Know

Consider your thoughts so far regarding sexual behavior challenges. Are you wondering what could have happened to a student to make them act out sexually in a problematic way? Or what futures look like for a student who is having sexual behavior challenges? How can you support them and their families? We explore these topics as we move through this lesson.

Variability of Causes for Sexual Behavior Challenges & Other Concerns

As you learned in Lesson Four, sexual behavior challenges can affect students for many different reasons. These behaviors can be a result of sexual abuse; however, this may not always be the case. If you suspect sexual abuse, or a student reports that they have been sexually abused, or if a student has been in contact with a known sexual abuser, it is important to make a mandatory report.

As educators, it is important to know the signs of sexual abuse in students, but it is also important to be aware of other potential risk factors for sexual behavior challenges. Students who havenot性虐待也可以呈现性行为挑战。考虑一个有发展延误的学生，他们正在努力学习个人空间，并且可能不恰当地触动自己或他人。或者也许学生在兄弟姐妹离开电视后重复电视上看到的性明细材料。学生们还可以展示性行为挑战，例如通过手淫来响应创伤事件的自慰。这些都是性行为挑战不涉及性虐待的途径的例子。

如果学生经历了这些挑战或需求，请与学校领导的致力于您的担忧。他们将帮助决定接下来的步骤，包括联系PUBLICa specialist和communicating with the family about resources and supports. Communicating early and working as a team provides the family with options for support and can prevent a student with risk factors from developing sexual behavior challenges.

Potential Intervention Options

As educators, it is beyond our scope of practice to provide mental health services for students who present with sexual behavior challenges. However, you should be informed on intervention options for sexual behavior challenges available to students and their families. It is important to be aware that different programs and schools refer to these resources by various names. For example, mental health professionals can include counselors, psychologists, psychiatrists, or social workers. These professionals may provide counseling, therapy, intervention, or treatment. Certain settings may also include specialists, such as board-certified behavior analysts, occupational therapists, and intervention specialists. In learning about the various types of providers, you should be able to identify who the point persons in your school are for questions related to sexual behavior challenges. If you do not know, seek out this information.

Families should receive intervention from providers who are knowledgeable about sexual development, childhood and adolescent development, and research-based interventions (NTCSN, 2009). Mental health professionals will consider differential diagnoses and will look holistically at the child or youth, taking into consideration their environment, parenting style, family, and social factors. Each assessment is unique and treatment decisions are made on a case-by-case basis aiming for the least restrictive treatment option (Martin, 2019). Two research-based practices for sexual behavior challenges are Trauma-Focused–Cognitive Behavioral Therapy (TF–CBT) and Problematic Sexual Behavior–Cognitive Behavioral Therapy (PSB–CBT).

During the child or adolescent’s initial assessment, the mental health provider may ask that you, as the educator, contribute to your student’s assessment. Often, you will be provided with a questionnaire or checklist to complete. In addition to other assessment materials, your information helps the mental health professional make a recommendation for outpatient or more intensive therapy, such as inpatient or residential care, depending on the severity of the behaviors, the presence of additional mental health concerns, or previous unsuccessful treatment.

As intervention progresses, the mental health provider will work with the child or adolescent and with the family, possibly in individual or group and family therapy formats, to create a developmentally appropriate intervention plan. Often, counseling will consist of, but is not limited to, identifying and establishing healthy boundaries, self-regulation skills, and parent management training. Here are some examples of what intervention for sexual behavior challenges may look like based on the recommendations of a mental health professional:

• 在他们的较大的兄弟姐妹离开电视时模仿性明确行为的学生可能会建议每周进行一周的门诊干预，包括所有家庭成员，以帮助建立健康的边界和家长管理。
• The student with developmental delays presenting with inappropriate touching may benefit from outpatient counseling two to three times a week to help parents and the child or adolescent establish healthy boundaries and self-regulations skills and to address other areas of need.
• The student who self-soothed through masturbation due to traumatic events may be served in a half-day outpatient setting to learn coping skills for their traumatic stress responses and also appropriate times of when and where to explore their sexuality. If, in that intensive outpatient setting, the mental health professional identifies that the child or adolescent’s home life is more of a risk factor, or trauma is more intense than originally diagnosed, they can be moved into an inpatient or residential care facility. Depending on the facility, the child or adolescent may have limited interaction with their families and increased daily structure with regular therapeutic interventions that can include individual and group counseling. While the child’s or adolescent’s intervention plan is confidential, it is crucial to be aware of what you as an educator can do to help the child or adolescent, especially if and when they reintegrate back into your classroom.

Incorporating Intervention Strategies

For students with sexual behavior challenges who continue to attend your school, in addition to receiving intervention, you may be asked to follow recommendations. Some of these recommendations may be things you already do as part of your classroom management to support active supervision. Mental health professionals may request that you incorporate strategies into your daily routines to reinforce what the student learned during intervention. According to Mitten, Sigel, and Silovsky (2017), discussing rules about sexual behavior is a strategy that can prevent sexual behavior challenges. It is also appropriate to communicate with families before such information is discussed with students so that families will not be caught off guard in case questions or comments occur at home after the information is presented. Presenting information in a calm manner helps students to be more open in discussing sensitive topics.

学校被指控让所有学生安全。为解决这一问题，您可能会要求您为接受性行为挑战干预的学生提供额外的监督。这可能看起来像是与学生家庭和学校管理者的监督或安全计划，以确保所有学生的安全。如果孩子或青少年表现出对其他学生的性行为挑战，这尤其重要。还知道，当发生性行为挑战时，您的学校领导将咨询a specialist. Depending on the specialist, there can be a lag in time between when a referral is made and whenthe specialist能够咨询或完成学生的评估。在这种情况下，您的学校的领导将在提供进一步指导之前提出临时监督计划。

监督计划可以包括：

• Line-of-sight supervision
• Supportive shadowing (one-on-one)
• Line-of-sight supervision or supportive shadowing of the student upon arrival, during recess and lunch, and upon departure
• Supervision of the student during other times of the day that are less structured or have reduced supervision
• Designated play areas
• Supervision of the student’s use of the washroom
• Supervision for sports, including changing areas (e.g., for swimming)
• Procedures for the student to check in with a designated adult throughout the day
• 响应随后不恰当的性行为的计划，这可能包括一套升级的后果
• Specific behavior management strategies including a plan for reinforcing appropriate behavior
• A plan to involve the student in positive activities with peers
• A communication plan that specifies how and with whom information will be shared
• A designated case manager
• A scheduled review and update of the plan
• 清晰的沟通的规则
• implementation of coping or calming skills, including those for the educator similar to CAPPD model inLesson One和重点主题课程中的自我保健策略，创伤知情心，万博体育下载手机版Lesson Four

It is important that the safety or supervision plan is periodically reviewed as the student progresses in their intervention (Responding to Children’s Problem Sexual Behavior in Elementary Schools, 1999).

School Interventions

Schools can implement policies and preventive measures to address sexual behavior and be a supportive factor for students with sexual behavior challenges by:

• Reviewing policies regarding communication about sex education, promoting abuse prevention, and working with families affected by sexual behavior challenges.
• Offering sex education for families to incorporate the entire support system to engage in healthy communication about appropriate sexual development.
• Looking to school counselors or collaborate with clinical counselors to implement classroom lessons on healthy boundaries, self-regulation skills, and safe touch. School and clinical counselors can also help meet individually with students or with families to assist with supervision plans and discuss counseling referrals.

See

Interventions to address sexual behavior challenges are individualized and based on the specific needs of each student. When working in multidisciplinary teams, both within the school setting and when collaborating with professionals outside your school, you will contribute what you know about students’ strengths, challenges, and development so teams have in-depth information to inform the assessment and intervention plans. Listen as experts speaks about the assessment process and research-based interventions for students with sexual behavior challenges.

Assessing Students with Sexual Behavior Challenges

Interventions for Sexual Behavior Challenges

Do

As you think about your role as a professional working with students, reflect on what you can do to be a part of a supportive team. Reflect again on your personal biases of working with students experiencing sexual behavior challenges and how these biases have an impact on the support you provide. Consider these guidelines and standards of care for professionals working with children and adolescents who exhibit sexual behavior challenges provided by the National Center on the Sexual Behavior of Youth:

• Recognize the importance of your work for promoting community and family safety.
• 了解您的做法可能对青年及其家人可能拥有的重大影响和改变生活的潜力。
• Inform children, youth, and their families that professionals are mandated reporters of child abuse.
• Ensure that your student is fully informed, in developmentally and cognitively appropriate language.
• With the consent of families, collaborate with outside specialists and agencies so student’s intervention feels like a team effort.
• Follow relevant practice guidelines and ethical standards (e.g., Association for the Intervention of Sexual Abusers’ standards and guidelines, as well as those of your profession).