Peer-On-Peer Abuse Part 3

Following on from last issue's part two of Marilyn Hawes’ three-part exploration of peer-on-peer abuse, in part three we examine behaviour.

Harmful Sexual Behaviours - HSB

The term ‘harmful sexual behaviour’ (HSB) is used to describe a continuum of sexual behaviours, from inappropriate to problematic to abusive. There is a range of common and healthy behaviours at different developmental stages.

When a child or young person behaves in ways considered to be outside this range, their behaviour may be called ‘harmful’ because it is harmful to themselves or others. These children need mentoring and monitoring before it becomes entrenched.

Research by Sarah Goodfellow has revealed that sexual attraction to children begins in the perpetrators own puberty and becomes normalised behaviour. Many adult offenders say they began abusing at age 10 years old.

Research by the Association of Treatment for Sexual Abusers (ATSA) has shown that overly sexualised behaviours are an issue when aggression, impulsive force and coercion and other negative behaviours are present.

What can you do?

Create an environment based on equality and informed choice allowing children and young people to know their rights. Give advice on what to do if they are unhappy about something and what it means to give true consent.

Understand the environment and the context in which your pupils / students are growing up. Our role is to help them grow to make the healthiest long-term choices but keep them safe from harm in the short term.

Talk about safe relationships and toxic relationships or friendships so students can make informed decisions.

The influence of individuals

Such information may also then be particularly relevant when children or young people are missing education, at risk of exploitation or are victims of peer-on-peer abuse. It is not, however, limited to these situations. Social workers will often default to the Assessment Framework (shown above) when assessing the needs of children and their families. Information gathered through contextual safeguarding is often relevant to the “Family & Environmental Factors” domain at the bottom of the triangle.

It is also important to recognise that it is not just about the negative impacts – identification of networks and influences can also identify where there are positives which can benefit the child or young person.

What to look out for?

  • Is a student stalking a pupil?;
  • Touching in class i.e. slapping bottoms;
  • Banter & suggestive remarks;
  • Name calling;
  • Victims my fear bullying and lies if they tell; and
  • Using an object to pat or touch private parts of a person even through clothing, or rubbing up against them will be seen by police as sexual assault.

References:

Firmin, C. 2013. Something Old or Something New: Do Pre-Existing Conceptualisations of Abuse Enable a Sufficient Response to Abuse in Young People’s Relationships and Peer Groups? In M. Melrose, J. Pearce, Critical Perspectives on Child Sexual Exploitation and Related Trafficking (pp. 38-51). Hampshire: Palgrave Macmillan.

Understanding the impact of these behaviours: Do pupils abusing understand the lifelong IMPACT of the abuse on their chosen victim? WHY is the abusive child behaving in this way? WHERE does it come from and where can it lead?

Why don’t young people speak out?

  • They don't want to be a ‘snitch’;
  • Peers or other adults not being discrete;
  • They don't want their parents being informed;
  • They do not understand what constitutes appropriate, inappropriate, problematic, or abusive sexualised behaviour;
  • They have experienced sexual abuse themselves and do not realise that what happened to them was wrong;
  • They do not know whether consent was given;
  • The abuse happened between friends or partners;
  • The abuse took place online;
  • They blame themselves for the abuse they received;
  • Younger children lack knowledge of sex and sexuality as they are less likely to have received any relationships and sex education;
  • They don't want to risk getting in trouble themselves;
  • They worry about how they will be perceived by other teachers; and
  • Younger children lack knowledge of sex and sexuality as they are less likely to have received any relationships and sex education.

Monitoring school areas and risk assessment

Have you done a risk assessment? Do pupils positively engage in lessons on relationships and sex education? Where are the areas of risk in school? Keep these areas reviewed! Do you ask/involve pupils’ opinions? What are your local community and socio-cultural contexts and risk?

What is contextual safeguarding?

No child can be seen in isolation. They are all unique individuals.

Children and young people attending schools and colleges cannot be islands, they are part of a much wider network of peers, neighbourhoods, and other influences. When we consider the issues affecting children and young people it is important that we understand the influences. We also need to consider not only the physical, real world influences, but the wider groupings found within social media and the important messages that they impart.