to shock her into listening? Think about how this scene could be different. When Ally starts talking, her Mum stops what she’s doing, turns to her and makes eye contact. If you imagine you are Ally’s Mum, why would this be a better way of listening? As a group, take a large piece of flipchart paper and divide into two columns. Give each a heading: SIGNS OF GOOD LISTENING SIGNS OF BAD LISTENING
Ally wants to tell her Mum about her new boyfriend. She wants to see how her Mum will react to the fact that she’s seeing someone. But Ally’s Mum is busy putting away the shopping and doesn’t look up. Discuss this scenario with your partner and decide whether or not Ally’s Mum has heard what
Share as many ideas as you can think of to go in each column. Think about body language, facial expression, speaking or not speaking.
Group Listening How do you know when to speak and when to listen? Before you begin, you must agree that what is said in the next exercise stays in the room Page 11
and that you will respect what each other have shared. Try this: go round the group in turn and let each person speak about a time when they thought they listened really well, it might have been listening to a friend talking or listening to music. Think about what helped concentration. When each person is speaking, everyone should stay quiet but still show they are giving the speaker their attention. Watch the speaker, don’t check your phone or stare out of the window; don’t interrupt or laugh at them (unless they make a deliberate joke, in which case you will be laughing with them, not at them.) Smile, make sure your body language shows you are being attentive, acknowledge what they are saying with a nod or ‘mmm’. Well done, you have achieved Active Listening. Think about how important this could be when talking to a friend who needs your help. Discuss as a group: Can you be an active listener on the phone? Can you be an active listener by email or direct messaging?
YP
I’m a star!
• Everyone deserves respect, but first we have to respect and love ourselves. • For this exercise you will need a big heap of newspapers and magazines and ask someone to enlarge the star on a photocopier. • Cut out out all the pictures from the magazines and newspapers that represent: a. everything you are good at b. everything you like about yourself c. any dreams you have for the future and stick them as a collage onto the star. • • You may want to add words but only one or two, this is mostly about the images. • If you want to, you can share your collage with the group and talk about the pictures you have chosen or you can keep it to yourself and visit it when you feel down.
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Healthy Relationships Who is closest to you?
We all have a range of different relationships: with friends, family, girlfriends, boyfriends, people we know at school, people we meet when we go out, people in shops etc. • Brainstorm your own list, in five minutes, of everyone you know. • Write their names on the Healthy Relationships Circle on the next Page, (use a pencil and have a rubber handy in case you change your mind). The people closest to you should be closest to the centre. Someone you don’t know very well would be on the edge of the outside circle. • Remember, this is not necessarily about who you like or don’t like. • Think carefully: would someone you like, but have only just met, be near the centre or near the outside? • Who would you talk to if you were worried? Circle that person or those people. • Who would you trust with your private thoughts and feelings? Put a square round that person or people. • Put a wiggly line under any relationships that are difficult at the moment. • What do you notice? Do some people have more than one marking? Would these markings change over time? • Choose someone from your circle diagram with whom you have a good relationship (someone that you are happy to talk about in the group). • Take it in turns, in a small group, to describe this person and say why it is a good relationship. • As a whole group, thinking about what you’ve heard from each other, brainstorm all the qualities of a good relationship. • Make a list for yourself of all the qualities you think are important in a good relationship. Look at your circle again. Which people have those qualities? Draw a big heart around them.
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Healthy Relationships Circle
ME
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Storyboard
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After you have watched Crystal Kisses, think about the characters and choose one of the three stories. What do you think happens next? Create a storyboard, with a picture for each main event and a brief description of the action, which tells their story after the play. Share these stories as a group and discuss your ideas. What ending do you want for Toyah, Ally or Jay?
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Staying Safe
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Out and About Sophie is missing from the care home where she lives with her friend Toyah. She isn’t answering her phone. This is out of character because she is normally good at keeping in contact. 1. In a group, imagine one of you is an adult in the care home with responsibility for looking after Sophie. The other group members are her friends. How can you find her? Discuss, in character, what you should do and how everyone can help. 2. The staff need to agree some ground rules with all the young people in the care home to make sure everyone is safe and looking out for one another. In small groups, or pairs, come up with as many ideas as you can for what might be included in the ground rules. Share these with the larger group. Note any similarities or differences. 3. Often friends have unwritten rules about how to keep in touch and keep safe. In small groups or pairs, come up with four rules that you might have between your friends which would keep people in contact and safe from harm. 4. Create your own card with a list of things you would and wouldn’t do and important numbers you might need that will keep you safe when you are out and about. !
Respecting yourself includes looking after yourself when you’re out and about!
On the Internet What ground rules do you set yourself for safe internet use? Here are few to get you started: ... if you use Facebook, set your privacy settings to Friends Only, so that only the people you approve can see your profile and your posts. ...if you’ve got hundreds of online friends, ask yourself, would you recognise each one of them if they walked into the room? If not, un-friend them, chances are they won’t even notice. ...don’t post your personal details, address and phone numbers online. ...be very wary of meeting someone in person who you’ve only talked to online. If you do, take an adult with you the first time you meet. Make sure you are in a public place and do not get into a car with them. ...someone hassling you online? Disturbing images or messages appearing? Click on CEOP or got to www.thinkuknow.co.uk Page 16
Get the Picture? Keeping control of your image
YP
Dear Mandy
d oul w ce dvi a t a Wh
? give u yo
My boyfriend wants to take a picture of me, just for himself, on his phone, but he wants it to be quite sexy, topless and that, should I let him? yours Worried of Wythensawe*
Below is the script of a video that was recorded on Toyah’s phone. Read the script and compare it to the letter above to an agony aunt. Discuss: what do you think will happen to the images of these girls? Can you come up with a definition for the word ‘exploitation’? In what way are these girls being exploited?
HE has the phone and is filming Toyah and Sophie. There is music in the background and Toyah is rapping whilst Sophie dances around, they are very drunk: TOYAH:
T to the O to the Y to the A to the H… HMP that’s where you won’t catch me Cos I’m too quick for authority
HIM: Oh come on babe, something more original, please. TOYAH: Piss off, I was only messin, innit Soph? Soph knows when I’m messin. SOPHIE: I know. Oh yeh. I know her better than you do. HIM: Can you show me how well you know her? SOPHIE: How’s that? HIM: I want to know if you know how she likes to be kissed. TOYAH: Get lost man. SOPHIE: I don’t know if she’d like it. HIM: I would, though. TOYAH: Hello? I am here knobheads. HIM: Shut up Toyah. Sophie, kiss her. Toyah stares at the camera. Cuts off. * to find out Mandy’s response, look in the Crystal Kisses ‘Respect Yourself Guide to a Safe and Happy Life’ Page 17
Where to Get Help and Support YP If you call a helpline or any of the organisations below, you will able to speak to someone who is specially trained, they will not be shocked or judgemental about what you tell them and they will treat what you say in confidence. If it is an emergency and you need to call the police you can ask to speak to someone who is specially trained in protecting children.
National Helplines
Useful Websites www.fresh4manchester.com www.childline.org www.brook.org.uk www.thinkuknow.co.uk www.thehideout.org.uk
Childline: 0800 1111 Runaway Helpline 0808 800 7070 txt 80234 Brook: Worth Talking About 0800 28 29 30 Samaritans: 08457 90 90 90 NHS Direct: 0845 4647
Organisations in the Manchester area PROTECT team -0161 230 7680 or 0161 856 6020 - work with young people who may be being sexually exploited. FRESH 0161 901 1555 Contraception, sexual health and pregnancy advice for under 25s, including STI testing and emergency advice Ecylpse - 0161 273 6686- if you have alcohol and drug issues 42nd Street - 0161 832 0170 informal support and advice for young people up to 25 City Centre Project - 0161 228 7654 - advice and support for homeless young people. Offers a breakfast drop-in, laundry and showers, housing advice Barnardo’s Leaving Care - 0161 226 6722 - works with children leaving care and supports them into independent accommodation Albert Kennedy Trust - 0161 228 3308/9 - offers support and foster placements for gay and lesbian young people St Mary’s Sexual Assault Referral Centre - 0161 276 6515 - offers counselling after sexual assault and takes forensic evidence after assault SAFE IN THE CITY - 0161 274 0180 - works with young people who are missing from home Page 18
Additional Information and Resources for Professionals
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To support the discussion on “Get the Picture” you should make yourself familiar with the paragraphs on taking indecent photographs of children from the Sexual Offences Act. http://www.legislation.gov.uk/ukpga/2003/42/contents In brief, it is essential that young people understand that the creation, transmission or storage of images of children is a serious offence which may result in the perpetrator serving a custodial sentence and being placed on the sex offenders register. “Sexting” - the transmission by text of sexually explicit images of a person under 18, can be regarded in the same way as the transmission of child pornography. Barnardos has a wide range of publications available which are relevant to CSE. http://www.barnardos.org.uk/resources go to ‘Protection from abuse and harm’
Crystal Kisses, the performance, young people’s booklet and exercises in this pack conform to the end of KS3 and the KS4 PHSE curriculum, see: http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects and select PSHE and the relevant key stage.
If the young people in your group would like to get involved in more theatre, dance and music activities, come and talk to us: www.contact-theatre.org Our focus in on young adults (ages 13-30). The majority of our audiences come from this age group, though we welcome audiences and artists of all ages. Participation is at the heart of our work, and we run a huge range of activities where young people and artists can join in, learn and develop. These activities range from outreach projects with a wide range of communities, to drop in sessions, to intensive artistic development programmes such as our Young Actors and Young Writers groups.
Brook has a section on its website dedicated to professionals with a range of advice on sexual health issues, guidance, sex and the law and latest news. http://www.brook.org.uk/professionals/home Fresh Manchester had a website dedicated to young people. It would be useful to make yourself familiar with it in case a young person comes to you for advice on contraception, STI’s or pregnancy. http://www.fresh4manchester.com
Young people are also encouraged to become involved in planning and decision making at Contact through a range of opportunities including our Open Contact forum and our Action Contact groups.
The UN Convention on the Rights of the Child Article 34 State parties undertake to protect the child from all forms of sexual exploitation and sexual abuse. For these purposes, State Parties shall in particular take all appropriate national, bilateral and multilateral measures to prevent: • The inducement or coercion of a child to engage in unlawful sexual activity. • The exploitative use of children in prostitution or other unlawful sexual activity • The exploitative use of children in pornographic performances and materials Article 39 State Parties shall take all appropriate measures to promote physical and psychological recovery and social reintegration of a child victim of any form of neglect, exploitation or abuse. Page 19