SEXUAL BEHAVIOUR RESPONSE TOOL
Family Planning Association of WA (Inc) April 2013
SEXUAL BEHAVIOUR RESPONSE TOOL
There are three levels of response to a child’s sexual behaviour, expected or otherwise. The severity of the behaviour determines the level of
response required. Each level of behaviour builds upon the preceding one.
The Response Tool has been drafted to guide the following people: :
 Parent(s) – includes legal guardians and foster carers.
 Direct Support Staff – includes teachers, education support staff and disability support workers.
 Community Support – includes child protection agencies, counsellors and allied health professionals.
The model and guidelines that follow have been adapted from Responding to Children’s Problem Sexual Behaviour in Elementary School1, to
include specific, identified, Western Australian requirements and guidelines.
Level 1
What to do when sexual behaviour appears to
be 'Expected” for the age group
Respond and Redirect
Level 2
What to do when sexual behaviour appears to
be a cause for concern
Respond and Redirect
Manage Behaviour
Level 3
What to do when sexual behaviour is a cause
to seek professional help
Respond and Redirect
Manage Behaviour
Report and Refer
1
Responding to Children’s Problem Sexual Behaviour in Elementary Schools, 2011, British Columbia Ministry of Education. www.bced.gov.bc.ca
Family Planning Association of WA (Inc) April 2013
Level 1: Expected Sexual Behaviour
Sexual behaviour that appear to be:
 voluntary
 acceptable for the age and developmental stage of a child
 mutual
 curious
 light hearted
 between equals in terms of age, cognitive ability and size
 occurring in private
These behaviours require an appropriate adult response
The response is intended to address boundaries including appropriate public and private concepts.
When addressed the individual is embarrassed
1. Respond and Redirect:
Talk to the individual
 Remain calm remember that these behaviours are expected and part of expected sexual development.
 Talk to the individual about the behaviour, be clear and direct. “Jane, you had your clothes off in the playground / lounge”
Talk to others involved
 Be clear about the initiator, were others willingly involved in the activity?
 Reassure others and the individual that they are not at fault.
 Ensure the privacy of any other students involved
Document the incident
Family Planning Association of WA (Inc) April 2013
 To track the behaviour and outcome of the direction provided
 To help determine if there is a pattern of inappropriate sexual behaviour that may cause concern
 The line manager should always be informed as a matter of procedure (refer to specific agency policy and procedures )
Inform the parents if under 16 years.
 Explain to parents that the issue has been dealt with; there doesn’t appear to be any cause for concern
 Encourage parents to reinforce the appropriate message at home, appropriate public/private concepts and others’ rights etc
Redirect the Behaviour
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Is the sexual behaviour a sign of distress, sensory stimulation, boredom, enactment? .
Point out the appropriate behaviour, “Taking your clothes off is what you do in a private place, your bedroom, your bathroom”.
May need to find replacement behaviour.
Could use graphics symbols or other tools.
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Family Planning Association of WA (Inc) April 2013
Level 2: Sexual Behaviour that appears to be a cause for concern
What to do when an individual exhibits sexual behaviour that causes complaint from others; persists even after adult intervention; indicates a
lack of understanding of boundaries and interrupts normal tasks.
1. Respond and Redirect.
Talk to the individual exhibiting the behaviour
 Remain calm; these behaviours can still be redirected.
 Talk to the individual about the behaviour, be clear and direct. “John, I saw you trying to pull Emma’s underwear down during recess
today ” or “Jane, you had your clothes off in the playground / lounge”
 Point out the impact to others “When I saw you with your clothes off I felt uncomfortable OR. In public your clothes stay on, because
other people are around.
 A more serious approach may be needed, “I felt very sad when I saw you do this, you don’t have the right to treat other people in
this way. This must stop”.
Talk to others involved
 Determine the context of the issue and ask if this has happened before, the frequency and intent.
 Reassure others who have been inappropriately treated that they are not at fault. It is not always clear who initiated the action, nor
whether one or others were willingly involved. In such incidents both individuals need to be spoken to about the inappropriateness of
the behaviour.
Document the incident
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Record/report the incident including the behaviour(s), name the people involved and agreed strategies.
Record statements by others as required.
Keep the information in a confidential file.
Track sexual behaviour(s) to determine a pattern and assess the appropriateness of the intervention.
The above information is imperative if referral is required.
Family Planning Association of WA (Inc) April 2013
Inform the principal/ line manager.
 The line manager should always be informed when an individual’s sexual behaviour is in the category of ‘cause for concern’.
 Share facts about the incident
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If the individual makes an abuse disclosure / vulnerable adults disclosure appropriate agencies must be contacted immediately.
ie DCP, DSC, Police.
Inform the parents if under 16 years.
 The principal, teacher and support/counsellor, where applicable, should meet with the parents of the student.
 Discuss the behaviour and school’s response explaining the school’s policy/procedure for responding to such incidents
 Explain the next steps in helping the student
Redirect the Behaviour
 Point out the appropriate behaviour, “Taking your clothes off is what you do in a private place, your bedroom, your bathroom or the
toilet at home”.
 Could use graphics/ symbols or other tools.
2. Manage the Behaviour
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Set some clear rules for the working with others in the short term. ie may need additional supervision and monitoring.
May need to find replacement behaviour.
Carry out immediate education and implement strategies to manage/ redirect the behaviour.
Remember Sex and the Law. Is it legal especially when related to cyber-sex?
Consult with other professionals.
Family Planning Association of WA (Inc) April 2013
 Consult with appropriate support/education/counselling services.
 Initiate a comprehensive support plan for the individual, should include skill building friendships, relationships skills meaningful
engagement in activities.
 May include making a referral for education/counselling services.
 Implement a Risk Management Plan should include strategies to reduce the occurrence of the behaviour
Follow up.
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Observe and feedback on individuals behaviour (discussion with all involved to collate accurate information).
Discuss with the individual to determine if the plan is working for them and if it’s achievable.
Reinforcement of the strategies by all involved
Family Planning Association of WA (Inc) April 2013
Level 3: Sexual Behaviour that is a Cause to Seek Professional Help
What to do when an individual exhibits sexual behaviour that is:
 persistent,
 compulsive,
 predatory,
 excessive,
 coercive,
 threatening or degrading,
 sexual activity between students with three plus years age difference ( 16 and under )
 shows developmental differences that are significant
 behaviours that fall outside of federal or state legislation
 drug or alcohol induced
1. Respond and Redirect:
Talk to the individual
 Talk to the individual about the behaviour, be clear and direct. “Teri, I heard that you were trying to get another person to touch your
private parts when you were both in the bathroom at lunchtime ”
 Respond by pointing out the impact on others, “Jo was very upset!”
 Address the seriousness of the nature of the incident. “Nobody has the right to force others into doing things that they don’t want to
do ”
 If the activity is illegal let the person know.
 In the short term set the boundaries, “This behaviour needs to stop!
Talk to others involved in the incident
 Reassure the individual who has been mistreated that they are not at fault.
Family Planning Association of WA (Inc) April 2013
 Ask the individual if this has happened before to determine the frequency.
 Ask the individual if they wanted it to happen, was it consensual.
Document the Incident
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Record the incident including the behaviour(s), name those involved, the strategies implemented
Record information provided by others
Keep the information in a confidential file
Track sexual behaviour(s) to determine a pattern and the appropriateness of the intervention, this information needs to be passed
on to educators or therapists
Inform the Principal/ Line Manager
 The line manager must be informed immediately as these behaviours are considered to be at the level of need to ‘seek
professional help’
 the safety and well-being of self and others involved must be addressed
 For the next few weeks you will need to implement additional supervision and monitoring.
 Ensure the safety of others and that no further harm eventuates.
 The line manager should endeavour to meet with support/counselling staff, Share information about the incident and discuss
concerns
o Initiate the support plan for the student
o Discuss referral routes
o Discuss an immediate plan for the others involved to ensure their safety
If the student makes a disclosure appropriate agencies must be contacted immediately. It is the role of the Department of
Child Protection to contact the parents and carry out any investigation.
2. Manage the Behaviour
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


Set some clear rules for the working with others in the short term. ie may need additional supervision and monitoring.
May need to find replacement behaviour.
Carry out immediate education and implement strategies to manage/ redirect the behaviour.
Remember Sex and the Law. Is it legal especially when related to cyber-sex?
Family Planning Association of WA (Inc) April 2013
Consult with other professionals.
 Consult with appropriate support/education/counselling services.
 Initiate a comprehensive support plan for the individual, should include skill building friendships, relationships skills meaningful
engagement in activities.
 May include making a referral for education/counselling services.
 Implement a Risk Management Plan should include strategies to reduce the occurrence of the behaviour
Follow up.



Observe and feedback on individuals behaviour (discussion with all involved to collate accurate information).
Discuss with the individual to determine if the plan is working for them and if it’s achievable.
Reinforcement of the strategies by all involved
3. Report and Refer
 Reporting of child sexual abuse is mandatory in Western Australia for some professions. For others report to the local Department of
Child Protection.
 The principal / line manager must contact the Department of Children Protection
 Adult abuse or exploitation must be reported to Disability Services Commission if your service is DSC funded.
 Report illegal activity/allegations to the Police.
It may take several months for a child, with external controls and supports, to begin to develop internal resources to manage the behaviour. The
parents, principal, teacher, school counsellor, direct care staff can help by:
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observing the person and providing feedback on his or her behaviour
developing a system to reinforce the student when she/he meets behavioural expectations
implement additional supervision and monitoring.
Continue to ensure the safety of others and that no further harm eventuates.
Family Planning Association of WA (Inc) April 2013