This 2 hour webinar will explore normal sexualized behavior in children as well as when children display sexualized behaviors that are concerning and problematic. The webinar will highlight various factors associated with children's sexualized behaviors and assist clinicians in understanding appropriate assessment and disclosure processes involved when problematic symptoms are present.
Normal and abnormal behavioural sexual development in childhood & adolesc...ismail sadek
sexual behaviour in children has marked interest to both family and professional health care team what is normal, when to take care and when to need intervention
Adolescence is a period where significant physical, emotional, mental changes take place. This presentation covers the nature of adolescence, physical changes, issues in adolescent health and adolescent cognition.
Normal and abnormal behavioural sexual development in childhood & adolesc...ismail sadek
sexual behaviour in children has marked interest to both family and professional health care team what is normal, when to take care and when to need intervention
Adolescence is a period where significant physical, emotional, mental changes take place. This presentation covers the nature of adolescence, physical changes, issues in adolescent health and adolescent cognition.
Adolescence: The concept adolescence and the developmental tasks; Processes involved in the adolescent stage of human development; cognitive development during adolescence; personality development during adolescence; social development during adolescence; parent-adolescent relationships, the peer group, romantic relationships.
Adolescence: The concept adolescence and the developmental tasks; Processes involved in the adolescent stage of human development; cognitive development during adolescence; personality development during adolescence; social development during adolescence; parent-adolescent relationships, the peer group, romantic relationships.
This contains a general sketch of the CTAC Assessment Process which will be covered in detail in Modules 2-5 as well as during Phase III Residency at CTAC
Creatve Red Apple_2014
by Татьяна Олешкевич
on Sep 19, 2014 Edit
Short presentation by teacher of British Higher School of Art and Design, at the Moscow International Advertising Festival Red Apple — presenting the unit "Neurophysiology of the creative process" and the course of "Creative and copywriting" and "Creative in advertising" on "Branding" course.
Sexual dysfunction or sexual malfunction is difficulty experienced by an individual or a couple during any stage of a normal sexual activity, including physical pleasure, desire, preference, arousal or orgasm.It requires a person to feel extreme distress and interpersonal strain for a minimum of 6 months.
Masturbation:History, Motivations, Benefits, and RisksKScalisi
Capstone presentation for PC450: Advanced Psychology Seminar. Provides a historical background on masturbation before exploring current psychological research related to motivations behind and benefits and risks of masturbating.
The emotion, of anger is something we encounter in our dealings with others and as a reaction to certain events. Knowing if how we respond when we are angry is appropriate or if we need to master some anger management techniques can sometimes be difficult to determine, partly because it is human nature to reject the notion that we may have a problem with how we behave. Your first clue may be hearing some of these phrases from those around you: “You need to watch your temper buddy!!” …
http://nuhopecare.com
Sexual Disorders
Sexuality
One of the most personal area of life. Each of us is sexual being with preferences and fantasies that may surprise or even shock us from time to time. Usually these are part of normal sexual functioning. But when our fantasies or desire begin to affect or other in unwanted or harmful ways, they begin to qualify as abnormal.
For perspective, we begin by briefly describing norms and healthy sexual behavior. Then we consider two forms of sexual problems: sexual dysfunctioning and paraphilias.
Sexual Norms and Behavior
Consider contemporary Western worldviews that inhibition of sexual expression causes problems. Contrast this with nineteenth-and-early-twentieth-century views that excess was culprit; in particular excessive masturbation in childhood was widely believe to lead to sexual problems in adulthood. Von Krafft-Ebing (1902) postulated that early masturbation damage the sexual organs and exhausted a finite reservoir of sexual energy, resulting in diminishing ability to function sexually in adulthood. Even in adulthood, excessive sexual activity was thought to underlie problems such us erectile failure. The general Victorian view was that sexual appetite was dangerous and therefore had to be restrained.
Sexual Norms and Behavior
Other changes over time have influence people attitudes and experiences of sexuality.
Aside from changes over time and across generation, culture influences attitudes and beliefs about sexuality. In some culture, sexuality is viewed as an important part of well-being and pleasure, wheras in others, sexuality is viewed as relevant only for procreation (Bhurga, Popelyuk & McMullen, 2010). Cultures also vary in their acceptance of variation in sexual behavior.
In other culture it is common to stigmatize same-gender sexual behavior. Clearly, we must keep varying cultural norms in mind as we study human sexual behavior.
Gender and Sexuality
Across wide range of indices, men reported more engagement in sexual thought and behavior that do women.
Compared to women, men report thinking about sex, masturbation, and desiring sex more often, as well as desiring more sexual partner and having more partners.
Beyond these differences in sex drive Peplau (2003) has described several other ways in which the genders tend to differ in sexuality. Women tend to be more ashamed of any flaws in their appearance than the men, and this shame can interfere with sexual satisfaction (Sanchez & Kiefer, 2007)
Gender and Sexuality
For women, sexual appears more closely tied to relationship status and social norms that for men (Baumeister, 200).
Among women with sexual symptoms, more than half believe their symptoms are caused by relationship problems (Nicholls, 2008).
Men are more likely to think about their sexuality in terms of power than are women (Andersen, et al. 1999).
Gender and Sexuality
There are many parallels in men’s and women’s sexuality.
The history of Eastern painting is as old as the civilization of China. It is historically comparable to Western painting. Eastern countries continued to influence each other’s production of arts over the centuries.
Making a Difference WV Mandated Reporter Training Powerpoint - Updated April ...Jim McKay
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse Training Powerpoint. Updated in April 2015. As presented to WV Principals Academy. April 16, 2015.
A Multidisciplinary Approach to Child Pornography on the Internet: Impact on...James Marsh
Attorney James R. Marsh and Social Worker Kathleen Coulborn Faller review the victim impact of child pornography on the Internet from both a social work and legal perspective.
Child Abuse Fact for Parents and training
WEDNESDAY 15th, 2pm to 4pm at the Havasupai Tribe Wellness area
Mark will provide a workshop for parents, educators and other professional staff working with Native American populations and an emphases on neglect and abuse with children with disabilities.
Child abuse is estimated to affect one in four homes. Due to cultural
stigmas, many do not get reported, yet the effect of child sex abuse to
victims and survivors is so devastating, they kept it to themselves and
many times they bring to their grave without being healed or being
whole in their lifetime. This presentation intends to answer key
questions related to child sex abuse, and its consequence prevention
and treatment. It also intends to take a look at the child sex abuser and
the occasional presence of co-dependents, who make perpetrators
bolder in their acts.
This presentation was part of Embody's Safe Healthy Strong 2015 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody
DESCRIPTION
The issue of consent is often not addressed enough when providing sexuality education, even though it is a critical part of healthy sexual development and relationships. This workshop will explore why it’s important to address consent as part of comprehensive sexuality education. This will include developing a shared language to talk about consent in various situations. Participants will have the opportunity to practice talking about the topic of consent in sex-positive ways that include taking pleasure and various common scenarios into account. Participants will also gain knowledge and tools to make their own lessons, curricula, and workshops with clients more sex-positive.
ABOUT THE PRESENTERS
Margo DeNuccio is the Appleton-based Community Outreach Coordinator for Planned Parenthood of Wisconsin. A graduate of Marquette University, she began working with PPWI through the AmeriCorps program Public Allies, where she helped to create and manage a teen health promoter program that placed trained teen educators in two Milwaukee health centers to provide adolescent patients with one-on-one sexuality and reproductive health education. Currently, Margo provides programming and direct education in the Green Bay and Fox Valley regions. Most recently, she was a contributing author to the Center for Sex Education’s Sex Ed in the Digital Age, a two-volume set that includes structured lesson plans designed to equip educators and parents with skills that are necessary for meeting the challenges of the digital age.
Molly Lancelot is thrilled to be back working for Planned Parenthood of Wisconsin (PPWI) in the role of Community Education Manger. She previously filled the roles of Community-based Educator and School-based Programs Coordinator with PPWI from 2004-2008. In those roles, she grew her knowledge base and formed lasting community relationships as an advocate and educator around the topic of sexuality education and reproductive health. During her previous tenure with PPWI, she served on the community committee to revise the K-12 Human Growth and Development curriculum of Milwaukee Public Schools. For 2008-2015, Molly worked at Children’s Hospital of Wisconsin’s Department of Community Health as a Program Development Specialist creating online health curricula for teachers to use in classrooms, from kindergarten through 8th grades. Additionally, Molly has volunteered as an advocate for survivors of sexual assault for 15 years. She has been an active volunteer with the Sexual Assault Treatment Center (SATC) program at the Milwaukee Aurora Sanai Hospital since 2004.
The presentation will cover the basics of partner violence, impact of violence on pregnancy/fetal development, impact on child development (birth-adolescence), resiliency in children, proper ways to respond to partner violence when children are present and resources for assistance/more information.
JUVENILE DELINQUENCYTHE CORE 5EChapter 7 The Family a.docxcroysierkathey
JUVENILE DELINQUENCY
THE CORE 5E
Chapter 7: The Family and
Delinquency
The Changing American Family
• Traditional family is a thing of the past
• Changing sex roles have created a family where women play a
greater role in the economic process
• Egalitarian family structure
• Fathers are now spending more time with children than they did
20 years ago and mothers are spending less time with children
than they did 20 years ago
Family Makeup
After a decades-long decline, 2/3 of underage minors now
live in two parent families
Significant racial differences in family makeup still exist:
75% of White, non-Hispanic children live with two parents
61% of Hispanic children live with two parents (decreased from 75% in
1980)
35% of Black children live with two parents
Teen Moms/Single Moms
Today, more than 90% of teens who give birth are
unmarried
Living a single parent home, especially one headed by an
unmarried teenage mother, has been long associated with
difficulties for both mother and child
Kids born into single-parent homes are more likely to live in poverty and
to experience long-term physical and social difficulties
There are fewer teenage moms in the population today,
due to birth control and the legalization of abortion
Figure 7.1 Percentage of Children Ages 0-17 Living in various
Family Arrangements
Child Care
• 48% of children ages 0-4 with employed moms are cared for by
a relative
• 24% are cared for in a formal daycare or center
• 14% are cared for by a nonrelative in a home-based
environment
• Day care workers are often paid minimum wage
• Family day care homes:
• Single provider takes care of three to nine children
• Although some states mandate registration and inspection of day
care providers, 90% are “underground”
• Children from working poor families are likely to suffer from
inadequate child care
• According to Polakow, lack of access to affordable high-quality
child care is related to family poverty, joblessness, and
homelessness
Economic Stress
• About 6 million American youth live in poverty
• Majority of the families live in substandard housing without
adequate health care, nutrition, or child care
• Recent political trends suggest that the social “safety net”
is under attack
• Poor families can expect less government aid in the coming
years
• Will this economic pressure be reduced in the future?
• The recent economic upheaval and high unemployment rate
has caused families to remain under stress…
Family’s Influence of Delinquency
The family is the primary unit in which children learn the
values and attitudes that guide their actions
Family disruption or changes can have a long lasting effect
Four categories of family dysfunction promote
delinquency:
① Families disrupted by spousal conflict or breakup
Family breakup
② Families involved in interpersonal ...
Mandate to Report, Responsibility to Prevent Child Abuse and NeglectJim McKay
Presentation to 2018 Principals Leadership Academy. This workshop will help principals understand their role and responsibility as a mandated reporter of suspected child abuse and neglect including recent updates to legislation enacted during the 2018 legislative session. By the end of the workshop, participants will be able to identify signs and indicators of child abuse and neglect, know what to do when a child discloses abuse, and strategies to help prevent abuse from occurring.
This powerpoint provides an overview of the scope of the problem of the sexual abuse of minors, a profile of child predators and the grooming of their victims, and promotes the necessity of developing laws and sexual predator registries worldwide.
Similar to Nov 13 childhood sexual development (20)
Family Finances Series: Separation and Single Parenting in the MilitaryMFLNFamilyDevelopmnt
For many service members with families and children, it can be a difficult balance between responsibilities to their families and to the military. Separation and single parenting can make this balance even more difficult, leaving service members and their family members shouldering even more responsibilities than before. During this 90-minute webinar, Dr. Mixon and Dr. Gillen will discuss both the emotional and financial impacts of separation and single parenting in the military.
All Hands on Deck! Developing Culturally Alert Communication in Relationships MFLNFamilyDevelopmnt
During this 90-minute webinar, participants will be invited to examine the relationship between self-awareness, knowledge of others, and culturally alert interventions. The facilitators will challenge the participants to recognize the influence of intersecting identities on themselves and their clients and introduce strategies for gaining self and other awareness, including the RESPECT Model and Broaching. The facilitators will also provide participants with strategies to address powerlessness among clients who are marginalized and ways to engage in advocacy.
Staying Strong by Seeking Help: Barriers and Facilitators to Military Mental ...MFLNFamilyDevelopmnt
This 90-minute webinar addresses the determinants of mental health treatment seeking among military personnel and interventions to increase the percentage of military personnel seeking treatment. Determinants of treatment seeking address both barriers and facilitators. Barriers include such factors as the perceived stigma associated with harm to one’s career and differential treatment by fellow service members, negative attitudes toward mental health treatment, not having enough time to work treatment into a busy schedule, and a preference for handling problems oneself. Facilitators of treatment seeking include the support of family and friends, leaders, and unit members, positive attitudes toward mental health treatment, and a recognition that symptoms are interfering with performance and relationships. Interventions to reduce barriers and increase facilitators of treatment seeking are discussed, including emphasizing mental health treatment as a mechanism for increasing resilience, modifications to the number and duration of treatment sessions, and increasing supportive behaviors by fellow unit members for helping service members receive and remain in treatment.
Polishing our Protective Shields: Exploring Ways to Protect Youth from ViolenceMFLNFamilyDevelopmnt
This 90-minute webinar will focus on three different types of violence impacting youth including bullying, relationship violence in teens, and school shootings. The facilitator will offer information on trauma-informed approaches to polishing the protective shields of parents and youth in the face of danger and violence, using strategies such as identifying problematic situations, utilizing effective communication skills and emotional regulation, and engaging social support networks. Factors that increase the risk of negative consequences of stress and those that promote recovery and resilience will also be explored.
The Buffer Zone: What Adverse Childhood Experiences (ACE) Study Teaches about...MFLNFamilyDevelopmnt
In an attempt to look at the association between childhood trauma and the risk for physical and mental illness in adulthood, Kaiser Permanente and the Centers for Disease Control and Prevention established the Adverse Childhood Experiences (ACE) Study which is one of the largest scientific research studies of its kind. This 90-minute webinar will provide participants with in-depth information on this study and its implications.
"It works!" "I don't believe there are downsides to spanking!", "Spanking is not hitting and certainly not abuse!" , "It is a normal and necessary part of parenting in my community!". These arguments and many others are commonly used by parents to defend their use of spanking as a discipline technique. While many parents are continuing to spank their children, researchers are starting to reveal meta-analyses that conflict with the ideas behind the arguments in favor of spanking. This 90-minute webinar will provide service professionals with an in-depth look at spanking, the research behind it, and its effects on children's development.
This 90-minute webinar will provide participants with a basic awareness of Traumatic Brain Injury and the potential impact on daily life including work, family, and relationships. Participants will learn about signs, symptoms, and helpful interventions when working with individuals and families dealing with TBI.
TRANSforming Conversations: Addressing Needs of Transgender Youth and Their F...MFLNFamilyDevelopmnt
This 60-minute webinar is part 2 of a 2-part series focusing on inclusive practices in working with LGBT youth and families. Part 2 will focus on transgender youth specifically and the ways in which family and community play a role in their development.
This 60-minute webinar is part 1 of a 2-part series focusing on inclusive practices in working with LGBT youth and families. Part 1 will provide an introductory-type course focused on the language, terms, and background pertaining to the LGBT community, offering insight and guidance in working with this population.
This 90-minute webinar will provide guidance to professionals working with military families on ways in which they can facilitate and promote healthy relationships. In an effort to prevent intimate partner violence/domestic abuse and sexual assault, the speaker will provide resources, strategies, and tools throughout this presentation.
Participants will be given an opportunity to learn about the concept of Moral Injury and the ways in which it can impact service members and their families. In addition, the presenter will assist participants in learning ways in which service professionals and family members can assist those who have been impacted by Moral Injury.
This 1.5 hour webinar will offer valuable information on the utilization of play therapy in the effort to rebuild attachment with children in military families. The unique strengths of and risk factors for military children and families will be described along with the ways in which play therapy can assist in rebuilding attachment. The adaptation and application of techniques for working with trauma and grief to military children and families will also be presented.
It's hard enough for parents to navigate this oftentimes scary and confusing world, but parents who have children with disabilities often find themselves intimidated and lost. In this 1.5 hour webinar, participants will learn about the world of advocacy and the ways in which it is possible to find and receive the services necessary for their children to thrive. This webinar will include types, effective strategies, case studies, examples, and motivating and insightful conversation pertaining to advocacy. It is our hope that participants will leave this webinar feeling prepared and ready to face the challenges that they encounter head-on and to teach others how to do the same.
Battles on the Home Front: Working with Multi-Crisis Families - May 19, 2016MFLNFamilyDevelopmnt
This 90- minute webinar will assist service providers in identifying available resources for helping individuals and families with multiple, complex family issues. The presenter will outline similarities and differences within treatment issues such as addiction and discuss various treatment approaches from an Addiction Interaction Theory framework. The presenter will also explore loss spirals, resource caravans, and how to increase resources for the most vulnerable of clients.
Pathway to Practice: Incorporating Evidence into Military Family ServicesMFLNFamilyDevelopmnt
This 90-minute webinar will assist service professionals in "bridging the gap" between research and practice. We encourage you to join us in learning how our data can be applied to our everyday work with clients.
MFLN Family Development VLE Session 2| From Coercion to Collaboration: Streng...MFLNFamilyDevelopmnt
VLE Session 2: This 1.5 hour webinar will explore common approaches to working with domestic violence but also introduce how they intersect with a strength-based treatment model. Presenters will provide case study examples to further highlight the techniques shared.
VLE Session 1| The Ripple Effect: Trauma-Informed Interventions with AbusersMFLNFamilyDevelopmnt
This 1.5 hour webinar will offer trauma-informed interventions when working with abusers. Presenters will explore the impact abusers have on family functioning, inclusive of undermining victim-caregivers and using children as weapons. Presenters will also discuss typologies of abusers and share assessment tools that can assist in determining appropriate treatment options.
This 2 hour webinar will explore links between Post-traumatic Stress Disorder and Domestic Violence in Military Couples. Dr. Taft will provide background information regarding intimate partner violence (IPV) in military populations, discuss the development and treatment elements of the interventions, present treatment outcome data obtained from treatment development grants funded through the Centers for Disease Control, Department of Defense, and Department of Veterans Affairs, and discuss current efforts to implement the programs. He will also provide specific tips and skills for working with this challenging population.
April 23 Wellness Strategies, Burnout Prevention & Mindfulness-Part 2MFLNFamilyDevelopmnt
This 2 hour webinar will explore not only current research findings linked to wellness and mindfulness but also how mental health clinicians and those in helping professional roles can utilize this information to implement preventative and restorative practices in their work and personal lives. The presentation will also include practical examples that individuals can provide to families dealing with stress, anxiety and other difficulties that can provide barriers to wellness.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Nov 13 childhood sexual development
1. Welcome to the
Military Families Learning Network Webinar:
Sexualized Behavior in Children
Provide feedback and earn CE Credit with one link:
We will provide this link at the end of the webinar
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture,
and the Office of Family Policy, Children and Youth, U.S. Department of Defense under Award Numbers 2010-48869-20685 and 2012-48755-20306.
2. Welcome to the
Military Families Learning Network
Research and evidenced-based
professional development
through engaged online communities
eXtension.org/militaryfamilies
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture,
and the Office of Family Policy, Children and Youth, U.S. Department of Defense under Award Numbers 2010-48869-20685 and 2012-48755-20306.
3. POLL
How would you best describe your current employer?
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture,
and the Office of Family Policy, Children and Youth, U.S. Department of Defense under Award Numbers 2010-48869-20685 and 2012-48755-20306.
5. CE Credit Information
• Webinar participants who want to get 2.0 NASW CE Credits (or just
want proof of participation in this training) need to take the post-test
provided at the end of the webinar
» CE Certificates of completion will be automatically emailed to participants upon
completion of the evaluation & post-test.
» Questions/concerns surrounding the National Association of Social Workers
(NASW) CE credit certificates can be emailed to this address:
MFLNmilitaryfamilyadvocate@gmail.com
» Sometimes state/professional licensure boards for fields other than social work
recognize NASW CE Credits, however, you would have to check with your state
and/or professional boards if you need CE Credits for your field.
• To learn more about obtaining CE Credits, please visit this website:
http://blogs.extension.org/militaryfamilies/family-development/professional-development/
nasw-ce-credits/
6. Today’s Presenter:
Shelly Martin, M.D. Lt Col, USAF, MC, Child Abuse
Pediatrician
• Lt Col Shelly Martin M.D, United States Air Force, is presently assigned at the San
Antonio Military Medical Center, Ft Sam Houston, TX as a child maltreatment specialist.
She is an experienced child abuse pediatrician and provides consultation for all forms of
child abuse and neglect to all branches of the Armed Forces. Dr. Martin is an assistant
professor of Pediatrics at Uniformed Services University for the Health Sciences.
• Dr. Martin has extensive experience and training in the areas of child physical and sexual
abuse, child neglect, child fatalities, medical child abuse, child pornography, and child
interviewing. She completed fellowship in Forensic Pediatrics and is board certified in
both general Pediatrics and Child Abuse Pediatrics. Dr. Martin routinely lectures on all
aspects of child maltreatment to multi-disciplinary audiences. She is the medical
consultant for child abuse cases in the San Antonio area working closely with CPS and
local civilian experts. Dr. Martin is the primary consultant for Air Force child maltreatment
cases and also assists other branches of the military to include medical-legal case
reviews, training and education. She regularly consults and testifies as an expert witness
for both prosecution and defense in military courts martial.
7. Sexualized Behavior in
Children
Shelly Martin MD
Lt Col, USAF, MC
Child Abuse Pediatrician
8. Sexualized Behaviors
• Children often exhibit behaviors that are
deemed sexualized by the adults observing
them
• Can involve just one child or child on child
behaviors
• The question becomes
• What is normal and what is concerning???
9. Objectives
• Understand normal sexualized behaviors in
children
• Understand when sexualized behaviors are
concerning and problematic
• Understand the factors associated with
sexualized behaviors
• Understand the assessment of sexual behavior
problems
• Understand the concern for sexual abuse and the
disclosure process
10. Normal Sexual Behaviors
• Friedrich, W. Pediatrics 1991 and again in
1998
• Questionnaire- demographic information,
Child Sexual Behavior Inventory (CSBI),
and the Problem Behavior portion of the
Child Behavior Checklist (CBCL)
11. Normal Sexual Behaviors
• Many children exhibit behaviors of a sexual nature
• Often associated with
• Exploration and curiosity- by looking and touching
• May be part of exploring gender roles or pretend career
roles
• Most frequent behaviors:
• Self-stimulating behaviors
• Looking at people when nude or undressing
• Behaviors related to personal boundaries
12. Normal Sexual Behaviors
• Sexualized behaviors showed an inverse
relationship to age.
• Peaking at year 5 and dropping off over the next 7
years.
• A Child’s sexual behaviors are influenced by:
• Age
• Surrounding stresses
• Living Space
• Culture/Religion
13. Normal Sexual Behaviors
• Kids are:
• Friends
• Same age
• Same size
• Same developmental stage
• Participate voluntarily
14. Normal Sexual Behaviors
2-5 years old:
• Stands too close
• Kisses or hugs non family members
• Touches private parts in public and at home
• Masturbates with hand
• Tries to touch breasts
• Tries to look at people undressing
• Very interested in the opposite sex
15. Normal Sexual Behaviors
6-12 years old
• Similar actions as 2-5 yo, but not as high
percentages
• Increase in
• Interest in the opposite sex
• Knowledge about sex
• Wanting to watch TV nudity
16. Concerning Sexual Behaviors
• Sexual expression is more adult than child-like
• Other children complain
• Continues, despite requests to stop
• Children sexualize nonsexual things
• Genitals are prominent and persistent in
drawings
17. Behaviors that are Rarely Normal
• Developmentally inappropriate behavior
• Behavior involving children more than 4
years apart in age
• Intrusive or abusive behavior
• Behaviors that result in emotional distress or
physical pain
18. Behaviors that are Rarely Normal
• Behaviors associated with other physically
aggressive behavior
• Behaviors that involve coercion
• Behaviors that are persistent and the child
becomes angry if distracted
19. Concerning Sexual Behaviors
• Kids 2-12 yo rarely:
• Put mouth on sex parts
• Ask to engage in sex acts
• Masturbate with object or insert objects in
vagina
• Make sexual sounds
• Touch animal sex parts
• Imitate intercourse
• French kiss
20. Concerning Sexual Behaviors
• Drawing sexual body part on a picture
relatively uncommon
• Children less than 12 yo rarely draw sex parts.
• Girls do so slightly more than boys
21.
22. Inappropriate Kid on Kid Sexual
Behavior – Why do we Care?
• Where is the children getting the behavior?
• Is there an aggressor?
• What is the nature of the behavior?
• Normal childhood exploration
• Abnormal sexual behavior
23. Possible Influencing Factors
• Sexual Abuse
• This is the big one we are worried about
• Exposure to pornography
• Magazines, movies, Internet
• Exposure to sexual material
• Movies, Internet
• Have seen parental sexual behavior
• Living in a highly sexualized environment
24. Other Factors
• Maltreatment
• Concerning parenting practices
• Parental supervision
• Family violence
• Playmates in the neighborhood
25. Important Considerations
• Age
• Variety and frequency of sexual behaviors
increases up to age 5 years then gradually
decreases
• Does not suggest the behaviors are more
common when younger , but younger children
less aware of personal space and how behaviors
are perceived
• Be concerned with an age difference of at least
4 years – distinct developmental differences
26. Important Considerations
• Situational Factors
• Preschool children are naturally inquisitive
• Recognition of gender differences
• Situations such as the birth of a sibling,
viewing another child or adult in the
bathroom, or seeing their mother breastfeed
can trigger or amplify sexual behaviors
• These behaviors are transient and diminish
when the child understands it isn’t appropriate
in public
27. Important Considerations
• Home life
• Kids more likely to engage in sexual
behaviors if reside in homes with
• Family nudity
• Cobathing
• Less privacy dressing, going to bathroom, or
bathing
• Sexual activity occurs more openly
28. Important Considerations
• Family dysfunction and stress
• Sexual behavior problems significantly related
to homes with disruptions due to poor health,
criminal activity, or violence
• The greater the number of life stresses
(domestic violence, death, incarceration,
illnesses) the greater the number and frequency
of sexual behaviors
• Because child abuse and neglect are more
frequent in these homes, a careful assessment of
the child is warranted.
29. Important Considerations
• Comorbid Diagnoses
• In one sample of children with sexual behavior
problems, 96% had additional psychiatric
diagnoses such as
• Conduct Disorder
• ADHD
• Oppositional Defiant Disorder
• Most children had more than one diagnosis
30. Important Considerations
• Children with developmental disabilities have
challenges with
• Social skills
• Personal boundaries
• Impulse control
• Understanding what is hurtful or uncomfortable
with others
• Have increased risk of sexual behavior problems
and sexual victimization
• Have to look at developmental level of child, not
chronological age
31. Considering Abuse
• Sexual and physical abuse are both
associated with sexual behavior problems
• A meta-analysis of 13 studies showed that
28% of sexually abused children had sexual
behavior problems
• Other studies show 38-48% of children with
sexual behavior problems were sexually
abused
• High rates of physical abuse (32%), emotional
abuse (35%) and neglect (16%) were also noted
32. Considering Abuse
• It is important to note that sexual behavior
problems are often latent
• Often see a lag of 2 to 4 years between sexual
abuse and manifestation of sexual behavior
problems.
• No one specific behavior is indicative of
sexual abuse
33. Considering Abuse
• Sexually abused children display a variety
of sexual behaviors with increased
frequency
• In sexually abused children, sexual behavior
problems correlate with
• Severity of abuse
• Number of perpetrators
• Family member perpetrators
• Use of force
34. What Should You Do?
• Approach the children and inquire about the
behavior
• Why they are doing that?
• Where did they learn that?
• Use open ended questions
• You have to decide if there are concerns
regarding the behavior
• Normal versus abnormal
35. Is the Behavior Normal Childhood
Exploration?
• Are the children acting out adult roles
within normal childhood development?
• Not beyond development level
• Not too sexual in nature (adult like)
• Playing house or doctor
• Are the children showing curiosity?
• Simple “I will show you mine if you show me
yours”
36. Is the Behavior Abnormal?
• Is there aggression, force, or coercion?
• Is the sexual behavior developmentally
appropriate for age?
• Is the play between same age peers with
same developmental level?
37. If this is not innocent play…..
• Make calls to the appropriate authorities –
FAP, OSI to initiate a proper investigation
• Know your resources
• Do not attempt to interview children beyond
your capabilities – Leave forensic interviewing
to those who are trained
• Employ increased supervision and address
safety concerns
38. Talk to Parents
• Ask if they know where the behavior may
have come from
• Ask about sexual material in the home –
computer, movies, cable
39. ATSA Task Force on Children with Sexual
Behavior Problems (SBP) – May 2008
• Looked at multiple factors related to SBP
• Definition
• Incidence and Prevalence
• Etiology
• Assessment Qualifications of Experts
• Assessment Contextual Factors
• Mandatory reporting
• Placement policies – removing a child
40. Definition of SBP
• Children < 12 years who initiate behaviors
involving sexual body parts that are
developmentally inappropriate or
potentially harmful to themselves or others
41. Incidence & Prevalence
• No population-based data
• Recent increase in cases referred to CPS,
juvenile services, and treatment settings
(inpatient and outpatient)
• Why the increase?
• Increased incidence?
• Changing definitions of SBP?
• Increased awareness and reporting?
• Combination of factors?
42. Assessment
• Those assessing SBP should have
knowledge about:
• Child development
• Differential Diagnosis – mental health and
other confounding behavior problems
• Should have specific knowledge of common
problems – ADHD, Bi-polar, etc
• Understand related factors
• Environment - Parenting – Family - Social Factors
43. Assessment Factors
• Quality of caregiver-child relationship
• Caregiver capacity to monitor and supervise
behavior
• Presence of positive/negative role models
and peers
• Types of discipline used – limits, structure,
consistency, and child’s response
• Emotional, physical, and sexual boundary
violations in the home
44. Assessment Factors
• Extent and degree of sexual and/or violent
stimulation
• Exposure to and protection from traumatic
situations
• Cultural factors – racial, ethnic, relious,
SES, etc
• Other factors – resilience, strengths,
resources
45. Assessment Issues
• Decisions on a case by case basis
• Respond well and quickly to treatment
• These children at low risk to commit future
acts if properly treated
• Use less restrictive means for child
• Long term residential treatment should be a last
resort
• Other efforts have failed
• Extreme circumstances – risk of harm
46. Assessment Issues
• This task force emphasized the importance of
identifying sexual behavior problems and
getting treatment for a child before the age of 12
• If treatment obtained before age 12 , these
children had a very low risk to commit future sex
offenses
• Children with SBP respond well and quickly to
treatment
• Children with SBP are a different population
than adult sex offenders
48. Disclosures
• What was disclosed?
• In what context?
• What questions were asked that led to the disclosure?
• THE DISCLOSURE IS THE MOST
IMPORTANT PIECE OF EVIDENCE – The
Disclosure alone can make the diagnosis of
sexual abuse
49. Disclosures
• Need to be obtained appropriately without direct and
leading questions.
• Forensic interviews should be completed only by
qualified personnel.
• Open-ended questions, body language
• Know what is available in your community
• If you are not trained to do forensic interviewing,
then obtain minimal and do not attempt to obtain
more information than you are trained to get
50. Delayed Disclosure
• Common
• Analysis of retrospective studies show that
60-70% of adults do not recall disclosing
abuse as a child
• Studies of children show that delay of
disclosure is common and when they do
disclose it can take a long time
51. Delayed Disclosure
• Boys may be more reluctant to disclose than
girls
• Cultural differences effect disclosure
• Cultures with negative attitudes and taboos
about sexuality and cultures that place a high
value on preservation of family
52. Developmental Considerations
• Younger children more likely to disclose
accidentally
• Spontaneous statements about abuse not consistent
with the topic of discussion or current activity
• Witnessed abuse, medical examinations
• Older children more likely to report abuse to
an adult when asked
• No particular age cut-off
53. Developmental Considerations
• Younger children may not have the
linguistic skills to report abuse
• Younger children may not understand the
“meaning” of abuse
54. Developmental Considerations
• Adolescents have a greater appreciation of
the consequences of disclosing intra-familial
abuse and may withhold
information
• They may also not disclose extra-familial
abuse because they think it is a “personal”
issue or they have already disclosed to peers
55. Other Considerations
• Children with a supportive parent
(especially the mother) are more likely to
disclose than children whose parents do not
support or believe them
56. Behavioral Disclosure
• Younger children may exhibit sexually
inappropriate behaviors
• Older children may exhibit behaviors that they
hope will tell someone something is wrong
• Trying to avoid going home by hanging out at
school
• Angry outbursts with hopes that people will
wonder what is wrong
• Asking Mom to come home early or asking if
she has to go work
• Substance abuse (“blank out the abuse”)
57. Recantations
• Rates vary, likely lower than once thought
• Often influenced by the perpetrator, but
more often influenced by the “non-offending”
family members.
• The child is made to feel guilty
• The child is told to lie to protect another family
member
• The child feels the repercussions are their fault
58. Fantastical Disclosures
• Children will often provide a detailed disclosure,
but add fantastical parts
• Then I hit him and knocked him out and ran
• Superman arrived and saved me
• You have to keep in mind the developmental level
of the child as well as coping mechanisms
• Sometimes children don’t have all the words to
explain the detail or focus on specific details
59. Why Children Don’t Disclose
• Psychological manipulation- abusers may
threaten, or “bribe” the child
• Shame from guilt- blame themselves
• If the child discloses incest the family will “fall
apart”
• Do not want to be responsible for putting the
perpetrator “in jail” or getting them in trouble
• Dissociation and repression
• Didn’t know the behavior was wrong
60. Why Children Don’t Disclose
• Relationship to the perpetrator
• The more closely victims are related to the
perpetrator the less likely they are to disclose
sexual abuse
• Significant caregiver, attachment issues, child’s
need to protect the family
61. Impetus for Disclosure
• Exposure to the perpetrator
• Planning visit to where perpetrator is
• Safety
• Disclose after moving or when perpetrator no
longer close
• Influence of peers
• Educational awareness
• Anger
62. Disclosure Types
• Active
• Ready to give detailed disclosure to the best of their
ability
• Tentative
• Partial disclosure of events
• Vague, vacillating
• Testing the waters (will they be believed)
• Minimizing
• Testing threats by the perpetrator
63. What do you do if a child discloses
sexual abuse?
• Believe them
• Ensure them that it was not their fault
• Listen carefully
• Tell them they did the right thing in
disclosing
• Be very careful of your reaction – don’t act
shocked or emotional – Keep composed
and help the child
64. Documentation
• Document everything the child reports to
you.
• In quotes if possible
• Document what is reported to you by the
parents
• Again use quotes to document what the parents
report the child saying
65. How Can We Help Parents
• Computer safety
• Keep computer in an open area
• Monitor children’s use
• Use parental controls
• Don’t allow potentially dangerous activities (like
chat rooms)
• Teach kids to never give out personal
information
• Do not send pictures over the internet
66. How Can We Help Parents
• Encourage parents to provide education
appropriate for age
• Teach preschool children appropriate names
for body parts and private parts
• Teach preschool children about who can and
cannot touch private parts
• Advance sexual knowledge as children get
older
• Repeat safety education
• Maintain open communication with your child
67. How Can We Help Parents
• Know who your children play with
• What ages, what games are being played
• Don’t be afraid to be involved and monitor
your children
68. CE Credit Information
• Webinar participants who want to get 2.0 NASW CE Credits (or just
want proof of participation in this training) need to take the post-test
provided here:
https://vte.co1.qualtrics.com/SE/?SID=SV_b95UC5DHIlcj34V
» CE Certificates of completion will be automatically emailed to participants upon
completion of the evaluation & post-test.
» Questions/concerns surrounding the National Association of Social Workers
(NASW) CE credit certificates can be emailed to this address:
MFLNmilitaryfamilyadvocate@gmail.com
» Sometimes state/professional licensure boards for fields other than social work
recognize NASW CE Credits, however, you would have to check with your state
and/or professional boards if you need CE Credits for your field.
• To learn more about obtaining CE Credits, please visit this website:
http://blogs.extension.org/militaryfamilies/family-development/professional-development/
nasw-ce-credits/
69. Next Webinar:
Thursday, December 11, 2014 @ 11:00 am EST
Using Protective Factors to Inform
Work with Child Maltreatment
https://learn.extension.org/events/1797#.VFAL4b7yOzA
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture,
and the Office of Family Policy, Children and Youth, U.S. Department of Defense under Award Numbers 2010-48869-20685 and 2012-48755-20306.
70. Military Families Learning Network
Find all upcoming and recorded webinars
covering:
Family Development
Military Caregiving
Personal Finance
Network Literacy
http://www.extension.org/62581
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture,
and the Office of Family Policy, Children and Youth, U.S. Department of Defense under Award Numbers 2010-48869-20685 and 2012-48755-20306.