APPENDIX 2 EXAMPLE OF HOW TO MANAGE PROBLEMATIC SEXUAL BEHAVIOUR IN LOWER SECONDARY SCHOOL In grade 8 at a secondary school there were a lot of pupils using sexualized and violating language toward each other, and a group of boys especially liked to initiate it. This usually affected the girls in the class, but would sometimes affect a few of the boys, too. The contact teacher expressed that he didn’t get to spend enough time with the pupils, and felt conflicts and violating behaviour weren’t dealt with properly as a consequence. Multiple other teachers went into the same class, but said the pupils neither listened to them nor followed the rules they made during lessons, resulting in many warnings being issued. ​ A lot of parents started contacting the school with concerns about the classroom environment, and several of the girls wished to change schools/classes. Finally the contact teacher called the local consultation team to discuss the sexualized language used in the class. He was advised to contact the Child Welfare Service for guidance and an assessment of the classroom environment, in addition to PPT for help with systemic change. ​ The teacher, the Child Welfare Service and PPT then agreed on the importance of working both individually and systemically. The Child Welfare Service and PPT held a meeting with available resource persons at school (contact teacher, school social worker, school nurse and management) to create an overarching plan for changing the classroom environment. The Child Welfare Service assisted the resource persons with assessing concerns around individual pupils. They also looked into the class dynamics along with PPT. It turned out several of the pupils were struggling for various reasons and not receiving treatment. Some of them had trouble academically and couldn’t keep up with academic progression, others dealt with poor conditions at home. This insight resulted in supportive measures being implemented in a few families by the Child Welfare Service, and individual assessments from PPT. The resource persons were in addition tasked with creating concise guidelines and structures for every teacher coming into the class to ensure a general and predictable approach towards every pupil. ​ The teachers were all to focus on building trustful relations with the pupils and model the kind of communication wanted in a classroom. The contact teacher would get some time freed up in his schedule every week to talk more with the pupils who needed it. The social teacher did the same thing. The school nurse and contact teacher spent time regularly holding lessons on sexuality, relations and boundaries, and consulted with the pupils to emerge at a set of guidelines for everyone to follow. The rest of the school, in turn, focused extra on the guidelines at the orders of the management, and this was communicated at assemblies and to guardians. All the teachers involved with the class regularly met to ensure coordination and update each other on what was going on. ​ After a while teachers, guardians and even pupils discovered the bad language had disappeared, and the environment in the class had noticeably increased. Illustration: Jens A. Larsen Aas Listen to a read-aloud version of the text on this page 7.3 Appendix 2 Example from lower secondary school RVTS Mid 00:00 / 03:20 Previous Next Innholdsfortegnelse

THE TRAFFIC LIGHT CAN HELP US DIFFERENTIATE – PART 2 LECTURER Birgit Hegge is a clinical social worker with a master’s degree in social subjects. She is also an educated specialist in sexological counselling, with approval from the Nordic Association for Clinical Sexology (NACS). She specializes in violence and sexual assault due to her many years of experience with mental health and child welfare. Hegge is a proponent of the prevention aspect of good sexual development and health. Previous Next Innholdsfortegnelse The Traffic Light is a framework for understanding sexuality, sexual development and how this is expressed in children and young people. In other words, the Traffic Light is meant to raise awareness of sexuality being an important part of children’s development – as important as language, for instance. It is also a tool to help us differentiate between healthy and problematic expressions of sexuality. Why is this important? In my experience, sexuality in children makes adults uncertain. We’re uncertain of what we see, what we should say, and how to react in the face of a child’s sexuality. We might just say nothing, reject or scold the child, resulting in the child not receiving the support and guidance they need. When it comes to sexuality, children need guidance and support just like in other aspects of life, and help to develop good sexual health as well as a healthy view of their own body. How does the Traffic Light help? Well, many adults report just reading it helps clarify what behaviours are acceptable. The Traffic Light is divided like the name indicates; in the colours green, yellow and red. The green light is the “go”-signal in traffic, and in this framework describes what a natural, healthy sexuality looks like. Now, if the child doesn’t show their sexuality, this is okay too. We are all different people, and not all children put their sexuality on display. At the green level, the child requires positive attention and support from you. The yellow light in traffic tells you to slow down or stop – or to get ready to drive. The same applies to yellow sexuality; you need to figure out what is happening. Are all the children fine? Do they find what’s happening acceptable? You have to find the answers to those questions; speak with the children, help them figure it out, ask them about their thoughts. Sometimes children need help with figuring out different ways to do things, and sexuality is no exception. Help them to adjust, find other ways, be more aware of everyone else’s boundaries. They need help with understanding and recognizing if they themselves are okay with what is occurring. If children don’t learn to recognize and enforce their own boundaries, they may have difficulties understanding how others can be uncomfortable. The red light means “stop”, both in traffic and in regard to sexuality. If the behaviour is red, you, the adult, must intervene immediately. This is why many people actively use the Traffic Light, either with fellow personnel or other acquaintances; they get to talk about it and read through the different categories, both colour and age group. The Traffic Light describes the different levels of age well, including what to expect and what sexuality in those ages looks like. However, such a framework can’t account for everything, and talking to other people reveals how humans are all different people with different boundaries. Adults are no exception, and we all react differently in the face of others’ sexuality – especially the sexuality of children. If you discuss it – preferably with your staff group – you can find out what this all means to you at your kindergarten/school/place of work, and how your institution should operate. You can together decide where the boundaries are, and why. What do you react to, and what don’t you react to? What keeps you from reacting in situations where you should have? If this has been discussed beforehand you can also create a strategy for how to act if a child expresses their sexuality in an unacceptable way. In addition, you can agree on a method of speaking to the child about sexuality. When we discuss the validity of our thoughts we become more assured, more open, and we appear more concise to children – and if we are clear and concise, children become assured as well. They receive the guidance, training and support they need to develop a healthy sexuality. This is the foundation of good sexual health; positive development, lots of joy, and healthy sexual common decency. Birgit Hegge, høgskolelektor VID, fakultet for helsefag. Vis teksten Spilletid: 7:15

SEXUALITY IN SCHOOL The Knowledge Promotion Reform 2020 emphasizes public health and mastery of life as one of three multidisciplinary subjects in school. The pupils will receive competence which, among other things, promotes good mental health and gives them the opportunity to make responsible life decisions. Relevant parts of the subject are, among others, sexuality and gender, media use, establishing your own boundaries as well as respecting others’ boundaries, and managing thoughts, emotions and relations (Udir, 2019). Illustration: Jens A. Larsen Aas RESSURSER LINK: (Life Mastery in norwegian class rooms) Website https://www.linktillivet.no/ Play It Right Teaching tools describing how to talk to youth and young adults about sexuality. Book: Folkehelse og livsmestring i skolen Ringereide og Thorkildsen, RVTS South, PEDLEX. https://www.pedlex.no/artikkel/flm19/folkehelse-og-livsmestring-i-skolen/ Listen to a read-aloud version of the text on this page 1.3 Sexuality in school RVTS Mid 00:00 / 00:40 Brain-based class leadership – a reflection 1.3 Brain-based class leadership RVTS Mid 00:00 / 09:40 In this audio recording you will hear special education teacher Kristin Larsen and teacher Kjersti Draugedalen’s reflections around “Brain-based class leadership”, and the importance of creating a safe environment for pupils in difficult situations. Previous Next Innholdsfortegnelse Read a transcript of the audio recording Nils: Could we repeat how the different parts of the brain work. Kjersti: We are, in short, talking about this thing with the survival brain, the emotional brain and the logical brain. To learn we need the logical brain, but if we sense danger the survival brain will cut the connection to the logical brain. ​ Nils: Meaning scared people aren’t capable of learning? Kjersti: Exactly. ​ Nils: Why is this an important term to bring into schools? Why is that? Kristin: Because we meet different children with different challenges, and some of them can become really activated and end up outside of their tolerance window. If this happens, they won’t be able to respond to messages or learn from the teacher, unless we are aware of what happens when the survival brain cuts the logical brain off. ​ Nils: But communication goes both ways, so doesn’t this just as much apply to the teacher? Kjersti: Yes, it does. And the more assured and more in our window of tolerance we are, the better we can tune in on and regulate the pupils who need help. Unsafe pupils especially need safe people around them to regulate back into their tolerance window. ​ Nils: Are these thoughts newly introduced into schools, would you say? Kristin: It has been a relevant subject for a few years, but there are still many teachers who haven’t heard of it. ​ Nils: Are any teachers of the opinion that all the talk about trust and safety is a bit much, that there are too many niceties? Kjersti: It may seem that way, but it’s true what Kristin says, there is quite the focus on relations. Schools focus a lot on relational competence, but I think what happens when we teachers become uncertain, is the safety and close relationship disappear in favor of enforcing boundaries. We prioritize consequences over safety in the difficult situations. ​ Nils: This isn’t asking too much of the teacher? I personally find this hard to live by. Kristin: But if you don’t have a positive relationship the pupil won’t commit, and making agreements becomes difficult. This can in turn disrupt your lessons, which makes it very important to be aware of. Teachers get a master’s degree in mathematics because they want to teach the subject, so of course it’s natural to prioritize the lesson, but our job is to create a safe learning environment for everyone. ​ Nils: So if I understand this correctly, we require teachers to understand themselves intimately, to know “how to get back into my tolerance window” etc. Isn’t that almost superhuman? Kjersti: Yes, and I think this is one of the hardest things we do as humans; personal development, inspecting ourselves, finding areas we need help to improve on. For teachers this can be an incredibly difficult task, but then we need to look at how sexual assaults against children is a national public health problem. Schools have a unique opportunity to work on prevention at a grassroot-level through these relations, and the more children have safe relations to adults, the more they open up about difficult things in their lives. Building relationships is therefore the cornerstone of our work. At the same time, though, we have to be aware – and I know we ask a lot of teachers, but we have to be aware of the huge ethical responsibility that follows the profession. We carry children’s lives in our hands, watching over and protecting children from violations and hurtful experiences is a part our duty as teachers. ​ Nils: Where do teachers learn all this then? Kjersti: This is based on brain research from only the past few years, so we think teachers should be afforded the space to learn these new theories which can help us better approach children. ​ Nils: But also, teachers are in the first line (which does not need referral) when it comes to regulating unwanted sexual behaviour. They are also in the first line when it comes to encouraging normal sexual behaviour, so in some respects teachers are more important than parents, are they not? Kjersti: In many ways, yes, since they are leaders of a group. Parents and guardians deal with the individual child, but teachers have this unique opportunity to establish ground rules for an entire group of children. This, too, is completely dependent on building relations. The stronger your relation to every individual child in your class is, the easier it is to lay down boundaries and a framework for the group. And if a school is building these safe environments in every classroom, we’re talking about systemic universal prevention of unwanted behaviour – not just sexual, but every form of violating and challenging behaviour. Nils: Why is brain-based class leadership also relevant when talking about sex and sexualized behaviour? Kjersti: When you have a close relationship with a pupil who suddenly infringes on boundaries in some way, it’s natural to tell them “hey listen, you can’t do that” and model the behaviour we want to see instead; a good relation can withstand correction and guidance. However, a bad relation – or none – makes it almost impossible to correct a child who is overstepping boundaries. Nils: When we’re on the subject of good relations; if you are a dictatorial football coach you can sort of gain “good relations” by playing off of fear, but this isn’t actually good, is it? A good relation isn’t necessarily equal, but rather having communication go both ways. Is that right? Kristin: You can scare a child into silence, but it won’t last long; it’s not a long-term solution. You have to start at the bottom, build a relation with emotional equality and safety. Kjersti: I think if you, as a teacher, display this type of leadership, we achieve the opposite of what we want – no children will feel safe enough to talk about difficult things. These relationships are incredibly important, and I think you’re right in saying they should in some way be equal. I think pupils respect teachers who have proven themselves to be authentic, and aren’t afraid to say “we need to look into this” if they don’t know something. Kristin: It is also important to remember brain-based leadership and the tolerance window in the context of not just sexualized behaviour, but every kind of unwanted behaviour – sexual violations and other things like fighting should all be regulated the same way.

CONSULTATION The Child Welfare Service is responsible for coordination in cases about harmful sexual behaviour, and will hold a Consultation. The Consultation is held shortly after the behaviour has occurred, so that all parties gain a common understanding of what is to happen next. Suitable agencies to include – excluding the school (contact teacher, guidance counsellor, principal) – are PPT, family protection services, BUP, the Police, Statens Barnehus, general psychologist, Bufetat. Guardians are allowed in during the last part of the meeting. ​ The purpose of this meeting is to create a plan for the immediate future with everyone involved. Illustrasjon: Jens A. Larsen Aas Previous Next Innholdsfortegnelse Listen to a read-aloud version of the text on this page 6.2 Consultation RVTS Mid 00:00 / 00:47 Listen to a read-aloud version of the reflection 6.2 The origin of the Consultation – a reflection RVTS Mid 00:00 / 01:22 In this recording you will hear Helle Kleive, psychology specialist at Resource unit V27/Betanien Bergen, speak on the origin of the Consultation. ​ V27 is a clinical resource unit for the BUP units in Helse Vest. It is connected to BUP at Betanien hospital. The target group of V27 is children and adolescents who display problematic or harmful sexual behaviour toward other children. The unit also offers training and guidance to professionals, authorities and agencies. Read a transcript of the audio recording Consultations were invented by me and a now retired colleague from E27, after half a year of working on the format. We were in Sweden in 2008, and they said: “we never start working a case like this without first calling a consultation”. There was an established routine where every authority was gathered, and then came up with a plan together. We didn’t have this in Norway, we had chaos, so me and my colleague based our idea on interprofessional team meetings, but changed it up a little. People were always talking over each other in those meetings, so we added a rigid structure and a clearly defined end product. This is how we made the Consultation, which is still in use today, I assume because of its effectiveness. The structure should work for more than just children and young people who have committed sexual violations, which is another reason I think it’s stuck around; it has a clearly defined structure, making it ideal for any number of situations.

Knappetekst kommer her Høyrejustert 2.5 Om voksne og deres rolle i forhold til barns seksualitet 00:00 / 01:40 Venstrejustert PREVENTION AND MANAGEMENT OF PROBLEMATIC AND HARMFUL SEXUAL BEHAVIOUR IN CHILDREN AND YOUNG PEOPLE This e-learning is developed by RVTS Mid-Norway along with REBESSA (Regional resource team on children and young people displaying problematic and harmful sexual behaviour) with the intention of raising the level of competence about healthy and normal sexuality in children and young people, as well as be a guide to managing cases with children and young people displaying problematic or harmful sexual behaviour. Knowledge about children’s sexuality can help lessen the risk of children developing sexually harmful behavioural patterns, in addition to ensure signs of violations and assault are discovered early, enabling the implementation of necessary measures. ​ Many adults may harbour reservations about entering an arena where the child or young person’s sexuality is so clearly on display. This is exactly why it is important we provide concrete ways of understanding and managing such cases. Children and young people who display problematic and harmful sexual behaviours usually have quite tangled and complex motivations, and interagency cooperation is necessary for managing this successfully. ​ There are several terms for sexual behaviour leading to concerns or injury. It is often appropriate to describe the behaviour or action as violating or abusive. What term should be used depends on the context and the purpose behind using it. In this guide the terms problematic and harmful sexual behaviour are mainly used about everything outside the realm of good and healthy sexuality in children. We still would like to encourage being conscious of your choice of words, both to nuance sexual actions between children and prevent stigmatization and unnecessary stress for those involved. ​ We encourage using the guide actively and to set aside time in professional meetings for discussion and reflection around prevention and management of sexual offences. Every school should make their own guidelines with the names and addresses of their collaborators. The school management is especially responsible for this. INTENDED FOR: EVERYONE PRIOR KNOWLEDGE NEEDED: NONE ESTIMATED LENGTH: ABOUT 6 HOURS REQUIRED REGISTRATION: NO BEGIN PROJECT LEADERS The project leaders for this e-learning are RVTS Mid by Oddfrid Skorpe and Marita Sandvik. ​ The school guide was developed in cooperation with Kjersti Draugedalen, Kristin Larsen and Rebessa (Resource team on problematic and harmful sexual behaviour in children). Oddfrid Skorpe Marita Sandvik Listen to a read-aloud version of the text Prevention and managment of problematic and harmful sexual behaviour in children and youth RVTS Mid 00:00 / 02:24 Begin course 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

BEING MENTALLY AVAILABLE DURING CONVERSATIONS “Accommodating” children’s strong emotions and behavioural expressions requires us to stay calm and keep a lid on our own strong emotions and frustrations. This can prove difficult when children seem to reject and actively provoke you. The Window of Tolerance is a widely used metaphor which can help with resisting and regulating outbursts. Listen to a read-aloud version of the text on this page 4.2 Being mentallty available during conversations RVTS Mid 00:00 / 00:27 Previous Next Innholdsfortegnelse Dag Nordangers korte og enkle forklaring av toleransevinduet. Spilletid: 4:28

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

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

7. LIST OF LITERATURE AND APPENDICES PAGES IN THIS CHAPTER LIST OF LITERATURE APPENDIX 1: EXAMPLE OF HOW TO MANAGE HARMFUL SEXUAL BEHAVIOUR IN PRIMARY SCHOOL APPENDIX 2: EXAMPLE OF HOW TO MANAGE PROBLEMATIC SEXUAL BEHAVIOUR IN LOWER SECONDARY SCHOOL APPENDIX 3: CARING FOR THE PERSON EXPOSED TO SEXUAL VIOLATIONS OR ASSAULT APPENDIX 4: TEMPLATE FOR DOCUMENTATION AND INFORMATION WHEN DISCOVERING HARMFUL SEXUAL BEHAVIOUR APPENDIX 5: SAFETY PLANS IN SCHOOL APPENDIX 6: SEXUAL OFFENCES APPENDIX 7: AID AGENCIES AVAILABLE FOR COOPERATION Previous Next Innholdsfortegnelse

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. ​ Sexuality is part of being human, and is in development from you are born, until you die. The sexuality of children is characterized by curiosity and exploration, and can not be compared with the sexuality of adults. Children express their sexuality in many ways; through language and touch, exploration of their own or someone else’s body, sexual activity, play and interplay. ​ In this chapter you will find measures which promote healthy, sexual behaviour, a video lecture by Oddfrid Skorpe on the subject “Sexual joy and achievement”, audio reflections by psychology specialist Steinar Hvål on adults and their responsibilities in children’s sexual development, and a reflection around teachers’ and pupils’ sexualities. Previous Next Innholdsfortegnelse PAGES IN THIS CHAPTER SEXUAL JOY AND MASTERY SEXUAL PLAYING KNOWLEDGE AND SAFETY GENDER AWARENESS ORIENTATION MEASURES WHICH PROMOTE HEALTHY SEXUAL DEVELOPMENT – PART 1 MEASURES WHICH PROMOTE HEALTHY SEXUAL DEVELOPMENT – PART 2 MEASURES WHICH PROMOTE HEALTHY SEXUAL DEVELOPMENT – PART 3 MEASURES WHICH PROMOTE HEALTHY SEXUAL DEVELOPMENT – PART 4 SUBJECT-RELATED QUESTIONS

HARMFUL SEXUAL BEHAVIOUR ONLINE There has been an increase in harmful sexual behaviour on the internet and mobile phones. This can include sending hurtful, uncomfortable or threatening sexual comments, sending or requesting sexualized photos and nude photos, and downloading, storing and sharing depictions of assault against – or sexualized photos of – children. ​ Preventing sexual violations and assault on the internet cannot be done by IT-security and censoring alone, and must also be addressed in education about sexuality, pornography and netiquette. The National Criminal Investigation Service recommend teaching children and young people to take a screenshot of their phone and give the photo to the Police. Previous Next Innholdsfortegnelse Illustration: Jens A. Larsen Aas Listen to a read-aloud version of the text on this page 5.8 Harmful sexual behaviour online RVTS Mid 00:00 / 00:48