知道

花点时间思考一下你的家人当你were a child. What were your relationships like with your primary caregivers, siblings, aunts, uncles, or grandparents? Think about the considerable impact your family had on you growing up. Conversely, think about the impact that you had on your family members. For example, when you were dealing with a stressful situation or major life change, how were the members of your family affected? These reflective thoughts are examples of how one can consider family dynamics.

Because you work closely with your students, it’s natural to consider how your students are affected or shaped by their families. Remember that families are complex systems that frequently change depending on each family members’ interests, development, and stage of life. Caregivers, siblings, aunts, uncles, or grandparents can all be affected by a child or adolescent’s behaviors and experiences. Bowen’s family systems theory (1978) acknowledges the complexity of families and suggests that changes in any part of the family system have an impact on all other individuals in the family.

让我们考虑一个由一个8岁的孩子母亲，祖母和史蒂文组成的家庭。当他的母亲全职工作时，史蒂文一直受到他祖母的家庭教育。该家庭最近决定向当地公立学校送史蒂文。考虑该决策如何影响家庭动态。这个决定如何影响史蒂文？史蒂文的祖母？还是史蒂文的母亲？也许祖母将能够参加兴趣爱好或与朋友们参观，改善她的幸福。也许母亲将能够与祖母交谈各种兴趣和想法，而不是大多数关于史蒂文课程的对话。对这个家庭的一个元素的变化也可能对所有其他家庭成员产生重大影响。 Next, imagine that Steven begins exhibiting a sexual behavior challenge at his new school. How would this affect Steven’s mother or grandmother? Perhaps the mother or grandmother would need to attend more appointments or connect with community resources or agencies for support. The family would need to shift and adapt in order to meet the needs of the child.

融洽关系和家庭参与的重要性

As an educator, a majority of your work is spent with students. It can be difficult to find time to connect with primary caregivers or families; however, it is essential to develop rapport with families. Being friendly, asking questions, offering opportunities for engagement, and expressing interest are all ways that you can build strong relationships with families. Developing strong relationships with families creates a supportive environment. If a sexual behavior challenge were to arise in your classroom, you have already established a basic level of trust with the student's family.

Communicating with Families

In Lesson Five, you had the opportunity to walk through the case study of Crystal, an educator handling a sexual behavior challenge that occurred one day at recess. You learned how to respond在此刻and engage in the necessary follow-up proceduresafter the fact。既然你已经学会了如何在那一刻内学习如何管理儿童或青少年的直接需求，你可以通过这种体验来支持支持家庭。请记住，必须向您的管理员报告事件MILa specialist拿领先支持的家庭。但是，当与任何困难或具有挑战性的问题的家庭沟通时，本课程将概述重要的考虑因素。

Assess your own reactions and biases

In Lesson One, you learned the importance of reflecting on your own attitudes and assumptions you hold toward this highly sensitive topic. Acknowledging the biases or discomfort you may have around this topic is a way to prepare for communicating with families about their student’s sexual behavior.

Start with empathy

同理心通常被描述为能够把自己放在别人的鞋子里，并考虑他们可能会发生的事情。对应对性行为挑战的学生和家庭的同理心很重要，可以改善理解，沟通和关系。对于父母或照顾者来说，关心一个表现出性行为挑战的孩子可以是强烈的压力。他们可能会努力知道如何回应或帮助他们的孩子。此外，护理人员可能会因其他人而觉得他们孩子的行为判断，或者其他人会将它们视为“坏”父母或照顾者，这为他们支持他们的孩子或青少年来增加一层额外的复杂性。支持其孩子或青少年性行为挑战的家庭可能会遇到以下任何一项（NCTSN，2009）：

识别优势

Prior to having a difficult conversation with a family, take a moment and consider the strengths of the student or the family. What makes them unique? What makes them strong or resilient? Take a strengths-based approach to empower the family and encourage yourself to identify and leverage the incredible strengths the families at your school have to offer.

与家庭共享信息：有效沟通

当您在第四课中学到时，您使用的语言以及您与家庭分享信息的方式。当发生性行为挑战时，家庭可能会有问题，而且有疑问（1）儿童或青少年的规范性或预期的性行为，而不是性行为挑战和（2）您所观察到的性行为挑战。

Supporting students through their challenging sexual behaviors is not an expected or anticipated experience for a family, and therefore families may not be familiar with the range of normative and challenging sexual behaviors, or even how to handle such a situation. It’s important to keep in mind that, based on their own experiences or culture, not all families will have the same perceptions or expectations regarding their child’s behavior. When speaking about the topic with families, try to create an environment where questions and discussion about sexual development are welcomed and encouraged.

每个学生都是独一无二的，每种情况都很复杂;有时候很难回答关于性发展和行为的问题。例如，您可能有家庭询问他们在家中观察到的性行为是“正常”。如果一个家庭成员询问有关您不确定的性发展问题，可以这么说。虽然承认您没有答案可能很困难，但重要的是不要做出假设或猜测。相反，让家人知道您将通过与管理员，辅导员或社会工作者进行咨询来了解更多信息。你可以说“我不确定，但我可以了解更多并询问学校顾问。我们其中一人会尽快跟进你。“这种行动可以帮助加强与家庭的关系。在与家庭讨论复杂主题时，可以随时可用的资源很有用。 You may find it helpful to refer to the规范性儿童性发展与行为在第2课的应用部分中的讲义。

In addition to discussing the range of normative and challenging sexual behaviors, families may also have questions for you about the instances you observed. When discussing sexual behaviors with families, here are some important considerations:

Ineffective Communication: What to Avoid

虽然您可以与家庭一起使用有很多有效的沟通策略，但要意识到无效的沟通，或可能使家庭感到不舒服或防御的陈述也很重要。以下是一些避免的例子。

避免标签或诊断

When speaking with families about their child’s sexual behavior challenges, avoid making assumptions or generalizations. As you learned in Lesson Four, behavior is complex and one way that children and adolescents communicate messages. Because behaviors can be interpreted, we may speculate about what a student is attempting to communicate through their behavior. However, it’s important not to jump to conclusions by diagnosing or labeling a child or adolescent. Only specialists who, as part of their scope of practice, can diagnose or suggest diagnoses, should introduce discussion about specific diagnoses with families. For example, an educator can say,“您的孩子已在课堂上反复使用不安全触摸，”but should not make statements such as,“I think your child has a sexual behavior disorder.”If you are unsure of what you should say, refer to your professional guidelines and consult with your administrator.

Avoid judgment or criticism

请记住，儿童或青少年的性行为挑战可能是对家庭的巨大震撼。思考家庭可能会在与家庭一起遇到或反应这些行为的广泛方式，并在与家庭合作时使用同理心。如果家庭感到判断或批评，他们可能会关闭并与学校工作人员合作地撤销并退出工作。例如，说“如果你更涉及你的女儿，她不会展示这些行为”可能会对家人感到攻击，并且可能让他们感到攻击。

不要将一个孩子或青少年比较到另一个孩子

Avoid comparing the behaviors or actions of one student to another. For example, using a statement such as “none of the other students in my classroom have had issues like this” can hurt the feelings of the family you’re working with and damage the relationship you’ve developed with them.

支持家庭through Their Child’s Sexual Behavior Challenges

根据性行为关注，您可能与一个孩子或青少年展示孩子或青少年经历行为的行为或家庭的家庭合作。思考从您了解了Cameron和Makayla的第五课的案例研究。展示性行为挑战的儿童和经历了性行为的儿童，展现了性行为的孩子，需要支持。

As you’ve already learned, one way that you can be immediately supportive of these families is to utilize your effective communication skills with them regarding the sexual behavior incidents. When a sexual behavior challenge occurs, your administrator will likely lead the process of referring families to community resources for support. However, it can be beneficial for you to familiarize yourself with some of the local supports for families as well.

See

作为专家谈谈与家庭周到沟通的重要性和偏见意识的重要性。听完后，想想你如何与家庭发起对话的对话，了解他们的孩子的性行为。

与家庭的支持性沟通

注意对性行为的反应

做

正如你所学到的那样，讨论与家人的性行为挑战可能难以所有参与的成年人。到目前为止，您探讨了您可以使用有效沟通技巧来支持危机的家庭的方法。现在让我们注意学校计划。熟悉方案政策，程序和可用的社区资源很重要，可以帮助支持处理其孩子或青少年性行为挑战的家庭。

Take a few moments and consider the following questions regarding your program:

• 是学校工作人员意识到当地心理健康或其他社区援助方案或资源吗？
• 学校工作人员是否意识到一个家庭可以从与您的团队中的某人与当地资源有关的人发言？
• 社区健康或心理健康资源是否在您的学校某处发布？这个信息在哪里？它是一个家庭可以轻易看到的地方吗？这些信息如何呈现？是否以学校家属的母语提供的信息？

While considering how information is displayed and whether it’s readily available for staff and families is important, building strong partnerships with local agencies can also be beneficial. By connecting with local health and mental health resources, school administrators can create a seamless transition into services. Some examples include: getting to know the point person for scheduling intake appointments for families, allowing families to have their first meeting with a counselor at your site, inviting staff from local agencies in to lead discussion groups, or speaking with parents to reduce stigma around mental health issues. These strategies increase the likelihood that families’ will approach you for support, and they also make resources more easily available to families.

考虑您的学校如何与社区机构和资源建立更强大的联系，或者您的学校如何减少精神卫生服务周围的耻辱，以更好地支持与孩子或青少年的性行为挑战的家庭。