LIST OF LITERATURE Arnesen m.fl. i Befring, E., Frønes, I. og Sørlie, AM. (2010). Sårbare unge. Nye perspektiver og tilnærminger. Oslo: Gyldendal akademiske Bath, H. (2008). The Three Pillars of Trauma-Informed Care. Reclaiming children & Youth, 17(3), 17-21. Bath, H. (2015). The three pillars of traumawise care: Healing in the other 23 hours1. Reclaiming Children and Youth, 23(4), 5. Bergkastet,I., Dahl, L. og Hansen, K. A. (2009). Elevenes læringsmiljø – lærerens muligheter. En praktisk håndbok i relasjonsorientert klasseledelse. Oslo: Universitetsforlaget. Drugli, M.B. (2012). Relasjonen lærer og elev - avgjørende for elevenes læring og trivsel. Oslo: Cappelen Damm Fagfornyelsen LK20. Hentet https://www.udir.no/laring-og-trivsel/lareplanverket/ FNs Barnekonvensjon artikkel 34. Hentet fra https://barneombudet.no/for-voksne/barnekonvensjonen/hele-barnekonvensjonen/#34 Hackett, S., Holmes, D., & Branigan, P. (2016). Harmful sexual behaviour framework: an evidence-informed operational framework for children and young people displaying harmful sexual behaviours. Hentet https://learning.nspcc.org.uk/research-resources/2019/harmful-sexual-behaviour-framework/ Hafstad, G.S. og Augusti, E-M (red.) (2019), Ungdoms erfaringer med vold og overgrep i oppveksten: En nasjonal undersøkelse av ungdom i alderen 12 til 16 år. Oslo: Nasjonalt kunnskapssent¬er om vold og traumatisk stress. (Rapport 4/2019) Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Hegge, B. (2018). Med hjerte for seksualiteten – veiledning til sunn seksuell helse hos barn og unge. Stavanger: Hertervig forlag Jahnsen, H., Ertresvåg, S. & Westrheim, K. (2007). Utvikling av sosial kompetanse. Veileder for skolen. Oslo: Utdanningsdirektoratet. Hentet fra https://www-lu.hive.no/ansatte/moh/documents/Veil_Sos_kompetanse.pdf Kleive, H. og Ingnes, E. (2011). I møte med unge overgripere. Oslo: Gyldendal akademiske Kompetanseløftet, Udir 2019. Hentet fra https://www.udir.no/laring-og-trivsel/lareplanverket/ Kruse, A.E. (2011). Unge som begår seksuelle overgrep. Oslo: NKVTS. Hentet fra https://www.nkvts.no/content/uploads/2015/08/Unge-som-begaar-seksuelle-overgrep2011.pdf Kvello, Øyvind. 2015. Barn i risiko. Skadelige omsorgssituasjoner. 2. utgave. Oslo: Gyldendal Norsk Forlag AS. Lund, A.B. (2017). Mangfold gjennom anerkjennelse og inkludering i skolen. Oslo: Gyldendal Akademiske MacLean, P. D. (1985). Evolutionary psychiatry and the triune brain. Psychological Medicine, 15(2), 219–221 Mindreårige anmeldt for voldtekt 2016 (Politiet 2017) Hentet fra https://www.politiet.no/globalassets/04-aktuelt-tall-og-fakta/voldtekt-og-seksuallovbrudd/mindrearige-anmeldt-for-voldtekt-i-2016_web.pdf Mossige, S., og Stefansen, K. (2016). Vold og overgrep mot barn og unge. Omfang og utviklingstrekk 2007-2015 (NOVA rapport 5/2016). Hentet fra http://www.hioa.no/content/download/125214/3227117/file/Vold-ogovergrep-mot-barn-og-ung-NOVA-Rapport-5-16-web. pdf. Nordahl, T., Sørlie, MA, Manger, T. og Tveit, A. (2005): Atferdsproblemer blant barn og unge. Teoretiske og praktiske tilnærminger. Bergen: Fagbokutvalget Nye læreplaner grunnskolen og gjennomgående fag vgo (Utdanningsdirektoratet, 2020) Hentet fra https://www.udir.no/laring-og-trivsel/lareplanverket/Nye-lareplaner-i-grunnskolen-og-gjennomgaende-fag-vgo/ Opplæringsloven § 9A. Hentet fra https://lovdata.no/dokument/NL/lov/1998-07-17-61/KAPITTEL_11#§9a-1 Opptrappingsplan mot vold og overgrep (2017-2021). Hentet fra http://kriminalitetsforebygging.no/dokumenter/opptrappingsplan-vold-overgrep/ Pedersen, H. S., Nøhr, K., Kloppenborg, H. S., & Feilberg, S. (2017). Børn, der krænker andre børn. KORA. Pratt, R., & Fernandes, C. (2015). How Pornography May Distort Risk Assessment of Children and Adolescents Who Sexually Harm. Children Australia, 40(3), 232-241. Ringereide, K. og Thorkildsen, S.L. (2019). Folkehelse og livsmestring i skolen. Kristiansand: PEDLEX Stevnhøj, A. L., & Strange, M. (2016). Børn og seksualitet. København: Hans Reitzel. Stien, P., Kendall, J. (2004). Psychological Trauma and the Developing Brain. New York: Routledge Strategi for seksuell helse (Helse- og omsorgsdepartementet, 2017) Hentet fra https://www.regjeringen.no/contentassets/284e09615fd04338a817e1160f4b10a7/strategi_seksuell_helse.pdf Voldtektssituasjonen i Norge 2017. Kripos, Taktisk etteforskningsavdeling, Voldtektsseksjonen juni 2018. Hentet fra https://www.politiet.no/globalassets/04-aktuelt-tall-og-fakta/voldtekt-og-seksuallovbrudd/voldtektssituasjonen-i-norge-2017 Webster-Stratton, C. (2005). Hvordan fremme sosial og emosjonell kompetanse hos barn. Oslo: Gyldendal. Øverlien, C., Hauge, M. I., & Schultz, J. H. (Red.) (2016). Barn, vold og traumer. Møter med unge i utsatte livssituasjoner. Universitetsforlaget Aasland, M, W. (2015). Barna og seksualiteten. Oslo: Cappelen Damm Akademisk WEBSITES https://www.seksuellatferd.no/ https://betaniensykehus.no/avdelinger/betanien-sykehus/enhet-for-psykisk-helse/barne-og-ungdomspsykiatrisk-poliklinikk/ressursenhet-v27 https://rebessa.com/ https://rvtsost.no/verktoy/seksualitet-hos-barn-og-ungdom https://www.politiet.no/rad/trygg-nettbruk/ https://www.reddbarna.no/jegerher https://www.rvts.no/ressurser https://www.cactusnettverk.no/oppskriften-for-hjernens-utvikling/ https://www.traumenett.no/index.php https://rvtsmidt.no/brosjyrer/ https://www.statensbarnehus.no/barnehus/ https://www.jegvet.no/ https://www.rvts.no https://www.snakkemedbarn.no/ https://www.trondheim.kommune.no/seksualitet Previous Next Innholdsfortegnelse

ROUTINES FOR INTERAGENCY COOPERATION IN CASES WITH HARMFUL SEXUAL BEHAVIOUR Listen to a read-aloud version of the text on this page 6.1 Routines for interagency cooperation RVTS Mid 00:00 / 02:22 AGENCIES THE SCHOOL CAN COOPERATE WITH First line (no need for referral) The Child Welfare Service School nurse PPT General psychologist Family protection services Second line (referral needed) BUP Habiliteringstjenesten for barn og unge Professionals to consult V27/Betanien Bergen Statens Barnehus RVTS Rebessa Consultation teams Previous Next Innholdsfortegnelse Modell: Copyright Kjersti Draugedalen

EARLY EFFORTS Early efforts are about providing help as early as possible, and implement measures for a pupil the moment it is needed. Correcting unfortunate developmental patterns early will help the child to sexual joy and achievement as well as prevent violations of others. Listen to a read-aloud version of the text on this page 3.5 Early efforts RVTS Mid 00:00 / 00:19 Previous Next Innholdsfortegnelse

SAFETY PLANS FOR SCHOOLS Safety measures are measures necessary to prevent repeated harmful behaviour, and which create a feeling of safety for the parties involved. The safety plan should cover areas with risk of repeated behaviour and contain comprehensive steps to ensure a safe school environment for everyone. The measures should be customized to the individual pupil; their age, the severity of their actions, and the current conditions of their school. You need to be specific and concise when writing up measures, before integrate them into a plan conveying when and how the measures are to be implemented, and who is responsible for it happening. (See appendix “Safety plan”.) The degree of supervision should continually be assessed, as pupils can find it stigmatizing to be closely supervised, and the child in question may feel alienated and exposed. This can also affect the child’s developing social competence, since they can’t interact with their classmates as usual. The fear of repeated sexual violations must not result in safety measures contradicting the Act of Education, for instance denying school entrance to pupils. Safety measures requiring an increase in manpower are to be sent to the agency in charge to ensure execution and support. Previous Next Innholdsfortegnelse Listen to a read-aloud version of the text on this page 6.5 Safety plans for schools RVTS Mid 00:00 / 01:24

COURSE OVERVIEW This guide is structured after the principles of the Traffic Light where sexual behaviour is divided into green, yellow and red behaviour, corresponding with healthy, problematic and harmful sexual behaviour. It can sometimes be difficult, for both the child inflicting harm and the child being harmed, to differentiate between healthy sexual fun, and problematic and harmful sexual behaviour. 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. 7 pages - around 1 hour Begin 2. NORMAL SEXUAL BEHAVIOUR Healthy and normal sexual behaviour is spontaneous, curious and pleasurable. The behaviour should be reciprocated and equal in age, size, maturity and cognitive functioning. 19 pages - around 2 hours Begin 3. PROBLEMATIC SEXUAL BEHAVIOUR Problematic or harmful sexual behaviour is what we consider unhealthy. This is behaviour with concerning intensity and frequency, or behaviour which does not correlate to the appropriate age- or developmental maturity. It can also be a discrepancy in dominance by one party behaving threateningly or attempting to coerce (by offering clothes or candy, for instance) the other party into joining sexual games. 6 pages - around 1 hour Begin 4. MANAGING PROBLEMATIC SEXUAL BEHAVIOUR If any of the school staff suspects a pupil of displaying problematic or harmful sexual behaviour, they should bring this to someone’s attention right away. The concerns often begin with vague gut feelings and uncertainty about the violating behaviour. Discuss your worries with professionals as early as possible, so the correct measures can be speedily implemented at the school. 14 pages - around 30 minutes Begin 5. HARMFUL SEXUAL BEHAVIOUR Harmful sexual behaviour is harmful both to the child exposed to it and the child inflicting it, and requires an immediate response from adults. 8 pages - around 1 hour Begin 6. MANAGING HARMFUL SEXUAL BEHAVIOUR 16 pages - around 1 hour Begin 7. LIST OF LITERATURE AND APPENDICES 8 pages - no estimated time Begin

SUBJECT-RELATED QUESTIONS, CHAPTER 6 ABOUT THE QUESTIONS Here you have the opportunity to test yourself in the subject you just finished by answering 9 questions. The questions will indicate if your answers are correct or not, and provide a deeper explanation once you have answered. You do not need to register, and no user data will be saved. You can answer the questions as many times as you would like. Begin Previous Next Innholdsfortegnelse

6. MANAGING HARMFUL SEXUAL BEHAVIOUR If harmful sexual behaviour is discovered at school, it is important to have routines on what the staff should do and who to contact. It is necessary for both the school and cooperating agencies that every role is clearly defined. Close interagency cooperation between the school and relevant agencies are crucial to ensure pupils displaying harmful sexual behaviour receive the help they need. In this chapter you will get insight into routines for interagency cooperation, and an audio-recorded reflection on the importance of Consultations by psychology specialist Helle Kleive. There are also video interviews with representatives from several agencies; Else Baardsgaard from the children and family services in Trondheim municipality, Øystein Wammer-Pettersen from Statens barnehus in Trondheim, Tina Sæther from BUP and Jonas Overgaard from Bufetat. Previous Next Innholdsfortegnelse PAGES IN THIS CHAPTER ROUTINES FOR INTERAGENCY COOPERATION IN CASES WITH HARMFUL SEXUAL BEHAVIOUR CONSULTATION HOW TO STRUCTURE A CONSULTATION HOW TO STRUCTURE A CONSULTATION – ROLES SAFETY PLANS FOR SCHOOLS CARING FOR THE VICTIM CARING FOR THE CHILD OR ADOLESCENT DISPLAYING HARMFUL SEXUAL BEHAVIOUR SUBJECT-RELATED QUESTIONS

CHARACTERISTICS OF HARMFUL SEXUAL BEHAVIOUR IN CHILDREN AND YOUNG PEOPLE An imbalance of power, maturity and age between the children Use of threats, coercion or force Lack of consent Behaviour that is normally acceptable, but in the context becomes unacceptable A not insignificant amount of secrecy and/or planning Behaviour escalates despite attempts to stop it The person exposed to harmful sexual behaviour displaying negative emotions like fear and anger, potentially having an outburst or closing off Previous Next Innholdsfortegnelse Listen to a read-aloud version of the text on this page 5.1 Characteristics of harmful sexual behaviour RVTS Mid 00:00 / 00:38

3. PROBLEMATIC SEXUAL BEHAVIOUR Problematic or harmful sexual behaviour is what we consider unhealthy. This is behaviour with concerning intensity and frequency, or behaviour which does not correlate to the appropriate age- or developmental maturity. It can also be a discrepancy in dominance by one party behaving threateningly or attempting to coerce (by offering clothes or candy, for instance) the other party into joining sexual games. In this chapter you will see a video lecture by Marita Sandvik on problematic sexual behaviour, a video lecture by Birgit Hegge on the Traffic Light as a tool of assistance, and a video lecture by Morten Jensås Lundgren on pornography. SIDER I DETTE KAPITTELET THE TRAFFIC LIGHT CAN HELP US DIFFERENTIATE – PART 1 THE TRAFFIC LIGHT CAN HELP US DIFFERENTIATE – PART 2 PORNOGRAPHY DUTY TO PROTECT EARLY EFFORTS PAY ATTENTION Previous Next Innholdsfortegnelse

CARE FOR BOTH PARTIES INVOLVED Looking after both parties is imperative to preventing later problems. The party who committed the violations and the party exposed to them must not be left to themselves, but rather taken care of separately by reassuring adults. School staff (contact teacher, school nurse, etc.) will need to be freed up from other work to look after the pupils. Illustration: Jens A. Larsen Aas Listen to a read-aloud version of the text on this page 5.6 Care for both parties involved RVTS Mid 00:00 / 00:25 Previous Next Innholdsfortegnelse

PAY ATTENTION If you suspect problematic sexual behaviour is occurring it is important to watch and observe to gather the information needed to potentially implement later measures, as well as show support and guidance toward a healthy and normal sexuality. Illustration: Jens A. Larsen Aas Listen to a read-aloud version of the text on this page 3.6 Pay attention RVTS Mid 00:00 / 00:17 «It is important for children and young people that adults be unambiguous, caring and consequent.» - THE TRAFFIC LIGHT Previous Next Innholdsfortegnelse

DUTY OF CONFIDENTIALITY As a public employee in either a school or after-school-program you have a mandatory, statutory duty of confidentiality, the basis of which is the ban against providing information on children and parents to third parties. There are, however, several limitations making it possible to cooperate with others to follow up on children and pupils: Cases can be discussed anonymously. You may ask for consent. If the person with the right to confidentiality agrees to giving the information to someone, the duty of confidentiality is rescinded for as long as the agreement lasts. Listen to a read-aloud version of the text on this page 1.5 Duty of Confidentiality RVTS Mid 00:00 / 00:40 Previous Next Innholdsfortegnelse