勛圖厙

Reflection
Reflection

Sexual Development Definition and Factors

勛圖厙 Focused Topics Sexual Development & Behavior in K-12 Students Lesson 5 Learn Sexual Development Definition and Factors
Reflection
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You may find it helpful to complete this activity if you need assistance with understanding and reflecting on the sexual development and behavior of students in your care. 

 

Think about a students sexual development-physical changes, knowledge and beliefs, and behaviors and record the information in the table.

Physical Changes
 
  • Typical for 11-year-old
Knowledge & Beliefs
 
  • Advanced knowledge of sexual language and sex acts
  • Believes threatening and physical behavior is a way to get what he wants and resolve conflict with others
Behaviors
 
  • Uses threats of a violent and sexual nature to respond to conflict with students, even those that are much younger
  • Forcefully touched another students private parts

Record your thoughts on the following factors to reflect on a student's sexual behavior.

Culture & Family Norms
 
  • It has been difficult for program staff to collaborate with Vanessa and Chris, Camerons parents. They have a very authoritarian, no-tolerance parenting style. Sheila has provided information to the family on social-emotional development and positive guidance. When Sheila hears of Cameron doing good things in the program, she always shares this with Vanessa and Chris.
Development
 
  • Cameron has a history of challenging behavior. He received special education in preschool due to delayed social-emotional development, though he no longer qualifies for services at his kindergarten transition. Last school year, he went through the evaluation process at school and the evaluation team recommended he qualify as a student with an emotional disturbance. Vanessa and Chris disagreed with this and would not consent to an IEP. They feel the problem is with the school, not their son.
Function of the Behavior
 
  • Cameron threatens using violent and sexual language to get what he wants. He couldnt really state why he touched Makayla but did say that he gets mad over stupid stuff and that she was going to get it.
Frequency & Participation
 
  • This is the first time staff observed Cameron inappropriately touching another student, but he has a history of using profanity and violent language with other students.  
  • Cameron will participate in a wide range of activities, but several of the other students in the program dont want to be around him.
Environment
 
  • Staff dont feel there is a particular environment or activity where these behaviors occur more often, but peer collaboration activities are most challenging for Cameron. 
Effect on Others
 
  • Camerons behavior upset and violated Makayla. Different students exposed to single incidents react in various ways, so we dont know what future support she will need, if any.   
  • Camerons behavior is creating an environment where other students dont want to be around him. Makayla is not the only student staff have heard refer to him as a bully. Other students may have observed the incident and will need support in understanding what they saw is not an appropriate way to handle conflict.
Redirection
 
  • Staff have been providing targeted supports (Tier 2 of the Pyramid Model) for several months. They have been trying to build Camerons self-esteem by pointing out the good things he does and providing mini rewards for his good behavior, but this has not been very effective. Cameron initiates confrontation and uses threatening language on a frequent basis. Learn more about the Pyramid Model and targeted supports in the Focused Topics course 勛圖厙ing Children with Challenging Behaviors.