CYP who display sexualised behaviour and harmful sexual behaviour
CYP who display sexualised behaviour and harmful sexual behaviour
CYP who display sexualised behaviour and harmful sexual behaviour
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01 IntroductionIt is recognised that <strong>sexual</strong> exploration <strong>and</strong> experimentation are a normal part ofchildhood development <strong>and</strong> as such these procedures recognise that some childrendo engage in age-appropriate <strong>behaviour</strong>s as part of natural childhood <strong>sexual</strong>development; such <strong>sexual</strong> activity is essentially information gathering characterised bymutuality <strong>and</strong> consent <strong>and</strong> it is not intended that such <strong>behaviour</strong>s fall within the remitof these procedures. For further guidance on healthy, concerning/problematic or<strong>harmful</strong> <strong>sexual</strong> <strong>behaviour</strong>s please refer to Appendix 1, Brook Traffic Light Tool (as at19/3/12) which must always be read in conjunction with their up to date guidance(http://www.brook.org.uk/traffic-lights)Work with children <strong>and</strong> young people <strong>who</strong> abuse others, including those <strong>who</strong> <strong>sexual</strong>lyabuse/offend, should recognise that such children are likely to have considerableneeds themselves, <strong>and</strong> that they may pose a significant risk of harm to other children.Evidence suggests that children <strong>who</strong> abuse others may have suffered considerabledisruption in their lives, been exposed to violence within the family, may havewitnessed or been subject to physical or <strong>sexual</strong> abuse, have problems in theireducational development <strong>and</strong> may have committed other offences. Such children <strong>and</strong>young people are likely to be children in need, <strong>and</strong> some will, in addition, besuffering, or at risk of suffering, significant harm, <strong>and</strong> may themselves be in need ofprotection. Children <strong>and</strong> young people <strong>who</strong> abuse others should be held responsiblefor their abusive <strong>behaviour</strong>, while being identified <strong>and</strong> responded to in a way thatmeets their needs as well as protecting others. (Working Together to SafeguardChildren 2010, page 248, 11.47)The purpose of these procedures is to provide a clear operational framework inrespect of children <strong>and</strong> young people <strong>who</strong> <strong>display</strong> <strong>harmful</strong> <strong>sexual</strong> <strong>behaviour</strong> <strong>and</strong> theiralleged victims. It is important to note that professionals need to remain aware of thenegative effect of labelling children <strong>and</strong> young people as young sex offenders’ or‘young abusers.’ The use of ‘children or young people <strong>who</strong> <strong>display</strong> <strong>harmful</strong> <strong>sexual</strong><strong>behaviour</strong>’ is considered to be more appropriate as this terminology acknowledgesthat their development as a child or young person is the first <strong>and</strong> foremostconsideration <strong>and</strong> that they are <strong>display</strong>ing or enacting <strong>behaviour</strong>(s) that need to beappropriately addressed to work towards change.The primary objective of all work with children <strong>and</strong> young people <strong>who</strong> <strong>display</strong> <strong>harmful</strong><strong>sexual</strong> <strong>behaviour</strong> must be the protection of the victim <strong>and</strong> the prevention of areoccurrence of the <strong>harmful</strong> <strong>sexual</strong> <strong>behaviour</strong>. It is therefore essential for there to be acoordinated, multi-disciplinary response in accordance with statutory guidance <strong>and</strong>these procedures.02 PrinciplesThe following is a guide to key principles that should underpin work withchildren/young people <strong>who</strong> <strong>display</strong> <strong>harmful</strong> <strong>sexual</strong> <strong>behaviour</strong>:3