Harmful Sexual Behaviour

This procedure outlines the basic model for understanding the differing presentations of sexually harmful behaviour.

See: Swindon Safeguarding Partnership Procedures Manual, Harmful Sexual Behaviour Procedure.

This chapter was updated in January 2019.

A Continuum of Behaviours

It is vital for professionals to distinguish normal from abnormal sexual behaviours. Chaffin et al (2002, p208) suggest a child's sexual behaviour should be considered abnormal if it:

Occurs at a frequency greater than would be developmentally expected;
Interferes with the child's development;
Occurs with coercion, intimidation, or force;
Is associated with emotional distress;
Occurs between children of divergent ages or developmental abilities;
Repeatedly recurs in secrecy after intervention by caregivers.

Hacket (2010) has proposed a continuum model to demonstrate the range of sexual behaviours presented by children and young people, from those that are normal, to those that are highly deviant:

Normal	Developmentally expected; Socially acceptable; Consensual, mutual reciprocal; Shared decision making.
Inappropriate	Single instances of inappropriate behaviour; Socially acceptable behaviour within peer group; Context for behaviour may be inappropriate; Generally consensual and reciprocal.
Problematic	Problematic and concerning behaviours; Developmentally unusual and socially unexpected; No over elements of victimisation; Consent issues may be unclear; May lack reciprocity or equal power; May include levels of compulsivity.
Abusive	Victimising intent or outcome; Includes misuse of power; Coercion and force to ensure victim compliance; Intrusive; Informed consent lacking, or not able to be freely given by victim; May include elements of expressive violence.
Violent	Physically violent sexual abuse; High intrusive; Instrumental violence which is physiologically and / or sexually arousing to the perpetrator; Sadism.

It is important to place the child's sexual behaviour within a developmental context and recognise the key differences between the motivations and meanings of such behaviours at varying stages of development.

In order to locate the child or young person's sexual behaviour at level of seriousness or concern and therefore inform an AIM3 assessment decision please utilise the (Brook Traffic Light Tool).