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

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

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

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

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

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

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

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