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

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

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

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

ROUTINES FOR INTERAGENCY COOPERATION IN CASES WITH HARMFUL SEXUAL BEHAVIOUR Listen to a read-aloud version of the text on this page 6.1 Routines for interagency cooperation RVTS Mid 00:00 / 02:22 AGENCIES THE SCHOOL CAN COOPERATE WITH First line (no need for referral) The Child Welfare Service School nurse PPT General psychologist Family protection services Second line (referral needed) BUP Habiliteringstjenesten for barn og unge ​ Professionals to consult V27/Betanien Bergen Statens Barnehus RVTS Rebessa Consultation teams Previous Next Innholdsfortegnelse Modell: Copyright Kjersti Draugedalen

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.

SUBJECT-RELATED QUESTIONS, CHAPTER 6 ABOUT THE QUESTIONS Here you have the opportunity to test yourself in the subject you just finished by answering 9 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 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

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

3. PROBLEMATIC SEXUAL BEHAVIOUR Problematic or harmful sexual behaviour is what we consider unhealthy. This is behaviour with concerning intensity and frequency, or behaviour which does not correlate to the appropriate age- or developmental maturity. It can also be a discrepancy in dominance by one party behaving threateningly or attempting to coerce (by offering clothes or candy, for instance) the other party into joining sexual games. ​ In this chapter you will see a video lecture by Marita Sandvik on problematic sexual behaviour, a video lecture by Birgit Hegge on the Traffic Light as a tool of assistance, and a video lecture by Morten Jensås Lundgren on pornography. SIDER I DETTE KAPITTELET THE TRAFFIC LIGHT CAN HELP US DIFFERENTIATE – PART 1 THE TRAFFIC LIGHT CAN HELP US DIFFERENTIATE – PART 2 PORNOGRAPHY DUTY TO PROTECT EARLY EFFORTS PAY ATTENTION Previous Next Innholdsfortegnelse

MEASURES WHICH PROMOTE HEALTHY SEXUAL DEVELOPMENT – PART 4 Illustration: Jens A. Larsen Aas RESOURCES Book: Børn og seksualitet Stevnhøj & Strange, 2016 https://boernogseksualitet.digi.hansreitzel.dk/ Book: Barna og seksualiteten Aasland, 2018 https://www.cappelendamm.no/_barna-og-seksualiteten-margrete-wiede-aasland-9788202616649 Book: Med hjerte for seksualiteten Hegge, 2018 https://www.hertervigforlag.no/butikk/med-hjerte-for-seksualiteten/ Website: Seksuell atferd A resource page about normal sexual behaviour and managing problematic and harmful sexual behaviour. https://www.seksuellatferd.no/ Website: Redd Barna - Jeg er her A website focusing on Redd Barna's (Save the Children) work to combat violence and sexual abuse against children. https://www.reddbarna.no/jegerher Website: RVTS Øst Website with relevant subject areas and tools regarding children and youth sexuality. https://www.rvtsost.no/verktoy/seksualitet-hos-barn-og-ungdom Previous Next Innholdsfortegnelse