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Responding to Staff Members’ Diverse Beliefs About Sexual Development

正如您在课程中学到的那样，大多数童心专业人员，即使是那些拥有多年经验和高级教育的人，也没有专业的发展或正规教育对性发展和行为。由于缺乏了解本主题的机会，程序人员可能需要更广泛的支持。

也许你已经观察到如何缺乏学习的机会影响人员的信仰以及他们如何在支持性发展方面的角色。您可能已听取工作人员提出以下意见：

While these feelings may be common, it is important that staff understand that their primary roles are to keep children safe and to support their learning and development, including sexual development. When you discuss staff’s feelings and beliefs on sexual development, during the我的童年性发展知识和信仰活动第一课那it is important to acknowledge the staff members feelings while emphasizing that they play an important role in teaching children about boundaries and appropriate touch and in responding appropriately to sexual behaviors when they occur. For example, you may acknowledge that a staff member might feel uncomfortable or unqualified to discuss sexual development and behavior with children and youth while also explaining the many ways that they can promote healthy sexual development in the program by using appropriate vocabulary, teaching what is “safe” versus “unsafe” touch, teaching children about boundaries (physical and verbal), and pointing out others cues and responses to touch. If you encounter beliefs from program staff similar to those mentioned above, you can do the following:

支持ing Direct Care Staff

请记住，有几个因素会影响儿童和青年的性发展和行为：

• 文化和家庭规范
• 发展
• Function of the Behavior
• Frequency and participation
• Environment
• 对他人的影响
• Response to redirection

Though you will consider all of these factors, direct care staff may need the most help from you when analyzing children’s development and functions for sexual behaviors. You will likely need to be part of the process when staff complete theSexual Behavior Reflection Tool那性发展定义与因素，和其他形式。即使在没有您的情况下更好的教学团队完成这些形式，您也应该审查他们的文件以确保最佳实践。

发展

典型或年龄适当的行为，特别是在童年早期，是可变的。随着残疾人或延误的儿童在包容性方案中得到照顾，思考基于儿童个人能力而不是年龄年龄或方案安置，有价值。直接护理人员可能难以困难，特别是当他们作为特定年龄组的照顾者强烈识别时。例如，护理人员可以说：“我是一名学龄员工，学龄儿童应该知道弥补他们的私人部分。”虽然这句话一般是真实的，但这名工作人员可能会照顾一个7岁的孩子，他的发展与4岁的孩子相似。

当工作人员遇到性行为时，通过向他们询问以下问题，帮助他们考虑发展：

• What behavior occurred?
• 我们想要发生什么？
• 孩子能做什么？

点评审查example below about a child named Kari. Notice that we do not have information about Kari’s age because the focus of this exercise is for staff to think about developmental abilities.

发展框架有助于员工确定他们可以支持策略的方式，“我们想要发生的事情”，Kari。工作人员可能会决定在她进入浴室之前给她提醒提醒，“告诉我你是否需要帮助拉起你的裤子。”工作人员将留在浴室附近，以便听到Kari要求的帮助。他们还可以通过解释，“我们的私人零件在课堂上覆盖”或“裤子在离开卫生间之前被拉了”，他们也可以教她什么。“

Function of the Behavior

所有行为都出现了一个原因或有一些功能，并确定性行为的功能需要仔细思考儿童的认知能力。试图确定这一点时，您可能需要指导直接护理人员。有些孩子可以告诉你为什么他们从事行为，“我做得很有趣。”但许多孩子，特别是儿童学龄前和年轻人，不会明白为什么他们从事性行为或不安全的触万博体育全站app摸。在这些实例中，您需要仔细考虑孩子的环境和发展，以确定行为背后的意图是反应还是更加思考的发生。

对环境的反应是对孩子经历的反应。孩子们没有想到他们事先要做的事情。相反，他们对他们的环境做出了反应。计划发生的事件涉及思考一个人提前做些什么以及行动对他人的影响。这需要高级认知技能，包括逻辑推理，自我意识和社会意识。Lesson FiveVLS集中的主题课程，支持ing Children with Challenging Behaviorsprovides additional information on the function of behavior.

通过随访问题支持直接护理人员

在这个例子中，一名学龄队的团队听到了一个涉及尼尔的性行为，这是一个9岁的自闭症的孩子。其他孩子们报告说，当尼尔在浴室里时，他将在使用小便池时走向他们，并试图看待他们的生殖器。听到这种行为后，团队完成了Sexual Behavior Reflection Toolbelow. Use the toggle feature to read the follow-up questions that Ashley, a training and curriculum specialist, asks the teaching team.

Sexual Behavior Reflection Tool

行为是否随意或不常见？

No. Two children report that Neil has tried to watch them while using the urinal at different times.

是儿童年龄和发育能力的典型行为吗？

没有，一个9岁的孩子应该知道这种方式违反某人的隐私是不合适的。

跟进

“虽然尼尔是9岁的，但患有自闭症的儿童延迟或非典型发展。隐私是一种非常抽象的概念，一个想法而不是可以有变形的东西，这对于自闭症的儿童来说可能难以理解。
Does Neil understand other abstract concepts?
Do you think he understands what privacy means?”

The team is in agreement that Neil has not developed abstract thinking and doesn’t understand privacy.

Is the behavior driven by curiosity, exploration, and playfulness?

No. Neil has a lot of problem behaviors and usually hangs out by himself.

跟进

“我希望我们探索这种行为的意图。我看到你记录了你不认为它是由好奇心或探索驱动的。
Why do you think Neil does this?
如何does Neil usually initiate interactions with peers?”

The staff aren’t sure why Neil does this, but they agree that it is not a planned behavior. They don’t think Neil has developed that skill yet. The team also shared that although Neil doesn’t cooperatively play or communicate with peers, he does like to watch them.

如果涉及其他孩子,共同和good-humored?

No. The other children were annoyed.

If other children are involved, do they know each other well and are they of a similar age and development (<2 years)?

是的。孩子们在尼尔的年龄周围，他们都一起参加了课后计划。

行为是否容易重定向？

工作人员没有机会重定向尼尔。其中一个孩子说他们告诉尼尔到“退后”。

跟进

“I know that you have not observed this behavior, but I’m wondering how Neil responds to redirection during other activities?”

团队分享尼尔有时会响应简单的重定向。尼尔的父母分享了，当尼尔在学校学习常规时，他的课堂教师会拍照。狗万app怎么下载这对学校非常有帮助，家人使用图片安排来帮助尼尔在家中早上准备就绪。

规范性行为？

不，尼尔应该知道在浴室里观看别人是不合适的。

跟进

“I agree that we need to address this sexual behavior, but I also think it is the type of behavior that is developmentally typical for younger children. Although Neil’s chronological age is 9, his language and social skills are atypical and more like that of a toddler. You shared that he mostly plays by himself but likes to watch peers.
Do you think Neil understands that watching in the bathroom is any different from watching at other times?”

Ashley为团队的后续问题帮助他们决定虽然尼尔的性行为不适合9岁，但它没有意外的尼尔的发展。他们制定计划为尼尔的浴室常规进行绘制时间表。此外，尼尔是在浴室里有直接的监督。Ashley和团队计划在重新评估行为前两周实施预防计划。除了召开报告这一事件的两个孩子的家庭之外，教练将向尼尔的家人传达计划。她将保密地分享报告的内容，并且该计划有预防计划来解决行为。如果两周后仍有疑问，计划领导将咨询上市专家。您可能想知道为什么阿什利或计划管理员选择等待联系上市专家。Program leadership assessed Neil’s behavior to be consistent with his developmental abilities; therefore, they were confident in deciding that this sexual behavior is normative for Neil and can be easily prevented using universal and targeted strategies (supervision and picture schedule).

Assessing Program-Wide Needs

It is helpful to have a baseline for the knowledge and comfort level of program staff regarding sexual development and behavior. You can collect data to assess this by asking staff to complete theMy Knowledge and Beliefs自我评估工具应用课程部分。This is one way to measure individual staff members and your program as a whole. If you find that most of your program staff report limited knowledge on sexual development and behavior or feel uncomfortable with this topic collaborate with your program administrator to plan a professional development opportunity. You and the program administrator can support program-wide learning in the following ways:

• 引导展示或讨论以对东方人的发展方式进行性发展。
• Invite a specialist with expertise in this area to give staff a presentation.
• 设立一个内部目标,比如“年底前calendar year, all lead staff members will have completed the Sexual Development & Behavior in Children and Youth Focused Topics Course.”
• Provide group case study opportunities. For example, you could lead a small-group discussion and practice using tools such as theSexual Behavior Reflection ToolandSexual Behavior: Definition and Factorsworksheets.

These opportunities support staff members’ knowledge and communicate that everyone, not just leadership and specialists, have a role in promoting healthy sexual development and preventing sexual behavior challenges.

Model

正常化关于性发展的沟通

There is a tendency for child care staff to only discuss children’s sexual behavior with each other and with families when there is a concern. Even when sexual behavior is normative, staff may feel hesitant to ask questions or talk with their teaching team and families. You can help program staff gain confidence by allowing them to practice with you. During role-playing, you can model how you would talk about sexual behaviors and preventive strategies and also have staff practice what they would say to a coworker or family. Read the examples showing how a coach models communicating about sexual behavior.

如何Leadership Can Support Families with Children with Sexual Behavior Challenges

正如六所讨论的六所讨论的那样，由于孩子的需求，有性性行为挑战的儿童的家庭可能会有额外的生命压力。审查计划领导能支持家庭的具体方式：

• 对于在当天中期参加干预任命的儿童，提议通过让孩子留下来帮助员工和家人。然后家庭成员可以快速拿起他们的孩子。这对花时间休假的家庭成员特别有帮助。
• 保留您收到的所有文书工作，例如支持计划或评估报告，组织和随时可用。如果一个家庭拆卸他们的文件，请为他们提供副本。
• If a child leaves your program to attend intensive treatment for sexual behavior challenges, you or your program administrator can reach out to the family via a phone call to let them know you are thinking of them. Be available to listen if they would like to share updates, but it’s OK if the conversation ends with you sharing your thoughtful message.
• 性行为挑战的儿童也不罕见，也表现出规范性行为。当孩子和青年有性行为挑战时，与之合作上市专家to communicate the range of behaviors observed, so families understand that some sexual behaviors are typical. This can help families with children with sexual behavior challenges feel less stigmatized and learn more about sexual development.

如何上市Multidisciplinary Teams Support性行为挑战的儿童

Direct care staff will have the support of program leadership,上市专家那and the family when they implement a support plan for children with sexual behavior challenges. While a team approach is best, it is important that everyone involved have clearly defined roles. Review the example below to see how programs may choose to designate specific responsibilities.

上市专家

• 完整的评估并创建育儿计划的支持计划。
• 建议和协调与家人的外部干预（儿童护理计划外面）。
• Coordinate conferences and team communication.

Program Leadership (Administrator and Training & Curriculum Specialist)

• 完成时协助直接护理专业人员Sexual Behavior Reflection Tooland other program tools.
• 查看所有内部文档的性行为。
• Be present when staff member speaks with children or youth after a sexual behavior incident has occurred; ensure documentation procedures are followed.
• 在等待建议的同时将临时支持计划提供到位上市专家。
• Serve as point of contact for上市specialistsand families regarding questions or updates.
• Serve as a point of contact for program staff regarding questions or updates.
• 确保支持计划和其他文档放在儿童档案中。
• 确保可以实施支持计划（人员配置等）。
• Model recommended strategies for direct care staff.
• 观察并向直接护理人员提供反馈。

直接护理人员

• May work with program leadership or in some cases with teaching team, to complete documentation of sexual behaviors.
• 从程序leadershi通知和接收反馈p on all sexual behavior documentation.
• Carry out support plan recommendations and strategies.
• 为计划实施和行为带来问题和担忧来编制方案领导。
• Share relevant communication from family with program leadership.
• 继续使用最佳实践与家庭沟通。

If there is a teaching team in your program that cares for a child or youth with sexual behavior challenges, that team will likely need more than typical support from you. They may be asked to carry out strategies that are new to them or possibly even have an additional staff member added to their team to provide closer supervision for the child with sexual behavior challenges. This can be challenging and stressful for staff. Be sensitive to the fact that they are caring for a child who has needs beyond what is typical for most children.

观察

Jane Silovsky，博士学位，俄克拉荷马大学健康科学中心儿科教授讨论了教练可以支持员工促进健康性发展和行为的方式。在您收听此视频时，请考虑所提出的建议，如果您已经在做过其中一些东西。您是否希望在您的工作中作为教练，培训师或管理员开始新的做法？

教练员工支持儿童的性发展

You will create a program environment where staff are able to reflect on their practices around children’s sexual development and behavior. As you read each scenario that follows, think about how you might respond. Then read suggested ways you might approach the situation with each staff member.