Harmful Sexual Behaviour

Practitioners should use a common language to help children describe what is going on in their lives. Relationship, Sex and Health Education (RSHE) requires the use of correct terminology when educating children about sex and their bodies. It should also help them to understand their rights (United Nation Convention on the Rights of the Child.)

The Brook Traffic Light Tool provides the use of a communicable language which may be understood across multi-agencies and it helps by categorising childhood sexual development into 5 specific age groups:

• 0 – 4 years;
• 5 – 7 years;
• 8 – 12 years;
• 13 – 15 years;
• 16 – 18 years.

This is the tool of choice for practitioners in Jersey to use and it has undergone extensive review and development. Practitioners should access Brook Traffic Light Tool training (see Section 12, Training).

The NSPCC advises the use of terminology to describe children who present with HSB (and where other children have been involved and harmed) as “children who have harmed” and “children who have been harmed.” As opposed to perpetrator of HSB and victim, as it may be unhelpful to label children in this way. All the children involved, including the child who has harmed should be seen as children first and in need of safeguarding. Further to this the National Panel Review 2024 advises practitioners talk to children directly about sexually confusing  experiences and tell them what sexual abuse is in a way that is understandable and supportive.

The Children’s Society have produced a document for practitioners when they are working with children who may be at risk of child exploitation, this may also be relevant to those children presenting with concerning or HSB, where it is important there is a shared language to avoid misinterpretation around children’s behaviours as “choices.” (see Appropriate Language: Child Exploitation).

The Brook Traffic Light Tool follows a child centred approach when categorising sexual behaviours enabling practitioners to identify strengths and risks. This recognises the child’s wellbeing and views the child’s health, development and welfare as its primary focus. HSB often exists within family environments where there are other forms of abuse, neglect and exploitation (see SPB Jersey Core Practice Procedures and Practice Guidance give further information on specific topics such as:

• Recognising Abuse, Neglect and Exploitation;
• Childhood Sexual Abuse in the Family Environment;
• Modern Slavery and Child Trafficking;
• Child Exploitation;
• Safeguarding Children from Technology Facilitated Abuse;
• Radicalisation; and
• Bullying.

Children may be harmed by other children (as much as two-thirds of face-to-face contact sexual abuse). Where it is understood: -

• A history of abuse and exploitation, especially neglect, sexual abuse and exposure to domestic abuse, can contribute to a child displaying HSB.
• The family context is relevant in understanding behaviour, assessing needs and risks.

Children have greater access to information about sex through technology, and this has had an impact on their attitudes to sex and sexual behaviour. The link between online behaviour and HSB is a cause for concern. Technology-Assisted HSB can range from developmentally inappropriate use of pornography (and exposing other children to this) through to grooming and sexual harassment (see NSPCC Research and Resources and Key messages from research on harmful sexual behaviour in online contexts (csacentre.org.uk). The Internet Watch Foundation states roughly a third of all known child sexual abuse material found on the internet has been posted by children, after they have been groomed or coerced into making and sharing intimate sexual images.  

Sharing intimate sexual imagery (note the Sexual Abuse (Jersey) Law 2018 terms this as indecent images) makes children vulnerable and carries significant risks around:

• Exploitation and bullying;
• The risk of the ongoing digital image it produces and its reproduction;
• Impacts on children’s mental health and their emotions, ranging from embarrassment, lower self-esteem to suicidal ideation and self-harm;
• The legality of being in possession of and/or sharing sexual imagery, photos and videos of under 18 year-olds. As this is a criminal act, whether a child or an adult produce the image.

Practitioners should give time to the process of understanding the child’s perspective (appropriate to their age, capacity and development). Listening to what they say and what their behaviours convey, to understand what the child is communicating. Through this better understanding practitioners may be able to reduce concern or conversely increases their concern.

A child’s behaviours may be conveying:

• Boredom, curiosity, a need for comfort;
• Limited social skills/social rejection and loneliness;
• Medical needs;
• Relationship needs linked to attachment disorders – poor nurturing/parenting;
• Confusion about sexuality;
• Them experiencing sexual excitement;
• A lack of rules or consequences;
• A lack of information; and
• Their anxiety about adult or family relationships.

A significant minority of children who display HSB may have a level of learning disability (up to 40% in some studies – see NSPCC).

Where children present with healthy childhood development and behaviours, these provide the opportunity to talk. Depending on age, capacity and understanding this should be with the child themselves and with their parents/carers where appropriate. Practitioners should feel confident to bring the subject up and to be curious, looking to understand, clarify any wellbeing, health or development needs and provide support where required.

Discussion around Healthy Childhood Sexual Development includes opportunities to:

• Educate on healthy relationships, mental health and sex education (Also see Further Information for guidance from Stop it Now on how to make RSHE programmes most effective at primary and secondary school level);
• Increase the safety of younger children by enabling them to talk, using tools such as the NSPCC Let’s Talk PANTS – with the help of Pantosaurus;
• Provide information for parents and carers, such as ‘let’s talk about it’. Information can be found on the NHS Let's Talk About It Website;
• Help protect children and young people from online abuse through open discussion.

In Educational establishments RSHE should include:

• Stages of learning, with introductory content to prepare children;
• A right’s based approach, with definitions, legal rights and explanation around consent;
• Emotional literacy, how to show respect and self-awareness; advising children to tell a trusted adult if they are in situations that make them feel discomfort;
• Accurate facts and information about sexuality, where and how we learn about sex and relationships and the meaning of the emotional side of sex, love and the impact of pornography;
• Responsibility towards others teaching social and emotional skills;
• Talking about sex and relationships, healthy relationships, identifying personal boundaries which support healthy friendships;
• Letting children know it is good to talk and asking questions is fine;
• Talking about options and finding out where to get more information;
• The use of tools to identify the risk of Domestic Abuse such as the Duluth Power and Control Wheel; with referral to supportive domestic abuse services (see Domestic Abuse - Safeguarding Children and Young People (Including the Unborn Child) Procedure).

Early Help

Where practitioners recognise wellbeing needs for children around their sexual development, they should offer an Early Help Wellbeing Assessment (EHWA) and Early Help Plan, by following the JCF Framework. 

An Early Help Wellbeing plan and/or Topics for Health Education may include:

• Naming private body parts and the use of anatomically correct language;
• Personal safety, types of touch and rules about touch;
• How to manage body changes and puberty;
• Online and offline friendships, use of the internet/social media;
• What sexual abuse and child exploitation is and how to seek help (see Child Exploitation Procedure);
• Consent and the law (see Children and Young People’s Sexual Development, Consent and Risk Procedure);
• Self-esteem and feelings, cultural identity, gender and sexuality;
• Sexual functioning, reproductive health, health checks, safer sex and contraception.

Balancing information and facts with critical discussion and reflection. Stop it now states there is a need for a “tools not rules” approach to RSHE, where students are given the opportunity to practice skills and apply them to their own lives. Using the principles of the “Real Respect” programme of effective RSHE. With the value based on creating a three way approach between schools, parents/carers and students to share consistent messages.

Concerning Sexual Behaviours are those which indicate a need for practitioners to pay attention and respond. Practitioners must assess what is happening with the child and provide space for them to talk, building on the opportunities to work with children and their parents/carers. A child presenting with concerning behaviours provides an opportunity for targeted support with the offer either of an Early Help Approach (with parental consent) or for a Wellbeing Assessment and plan of care,  through referral to the Children and Families HUB  (see Statutory Guidance – Levels of Need and SPB Jersey Wellbeing Assessment).

A Health and Development Plan should include:

• A completed Brook Traffic Light Tool forwarded to the Children and Families HUB along with an enquiry;
• An understanding of the frequency and intensity of concerning behaviours and the risk to other children;
• Actions to protect other children who may be or have been harmed;
• The use of Jersey Children’s First (JCF) Chronologies, shared from a multi-agency perspective;
• A safety plan of care which works to reinforce positive behaviours;
• A review date set to understand if the plan has been effective;
• If there is little evidence improved outcomes, an increased response to need.

The advice as stated above related to healthy childhood development remains applicable, working in a trauma informed way and taking time to identify and understand the level of ability, or developmental stage of the child to address their physical and emotional health, educational needs on healthy relationships and their sexual health.

Once a Wellbeing, Health and Development Assessment a safety plan of care can be established and reviewed. If following multi-agency assessment there is felt to be safeguarding risks and risks of significant harm to the child or others, from HSB or from other forms of abuse, neglect or exploitation, the lead practitioner and the multi-agency carrying out the Assessment must consider next steps. Where the practitioner leading the Assessment is a children’s social worker (CSW), they may consider the need to call a strategy meeting. Where there is no allocated CSW the need for an enquiry to the Children and Families HUB to safeguard the child’s welfare (see Assessment Procedure and Article 42 Child Protection Enquiries Under the Ministers Duty to Investigate Procedure).

A health, development and Wellbeing Plan may include:

• Making home and other environments safe;
• Creating and modelling rules about privacy and safety;
• Reinforcing rules with praise or consequences;
• Having consistency between homes, family, school, community;
• Increasing supervision of the child around other children;
• Monitoring behaviour and reviewing support strategies;
• Where there is need, consideration of restricting access to previously harmed or vulnerable others until such time as concerning behaviours reduce;
• The provision of information and support to family/carers and practitioners;
• Referral for Specialist Support;
• Diversion techniques (e.g. sport, drama, singing).

A child who presents with HSB indicates the need for immediate attention and response. With caring, curious responses to understand what is happening for the child, to protect them and any other children who may have been harmed. HSB requires a safeguarding response and planned follow up support.

Where there is a need to safeguard the welfare of a child presenting with HSB or other children may have been harmed:

• Enquiries must be forwarded to the Children and Families HUB for each child who has presented with HSB and may have harmed other children and for those children who may have been harmed;
• Along with a Brook Traffic Light Assessment Tool for the child presenting with HSB;
• Or contact the police where there is immediate risk of significant harm by calling 999.

A child presenting with HSB should have an identified and agreed lead professional, this is initially most likely to be a CSW, who is responsible for coordinating the approach between the multi-agencies, recognising and including:

• The needs of all the children involved;
• The need for a Wellbeing Assessment of the child and the need for further specialist assessment (see Assessment Procedure);
• The need for advocacy, interpreters and/or specialist practitioners and services to support and understand needs;
• The need for Strategy Meeting/Discussions for the child who has harmed and for the child(ren) who may have been harmed, considering the need for statutory intervention under Article 42 Enquiries for each child;
• Consideration to the need for an Initial Child Protection Conference (ICPC) (or Review Child Protection Conference (RCPC) or Looked After Child Review where applicable) (please see Child Protection Conferences Procedure and Implementing Child Protection Plans Procedure);
• Consideration to following the Child Sexual Abuse Pathway or Child Protection Medical Assessment Pathway;
• Assessment of need for any specialist support and referral to services who provide this support;
• Implementation of a multi-agency intensive support plan;
• Offer of NSPCC Jersey programmes such as Letting the Future In and Turn the Page (please see below);
• Partnership working and involvement of family/carers, where it is safe and appropriate to do so;
• Monitoring of behaviour;
• Timed, reviewed support plans which capture outcomes from multi-agency actions;
• Where actions do not improve outcomes, consideration for the next steps must be given.

Where a police investigation is required this must recognise the paramount needs of all the children involved. Where further work is required to support children, it is important that these discussions take place as soon after the investigation as possible. Delays in completing criminal investigations should not delay referral for specialist help to supportive services, as there is often a significant delay between completing enquiries and a decision being made about whether to prosecute. The support which can be offered whilst in the investigation period should be agreed with police and the Law Officers Department.

Turn the Page is a suite of services that helps children and young people who have displayed HSB and provides support to their families and their professional network. Please see NSPCC Jersey for further information on this service, and how to refer for support.

Letting the Future In (LTFI): is designed to help children and young people who have experienced sexual abuse rebuild their lives. NSPCC Jersey support children and young people aged between 4-to 17-years-old so that they can recover from the impact abuse has had on their lives. Referrals can also be made for children or young people with learning disabilities up until the age of 19.

The programme begins with three or four weekly sessions for practitioners to assess the child’s needs and select appropriate therapeutic interventions. Children are invited into safe therapeutic spaces, where they can meet with a trained practitioner and engage in activities like messy play, writing, storytelling and art. This aims to help them express feelings that they can’t put into words. Some children may be able to talk about the impact of abuse and work with the practitioner to resolve any ongoing issues.

Parents and carers are critical to the child’s recovery. NSPCC Jersey work with parents and carers to help them support their child throughout the therapeutic process.

Letting the Future In Siblings (LTFIS): supports the siblings of those children who have been sexually abused. NSPCC Jersey are aware that when sexual abuse has been disclosed, there will be impact for all family members, they are pleased to be able to extend this service to include other children within the family.

It is important they are taken seriously and their welfare is safeguarded. Where the disclosure is to a professional, the professional should seek advice from their designated safeguarding lead and consider: -

• The needs of the child who has disclosed, especially their need for safeguarding and the support they require.
• The needs of the child who is displaying HSB.
• The risk to any other children (and, if appropriate, adults).
• Concerns about health, development and welfare of all children must be referred via an enquiry to the Children and Families Hub (see Safeguarding Children and Young People Referrals Procedure).

Schools should follow Keeping Children Safe in Education (Jersey) which reflects that all staff working with children are advised to maintain an attitude of “it could happen here” and that it can occur between two children of any age and sex, from primary through to secondary stage and into colleges. A friend may make a report, or a member of school or college staff may overhear a conversation which may suggest a child has been harmed or a child’s own behaviour might indicate that something is wrong and these must be acted upon.

Where organised or complex abuse is identified as a risk following assessment of needs then the Organised and Complex Abuse Procedure must be followed.

Children and their parents/carers may be in denial about their child having a problem with their sexual behaviour as they do not want to confront the reality of their child behaving in this way.

Practitioners need to be familiar with recommended interventions if they are to encourage anyone to accept it. The offer of further work may be helpfully framed as an opportunity to understand how their child has come to display concerning or HSB.

Parents/carers are often not sure what to do themselves and if support and information is delivered in a supportive way, it is found to be successful in reaching improved outcomes for children. The extent to which parents are aware may not be clear and they may need help and support to be able to confidently speak to their child about their child’s sexual development or any issues they may have. They can also be asked to model appropriate and respectful sexual attitudes and language in their homes.

Children may internalise labels and it is unhelpful to describe a child as a 'sex offender' or 'young abuser' as this may impact responsiveness in both assessment and support. 

There is a need to safeguard those practitioners who are on the front line and deal on a day to day basis with crisis and in a preventative way where agencies are advised to give sufficient time to training and support for Designated Safeguarding Leads, with the development of a responsive workforce around HSB.