Strategies Measures Give praise, positive attention Guidance, descriptive comments Co-regulation Discuss different kinds of coping strategies (e.g. similarities between thoughts, emotions and behaviour, problem solving skills) Conversing, observational learning Empathy (e.g. showing you are compassionate toward others, giving compliments) Self-control (e.g. learning about emotions and regulation) BEHAVIOURAL SUPPORT STRATEGIES COGNITION-ORIENTED STRATEGIES SOCIAL SKILLS Cooperation (e.g. friendship skills, sharing, helping others, following rules and instructions) Self-assertion (e.g. introducing oneself, taking the initiative, resisting pressure) Responsibility (e.g. keeping agreements, turning down unreasonable suggestions from others) Tell someone when experiencing something difficult, unreasonable or uncomfortable MEASURES WHICH PROMOTE HEALTHY SEXUAL DEVELOPMENT – PART 2 Listen to a read-aloud version of the text on this page 2.7 social an emotional competence RVTS Mid 00:00 / 02:35 «Social competence and social skills are important for children and young people’s developing relations with both peers and adults.» - VEILEDER UDIR, P.10 Previous Next Innholdsfortegnelse 2. SOCIAL AND EMOTIONAL COMPETENCE Education in social and emotional competency is the second component of the universal prevention of harmful sexual behaviour. In the core curriculum of the Knowledge Promotion Reform 20, social learning and development is described in Section 2.1: “Being able to understand what others think, feel and experience is the basis for achieving empathy and friendship between pupils (…). Everyone shall learn to cooperate, work with others and develop abilities within co-determination and co-responsibility” (Udir.no) Several programs have been developed for schools aiming to teach their pupils social and emotional skills. The programs used in prevention contain mostly the same topics and areas of competence (see Useful resources). Observational learning and reinforcing desired behaviour are central principles, based around the idea that changes in children’s behaviour happen through changes in the behaviour of significant adults. The teacher becomes an important role model in how to behave properly in a classroom, by themselves being a good example of such behaviour. DIFFERENT STRATEGIES Education in social and emotional competency can be based on different strategies:

MEASURES WHICH PROMOTE HEALTHY SEXUAL DEVELOPMENT – PART 3 Illustration: Jens A. Larsen Aas Listen to a read-aloud version of the text on this page 2.8 Sex education RVTS Mid 00:00 / 02:58 3. SEX EDUCATION Sex education might be the most important component in the universal prevention of harmful sexual behaviour. Several subjects in the Knowledge Promotion Reform 2020 contain competence goals regarding sexuality and sexual behaviour, meaning this will be a topic throughout primary and secondary school. Positive relations and safety are requirements to educate about sexuality. Assured adults with a high competence in sexual behaviour can provide honest and precise answers, which is necessary to successfully convey the subject. Sex education should contain topics like love, emotions, identity, respect, values, boundaries and relations, birth control and diseases. Teachers have the rare chance to converse regularly with pupils on these topics. If the person teaching sex education is someone the pupils do not have daily contact with (i.e. the school nurse), the homeroom teacher should be present during the lesson and follow up on the subject afterwards. Some pupils will, due to cognitive and developmental issues, need customized learning and teaching arrangements to ensure they get something out of the education. The sexuality of teachers and pupils 2.8 The sexuality of teachers and pupils RVTS Mid 00:00 / 05:12 Previous Next Innholdsfortegnelse COMPETENCE GOALS IN SOCIAL STUDIES Grade 2: “The pupil should be able to discuss emotions, body, gender and sexuality, and how to express and respect their own and others’ boundaries” Grade 4: “The pupil should be able to discuss boundaries in relation to the body, what violence and sexual assault are, and where to go for help if one is exposed to violence and sexual assault” Grade 7: “The pupil should be able to reflect on the variations of identities, sexual orientations and gender expressions, and their own and others’ boundaries in relation to emotions, body, gender and sexuality, and discuss what actions one can take in the event these boundaries are broken” Grade 10: “The pupil should be able to reflect on how identity, self-image and personal boundaries evolve and are challenged in different social settings, and give suggestions on how to manage outside influences and unwanted acts” IMPORTANT TOPICS Values and attitudes Healthy and unhealthy sexuality What is okay and what is not Age of consent Boundaries/private areas How to be a good romantic and sexual partner It’s okay to say no! Image sharing and social media Sexual identity Consequences of sexual assault – for both parties Pornography (fiction and reality) Read a transcript of the audio recording I think teachers run the risk of becoming a meaningful adult to many pupils, and many pupils experience difficult things and seek the support of an adult. It may be a bad situation at home, problems with the friend group – anything really, including sexuality and stuff surrounding sex. A professional adult being responsible for children should, in my opinion, be there for pupils voicing their troubles, and I include sexuality in that. Our values and attitudes affect our actions, thoughts, and reactions upon meeting something, as well as what interventions we choose to enact in those meetings. I think it beneficial to be somewhat aware of what values and attitudes you possess, and how they affect you. Well, we probably aren’t aware of every belief we hold, but for example: what is your stance on homosexuality? Where do you stand in regard to questioning sexual orientation? What about testing things out, both as an adolescent and as an adult? Friends with benefits? Sex reassignment surgery? I’m just throwing these out to get a reaction, obviously. The point is different people have different reactions, which in turn are based on their values and attitudes. How you respond to children wondering the same things hinges entirely on how aware you are of your own stances, I think. I think good values and attitudes to have are things like valuing openness over closing off. Answering a child with “I don’t know this, but I’ll look into it for you” rather than silence, for example. This ultimately affects how or if you talk about sexuality, too. Teachers in conversations with pupils probably feel obligated to answer even though they don’t know the correct response to a question. “What can I say to this?” Is it alright to be a little personal, or are you expected to be personal? It’s difficult to know. The point is not for all teachers to be capable of having lessons on sex at a moment’s notice, but rather be an adult capable of dealing with a child or adolescent asking for help about a difficult situation. It is important to handle these situations delicately, whether the trouble is at home, in the friend group, or has to do with sexuality. Responding with deflection, minimizing, or signaling to the child that this is not something to speak about, is bad, in my opinion. A better, healthier response would be “we’ll tackle this together, I’m very happy you chose to tell me, now let’s see what we can do about it”. This response is healthy and also respectful towards the child. The digital world is constantly evolving – last year it was TikTok and Snapchat, who knows what will happen next year. I personally find it really hard to follow the trends, as an adult. Nils: I gave up a long time ago. Steinar: You’re definitely not the only one, haha. However, I don’t think we should endeavour to always be on top of the trends and know everything that goes on. If we instead focus on being adults children can come to with anything – including difficult things – it will be easier for the children to approach us when they need to.

BOTH BOYS AND GIRLS Boys commit the majority of sexually harmful acts, but girls also commit them. For some girls the problems are more hidden and taboo. Previous Next Innholdsfortegnelse Listen to a read-aloud version of the text on this page 5.3 Both boys and girls RVTS Mid 00:00 / 00:12

Prevention and management of problematic and harmful sexual behaviour in children and young people. 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

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

WILL NOT REPEAT HARMFUL SEXUAL BEHAVIOUR Most children will not repeat the harmful sexual behaviour if they are given clear boundaries and have the potential consequences of such behaviour explained to them; how it affects both the violated party and themselves. Some adolescents will need further counselling in how to manage and master social interaction, sexual emotions, rejection by peers, and guilt/shame about having committed a sexual violation. If the harmful sexual behaviour repeats or the child/young person does not respond to correction, counselling, and measures, you need to refer them to therapy for more extensive evaluation, risk assessment and assault-specific treatment. Previous Next Innholdsfortegnelse Listen to a read-aloud version of the text on this page 5.2 Will not repeat harmful RVTS Mid 00:00 / 00:46

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

Write a short title If a 3-year-old is fiddling with their genitals, I view it as... A: Typical of their age-group Correct! In situations where others are bothered, have the child do another, more appropriate activity like drawing or playing with a ball. B: Atypical of their age-group, and tell the child to stop doing it Wrong. It is natural for a 3-year-old to fiddle with their own genitals, but in situations where others are bothered, have the child do another, more appropriate activity like drawing or playing with a ball. Children need to be taught boundaries, even for a natural sexual activity. C: Typical of their age-group, and the child should be able to do this unobstructed no matter the situation Wrong. It is natural for a 3-year-old to fiddle with their own genitals, but in situations where others are bothered, have the child do another, more appropriate activity like drawing or playing with a ball. Children need to be taught boundaries, even for a natural sexual activity. Avgitt svar A preschooler’s knowledge about body and sexuality is usually… A: Concrete and simple Correct! Preschoolers have a simple and concrete understanding of body and sexuality, like that girls and boys look different or that mothers give birth to babies and fathers help make them. B: Extensive and precocious Wrong. Preschoolers have a simple and concrete understanding of body and sexuality, like that girls and boys look different or that mothers give birth to babies and fathers help make them. A more reflected and mature understanding of their own body and sexuality is developed throughout the adolescent years. C: Reflected and modern Wrong. Preschoolers have a simple and concrete understanding of body and sexuality, like that girls and boys look different or that mothers give birth to babies and fathers help make them. A more reflected and mature understanding of their own body and sexuality is developed throughout the adolescent years. Avgitt svar Mark the answer you associate with healthy sexual playing A: Voluntary, spontaneous, can happen between all genders, characterized by curiosity, ends when one is tired of playing B: Characterized by secrecy and discomfort, girls are mainly “just along for the ride” C: Playing happens often and lasts for a while, is characterized by feelings of shame, anxiety, pain and compulsion Avgitt svar The median age of girls having intercourse for the first time is… A: Age 16 It is age 17, meaning half of girls over the age of 17 have not had intercourse. B: Age 17 It is age 17, meaning half of girls over the age of 17 have not had intercourse. C: Age 18 It is age 17, meaning half of girls over the age of 17 have not had intercourse. Avgitt svar The median age of boys having intercourse for the first time is… A: Age 16.5 It is age 17.5, meaning half of boys over the age of 17 and a half have not had intercourse. B: Age 17.5 It is age 17.5, meaning half of boys over the age of 17 and a half have not had intercourse. C: Age 18.5 It is age 17.5, meaning half of boys over the age of 17 and a half have not had intercourse. Avgitt svar How many boys aged 13-14 report having seen porn on the internet? A: 10% Wrong, the correct number is 50%, and taken from the Children and media-study from 2020. B: 50% Wrong, the correct number is 50%, and taken from the Children and media-study from 2020. C: 80% Wrong, the correct number is 50%, and taken from the Children and media-study from 2020. Avgitt svar How many girls aged 13-14 report having seen porn on the internet? A: 10% Correct, the number is taken from the Children and media-study from 2020. B: 50% Wrong, the correct number is 10%, and taken from the Children and media-study from 2020. C: 80% Wrong, the correct number is 10%, and taken from the Children and media-study from 2020. Avgitt svar What genre do you think porn is first and foremost? A: Tragedy or comedy Wrong: We believe porn is entertainment, made first and foremost to get people sexually aroused. This makes porn unqualified to provide reliable information on what sexuality and sexual relations actually are. B: Entertainment Wrong: We believe porn is entertainment, made first and foremost to get people sexually aroused. This makes porn unqualified to provide reliable information on what sexuality and sexual relations actually are. C: Educational Wrong: We believe porn is entertainment, made first and foremost to get people sexually aroused. This makes porn unqualified to provide reliable information on what sexuality and sexual relations actually are. Avgitt svar What effect does masturbation have on preschoolers? A: It has a calming effect Correct: Masturbation usually has a calming effect on young children. As children grow up they will begin to feel more desire in relation to masturbation. B: It has an arousing effect Wrong: Masturbation usually has a calming effect on young children. As children grow up they will begin to feel more desire in relation to masturbation. C: Masturbation can lead to aggression in young children Wrong: Masturbation usually has a calming effect on young children. As children grow up they will begin to feel more desire in relation to masturbation. Avgitt svar When should you not worry about an adolescent masturbating? A: When they masturbate in inappropriate situations Wrong B: When they masturbate so that their genitals become sore At times adolescents masturbate both often and a lot, which makes it difficult to say what we definitively think is the correct amount. Therefore, we are the most concerned with whether the masturbation negatively impacts the adolescent’s normal life, like relations with family and friends, school and after-school activities. One also needs to see if the adolescent uses poor technique and becomes unnecessarily sore, or if there is coercion involved. There are some adolescents who masturbate in inappropriate situations and places, and these are important to address. C: When they masturbate 5 times a day At times adolescents masturbate both often and a lot, which makes it difficult to say what we definitively think is the correct amount. Therefore, we are the most concerned with whether the masturbation negatively impacts the adolescent’s normal life, like relations with family and friends, school and after-school activities. One also needs to see if the adolescent uses poor technique and becomes unnecessarily sore, or if there is coercion involved. There are some adolescents who masturbate in inappropriate situations and places, and these are important to address. Avgitt svar View More SUBJECT-RELATED QUESTIONS, CHAPTER 2 ABOUT THE QUESTIONS Here you have the opportunity to test yourself in the subject you just finished by answering 10 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

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

MEASURES WHICH PROMOTE HEALTHY SEXUAL DEVELOPMENT – PART 1 General classroom measures anchored in class leadership, social and emotional competency and sex education form an important basis for preventing problematic and harmful sexual behaviour. Therefore, the measures highly resonate with existing programs and focus areas in schools, and are based around teachers’ important role and position in the classroom. «Relations between pupils and teachers are important to develop social competence.» - VEILEDER UDIR, P. 26 Previous Next Innholdsfortegnelse «Make it possible to give the child/young person positive feedback and information.» - THE TRAFFIC LIGHT Listen to a read-aloud version of the text on this page 2.6 Measures wich promote healthy sexual development - part 1 RVTS Mid 00:00 / 00:28 1. GOOD CLASS LEADERSHIP Nordahl & co. (2005) present relation-oriented and proactive class leadership as important conditions to prevent unwanted behaviour. In addition, the relation between teacher and pupil is one of the factors most affecting learning outcomes (Hattie, 2009) as well as the pupil’s mental health (Drugli, 2011). The principles of relation-oriented and proactive class leadership make it possible for the teacher to be present for every pupil. RELATION-ORIENTED CLASS LEADERSHIP Get to know the pupil as an individual Greet every pupil Use names Listen/acknowledge Physical touch (i.e. a tap on the shoulder) Eye contact Give praise and positive attention Show interest by asking about what they do in their spare time, hobbies, etc. Do nice things, e.g. play games Be humorous Share things about yourself (be a little private) NB! Spend time building a relation to parents/caregivers PROACTIVE CLASS LEADERSHIP Predictability The pupils are familiar with rules and routines The teacher praises positive effort and behaviour The leader of the class gives good, clear instructions Well-thought-out physical frameworks Well-thought-out structure and organizing (Examples inspired by Webster-Stratton (2005) and Bergkastet & co. (2009)).

SEXUAL PLAYING SEXUAL PLAYING Children often play games in which they explore their sexuality. They can play alone or with others. It is normal for children to explore their own body and touch their genitals. The way adults react upon learning this – their choice of words, tone and facial expressions – help shape how children understand and feel about sexuality. It is important to acknowledge children’s sexual exploration as it helps them get to know their own body, and better establish and respect boundaries. Listen to a read-aloud version of the text on this page 2.2 Sexual playing RVTS Mid 00:00 / 00:33 Previous Next Innholdsfortegnelse