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  • Course overview | RVTS Guide for schools

    COURSE OVERVIEW This guide is structured after the principles of the Traffic Light where sexual behaviour is divided into green, yellow and red behaviour, corresponding with healthy, problematic and harmful sexual behaviour. It can sometimes be difficult, for both the child inflicting harm and the child being harmed, to differentiate between healthy sexual fun, and problematic and harmful sexual behaviour. 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. 7 pages - around 1 hour Begin 2. NORMAL SEXUAL BEHAVIOUR Healthy and normal sexual behaviour is spontaneous, curious and pleasurable. The behaviour should be reciprocated and equal in age, size, maturity and cognitive functioning. 19 pages - around 2 hours Begin 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. 6 pages - around 1 hour Begin 4. MANAGING PROBLEMATIC SEXUAL BEHAVIOUR If any of the school staff suspects a pupil of displaying problematic or harmful sexual behaviour, they should bring this to someone’s attention right away. The concerns often begin with vague gut feelings and uncertainty about the violating behaviour. Discuss your worries with professionals as early as possible, so the correct measures can be speedily implemented at the school. 14 pages - around 30 minutes Begin 5. HARMFUL SEXUAL BEHAVIOUR Harmful sexual behaviour is harmful both to the child exposed to it and the child inflicting it, and requires an immediate response from adults. 8 pages - around 1 hour Begin 6. MANAGING HARMFUL SEXUAL BEHAVIOUR 16 pages - around 1 hour Begin 7. LIST OF LITERATURE AND APPENDICES 8 pages - no estimated time Begin

  • 7.1 List of literature | RVTS Guide for schools

    LIST OF LITERATURE Arnesen m.fl. i Befring, E., Frønes, I. og Sørlie, AM. (2010). Sårbare unge. Nye perspektiver og tilnærminger. Oslo: Gyldendal akademiske Bath, H. (2008). The Three Pillars of Trauma-Informed Care. Reclaiming children & Youth, 17(3), 17-21. Bath, H. (2015). The three pillars of traumawise care: Healing in the other 23 hours1. Reclaiming Children and Youth, 23(4), 5. Bergkastet,I., Dahl, L. og Hansen, K. A. (2009). Elevenes læringsmiljø – lærerens muligheter. En praktisk håndbok i relasjonsorientert klasseledelse. Oslo: Universitetsforlaget. Drugli, M.B. (2012). Relasjonen lærer og elev - avgjørende for elevenes læring og trivsel. Oslo: Cappelen Damm Fagfornyelsen LK20. Hentet https://www.udir.no/laring-og-trivsel/lareplanverket/ FNs Barnekonvensjon artikkel 34. Hentet fra https://barneombudet.no/for-voksne/barnekonvensjonen/hele-barnekonvensjonen/#34 Hackett, S., Holmes, D., & Branigan, P. (2016). Harmful sexual behaviour framework: an evidence-informed operational framework for children and young people displaying harmful sexual behaviours. Hentet https://learning.nspcc.org.uk/research-resources/2019/harmful-sexual-behaviour-framework/ Hafstad, G.S. og Augusti, E-M (red.) (2019), Ungdoms erfaringer med vold og overgrep i oppveksten: En nasjonal undersøkelse av ungdom i alderen 12 til 16 år. Oslo: Nasjonalt kunnskapssent¬er om vold og traumatisk stress. (Rapport 4/2019) Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Hegge, B. (2018). Med hjerte for seksualiteten – veiledning til sunn seksuell helse hos barn og unge. Stavanger: Hertervig forlag Jahnsen, H., Ertresvåg, S. & Westrheim, K. (2007). Utvikling av sosial kompetanse. Veileder for skolen. Oslo: Utdanningsdirektoratet. Hentet fra https://www-lu.hive.no/ansatte/moh/documents/Veil_Sos_kompetanse.pdf Kleive, H. og Ingnes, E. (2011). I møte med unge overgripere. Oslo: Gyldendal akademiske Kompetanseløftet, Udir 2019. Hentet fra https://www.udir.no/laring-og-trivsel/lareplanverket/ Kruse, A.E. (2011). Unge som begår seksuelle overgrep. Oslo: NKVTS. Hentet fra https://www.nkvts.no/content/uploads/2015/08/Unge-som-begaar-seksuelle-overgrep2011.pdf Kvello, Øyvind. 2015. Barn i risiko. Skadelige omsorgssituasjoner. 2. utgave. Oslo: Gyldendal Norsk Forlag AS. Lund, A.B. (2017). Mangfold gjennom anerkjennelse og inkludering i skolen. Oslo: Gyldendal Akademiske MacLean, P. D. (1985). Evolutionary psychiatry and the triune brain. Psychological Medicine, 15(2), 219–221 Mindreårige anmeldt for voldtekt 2016 (Politiet 2017) Hentet fra https://www.politiet.no/globalassets/04-aktuelt-tall-og-fakta/voldtekt-og-seksuallovbrudd/mindrearige-anmeldt-for-voldtekt-i-2016_web.pdf Mossige, S., og Stefansen, K. (2016). Vold og overgrep mot barn og unge. Omfang og utviklingstrekk 2007-2015 (NOVA rapport 5/2016). Hentet fra http://www.hioa.no/content/download/125214/3227117/file/Vold-ogovergrep-mot-barn-og-ung-NOVA-Rapport-5-16-web. pdf. Nordahl, T., Sørlie, MA, Manger, T. og Tveit, A. (2005): Atferdsproblemer blant barn og unge. Teoretiske og praktiske tilnærminger. Bergen: Fagbokutvalget Nye læreplaner grunnskolen og gjennomgående fag vgo (Utdanningsdirektoratet, 2020) Hentet fra https://www.udir.no/laring-og-trivsel/lareplanverket/Nye-lareplaner-i-grunnskolen-og-gjennomgaende-fag-vgo/ Opplæringsloven § 9A. Hentet fra https://lovdata.no/dokument/NL/lov/1998-07-17-61/KAPITTEL_11#§9a-1 Opptrappingsplan mot vold og overgrep (2017-2021). Hentet fra http://kriminalitetsforebygging.no/dokumenter/opptrappingsplan-vold-overgrep/ Pedersen, H. S., Nøhr, K., Kloppenborg, H. S., & Feilberg, S. (2017). Børn, der krænker andre børn. KORA. Pratt, R., & Fernandes, C. (2015). How Pornography May Distort Risk Assessment of Children and Adolescents Who Sexually Harm. Children Australia, 40(3), 232-241. Ringereide, K. og Thorkildsen, S.L. (2019). Folkehelse og livsmestring i skolen. Kristiansand: PEDLEX Stevnhøj, A. L., & Strange, M. (2016). Børn og seksualitet. København: Hans Reitzel. Stien, P., Kendall, J. (2004). Psychological Trauma and the Developing Brain. New York: Routledge Strategi for seksuell helse (Helse- og omsorgsdepartementet, 2017) Hentet fra https://www.regjeringen.no/contentassets/284e09615fd04338a817e1160f4b10a7/strategi_seksuell_helse.pdf Voldtektssituasjonen i Norge 2017. Kripos, Taktisk etteforskningsavdeling, Voldtektsseksjonen juni 2018. Hentet fra https://www.politiet.no/globalassets/04-aktuelt-tall-og-fakta/voldtekt-og-seksuallovbrudd/voldtektssituasjonen-i-norge-2017 Webster-Stratton, C. (2005). Hvordan fremme sosial og emosjonell kompetanse hos barn. Oslo: Gyldendal. Øverlien, C., Hauge, M. I., & Schultz, J. H. (Red.) (2016). Barn, vold og traumer. Møter med unge i utsatte livssituasjoner. Universitetsforlaget Aasland, M, W. (2015). Barna og seksualiteten. Oslo: Cappelen Damm Akademisk WEBSITES https://www.seksuellatferd.no/ https://betaniensykehus.no/avdelinger/betanien-sykehus/enhet-for-psykisk-helse/barne-og-ungdomspsykiatrisk-poliklinikk/ressursenhet-v27 https://rebessa.com/ https://rvtsost.no/verktoy/seksualitet-hos-barn-og-ungdom https://www.politiet.no/rad/trygg-nettbruk/ https://www.reddbarna.no/jegerher https://www.rvts.no/ressurser https://www.cactusnettverk.no/oppskriften-for-hjernens-utvikling/ https://www.traumenett.no/index.php https://rvtsmidt.no/brosjyrer/ https://www.statensbarnehus.no/barnehus/ https://www.jegvet.no/ https://www.rvts.no https://www.snakkemedbarn.no/ https://www.trondheim.kommune.no/seksualitet 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

  • 1.5 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

  • 6 - Questions | RVTS Guide for schools

    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

  • Temasporsmal

    If a 3-year-old is fiddling with their genitals, I view it as... ​ Chapter 2 - Question 1 of 10 Next Previous Next A: Typical of their age-group B: Atypical of their age-group, and tell the child to stop doing it C: Typical of their age-group, and the child should be able to do this unobstructed no matter the situation Correct! In situations where others are bothered, have the child do another, more appropriate activity like drawing or playing with a ball. 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. 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

  • Temasporsmal

    Why do some children commit sexual violations? ​ Chapter 6 - Question 1 of 9 Next Previous Next A: The reason children display harmful sexual behaviour is always mental or neurological issues. B: There can be many reasons why some children commit harmful sexual acts. C: Children displaying harmful sexual behaviour have themselves been abused Wrong. Correct! The reasons are often complex and multilayered. It can be the result of vulnerabilities, like having been exposed to trauma, neglect or other problems. It can also be surrounding influences (i.e. peer pressure, pornography, role models, their nurturing situation, etc.). Wrong. Avgitt svar

  • 3. Problematic sexual behaviour | RVTS Guide for schools

    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

  • 2.9 Measures which promote healthy sexual development – part 4 | RVTS Guide for schools

    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

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