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  • 4.2 Being mentally available during conversations | RVTS Guide for schools

    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

  • Marita Sandvik | RVTS Guide for schools

    MARITA SANDVIK VERNEPLEIER OG FAGRÅDGIVER VED BRØSET KOMPETANSESENTER Marita Sandvik is a social worker with a master’s degree in mental health care. She is also a cognitive therapist with experience working with violence and sexual crimes at St.Olav’s Hospital, Brøset department (Central professional unit for committal to care, Center for safety-, prison- and judicial psychiatry) and Trondheim Prison. ​ At the moment she works at RVTS Mid with raising competence around problematic and harmful sexual behaviour in children and young people. Sandvik is especially a proponent of prevention of assault by professional development and establishing access to treatment and following-up for adults and children in danger of committing sexual violations. She is in addition a coordinator for the Resource team for problematic and harmful sexual behaviour (REBESSA). Back Innholdsfortegnelse

  • Privacy policy | RVTS Guide for schools

    PRIVACY AND COOKIES We at 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: 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: ​ 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 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 and is not given to any third parties. ​ DATA CONTROLLER The CEO of 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 if you have any questions, or call tel.: 72 82 20 05 Home Innholdsfortegnelse

  • 7.3 Appendix 2 | RVTS Guide for schools

    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

  • 2.1 Sexual joy and mastery | RVTS Guide for schools

    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 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

  • 5.6 Care for both parties involved | RVTS Guide for schools

    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 Vedlegg | RVTS Guide for schools


  • 1.3 Sexuality in school | RVTS Guide for schools

    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 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. 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.

  • 6.2 Consultation | RVTS Guide for schools

    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.

  • Home | RVTS Guide for schools

    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

  • 1.6 Duty to inform and duty to report | RVTS Guide for schools

    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

  • 6.3 How to structure a consultation | RVTS Guide for schools

    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

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