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

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

DUTY TO PROTECT When children and young people display sexual behaviour capable of harming others or themselves, the adults have a duty to react and provide help and necessary protection. Some children and young people are vulnerable and more liable to be exposed to or develop unacceptable sexual behaviour. This can be children with different disabilities, children who have been exposed to violence, assault or neglect, children from low socio-economic conditions, or children with skewed development or socialization. Listen to a read-aloud version of the text on this page 3.4 Duty to protect RVTS Mid 00:00 / 00:34 Previous Next Innholdsfortegnelse

APPENDIX 3 Listen to a read-aloud version of the text on this page 7.4 Appendix 3 Caring for the victim RVTS Mid 00:00 / 01:47 CARING FOR THE PERSON EXPOSED TO SEXUAL VIOLATIONS OR ASSAULT For someone who has been the victim of an assault it is crucial to be seen and believed. For that reason it is important to create a space where this person can decide for themselves what they wish to convey. Do not force anyone to go into detail. The “headlines” are usually enough. Tell the pupil you are glad they told you of the event(s), and that you want to help them so this never happens again. Different people should be in charge of supporting the child exposed to violations or assault, and the adolescent who inflicted the violations or assault(s). Provide comfort and support. Be attentive and ask open questions. “Tell me more about it” is often nice encouragement. Inform the child they can also receive help from the school nurse or a psychologist, to name a few. Document questions and answers after speaking with the child. This can come in handy when planning how to follow up later. It will also be important to the Police if the event is being reported. Don’t promise the pupil you will keep what they tell you to yourself. You can only decide if you should proceed with involving more people after having heard the pupil’s account. There is also a chance of your duty to avert coming into play. If you need to involve other agencies, always let the pupil know what you are doing and why you are doing it. In the case of a police report, confer with the Police to find out what you can tell the pupil, and when. However, do not let this hinder you from being a steady source of support for the child or young person. Previous Next Innholdsfortegnelse

1. PROFESSIONAL UNDERSTANDING OF CHILDREN’S DEVELOPMENT New research has shown that proper care stimulates children’s development, while bad experiences and trauma can lead to delayed or skewed development. In this chapter you will see a video lecture on “the triune brain”, a video lecture on safety, relations and regulation, and a reflection on class leadership and theoretical subject matter – all available in both text and audio form. PAGES IN THIS CHAPTER THE TRIUNE BRAIN SAFETY, RELATIONS AND REGULATION SEXUALITY IN SCHOOL INTERAGENCY COOPERATION DUTY OF CONFIDENTIALITY DUTY TO INFORM AND DUTY TO REPORT DUTY TO AVERT A CRIMINAL OFFENCE Previous Next Innholdsfortegnelse

APPENDIX 7 AID AGENCIES AVAILABLE FOR COOPERATION FIRST LINE SERVICES (REFERRAL NOT NEEDED) THE CHILD WELFARE SERVICE The main mission of the Child Welfare Service is to make sure children and young people living in conditions which may be detrimental to their health and development, receive the necessary help and care at the right time. In addition, the Child Welfare Service is to assist in providing children and young people with a proper, safe upbringing. The tasks and responsibilities of the agency is regulated by the Child Welfare Act (Barnevernsloven). The Child Welfare Service is there primarily to provide assistance and support in order for parents to be able to properly care for their children. Examples of this include advising and counselling the family, relief measures, support contact and kindergarten place. The Child Welfare Service is required to intervene when: The child is especially in need of aid, either because of home conditions or other reasons. The daily care for the child is severely lacking, or the personal contact and safety the child needs according to their age and development is severely lacking. The parents do not provide a child that is sick, handicapped or needing extra assistance their proper treatment or education. The child is abused or exposed to other severe types of neglect at home. There is a high possibility the parents’ lack of ability to properly take responsibility for the child resulting in the health or development of the child being severely damaged. The child displays severe behavioural problems resulting in, for example, continuous or repeated offences, continuous use of drugs, or something else. The Child Welfare Service is required to immediately do a closer inspection if they are informed of such conditions. EDCUATIONAL PSYCHOLOGICAL SERVICES (PPT) The mandate of the PPT is regulated in the Education Act Sections 5-6 (Opplæringsloven) and the Kindergarten Act Section 19 c (Barnhageloven). The agency is there to help pupils in need of special arrangements, and its tasks are both system-based and individually focused. The objective is to provide an including, equal and adjusted pedagogical arrangement. The PPT also assists kindergartens and schools with adapting to children and pupils with special needs. SCHOOL NURSES School nurses are knowledgeable about measures tailored toward individuals, groups and society. They play a central part in supporting and counselling children and young people with special needs who need following-up, and can counsel pupils wondering about health, development, upbringing, cohabitation, sexuality and birth control. Potential other tasks are networking/environmental work for children, adolescents and families, and cooperating with schools to improve working and learning environments. FAMILY PROTECTION SERVICE Anyone experiencing trouble, conflict or crisis in their family can be offered treatment and counselling by the family protection service. There are multiple professionals employed by the agency, among them psychologists and social workers with further education in family therapy. The family protection service does not require referral from either a doctor or anyone similar, but will themselves reach out to the local office. The service is free, and employees have a duty of confidentiality. Previous Next Innholdsfortegnelse SPECIALIST HEALTH SERVICES (REFERRAL NEEDED) BUP (DIVISION OF MENTAL HEALTH CARE, DEPARTMENT OF CHILDREN AND YOUTH) BUP is a service for children and adolescents. The work is organized as an outpatient service within mental health care for children and young people. The main mission of BUP is to help children in the ages 0-17 and their families in the form of assessment, treatment, counselling and adjustment regarding mental issues, behavioural issues and learning difficulties. BUP assesses and treats the child in cooperation with primary caregivers and first line services. HABILITERINGSTJENESTEN The target group for habiliteringstjenesten is children and adolescents in the ages 0-18 years old with pre-existing or acquired functional handicaps, and children suspected of having developmental issues. Habiliteringstjenesten offers assessment and diagnosing, treatment, advice and counselling to patients, guardians and municipal employees. STATENS BARNEHUS (CHILDREN’S ADVOCACY CENTER) Statens barnehus is an offer to children and adolescents who may have been exposed to, or witnessed violence or sexual assault, where a police report has been filed. The offer also extends to adults with a mental handicap. In addition, they provide advice and counselling to private persons and public agencies in ongoing, anonymous cases. THE POLICE The Police serves multiple different functions, among those investigating criminal offences and working with prevention for children and young people. The Police works to obstruct youth criminality and prevent it from happening. For that reason, the Police is in contact with youth circles, schools, graduating students and are present where the adolescents are – to know what adolescents are up to, and to see if anyone is in danger of doing something dangerous or illegal and will therefore need more attention. If the Police is concerned a child is having trouble, have done or might do something illegal, they can call in children under the age of 18 and their parents to a conversation of concern. BUFETAT The child, adolescent and family agency (Bufetat) is organized into five regional offices and are responsible for the state-run Child Welfare Service. The role of Bufetat is to provide children, young people and families in need with high quality measures all over the country. Bufetat offers the municipal Child Welfare Services differentiated and specialized child welfare institutions, foster homes and specialized aid measures for homes. KONFLIKTRÅDET (THE NATIONAL MEDIATION SERVICE) Konfliktrådet is a state-run service offering mediation as a method of handling conflict. Konfliktrådet performs the criminal reactions mediation with conflict counselling, follow up with conflict counselling, following up an adolescent and adolescent punishment. Konfliktrådet processes civilian cases brought in by the participants or public agencies. A meeting with the service can be a mediation, a large meeting, a large meeting with an adolescent, a customized meeting, a follow-up meeting or any other meeting arranged by Konfliktrådet. The aim is for participants to – through dialogue – find good solutions, whether it is about making up for a specific offence, or restore relations between people. There are 12 Konfliktråd across the country. PROFESSIONAL AGENCIES RVTS The regional resource centers for violence, traumatic stress and suicide prevention (RVTS) are a resource for anyone who in their work encounters people who have dealt with violence and sexual assault, traumatic stress, migration or suicidal problems. RVTS contributes to increasing competence through research and professional development, and offer counselling, consultation, education, courses and conferences. The mission of RVTS is to contribute to relevant competence development for those working within prevention of these issues. This is done alongside professionals and leaders, both within and across organizations. RESOURCE UNIT V27 BETANIEN BERGEN Resource unit V27 at Betanien Bergen is a clinical resource unit for the children and adolescent psychiatry in Helse Vest. The target group for V27 is children and adolescents displaying problematic or harmful sexual behaviour toward other children. REGIONAL CONSULTATION TEAMS Around the country are different consultation teams where cases about problematic and harmful sexual behaviour can be discussed anonymously. See an overview of the consultations teams on www.seksuellatferd.no

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

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