PARTICIPANT WORKBOOK Positive and Protective: This project was funded by Department of Communities, Child Safety Services CHILDREN: HEALTHY AND SAFE
Information for participants How to use this workbook: This workbook has been developed to support your learning while attending this training. It is your opportunity to jot down ideas, points of interest and notes for when you want to transform what you have learnt into ACTION! The workbook can also be used for your ongoing professional development. Share your workbook with peers, colleagues or partner. We encourage you to discuss your day of training with others. Most importantly use the strategies in this workbook to promote a positive and proactive approach to supporting the healthy sexual development of the children and young people in care who you support. All children and young people have the right to know about their bodies and to learn how to develop healthy relationships. I didn t know I could ask them about sex. They (carers) talked about their family and stuff but never about contraception, or saying yes, or saying no. Taken from a presentation given by Family Planning Queensland at the Child Safety Research Forum, Brisbane 2008. Meeting our obligations: Understanding and responding to the sexuality needs of children and young people in care. Family Planning Queensland 2010 2
Exercise 1 What is sexuality? When talking about sexual behaviours and self protection it is important to be aware of what sexuality is as a starting point. Promoting healthy sexuality requires us to think about sexuality as far more than just a physical activity. Write down some key words or a sentence about what sexuality means. Exercise 2 Values and attitudes It is essential to be aware of your own values, attitudes and beliefs about sexuality in order to manage responses to sexuality in positive and supportive ways. Tick the responses that you believe may impact on your values and attitudes about sexuality. Personal background Health and wellbeing Religious beliefs Cultural background Perception of societal norms, rules and laws Use of media / popular culture Experience of safety or abuse Experience of relationships Experience of being a young person Experience of being a parent or carer Experience of being male or female Experience of sexual identity Other Family Planning Queensland 2010 3
Exercise 3 Autism Spectrum Disorder Autism is a complex, lifelong disability. Participant Workbook: Positive and Protective People with Autism share the core features of social and communication difficulties, narrow interests and repetitive behaviours. Autism is often referred to as Autism Spectrum Disorder (ASD), an umbrella term that encompasses a number of conditions including Autistic Disorder, Asperger s Syndrome and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS). What are some of the characteristics of Autism Spectrum Disorder? Exercise 4 Social learning and Autism Spectrum Disorder How might Autism Spectrum Disorder impact on a child s or young person s experience of social learning about their sexuality? Exercise 5 Rationale for self protection strategies Children and young people on the Autism Spectrum who are in care may have complex support needs in the area of sexuality and self protection education. It is important that all children have the opportunity for learning about selfprotection and staying safe. What are some of the benefits of self protection education? Family Planning Queensland 2010 4
Exercise 6 Changes during puberty Participant Workbook: Positive and Protective People on the Autism Spectrum experience the same process of sexual development as other people. For people with ASD, a gap may occur between physical development and social development. Most girls will notice their bodies starting to change around the age of 10 or 11 and most boys will notice changes around the age of 12 or 13. However, there is a great difference in age range and all young people will experience puberty differently. Draw and write the physical, social and emotional puberty changes on the body diagrams. This activity has been adapted from FPQ (2003) Every Body Needs to Know. Brisbane: Family Planning Queensland Family Planning Queensland 2010 5
Exercise 7 Supporting and addressing sexuality issues Young people on the Autism Spectrum who are in care may have complex and diverse needs in the area of sexuality education. Carers and support workers have a significant role to play in fostering the independence of the young people with ASD who they support. Complete the questions for each scenario. Scenario 1: Hannah Hannah is 15 years old. She has ASD. She has been trying to manage her own periods and has communicated to her foster carers that she wants to learn how to do it by herself so she can be like her big sister. She is finding it difficult to know when to change her pads and how to position the pads securely in her underwear. 1. What are the issues in the scenario? 2. What strengths or abilities does the young person in the scenario have? 3. What could you say or do to support the young person? 4. What services or support people could help you or the young person with the issue? Family Planning Queensland 2010 6
Scenario 2: Ahmed After swimming class, Ahmed, aged ten, is found behind the girls change room, standing on the wheelie bins trying to look through the windows. Ahmed says he is looking for a wasp s nest he saw there last week. 1. What are the issues in the scenario? 2. What strengths or abilities does the young person in the scenario have? 3. What could you say or do to support the young person? 4. What services or support people could help you or the young person with the issue? Family Planning Queensland 2010 7
Scenario 3: Harry Harry is 12 and is interested in architecture and buildings. He would like to have a friend to spend time with on the weekends with but isn t sure about how to find one who likes the same things he does. Harry has Asperger s Syndrome. 1. What are the issues in the scenario? 2. What strengths or abilities does the young person in the scenario have? 3. What could you say or do to support the young person? 4. What services or support people could help you or the young person with the issue? Family Planning Queensland 2010 8
Exercise 8 Strategies for positively addressing sexuality Endeavour to discuss private matters in a private place. Seek the child s or young person s permission before involving another party. Seek permission before entering the child s or young person s room, touching them for personal care, or talking about private issues. Encourage the child or young person to increase their independence in personal care. Look for opportunities to support the child or young person to feel affirmed receiving praise, acknowledgement of their achievements. Ensure the child or young person has the same access to information as anyone else. Talk to the child or young person at an age appropriate level. Be prepared to initiate discussion about sexuality keep in mind that negative messages about sexuality may make people feel unable to ask. Remember to use clear communication styles including signing if required. Use learning moment situations that allow education to occur naturally. Keep your answers and explanations brief, factual and positive, as well as reinforcing boundaries and rules. When answering questions, give an affirming message like, That s a really good question. What made you think of that? Use correct language avoid using euphemisms or slang, at the same time being careful not to put the person down if this is the only language they know. Be aware of your values and how you communicate these. Family Planning Queensland 2010 9
Exercise 9 Techniques for answering questions Participant Workbook: Positive and Protective Below are some techniques that can be useful in responding to questions. Turning the question around This technique is particularly useful for value-based questions. Example: Q What is the best age to have sex? A That s a good question. What do you think? Continuum This technique is also a useful response to value-based questions. It presents the range of attitudes and values that can be held about an issue. Example: Q A Is abortion ok? Some people believe that abortion is never ok. Other people believe that it is the woman s right to choose. Other people believe that it depends on the circumstances. I don t know It is honest and acceptable to admit a lack of knowledge. A question can be an opportunity for the carer and the child to investigate the answer together. Example: Q When a woman has Artificial Insemination, how do they put the fertilised egg back into her body? A That s a really good question, but I m not really sure of the answer. Maybe we could find out the answer together, or, I m not sure, but I ll find out for you. The straight forward answer This technique gives an honest, straightforward answer. Example: Q What is a homosexual? A. A homosexual is a person who is attracted to people of the same sex. Referring to rules about privacy This is relevant when someone asks a personal question and you prefer not to answer. Example: Q A How old were you when you first had sex? That is a personal question, and I d prefer not to answer it. Remember it is important to respect other people s privacy. Family Planning Queensland 2010 10
Exercise 10 Looking after you Working and caring for children and young people who have experienced abuse can be very challenging. It is essential for all carers to have strategies in place to support themselves in times of high stress in order to continue to be able to help the children and young people who you support. What strategies do you use to look after yourself? Bibliography: Australian Advisory Board on Autism Spectrum Disorders, 2007 Prevalence Study Retrieved June 17, 2010, from http://www.autismaus.com.au Autism Queensland. (2010). About Autism: What is Autism? Retrieved June 17, 2010, from http://www.autismqld.com.au Brennan, H (2008). Settings and Solutions: Supporting access to sexuality and relationship information for children in care. Brisbane: Family Planning Queensland. The Clarity Collective. (1990).Taught Not Caught: Self Esteem in Sex Education. Melbourne: Spiral Educational Resources. Crime and Misconduct Commission Queensland. (2004). Protecting Children: An Inquiry into the Abuse of Children in Foster Care. Brisbane: Crime and Misconduct Commission Queensland. Farmer, E. and Pollack, S. (2003) Managing sexually abused and /or abusing children in substitute care, Child and Family Social Work 8,101-112.ses to Actual Threats and Assaults. Child Abuse and Neglect, 19, 2, 141 153. Family Planning South Australia, Intellectual Disability Services Council South Australia and Child and Youth Health. (1996). A Family Approach to Protective Behaviours: For Children with Special Needs. Adelaide: Family Planning South Australia Inc. Finkelhor, D., Asdigian, N. and Dziuba-Leatherman, J. (1995). The Effectiveness of Victimization Prevention Instruction: An evaluation of Children s Responses to Actual Threats and Assaults. Child Abuse and Neglect, 19, 2, 141 153. Fleming, J. (1997). Prevalence of Childhood Sexual Abuse in a Community Sample of Australian Women. Medical Journal of Australia. Vol 166, No. 2 (20 Jan) pp65-68. FPQ. (2001). Every Body Needs to Know: A sexual and reproductive health resource for teaching people with a disability. Brisbane: Family Planning Queensland. Family Planning Queensland 2010 11
FPQ. (2002). Feel Safe: An educational CD Rom promoting self protection for young people with learning needs. Brisbane: Family Planning Queensland. FPQ. (2003). I have the right to be safe: Flip Chart. Brisbane: Family Planning Queensland. FPQ (2007) Bodies and Relationships Essentials Education. Brisbane Family Planning Queensland FPQ. (2009). Where Do I Start: Supporting healthy sexual development in early childhood. Brisbane: Family Planning Queensland. Greenberg, J., Bruess, C. and Coonley, K. (1992). Sexuality: Insights and Issues. USA: McGraw and Hill. Lennox. N. and Diggens. J. (1999). Management Guidelines: People with Developmental and Intellectual Disabilities. Melbourne: Therapeutic Guidelines Limited. Sanderson, J. (2004). Child-focused sexual abuse prevention programs. Research and Issues Paper Series. No. 5 June 2004. Crime and Misconduct Commission Queensland. Sobsey, D. (1994). Violence and Abuse in the Lives of People with Disabilities. Baltimore: Paul H. Brookes Publishing Co. Sobsey, D. and Doe, T. (1991). Patterns of Sexual Abuse and Assault. Journal of Sexuality and Disability, 9(3), 243-259. World Health Organisation. (2002). Gender and reproductive rights: Sexual health. Retrieved April 13, 2005, from https://www.who.int/reproductive-health/gender/sexual_health.html Family Planning Queensland 2010 12