Problematic Sexualised Behaviour in Children

1. Problematic Sexualised Behaviour in Children

2. Overview for the session: • Defining the problem and the context of the child. • Assessing the level of sexual behaviours that you see or that are reported to you. • Responses and strategies for the school context.

3. A word about safety • Emotional Content • Embarrassment- personal experiences • Space • Self care

4. The Sexual Development of Children: • Starts from the moment they are born, children exhibit curiosity and pleasure about their bodies and how they work. • Children’s development and sexual development tends to reflect a combination of factors such as family norms, cultural values and societal mores.

5. 0-5 • Exploratory touch • Looking at self and others

6. 6-10 • Play becomes a part of sexual exploration e.g. doctors • Telling dirty jokes and using dirty words • Becoming more interested in changes in their bodies.

7. 11-12 • Masturbation • Peer relationships become important • Some relationships involve elements of sexual activity • Same sex activity can be exhibited but is not necessarily indicative of homosexuality.

8. When is sexual behaviour problematic? • Single incident • Behaviour that does not respond to correction • Atypical behaviours • Self directed • Affects others

9. Sexually Reactive Behaviour …… • Re-enactment • Making sense • Parallel to what has happened to them • Spontaneous and impulsive

10. Sexualised Behaviour: • Alleviates negative emotions • Attachment and neglect • Gravitate to others with similar behaviours • More complex

11. Coercive Sexual Behaviour: • History of abuse • Isolated / aggression • Befriend younger, less competent/smaller students

12. Multiple pathways into sexually problematic behaviours: • Poor attachment • Sexualised environments • Negative emotions • Antisocial environments • Abusive environments

13. Children with disabilities: • Are more vulnerable • Targeted by older siblings

14. Assessing the behaviour – what a school counsellor will be interested in: • Is the behaviour self directed or directed at others • Detailed description – ( “inappropriate” not enough) • Frequency • Durability- is it responding to intervention or correction? • Are there cognitive or age or other differences between the children? • Number of children involved or affected. • Where does it occur? • Extent of coercion – degree of planning? • Risk factors involved? i.e. known information about the family, other agencies involved etc.

15. How should we respond? • Under/ over reactions • Differences between normal and concerning behaviours • Demonising or stigmatising the child

16. Tone of voice and quantity of words……… • Air hostess voice • Number of words

17. General principles of response: • Describing accurately the behaviour……”Inappropriate” is not enough. • School responses do not involve just one person. The teacher, principal, exec staff and the school counsellor all have a role to play.

18. General principles of response Only speak to the child in front of others if you • know their circumstances • you have their attention • it wont humiliate them • it wont cause distress to the student who was maltreated • there is a message you want both or all students to hear

19. Levels of Response • Level 1 – Describe and Respond • Level 2- Describe , Respond and Confront ( Report) • Level 3 Describe, Respond, Confront, Report and Refer

20. Level 1 • When behaviour appears to be normal- • Describe (You had your underpants down on the playground- 8 words) • Respond ( When I saw you both with your pants down I felt uncomfortable. Clothes stay on at school. - 17 words) .

21. Level 2 • When sexual behaviour appears to be of concern- • Describe and Respond • Confront, using a stronger air hostess voice (You keep pulling your pants down on the playground- you do not have the right to show students your private parts in public. - 23 words). • Prohibit the behaviour or set limits- a consequence needs to be put in place e.g. only supervised play for the next week.

22. Level 3 • When sexual behaviour appears to be of serious concern • Describe and Respond • Confront, Prohibit • Report and Refer. This may involve referral to special agencies, student management support etc.

23. In all cases • Talk to students involved- • Document the incident- • Inform principal • Informing parents- there needs to be a decision about how to approach this.

24. If behaviour is a cause for concern Additionally there needs to be • Discussion with school counsellor • A decision re- Care and Protection • A behaviour plan put in place if required ( ILP) • Possible referral to specialist agency.

25. Classroom Strategies if there are children exhibiting sexualised behaviour: • Extra focus on Protective Behaviours or equivalent. • Teach Personal Boundaries. Personal space, types of touch, types of relationship. • Use class meetings or circle time to reinforce learning.

26. Students with Disabilities • Speak in a specific and concrete manner. • Use visuals for appropriate behaviour, • Repeat rules and communication frequently without expecting rapid learning.

27. Resources • Protective Behaviours Programs • Social- Emotional Programs • Responding to Children’s Problem Sexual Behaviour in Elementary Schools ( British Columbia) Available online.