1. PROFESSIONAL UNDERSTANDING OF CHILDREN’S DEVELOPMENT New research has shown that proper care stimulates children’s development, while bad experiences and trauma can lead to delayed or skewed development. In this chapter you will see a video lecture on “the triune brain”, a video lecture on safety, relations and regulation, and a reflection on class leadership and theoretical subject matter – all available in both text and audio form. PAGES IN THIS CHAPTER THE TRIUNE BRAIN SAFETY, RELATIONS AND REGULATION SEXUALITY IN SCHOOL INTERAGENCY COOPERATION DUTY OF CONFIDENTIALITY DUTY TO INFORM AND DUTY TO REPORT DUTY TO AVERT A CRIMINAL OFFENCE Previous Next Innholdsfortegnelse

APPENDIX 7 AID AGENCIES AVAILABLE FOR COOPERATION FIRST LINE SERVICES (REFERRAL NOT NEEDED) THE CHILD WELFARE SERVICE The main mission of the Child Welfare Service is to make sure children and young people living in conditions which may be detrimental to their health and development, receive the necessary help and care at the right time. In addition, the Child Welfare Service is to assist in providing children and young people with a proper, safe upbringing. The tasks and responsibilities of the agency is regulated by the Child Welfare Act (Barnevernsloven). The Child Welfare Service is there primarily to provide assistance and support in order for parents to be able to properly care for their children. Examples of this include advising and counselling the family, relief measures, support contact and kindergarten place. The Child Welfare Service is required to intervene when: The child is especially in need of aid, either because of home conditions or other reasons. The daily care for the child is severely lacking, or the personal contact and safety the child needs according to their age and development is severely lacking. The parents do not provide a child that is sick, handicapped or needing extra assistance their proper treatment or education. The child is abused or exposed to other severe types of neglect at home. There is a high possibility the parents’ lack of ability to properly take responsibility for the child resulting in the health or development of the child being severely damaged. The child displays severe behavioural problems resulting in, for example, continuous or repeated offences, continuous use of drugs, or something else. The Child Welfare Service is required to immediately do a closer inspection if they are informed of such conditions. EDCUATIONAL PSYCHOLOGICAL SERVICES (PPT) The mandate of the PPT is regulated in the Education Act Sections 5-6 (Opplæringsloven) and the Kindergarten Act Section 19 c (Barnhageloven). The agency is there to help pupils in need of special arrangements, and its tasks are both system-based and individually focused. The objective is to provide an including, equal and adjusted pedagogical arrangement. The PPT also assists kindergartens and schools with adapting to children and pupils with special needs. SCHOOL NURSES School nurses are knowledgeable about measures tailored toward individuals, groups and society. They play a central part in supporting and counselling children and young people with special needs who need following-up, and can counsel pupils wondering about health, development, upbringing, cohabitation, sexuality and birth control. Potential other tasks are networking/environmental work for children, adolescents and families, and cooperating with schools to improve working and learning environments. FAMILY PROTECTION SERVICE Anyone experiencing trouble, conflict or crisis in their family can be offered treatment and counselling by the family protection service. There are multiple professionals employed by the agency, among them psychologists and social workers with further education in family therapy. The family protection service does not require referral from either a doctor or anyone similar, but will themselves reach out to the local office. The service is free, and employees have a duty of confidentiality. Previous Next Innholdsfortegnelse SPECIALIST HEALTH SERVICES (REFERRAL NEEDED) BUP (DIVISION OF MENTAL HEALTH CARE, DEPARTMENT OF CHILDREN AND YOUTH) BUP is a service for children and adolescents. The work is organized as an outpatient service within mental health care for children and young people. The main mission of BUP is to help children in the ages 0-17 and their families in the form of assessment, treatment, counselling and adjustment regarding mental issues, behavioural issues and learning difficulties. BUP assesses and treats the child in cooperation with primary caregivers and first line services. HABILITERINGSTJENESTEN The target group for habiliteringstjenesten is children and adolescents in the ages 0-18 years old with pre-existing or acquired functional handicaps, and children suspected of having developmental issues. Habiliteringstjenesten offers assessment and diagnosing, treatment, advice and counselling to patients, guardians and municipal employees. STATENS BARNEHUS (CHILDREN’S ADVOCACY CENTER) Statens barnehus is an offer to children and adolescents who may have been exposed to, or witnessed violence or sexual assault, where a police report has been filed. The offer also extends to adults with a mental handicap. In addition, they provide advice and counselling to private persons and public agencies in ongoing, anonymous cases. THE POLICE The Police serves multiple different functions, among those investigating criminal offences and working with prevention for children and young people. The Police works to obstruct youth criminality and prevent it from happening. For that reason, the Police is in contact with youth circles, schools, graduating students and are present where the adolescents are – to know what adolescents are up to, and to see if anyone is in danger of doing something dangerous or illegal and will therefore need more attention. If the Police is concerned a child is having trouble, have done or might do something illegal, they can call in children under the age of 18 and their parents to a conversation of concern. BUFETAT The child, adolescent and family agency (Bufetat) is organized into five regional offices and are responsible for the state-run Child Welfare Service. The role of Bufetat is to provide children, young people and families in need with high quality measures all over the country. Bufetat offers the municipal Child Welfare Services differentiated and specialized child welfare institutions, foster homes and specialized aid measures for homes. KONFLIKTRÅDET (THE NATIONAL MEDIATION SERVICE) Konfliktrådet is a state-run service offering mediation as a method of handling conflict. Konfliktrådet performs the criminal reactions mediation with conflict counselling, follow up with conflict counselling, following up an adolescent and adolescent punishment. Konfliktrådet processes civilian cases brought in by the participants or public agencies. A meeting with the service can be a mediation, a large meeting, a large meeting with an adolescent, a customized meeting, a follow-up meeting or any other meeting arranged by Konfliktrådet. The aim is for participants to – through dialogue – find good solutions, whether it is about making up for a specific offence, or restore relations between people. There are 12 Konfliktråd across the country. PROFESSIONAL AGENCIES RVTS The regional resource centers for violence, traumatic stress and suicide prevention (RVTS) are a resource for anyone who in their work encounters people who have dealt with violence and sexual assault, traumatic stress, migration or suicidal problems. RVTS contributes to increasing competence through research and professional development, and offer counselling, consultation, education, courses and conferences. The mission of RVTS is to contribute to relevant competence development for those working within prevention of these issues. This is done alongside professionals and leaders, both within and across organizations. RESOURCE UNIT V27 BETANIEN BERGEN Resource unit V27 at Betanien Bergen is a clinical resource unit for the children and adolescent psychiatry in Helse Vest. The target group for V27 is children and adolescents displaying problematic or harmful sexual behaviour toward other children. REGIONAL CONSULTATION TEAMS Around the country are different consultation teams where cases about problematic and harmful sexual behaviour can be discussed anonymously. See an overview of the consultations teams on www.seksuellatferd.no

APPENDIX 6 Listen to a read-aloud version of the text on this page 7.7 Appendix 6 Sexual offences RVTS Mid 00:00 / 02:05 SEXUAL OFFENCES According to the Norwegian Penal Code (2005, Sections 302, 304 and 305) sexual behaviour, sexual activity, sexual relations with and sexual assault of children under the age of 16 are all punishable by law. The terms describe the different degrees of severity of sexual activity. (Ministry of Justice and Public Security, 2008-2009, p. 211). Sexual acts and relations committed against children under the age of 14 is counted as sexual assault (the Penal Code, 2005, Section 299). Sexual assault is the most severe form of sexual activity according to the Penal Code (Ministry of Justice and Public Security, 2008-2009, p. 215-216). Several actions that defined as problematic and harmful sexual behaviour are therefore affected by the Penal Code and are defined as criminal offences. The minimum age of criminal responsibility is 15 years of age in Norway (the Penal Code, 2005, Section 20 a), which means children under 15 who commit criminal actions are not criminally liable. The Police is still able to investigate cases committed by children older than 12, and can often be the first agency to be informed of harmful sexual behaviour committed by children. Interrogations usually take place in a Children’s Advocacy Center (Statens Barnehus), as they can coordinate further assistance for the child. The age of consent is 16 in Norway, meaning children under 16 cannot normally give their consent to sexual relations. Therefore, the prosecuting and judicial authorities will, when a child under 16 has been reported, consider mutuality and equanimity of age, maturity and cognitive functioning before a potential trial. Previous Next Innholdsfortegnelse

ODDFRID SKORPE PSYKOLOG PHD VED RVTS MIDT Oddfrid Skorpe is a psychology Ph.D. at RVTS Mid-Norway (Resource center for violence, traumatic stress and suicide prevention). She is also an associate professor at RKBU Mid. She is the coordinator of the National Competence Network on Children and Young People with Harmful Sexual Behaviour, the leader of editorial staff for the website seksuellatferd.no and coordinates Resource team for problematic and harmful sexual behaviour (REBESSA). Back Innholdsfortegnelse

DUTY TO INFORM AND DUTY TO REPORT You have a duty to provide information if the Child Welfare Service requests information about a case wherein they suspect neglect, physical abuse, sexual assault etc. (the Education Act Section 15-3 and the Kindergarten Act Section 22). The duty to report is essentially the same as the duty to provide information, with the key difference of it being YOUR responsibility to report it if you suspect neglect or assault. Previous Next Innholdsfortegnelse Listen to a read-aloud version of the text on this page 1.6 Duty to inform and duty to report RVTS Mid 00:00 / 00:35

PRIVACY AND COOKIES We at rvtsmidt.no aim to treat personal information carefully and with respect. We collect data from those who visit our website on the grounds of functionality and user experience. This information is used to optimize the content of our website, look at user patterns, and customize targeted advertising. To this end we use cookies, which you can read more about in the next paragraphs. COOKIES This e-learning: concerningsexualbehaviour.com is owned by RVTS Mid, and uses cookies. By using this website, you are consenting to these cookies being inserted into your web browser. Cookies are a standard piece of internet technology and used by most websites. Cookies are inserted into the internal storage of your web browser, and helps us understand how you use the website. In the long term this information is used to give you a better experience when you next visit the site. Most of the new internet browsers like Opera, Chrome, Firefox, Safari, and so on, accept cookies automatically. If you do not want to accept cookies you have to manually change the settings of your browser. Keep in mind that this might lead to several websites not functioning properly. THE WEBSITE’S OWNER AND CONTACT INFO RVTS Mid St. Olavs Hospital Schwachs gate 1 N-7030 Trondheim Telephone: 72 82 20 05 Fax: 72 82 20 33 E-mail: rvts@stolav.no THIS WEBSITE USES THE FOLLOWING COOKIES FOR THE STATED PURPOSES: Source: Google Analytics Purpose: Collect information about how visitors interact with the website. We use this information in reports made to improve the website, and for general statistics about visiting- and click frequency. The cookies make all information anonymous, meaning they only convey information about the number of people clicking on the website, where these clicks come from and what sites they visit. Cookies from Google: _unam, _utma, _utmb, _utmc, _utmt, _utmz, _ga, gat. Read more about the different cookies and their function at Google. Purpose: Managing status through your visiting the website. Cookies: PHPSESSID Duration: Session WEBSITE STATISTICS To optimize and further develop our website we collect necessary information about your visit to concerningsexualbehaviour.com. This includes, among other things, information on your web browser, operative system, screen size, unit, and length of the visit. The information is saved by third parties like Google Analytics, and will be stored for the length of time specified by the services. The information is only used for internal traffic related to optimization of the website, and is not given to outsiders. Any visit to our website will be logged by our servers and contain information about the IP-address, web browser, operative system, use/navigation etc. of the visitor. We use this information in fault finding and improvements in the case of deviations, and do not share it with any third parties. E-MAIL COMMUNICATION Every inquiry sent to our contact-mail is saved by us. They are logged as part of your cooperation with us, and will be stored for up to 5 years. We utilize this system with every inquiry, as well as logging of measures and communication between parties. This information is handled internally at rvtsmidt.no and is not given to any third parties. DATA CONTROLLER The CEO of rvtsmidt.no is responsible for processing the collected personal information. The CEO is responsible for arranging internal controls of the processing of personal information, and for reporting and correcting potential deviations from current laws and regulations. We strive to always abide by the current privacy regulations. You are welcome to send us an e-mail at rvts@stolav.no if you have any questions, or call tel.: 72 82 20 05 Home Innholdsfortegnelse

APPENDIX 5 Listen to a read-aloud version of the text on this page 7.6 Appendix 5 Safety plans in school RVTS Mid 00:00 / 02:14 SAFETY PLANS IN SCHOOL If a student has displayed harmful sexual behaviour (HSB), it may be necessary to make a safety plan in cooperation with the school. This is a tool used for preventing incidents involving harmful sexual behaviour. When designing the safety plan, the first step is for the principal to call a meeting with the staff most responsible for, and in the most contact with, the pupil. If the pupil is transferring to a new school, employees from both schools should partake. Involving a professional with experience in harmful sexual behaviour is also a good idea. At the meeting you should together reflect on the different sections of the safety plan, share experiences and discuss what measures are needed to secure a safe environment for the other pupils at school. The measures should be adjusted to fit the student based on age, severity of the problematic or harmful sexual behaviour, and the conditions at their school. Try to be concise and specific when creating the measures. Following this you will need a plan for implementing the measures; how and when, and who is responsible for doing so. An evaluation of the safety plan is also necessary, but the timing depends on the type of harmful sexual behaviour you are dealing with, as well as a stable environment. After 3 months you should seek advice from professionals on whether a new evaluation is needed. It is imperative to emphasize the positive aspects of the safety plan when presenting it to the pupil in question, for example by saying “Your teacher and I have discussed how we can best care for both you and the other pupils at this school”. To be clear, avoid labeling the pupil a “sexual criminal” or something in that vein. The pupil is allowed to reflect on what has happened and recount their own experiences to a willing listener. Safety plans for schools Harmful sexual behaviour at school School staff and school property The classroom Situations outside of the classroom The digital arena SAFETY PLANS IN SCHOOL, REBESSA, REVISED 18.DES.2020 File format: docx (Microsoft Word) Pages: 6 File size: 21 kB Download file Previous Next Innholdsfortegnelse

ORIENTATION Many people find out early on whether they are attracted to the same or opposite gender, but it is also normal to spend some time exploring your sexual identity. Create a safe and open environment and acknowledge and support children and young people who wish to speak about their own gender awareness or orientation. Children are most afraid of rejection. Children rely on safe adults who can support a healthy sexuality. They need adults who can be happy for them and their sexual development, while also being able to regulate and correct behaviour if it turns violating. Illustration: Jens A. Larsen Aas Listen to a read-aloud version of the text on this page 2.5 Orientation RVTS Mid 00:00 / 00:39 Adults and their responsibility in children’s sexual development 2.5 Adults and their responsibility in children´s sexual development RVTS Mid 00:00 / 01:40 «Children rely on safe adults who can support a healthy sexuality. They need adults who can be happy for them and their sexual development, while also being able to regulate and correct behaviour if it turns violating.» - THE TRAFFIC LIGHT Previous Next Innholdsfortegnelse Read a transcript of the audio recording “If adults can handle speaking to children about sexuality, we signal to them that it’s okay to talk about. Providing children and young people with this understanding will also be good for them in the long run. Now, say we shun sexuality instead of talk about it. Say we minimize the issue instead of facing it head on. What signals would we be sending? We would be telling children this isn’t a subject we are supposed to talk about. The thing is, talking about sex with a child, adolescent, or your own children can feel a bit awkward. Many parents don’t know what to say. I think conveying to the children that it is alright to talk about sexuality is incredibly important, and makes it easier for them to approach the subject as well. This is really good for people who experience bad things, like their boundaries being violated and exploited, or acquiescing to things that are not okay. Having the positive experience of being able to talk about it means they can tell an adult and receive help. If surrounding adults had shunned the subject, it might have been a lot harder to do this, but I am only thinking out loud.”

LECTURER Oddfrid Skorpe is a psychology Ph.D. at RVTS Mid-Norway (Resource center for violence, traumatic stress and suicide prevention). She is also an associate professor at RKBU Mid. She is the coordinator of the National Competence Network on Children and Young People with Harmful Sexual Behaviour, the leader of editorial staff for the website seksuellatferd.no and coordinates Resource team for problematic and harmful sexual behaviour (REBESSA). SEXUAL JOY AND MASTERY The foundation for sexual happiness and mastery is laid when we are children, along with the security of deciding what happens to our own body. Our early experiences make up the foundation on which we form attachments and experience intimacy later in life. Previous Next Innholdsfortegnelse Listen to a read-aloud version of the text on this page 2.1 Sexual joy and mastery RVTS Mid 00:00 / 00:21 What do you think of when I say the word “sexuality”? Or “sex”? If you’re like the rest of us, you probably think of intercourse. We know, however, that sexuality is more than sex, and sex is more than intercourse. The Norwegian Minister of Health has called it “a force”, but the World Health Organization goes into more detail; it is a basic need and aspect of being human, and can not be separated from other aspects of life. It is in the energy driving us to seek love, intimacy and warmth, and expressed through emotions and movement. Sexuality seeps through every aspect of our personality and being; it can’t be separated from the rest of our person. It all has to do with love; wanting to love someone, and wanting to be loved. Sexual development is spontaneous, meaning we don’t have to “activate” it – it just happens on its own. As with other types of development, we are predisposed to it biologically. However, we are also influenced by the environment we grow up in, and different people can learn from different cultural “manuals”. They can come from family, or be a larger part of the culture, but there are “manuals” to follow for nudity, sexuality and relations to others. The goal is to live in a society where our sexuality is acknowledged as something positive. For example, if a teenager is playing with their genitals, we don’t tell them “you need to stop that immediately”, but rather let it happen. Or, if the setting is inappropriate, turn their attention over to something else. This brings us to self-reflection, which is very important in regard to sexuality. How do you, as an adult, feel about your own sexuality? Is it difficult to talk about? Or can you easily speak and think about it? Does thinking about sexuality incite feelings of shame, or joy and excitement? How do you show respect and care towards yourself and others when it comes to sexuality? What does sexuality mean in your life? Becoming conscious of these things is a good step on the way to dealing well with the sexuality of children and young people. But what is sexuality to children? Pleasure, exploration and fun – which also characterize a healthy sexuality. The principles of other games and playing apply too; sexuality occurs and ends spontaneously between peers of a similar understanding and maturity, both physically and mentally. The participants often know each other, and everything should be voluntary with no discomfort or anxiety. It should also be easily disrupted, by adults or other things. To be concise: for infants, sexuality is about closeness and care, because they are forming bonds with their caregivers. When they become two years old, toddlers start noticing the differences between the sexes. An example of this was when a mother stepped out of the shower, and her barely-able-to-speak two-year-old stared intently at his mother’s genitals, before pointing and asking “gone?”. Children slowly become more knowledgeable. Take one of my favorite stories, for example, in which a four-year-old is about to become an older sister; her parents had found her a book about becoming an older sibling, and when her aunt came to visit, the four-year-old grabbed the book to show her what she’d learned. They sat down, and the girl explained, with all the wisdom of a four-year-old: “…and here you see the baby inside the plastic bag, and over there it’s eating cake from the placenta, yum yum.” Role playing is very typical, also for kindergarteners. They may pretend they’re a doctor and patient, or have one child lay on top of the other and move in a way they call “sexing”. This is, of course, immature knowledge. Children’s erotic actions do not have an end goal, unlike with adults. This is important to be aware of when observing them. The time will come when there is more meaning behind their actions, though the timing varies, since all children are different. However, reservations usually develop when they start school. They try to hide away from adults, be more discreet, while still thinking sex is gross. “Ugh, you having four kids means you’ve done it four times.” Children also adopt a mean language at this age, boys to a higher degree than girls, though we believe this, too, is a result of cultural influences. In addition to mean language, they develop an understanding of sexual orientation by learning about homosexuality, heterosexuality, bisexuality, and other terms we use in accordance with orientation. Our society has gotten better at accepting and introducing these concepts, which has helped many children and young people learn about themselves, but there is still a way to go. Leading up to puberty, children become more conscious of how they are sexual beings. They have sexual fantasies and might get turned on. The realization hits that they are sexual and now want to know more: about romance, the world of adults and the world of teenagers. Exploration of their own body is common, along with girls beginning to masturbate. Puberty is characterized by a fascination for body, nudity, sex and sexuality. It’s all about what relation you have with yourself, and your relations with others. You seek to explore, both verbally and online. The phone is never far away, either. Adolescents don’t want to stand out in the wrong way, so they care about when it’s possible to start “doing things”, and what things they can do. They are still uncertain, though, and need knowledge from outside the world of porn and Ex on the Beach; having a penis as big as porn star is not normal. Neither is extreme ejaculation. We’re talking about a teaspoon here. And the clitoris is just the tip of the iceberg. The rest of the clitoris is hidden under the skin on each side of the vagina. This is why girls enjoy being touched there, too! Another aspect of sexuality is romantic relationships. Having a partner attempt to control you is not good, and you are allowed to tell them “stop”. This, too, is all about relational competence. Adolescents in these situations are prone to asking friends or the internet, but do express that they wish adults had told them more about it and how to handle it. So, to summarize, sexuality is a part of us from we are born and until we die. It does not disappear, and for this reason I think becoming friends with our sexuality is beneficial. You, as an adult, can assist children and young people in doing exactly that. Oddfrid Skorpe, Rådgiver, Psykolog, ph.d. Read transcript Duration: 8:42

HOW TO STRUCTURE A CONSULTATION Let everyone around the table introduce themselves, summarize what has happened, previous contact, and implemented measures from every agency. Make concerns known. Discuss freely: “What is best for the child/adolescent”? What can my agency do for the child/adolescent? Draw up a safety plan for different arenas (school, home, spare time) Divide responsibilities and tasks between the agencies The person in charge of the meeting is responsible for calling a follow-up meeting – within 3 weeks usually – to ensure everyone has done their part, and discuss the road ahead. It is important that guardians are involved in the multidisciplinary cooperative work. Listen to a read-aloud version of the text on this page 6.3 How to structure a consultation RVTS Mid 00:00 / 00:53 «Disclosure of harmful sexual behaviour requires immediate reaction from adults.» RVTS Guide for schools Listen to a read-aloud version of the reflection 6.3 On the Consultation – a reflection RVTS Mid 00:00 / 02:01 In this recording you will hear Helle Kleive, psychology specialist at Resource unit V27/Betanien Bergen, speak more about Consultations. Listen to a read-aloud version of the reflection A Consultation is a meeting between every authority responsible for – or who should be responsible for – the young adult or child displaying inappropriate sexual behaviour. The point is for everyone to come together and make a plan of action. What do we do with 15-year-old Ole after he has displayed problematic sexual behaviour? The Consultation is clearly structured into 4 bullet points, as its goal is to prevent the chaos that often occurs in these situations. Number 1 says to do an introduction of every authority present, and give an update on the case. What is known about the case, about Ole, which measures have been implemented, what are the concerns – put everything on the table. It is also incredibly important to let everyone around the table speak without interruption. Let them disclose what they know about the case. When everyone at the table has spoken and the severity of the situation is known, it’s time for bullet point number 2: what is best for Ole? Without being required to do anything or say “now you do this things, and you do that”, just discuss what is the best course of action for the child. Bullet point number 3 is: what does my agency offer, and what can and will I contribute in this case. This way the workload is distributed somewhat. Point 4 is finding a time and place to hold the next meeting. Previous Next Innholdsfortegnelse Illustration: Jens A. Larsen Aas

«To avert» is, in this case, to avert a possible future criminal offence; you are not obligated to report punishable offences already carried out. The duty to avert generally applies to situations where you know for sure – or think it highly probable – a person will commit sexual assault, seriously injure someone (including severe psychological abuse) or take another human’s life, according to the Penal Code Section 196. DUTY TO AVERT A CRIMINAL OFFENCE Listen to a read-aloud version of the text on this page 1.7 Duty to avert a criminal offence RVTS Mid 00:00 / 00:33 Previous Next Innholdsfortegnelse

GENDER AWARENESS Listen to a read-aloud version of the text on this page 2.4 Gender awarness RVTS Mid 00:00 / 00:19 GENDER AWARENESS When they are 2-3 years old, children begin to understand the differences between boys and girls, and can identify as one or the other. It has traditionally been thought that everyone identifies as either a boy or a girl. We now know gender is a lot more diverse. Illustration: Jens A. Larsen Aas Previous Next Innholdsfortegnelse