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- 2.6 Measures which promote healthy sexual development – part 1 | RVTS Guide for schools
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)).
- 4.4 Working with sexually degrading language, attitudes and bad culture in a classroom environment | RVTS Guide for schools
WORKING WITH SEXUALLY DEGRADING LANGUAGE, ATTITUDES AND BAD CULTURE IN A CLASSROOM ENVIRONMENT Using genital words, degrading language, and sexual orientation jeeringly creates an unhealthy classroom environment. Some may feel excluded and harassed, or the slang could be adapted and accepted as normal. Both have negative consequences for building respect and the correct attitude toward each other. This use of language can, in many cases, lead to physical touches that cross personal boundaries, for instance feeling up breasts, slapping the butt, etc. It is important to have a common understanding of this and how to manage it between the staff. Ensuring the parents and pupils have the same understanding needs to be worked on over time. Other professional advice: Teach boys and girls separately. A male teacher should talk to the boys to avoid accusations of “feminist propaganda” or “prudishness”. Be aware that not everyone will feel exposed or shy by the behvaiour discussed. This should all be in addition to combined lectures where the goal is a common understanding of the subject and obligation to behave properly. Give the class a common understanding of the subject, discuss “how do we want our class to be” and make a set of rules for use of language and physical touching. Hold a parent-teacher conference for all parents and inform them of how you have approached the subject in class, and what rules for use of language and physical touching the pupils have compiled. Encourage the parents to also focus on the subject at home. Contact other agencies for cooperation, e.g. the Child Welfare Service for counselling and assessment of the class environment, and the Educational Psychological Counselling Service (PPT) for assessment of pupils and work with systemic change. Previous Next Innholdsfortegnelse Listen to a read-aloud version of the text on this page 4.4 Working with sexually degrading.... RVTS Mid 00:00 / 00:50
- 6. Managing harmful sexual behaviour | RVTS Guide for schools
6. MANAGING HARMFUL SEXUAL BEHAVIOUR If harmful sexual behaviour is discovered at school, it is important to have routines on what the staff should do and who to contact. It is necessary for both the school and cooperating agencies that every role is clearly defined. Close interagency cooperation between the school and relevant agencies are crucial to ensure pupils displaying harmful sexual behaviour receive the help they need. In this chapter you will get insight into routines for interagency cooperation, and an audio-recorded reflection on the importance of Consultations by psychology specialist Helle Kleive. There are also video interviews with representatives from several agencies; Else Baardsgaard from the children and family services in Trondheim municipality, Øystein Wammer-Pettersen from Statens barnehus in Trondheim, Tina Sæther from BUP and Jonas Overgaard from Bufetat. Previous Next Innholdsfortegnelse PAGES IN THIS CHAPTER ROUTINES FOR INTERAGENCY COOPERATION IN CASES WITH HARMFUL SEXUAL BEHAVIOUR CONSULTATION HOW TO STRUCTURE A CONSULTATION HOW TO STRUCTURE A CONSULTATION – ROLES SAFETY PLANS FOR SCHOOLS CARING FOR THE VICTIM CARING FOR THE CHILD OR ADOLESCENT DISPLAYING HARMFUL SEXUAL BEHAVIOUR SUBJECT-RELATED QUESTIONS
- 3.5 Early efforts | RVTS Guide for schools
EARLY EFFORTS Early efforts are about providing help as early as possible, and implement measures for a pupil the moment it is needed. Correcting unfortunate developmental patterns early will help the child to sexual joy and achievement as well as prevent violations of others. Listen to a read-aloud version of the text on this page 3.5 Early efforts RVTS Mid 00:00 / 00:19 Previous Next Innholdsfortegnelse
- 5.3 Both boys and girls | RVTS Guide for schools
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
- 1.2 Trygghet relasjon regulering | RVTS Guide for schools
SAFETY, RELATIONS AND REGULATION Research into the needs of children and young people who have been exposed to hurtful experiences or grow up in unhealthy conditions, shows the importance of safety, positive relations, and assistance with regulating emotions, impulses and behaviours in order to promote growth, development and learning (Howard Bath, 2009). Do keep in mind that these three areas describe fundamental needs for all children, and create good classroom- and learning environments when implemented in school. Illustrasjon: Jens A. Larsen Aas 1. SAFETY Feeling safe is the most important thing in children’s lives. They need adults they can trust in their lives. Safe attachments provide protection and promote growth (Kvello, 2015). What constitutes as “safe” differs between individuals and depends on prior experiences. Some pupils have reactional patterns that may seem irrational, overly dramatic, unpredictable and disrupting. Reactions like these can be understood as expressions of pain, and be rooted in emotions the pupils have yet to master. Expressions can be both outward (shouting, swearing, running away, etc.) and inward (acting passively, being quiet or rejecting, etc.). Increased safety can be achieved by having at least one adult who meets the child’s emotional needs; someone who supports the child, is understanding and helps regulate negative emotions. 2. RELATIONS All children and young people are in need of positive, long-lasting relations. The relation between teacher and pupil is imperative for pupils’ learning and well-being (Hattie, 2009), and has a big impact on emotional, cognitive and social development. Relational competency in schools is about the staffs’ attitudes toward children and young people, and being conscious of your own behaviour and emotional expressions in the face of different pupils’ behaviour. Professional competency and relational competency complement each other and help you see every individual pupil’s needs, emotions and academic potential (Lund, 2017). 3. REGULATION AND CO-REGULATION Emotions are the driving forces behind our actions, and we need to look past those actions to understand what causes them. The child’s ability to self-regulate is shaped by the sensitivity they are shown by their caregiver(s) (Kvello, 2015). Children who are assisted with regulating hurtful or difficult emotions and verbalizing their experiences, are also being trained in how to self-regulate their emotions. However, safety and positive relations are prerequisites to working with regulation of behaviour. Many children have not learned how to comfort themselves and need adults who can “co-regulate” them when emotions become overwhelming. One of the most important aspects of this is to not exercise any of your power or control over the child, but rather be an attentive listener, accept frustrations and support the child’s self-regulation, and adjust when necessary. A lot of children find it helpful to stimulate their senses, either to calm down or to liven up, for instance by listening to calming or energetic music. LECTURER Kristin Larsen is a special education teacher at Lianvatnet school, a school department in BUP (Division of Mental Health Care, Department of Children and Youth). She has extensive experience with children and young people who display problematic behaviour in school. She has also worked as both principal and education inspector, and has further education with subjects from the master’s program “Children and young people’s mental health and child welfare” from NTNU. In addition to educating, assessing and evaluating she provides counselling and competency training for school employees. RESSURSER Book: Barn, vold og traumer. Møte med unge i utsatte livssituasjoner (Bok) Øverlien, C., Hauge, M. I., & Schultz, J. H. (Red.) (2016), Universitetsforlaget https://www.universitetsforlaget.no/barn-vold-og-traumer-1 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 1.2 Saftey, relations and regulation RVTS Mid 00:00 / 00:39 Previous Next Innholdsfortegnelse The pupils we meet in school all have different pasts and experiences. Some have been raised in a safe and caring environment which stimulates healthy regulation and development, while others have not. Schools have an important task in this area; we are to ensure every child experiences a safe environment at school. Most children are safe, but not all of them have grown up in a safe and caring environment. Being exposed to hurtful experiences can also lead to skewed or delayed development. Carrying such burdens makes children vulnerable and affects their brain and ability to regulate. These children especially are in need of being seen, safe, and having a positive relation. Safety is the most important thing in a child’s life, and a meaningful and safe adult – a teacher, for instance – can greatly affect the future of the pupil. Safety is the foundation for all good relations, and this also applies to children. However, the pupils most in need of safety and a positive relation are often some of the most difficult to get close to. They can reject us, be in opposition, and wish to not be in contact with us. All teachers care about having good relations with pupils, but if the pupil is unregulated, physical, has outbursts, spits on us, insults us or violates others, working on that relation becomes exceedingly difficult, and takes a long time. I once had to spend six months building a relationship with a pupil before we felt safe around each other. But this is worth it, we have to be patient and endure opposition. Our task is to like every pupil. We have to turn the negative interplay around. The behaviour displayed by a pupil can evoke negative emotions in ourselves, and we need to be extremely aware of this. Building a relation and safe environment is perhaps especially important in regard to the pupils who violate others sexually. I am aware that schools have emphasized safety and relations for the last 20 years, and we might be tired of hearing about it, but when we are working with sexuality it is incredibly important to talk about. We can easily become uncertain, feel discomfort or disgust when we hear about pupils violating other pupils, but seeing past that behaviour is paramount. Safety and a relation are therefore prerequisites to aiding the pupil with their regulation. Kristin Larsen, Pedagog, Trondheim kommune. Show transcript Duration: 3:31
- 3.6 Pay attention | RVTS Guide for schools
PAY ATTENTION If you suspect problematic sexual behaviour is occurring it is important to watch and observe to gather the information needed to potentially implement later measures, as well as show support and guidance toward a healthy and normal sexuality. Illustration: Jens A. Larsen Aas Listen to a read-aloud version of the text on this page 3.6 Pay attention RVTS Mid 00:00 / 00:17 «It is important for children and young people that adults be unambiguous, caring and consequent.» - THE TRAFFIC LIGHT Previous Next Innholdsfortegnelse
- 4.1 Speaking to children and young people about difficult subjects | RVTS Guide for schools
SPEAKING WITH CHILDREN AND YOUNG PEOPLE ABOUT DIFFICULT SUBJECTS When in conversation with children displaying problematic sexual behaviours it is important to ask how they are doing, and to follow up on your own concerns by initiating more conversations. Adults must openly care and show interest by asking open questions, be reassuring and handle hearing the children’s stories; this is how you build trust. Children usually confide in people they explicitly trust, and this trust should be upheld to the best of your ability, despite sometimes needing the help of other adults to properly help the child, as well as the law mandating you take action to prevent violence and assault. Suggested conversation-starters: “You said something that caught my attention, could you tell me more about it?” “I heard what you said, what was it about?” “I have found out (describe clearly what it is). I would very much like to help you with this, but to do that I need to know more.” Check out www.snakkemedbarn.no RESOURCES Website: Snakke med barn A website providing you tools and methods on how to talk to children of different ages and life situations. http://www.snakkemedbarn.no/ Listen to a read-aloud version of the text on this page 4.1 Speaking to children and young people about difficult subjects RVTS Mid 00:00 / 01:06 Previous Next Innholdsfortegnelse
- 1.7 Duty to avert a criminal offence | RVTS Guide for schools
«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
- 4.3 Creating a safety plan | RVTS Guide for schools
CREATING A SAFETY PLAN Listen to a read-aloud version of the text on this page 4.3 Creating a safety plan RVTS Mid 00:00 / 00:34 Previous Next Innholdsfortegnelse Creating a safety plan not only when behaviour is harmful, but also when it is problematic, is often a good idea. It helps with thinking through possible scenarios, and working to prevent them. (See appendix 5 .) Making the safety plan in cooperation with the child is encouraged, to clarify the adult is there to support them and provide assistance so that they do not commit unfortunate acts, and to be in agreement of what kind of supervision and assistance is needed, who does what, etc.
- 6.7 Caring for the child or adolescent displaying harmful sexual behaviour | RVTS Guide for schools
CARING FOR THE CHILD OR ADOLESCENT DISPLAYING HARMFUL SEXUAL BEHAVIOUR Children and young people who have displayed harmful sexual behaviour are in danger of being excluded by those around them and feeling self-hatred. They usually have a complicated and vulnerable past, and as equal a need as the victim to be cared for. They need reassuring adults who are interested in trying to understand the root of the behaviour, and who make it clear they want to help the child with their struggles. The correct way to speak depends on the age and function of the child. Keep them informed of what is happening. Illustration: Jens A. Larsen Aas Listen to a read-aloud version of the text on this page 6.7 Caring for the child or adolescent displaying harmful sexual behaviour RVTS Mid 00:00 / 00:36 Previous Next Innholdsfortegnelse
- 5.1 Characteristics of harmful sexual behaviour in children and young people | RVTS Guide for schools
CHARACTERISTICS OF HARMFUL SEXUAL BEHAVIOUR IN CHILDREN AND YOUNG PEOPLE An imbalance of power, maturity and age between the children Use of threats, coercion or force Lack of consent Behaviour that is normally acceptable, but in the context becomes unacceptable A not insignificant amount of secrecy and/or planning Behaviour escalates despite attempts to stop it The person exposed to harmful sexual behaviour displaying negative emotions like fear and anger, potentially having an outburst or closing off Previous Next Innholdsfortegnelse Listen to a read-aloud version of the text on this page 5.1 Characteristics of harmful sexual behaviour RVTS Mid 00:00 / 00:38