top of page
Open Site Navigation

71 items found for ""

  • 2.8 Measures which promote healthy sexual development – part 3 | RVTS Guide for schools

    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.

  • 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 RESOURCES Website: Snakke med barn A website providing you tools and methods on how to talk to children of different ages and life situations. 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

  • 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

  • 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

  • 2.4 Gender awareness | RVTS Guide for schools

    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

  • 1.4 Interagency cooperation | RVTS Guide for schools

    INTERAGENCY COOPERATION An early effort is imperative to prevent injury and provide help to vulnerable children struggling with problematic and harmful sexual behaviour. Such complex situations require a coordinated effort across professional groups. A well-established interagency relationship – with clear goals and defined roles – increases the chance of children getting the professional and social assistance they need – when they need it. Previous Next Innholdsfortegnelse Listen to a read-aloud version of the text on this page 1.4 Interagency Cooperation RVTS Mid 00:00 / 00:31

  • 1.5 Duty of confidentiality | RVTS Guide for schools

    DUTY OF CONFIDENTIALITY As a public employee in either a school or after-school-program you have a mandatory, statutory duty of confidentiality, the basis of which is the ban against providing information on children and parents to third parties. There are, however, several limitations making it possible to cooperate with others to follow up on children and pupils: ​ Cases can be discussed anonymously. You may ask for consent. If the person with the right to confidentiality agrees to giving the information to someone, the duty of confidentiality is rescinded for as long as the agreement lasts. Listen to a read-aloud version of the text on this page 1.5 Duty of Confidentiality RVTS Mid 00:00 / 00:40 Previous Next Innholdsfortegnelse

  • 2.3 Knowledge and safety | RVTS Guide for schools

    KNOWLEDGE AND SAFETY KNOWLEDGE AND SAFETY Having a positive relationship with sexuality and knowledge about your own body, values and attitudes, is important to develop an assured sexual identity. This is how you achieve sexual joy and good sexual behavioural patterns. Illustrasjon: Jens A. Larsen Aas Previous Next Innholdsfortegnelse «Answer children honestly and concisely. This can build a foundation for future open dialogue.» - THE TRAFFIC LIGHT

  • 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

  • Home | RVTS Guide for schools

    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 Tennfjord 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 Tennfjord 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

  • 2.2 Sexual playing | RVTS Guide for schools

    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

  • 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)).

Search results

bottom of page