万博体育下载手机版Sexual Development & Behavior in Children and YouthAn Introduction for Program Staff
To promote growth and well-being across all areas of development, it’s necessary to have knowledge on the wide range of ways children and youth mature. This course will inform you about attitudes and beliefs on sexual development, provide information on typical sexual development and behavior, and give guidance on how to support children, families, and staff who encounter issues with sexual behavior by children. This lesson introduces you to key terms and provides opportunities to reflect on how experience and culture affect how we think about sexual development and behavior in children and youth.
辅助标签
- Reflect on your personal beliefs and cultural view of childhood sexual development and behavior.
- 定义儿童时代性发展和行为的关键条款。
- Understand factors to think of when analyzing sexual behavior.
Learn
Learn
Know
Evaluating Beliefs and Defining Childhood Sexual Development
当你想到童年的性发展时，你会想到什么？也许你在谈论任何与儿童性行为和性行为有关的事情时感到有些不自在，或者你想到了性虐待。有些人可能会想到他们作为护理人员在工作中遇到的具体事件。没有对与错的反应，你的感受受你的经验、知识和文化的影响。花点时间思考以下问题。
- What opportunities have I had to learn about sexual development?
- Was sexual development discussed in my family? In my school?
- 我对童年性发展的了解有多自信？
- How comfortable am I discussing sexual development and behavior with coworkers? With families?
许多成年人,包括经验丰富的儿童保健声称ionals, have had little or no formal education or professional development on childhood sexual development. This topic may feel taboo, or not acceptable to talk about, because it is often left out of broader discussions on child development and well-being or only discussed from a child abuse and prevention perspective. For example, doctors monitor children’s physical growth and routinely ask questions about communication and motor skills. Unless concerns are brought up by parents, parents might find it surprising or even offensive if they are asked about their child’s sexual behavior. Because it is not commonly screened or talked about, sexual behavior is often thought of as a problem rather than a normal part of development. Families and professionals' lack of opportunities to learn and ask questions about childhood sexual behavior creates stigma--a feeling of shame or disgrace.
To expand your thinking and ease any discomfort you may feel about the topic of childhood sexual development and behavior, you must be able to define it. The following definition of sexual development will aid you in understanding what this area of development includes and help you to think of sexual development as a part within the umbrella of childhood development.
“性发展不仅包括孩子成长过程中发生的生理变化，还包括他们学习到的性知识和信仰以及他们表现出来的行为。”——2009年全国儿童创伤压力网络
上面的定义相似或不同吗t from what you previously thought about childhood sexual development? Is your reaction to this definition different from the reaction you had at the start of this lesson? Sexual development is like any other area of child development, and you should feel confident in your ability to promote healthy behavior in children and youth. This course will help you know what to do if you observe sexual behavior in your program. Continue to think about all of the areas included in the definition:physical changes, knowledge and beliefs, and behaviors当你学习更多，当你观察你项目中的孩子时。你可能会发现复习虚拟实验学校（VLS）的身体发展课程对于了解儿童时期身体发展的里程碑和变化是很有用的。万博体育下载手机版
儿童性行为类型
如果你把这三种类型的儿童性行为看作一个连续的整体，它们是：规范的、谨慎的和有问题的。在整个课程中，这些术语将用来指导你对童年性行为的思考和支持。检查下表中每种类型的描述。虽然这些描述提供了明确的指导方针，但要知道这些行为之间的界限并不总是清晰的。
The Continuum of Sexual Behavior
规范性“常见”
- 不常见和随机
- Developmentally typical
- Easily redirected
- No harm to self or others
- 通常发生在花时间在一起的年龄或发展中的儿童之间
Cautionary "Less Common"
- May be random or planned
- 典型的发展，但更多的关注比是典型的
- May not always be redirected
- May be somewhat disruptive to others
有问题的“罕见”
- 有意重复模式
- 先进的发展
- Difficult to redirect; continues after clear redirection; met with anger or strong emotion
- 经常对他人破坏
- 强迫伤害他人;使用操纵
- Interferes with normal interests, activities, and development
- May be a large age or developmental gap between children (2+ years younger)
为了帮助澄清你所观察到的性行为的任何混淆，请考虑以下因素，以确定上述三种类型中哪一种最能描述你的行为，从而确定你应该采取什么行动。
Culture and Family Norms
You might think differently than some of your coworkers on culture and family norms. Differences in opinion are the result of the diverse experiences and viewpoints within a group of people. For example, some families use child-specific language when they teach their children words for their genitalia. You may have heard coworkers or families say “pee-pee” to mean penis or vulva; this is a common example of a child-specific word. Other parents and many experts feel it is important for children to learn the correct terms for all body parts. If you are not used to this, it may catch you off guard to hear a very young child use words such as “breasts” or “scrotum.” Language is one way family norms and culture influence children’s behavior and knowledge of their bodies and sexual development. See the术语document in the Learn section for a list of anatomically correct words and definitions. Also, consider other experiences families have had, such as trauma, deployment, and their formal and informal support when thinking about their culture and norms.
Development
儿童和青少年的性行为（和所有行为）受到个体儿童发展的影响。孩子的年龄年龄和发展能力之间可能存在差异。一个年长8岁但具有与4岁的人的认知和社会情感技能的儿童，可能不会感到羞怯或谦虚地对别人看到他们的身体。如果这个孩子经常走出卫生间，他们的下半身露出，你会通过了解孩子的社会意识和自我意识，看待这种行为，就像一个年轻的孩子一样。对于这个特定的孩子，这可能是规范性行为。如果在发育典型的8岁处观察到相同的行为，则可以不同地观看行为。考虑所有开发领域，并参考虚拟实验室学校基础课程进行特定信息和资源。万博体育下载手机版
Function of the Behavior
如果你观察问题的性行为program, think about why the child engaged in the behavior to help you assess whether it is a reaction to the environment or a more thought-out occurrence. Consider the cognitive development of children to determine the meaning of sexual behaviors. Around age 3, most children are just beginning to develop logical reasoning, the ability to put two ideas together, and understand complex cause and effect. This is also when children begin to ask “why” questions. Children who have not yet developed logical reasoning are not able to plan their actions very well. These children respond with behaviors that are a reaction to their environments rather than intentional choices. For example, a 15-month-old child who pushes other children when they become too close for the child’s liking is responding to their environment. Children at this stage of development do not intentionally create conflict or behave to be mean to others. Review the VLS Cognitive Development course to refresh your knowledge of this area.
Frequency and Participation
规范性行为通常是随机的，不常见的，通过好奇心和游戏。其他类型的性行为发生在较高频率下，可能会影响孩子参与其他典型活动。知道在一段时间内发生行为有多少次行为，如果孩子因典型的性行为增加而限制其他活动，则可以帮助您确定性行为的类型。仅在卫生间里调整良好和典型的5岁的5岁讨论身体功能和生殖器是一个可能受到儿童如何越来越多地函数的知识的规范行为的例子。审查VLS自我和文化理解课程，以获取有关儿童如何发展他们对其周围世界的信息的信息。
环境
当发生性行为时，想想所涉及儿童的环境。一个9岁的孩子只有独自在卧室里才会自我刺激，这就是一个规范行为的例子。一个人的卧室是一个安全和适当的地方，孩子探索他们的身体和性行为。这个发育年龄段的孩子知道什么样的话题和活动在公共场合是合适的。如果同一个孩子在参加课外活动时，在同伴和项目工作人员在场的情况下做出这种行为，那么你可以考虑采取不同类型的行为和行动步骤。请记住，发育年龄较小的儿童（5岁及以下）通常还没有强烈的意识到什么是公共还是私人。
Effect on Others
想想在响应和创造行动计划时如何影响他人的行为。一个11岁的人将他或她自己暴露在浴室里的其他人，以笑声出于同龄人对他人产生不同的影响，而不是如果同一孩子暴露在一个4岁的孩子。受到影响的人，以及其他人如何受孩子的性行为影响，有助于你决定性行为的类型。考虑参与是否（a）使用互动或武力或操纵，（b）受影响的儿童是否受到恼火，干扰或伤害，和（c）儿童的年龄，规模和发育差异。
Redirection
儿童常见的典型行为很容易改变方向，这意味着儿童通过适合发展的指导和期望来停止不想要的行为。这对于规范的性行为也是一样的。例如，两个孩子在操场上以一种“粗糙的房子”的方式互相接触，可以改变他们的行为。与其让他们“停下来”，你可以通过建议更合适的活动来改变他们的方向，比如轮流在秋千上互相推搡，或者在马车上互相拉拽。这为这些孩子提供了关于可接受的触摸和游戏的指导，同时也满足了他们的身体活动需求。性行为超出规范的儿童对重定向反应较差，在重定向时可能会表达强烈的情绪，如愤怒。积极引导课程和支持具有挑战性行为的儿童专题课程提供了有关有效重定向的更多信息和资源。万博体育下载手机版
Completing this Course
For more information on what to expect in this course, visit the Focused Topics Sexual Development & Behavior in Children & Youth Course Guide.
请注意，每个课程结尾的参考资料和资源部分概述了参考源和资源，以查找有关所涵盖主题的其他信息。当您完成课程时，您预计不会审查所有可用的在线参考。但是，如果您有兴趣或应要求提供教练，培训师或管理员，欢迎您进一步探索资源。
See
Listen as experts discuss the importance of being aware of your beliefs on children’s sexual development and behavior and how sexual development is a part of overall child development. What factors or experiences from your childhood influence how you think of sexual development as an adult?
An Introduction
Knowledge is Power
Do
Know the Facts
You have now reflected on your personal beliefs and knowledge on childhood sexual development and behavior and also have a clear definition. Wherever you are in your path of learning, it is important that you have factual information; awareness helps destigmatize sexual behavior in children and youth and allows professionals to better support healthy development. Read the following research-based statements, and reflect on how this information influences your beliefs:
- Sexual behaviors are more commonly observed in children 5 years of age and younger (Friedrich et al., 1998).
- Many children demonstrate sexual behavior in peer settings (Phipps-Yonas et al., 1993).
- Most children will engage in sexual behavior at some point during childhood (Kellogg, 2009).
- 性行为谨慎和有问题的儿童并不总是受到虐待（Friedrich，2001年）。
- Using developmentally appropriate information to educate youth about sex does not encourage advanced sexual behavior (Lindberg & Maddow-Zimet, 2012).
- 具有性行为问题的儿童不是成人性犯罪者的年轻版本（Chaffin等，2006）。
- Most children who receive treatment for sexual behavior do not continue the behavior into adolescence or adulthood (Silovsky, Swisher, Widdifield, & Burris, 2012).
探索
探索
至少选择一个案例研究below: infant and toddler, preschool, or school-age and complete the coordinating activities to deepen your knowledge of childhood sexual development and behavior. This activity will help you think about all of the parts of sexual development and the factors that influence sexual behavior. You will have the opportunity to revisit these case studies in later lessons to brainstorm action steps based on the sexual behavior described.
Apply
Apply
Now that you have learned the definition, key terms, and factors to consider for childhood sexual development and behavior, complete theMy Knowledge and Beliefs on Childhood Sexual Developmentactivity to further reflect on what you know and feel.
Glossary
| Term | 说明 |
|---|---|
| CHRONOLOGICAL AGE | 从出生日期测量的人的年龄 |
| DEPLOYMENT | To move military personnel from a home installation or base to an assigned duty |
| FORMAL SUPPORT | 从受过培训的组织或专业人员提供支持，以提供服务 |
| 生殖器 | 生殖系统的器官，尤其是外部器官 |
| 非正式支持 | Help via family and friends who are not paid to do so as part of a job or profession |
| 逻辑推理 | Ability to connect two or more ideas and think about future consequences |
| 自我刺激 | Touching and arousing one’s genitals for pleasure; also referred to as masturbation |
| sexual behavior challenges | 12岁及以下的儿童，其行为涉及性身体部位（即生殖器、肛门、臀部或乳房），这些部位在发育上不合适或对自己或他人有潜在危害 |
| 柱头 | A mark or feeling based on a belief of shame or disgrace |
Demonstrate
Demonstrate
Bancroft, J. (Eds.). (2003). Sexual development in childhood. Bloomington, IN: Indiana University Press.
Chaffin，M.，Berliner，L.，Block，R.，Cavanaugh Johnson，T.，Friedrich，W.，Garza Louis，D.，。。.silovsky，J.F.（2006）。Report on the Task Force on Children with Sexual Behavior Problems.Findings from the Association for the Treatment of Sexual Abusers. Retrieved fromhttps://www.atsa.com/pdfs/Report-TFCSBP.pdf
L.和柯克伍德，D(2013). 了解幼儿健康的性行为和发展。Voices of Practitioners (8)2,1-13.
Friedrich，W.n.，Fisher，J.，Bruggdon，D.，Houston，M.，Shafran，C.R.（1998）。儿童的规范性行为：当代样品。Pediatrics, 101(4), e9-e9.
Friedrich, W. N., Fisher, J. L., Dittner, C. A., Acton, R., Berliner, L., Butler, J., … Wright, J. (2001). Child Sexual Behavior Inventory: Normative, Psychiatric, and Sexual Abuse Comparisons.Child Maltreatment,6(1), 37–49.
Kellog, N.D., Committee on Child Abuse and Neglect. (2009). Clinical Report- The Evaluation of Sexual Behaviors in Children.儿科（124）3，992-8.
Lindberg，L.D.和Maddow Zimet，I(2012). 性教育对青少年性行为和结果的影响。青少年健康杂志。51(4), 332-338.
Lucier-Greer, M., Nichols, L. R., Peterson, C., Burke, B., Quichocho, D. & O’Neal, C.W. (2018). A brief guide to understanding and responding to normative and problematic sexual behaviors among children. Auburn, AL: Military REACH.
The National Child Traumatic Stress Network & National Center on Sexual Behavior of Youth. (2009). Sexual Development and Behavior in Children- Information for Parents and Caregivers. Retrieved fromhttps://www.nctsn.org/sites/default/files/resources/sexual_development_and_behavior_in_children.pdf
国家性行为研讨会青年时期。（2020）。从会议前研讨会和并发会话中PowerPoint演示文稿。俄克拉荷马大学健康科学中心。可用https://www.ouhsc.edu/nationalsymposiumsby/Program/Concurrent-Sessionsandhttps://www.ouhsc.edu/nationalsymposiumsby/Program/Pre-Conference-Seminars
Phipps-Yonas, S., Yonas, A., Turner. M., Kamper, M. (1993). Sexuality in early childhood: the observations and opinions of family daycare providers. CURA Reporter. (23) 1-5.
Silovsky，J.F.，Swisher，L.M.，Widdifeld，J.，和Burris，L(2012). 儿童有问题性行为时的临床考虑。儿童性虐待手册。第399-428页。