Teach

回应关于性发展的不同员工信仰

正如课程中所讨论的，大多数教育专业人员，即使是那些拥有多年经验和高级教育的教育专业人士，在儿童和青少年的性开发和行为都几乎没有专业或没有专业的发展或正规教育。由于缺乏学习和禁忌本体的机会，学校工作人员可能需要更广泛的支持来了解这个典型的发展领域。

Perhaps you have observed how a lack of opportunity to learn about this topic affects staff members’ beliefs and also how they view their role in supporting sexual development. You may have heard staff make some of the following comments:

While no one should be faulted for having these feelings, it is important that staff members understand that their primary roles include keeping students safe and supporting their learning and development, including healthy sexual development. If you encounter similar beliefs from school staff, you can do the following:

Supporting School Staff

Remember that several factors affect children and adolescent’s sexual development and behavior, such as:

• Culture and family norms
• Development
• Function of the behavior
• Frequency and participation
• 环境
• Effect on others
• Response to redirection

Though you will consider all of these factors, school staff may need the most help from you when analyzing a student’s development and functions for sexual behaviors.

Development

典型或年龄适当的行为，特别是在幼儿年初，特别是随着越来越多的流行和进入社交媒体而变化。了解残疾学生的发展可能需要更深入地评估特定技能和能力。根据学生的个人能力而不是他们的时间的年龄或年级级别，思考发展是有价值的。对于员工有时难以困难，特别是当他们作为特定年龄组的教育者具有非常强烈的身份时。例如，“我是高中老师，高中生应该知道覆盖他们的生殖器。”虽然这一说法一般是真实的，但这位教师可以与一名15岁的学生合作，其社会发展类似于5岁的孩子。

对于上面的例子，关于发展的思考有助于员工确定他们可以支持Kari的方式，“我们想要发生的事情。”工作人员可能决定在进入浴室之前给她提醒提醒，“如果你需要帮助拉起你的裤子，请求帮助。”然后，一名工作人员将故意留在浴室附近，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“在我们离开卫生间之前，我们的私人零件覆盖”的私人零件的私人意味着什么。“

行为的功能

All behavior has meaning and function or a reason why it occurred. However, determining whether functions are a reaction to the environment or a more thought-out occurrence requires careful thought about students’ cognitive, social-emotional, physical, and language abilities. You may need to support school staff when determining functions of behaviors. Some students may be able to tell you why they engaged in a behavior, “I did it to be funny.” But many students will not understand why they engage in sexual behaviors or unsafe touch. In these instances, you will need to think carefully about the student’s environment and development to determine if the behavior was a reaction or a thought-out occurrence. Even when sexual behavior seems carefully crafted (e.g., a school-age student yells out a sexual obscenity to get a laugh from peers), think deeply about why students engage in these behaviors and what they “get” out of doing so (e.g., attention from peers and adults).

Supporting Staff with Follow-Up Questions

在这个例子中，一支中学团队听到涉及卡森的挑战性行为，是一个具有发展延误的六年级学生。其他学生报告说，当卡森在操场上时，他坐在草地上，触动他的生殖器。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 Margot, the school counselor, asks the teaching team.

Sexual Behavior Reflection Tool

团队回应

Is the behavior random or infrequent?

No. Multiple students report that Carson has been touching himself on the playground.

是学生年龄和发育能力的典型行为吗？

没有。五年级的学生应该知道在公共场合触摸他们的生殖器是不合适的。

Follow-Up

“Though Carson is a fifth-grade student, he is developmentally more similar to a much younger student and has some atypical behaviors. Privacy is a very abstract concept, an idea rather than something that can be tangibly experienced, which may be difficult for him to understand. Does Carson understand other abstract concepts? Do you think he understands what public versus private means?”
The team is in agreement that Carson has not developed abstract thinking and doesn’t understand privacy, or the difference between public versus private。

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

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

Follow-Up

“I’d like for us to explore the function of this behavior. I see that you documented that you don’t think it is driven by curiosity or exploration. Why do you think Carson does this? How does Carson usually initiate interactions with peers?”
Staff members thinks that Carson engages in this self-soothing behavior as a coping skill due to his anxiety on the playground. They agree that it is not a planned behavior, but more of a reaction to his experience. The team also shared that although Carson doesn’t cooperatively play or communicate with peers, he does like to watch them.

If other students are involved, is it mutual and good-humored?

No. The other students were upset by what they witnessed.

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

Yes. The students are around Carson’s age and they all attend the same middle school together.

Is the behavior easily redirected?

Staff haven’t had the chance to redirect Carson. One of the other students said they told Carson to, “stop that.”

Follow-Up

“I know that you have not observed this behavior, but I’m wondering how Carson responds to redirection during other activities?”
卡森的团队股票有时响应simple redirection. Carson’s parents have shared that Carson becomes antsy in loud environments where there are a lot of other kids. In the classroom, Carson’s teachers have encouraged him to work with his peers and matched him with students that show compassion and empathy toward him. They have also referred him to the school counselor’s group on building social skills. This has been very helpful in class when there is structure, but there is nothing established in more unstructured settings such as on the playground.

Normative Sexual Behavior?

不，卡森应该知道在公共场合触摸他的生殖器是不合适的。

Follow-Up

“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 students. Although Carson is in middle school, his language and social skills are atypical and more like that of a preschool student. You shared that he mostly plays by himself but likes to watch peers. His parents have also reported that he struggles socially, and interventions have been put in place in the classroom. Do you think Carson is trying to cope in a social environment that makes him uncomfortable?”
Margot为团队的后续问题帮助他们决定虽然卡森的性行为对中学生不合适，但由于卡森的发展并不意外。他们制定计划，为他的操场时间和更积极的监督提供结构。Margot和团队计划在重新评估行为之前实施这项预防计划。与学校管理员一起，除了致电报告该事件的学生家庭之外，Margot会将计划传达给Carson的家人。她将保密地分享报告的内容，学校有预防计划，以解决行为。如果两周后仍有疑问，学校领导将咨询PUBLICa specialist。
You may wonder why Margot chose to wait to contactPUBLICa specialist。学校领导层评估了卡森的行为与他的发展能力一致;因此，他们有信心决定这种性行为对于卡森是规范的，并且可以轻松地使用普遍和有针对性的策略（监督和结构化的游戏组活动）。

Assess School-Wide Needs

对学校工作人员的知识和舒适程度有所了解，有助于性发展和行为是有帮助的。您可以通过询问员工来完成数据来评估这一点我的知识和信仰self-assessment tool in the Apply section of Lesson One. This is a way to measure your school as a whole and individual staff members. If you find that most of the staff in your school report limited knowledge on sexual development and behavior or are feeling uncomfortable, collaborate withPUBLICa specialistto plan a professional development opportunity. As a school leader, you can support program-wide learning in the following ways:

• Lead a presentation or discussion to orient staff to sexual development.
• Invite a specialist with expertise in this area to give a presentation.
• 设立一个内部目标,比如“年底前calendar year, all staff members will have completed some form of professional development on sexual development and behavior.”
• Provide group case study opportunities where you lead a small group discussion and practice using tools such as theSexual Behavior Reflection Tool和性行为：定义和因素工作表。

这些机会支持工作人员的知识并沟通，每个人都不只是领导和专家，在促进健康的性发展和防止性行为挑战方面发挥作用。

Model

Collaborate with Staff, Families, and Multidisciplinary Teams

Normalize Communicating About Sexual Development

在有一个令人担忧的时候，师资人和员工们才有倾向于互相讨论学生的性行为以及家庭。即使性行为规范规范，员工可能愿意犹豫，提出问题或与他们的教学团队和家庭谈话。您可以帮助学校人员通过允许他们与您练习来获得信心。在角色扮演中，您可以建模如何谈论性行为和预防策略。请员工练习他们会对同事或家人说的话。阅读下面的示例显示如何模拟通信的性行为。

Leadership通过性行为挑战的学生支持家庭的方法

正如六所课程中所讨论的那样，由于学生的需求，具有性行为挑战的儿童或青少年的家庭可能会有额外的生命压力。学校领导能够以下列方式支持家庭：

• For students who attend intervention appointments in the middle of the day, offer to help the staff and family by getting the student ready to leave. The family member can then quickly pickup their student. This is especially helpful for family members who take time off work for appointments.
• Keep all paperwork you receive for the student, such as support plans or evaluation reports, organized and readily available. If a family misplaces their documents, offer to make a copy for them.
• 如果学生将学校留下学校的性行为挑战的密集疗法，通过电话与家人联系，让他们知道你正在考虑他们。如果他们想共享更新，请记住，如果对话只与您共享您的周到的消息结束时，请记住它是可以的。
• It is not uncommon for students with sexual behavior challenges to also display normative sexual behaviors. When children and adolescents have sexual behavior challenges, work withPUBLICa specialistto 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.

多学科团队支持具有性行为挑战的学生

School staff will have the support of school leadershipPUBLIC, a specialist而在为具有性行为挑战的学生实施支持计划时，为家庭。虽然团队方法是最好的，但重要的是每个参与者都有明确定义的角色。根据您的学校，学校管理员或其他顾问，社会工作者或学校心理学家等个人可能是指出者，并且在学校领导部分下有大部分责任。查看下面的图表以查看学校如何选择特定职责的示例。

PUBLICSpecialists

• Complete evaluation and create support plan for school
• Recommend and coordinate external intervention (outside of school) with family
• Coordinate conferences and team communication

School Leadership (administrator, counselor, social worker, school psychologist)

• Assist staff when completing theSexual Behavior Reflection Tool和other program tools
• Review all internal documentation of sexual behaviors
• Be present when a staff member speaks with a student after a sexual behavior incident has occurred; ensure documentation procedures are followed
• 接触PUBLICa specialistif a sexual behavior challenge occurs or if it is not clear if a referral toPUBLICa specialistshould be placed
• Put temporary support plans in place while awaiting recommendations fromPUBLICSpecialist
• Serve as point of contact forPUBLICSpecialists和有关问题或更新的家庭
• Serve as a point of contact for school staff regarding questions or updates
• Ensure support plans and other documents are placed in the student’s file
• 确保可以实施支持计划（人员配置等）
• Model recommended strategies for teachers and staff
• Observe and provide feedback to teachers and staff

Teachers & Staff

• May work with school leadership to complete documentation of sexual behaviors
• 通知并获得学校领导地位对所有性行为文件的反馈
• Carry out support plan recommendations and strategies
• Bring questions and concerns about support plan implementation and behavior to school leadership
• Share relevant communication from family with school leadership
• Continue to communicate with family using best practice

If there is a teaching team in your school working with a student 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 student with sexual behavior challenges. This can be challenging and stressful for staff. Be sensitive to the fact that they are working with a student who has needs beyond what is typical of most students.

Observe

Listen as an expert speaks about the role of members of a multidisciplinary team. Think about how you will contribute to your school’s team when supporting students with sexual behavior challenges.

Multidisciplinary Teams

花些时间考虑您可能观察到您的程序中的情景。当您阅读后面的每种方案时，请考虑如何回复看护人。然后阅读建议的方式，您可以与每个工作人员接近局势。