Problematic Sexualised Behaviour in Children

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.

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

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.

0-5 Exploratory touch Looking at self and others

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.

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.

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

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

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

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

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

Children with disabilities: Are more vulnerable Targeted by older siblings

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.

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

Tone of voice and quantity of words……… Air hostess voice Number of words

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.

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

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

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 words).

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 words). Prohibit the behaviour or set limits- a consequence needs to be put in place e.g. only supervised play for the next week.

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.

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.

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.

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.

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

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