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Competencies for supporting a healthy sexual development of young people in care

This report describes the results of the interviews that were held with professionals, policy makers, and researchers (working in the field of sexuality and/or residential and foster care) in three countries in order to answer the following question: ‘Which competencies (i.e. knowledge, skills, and attitude) do professionals working in care need in order to support healthy sexual development of young people in care? Chapter 3 describes the characteristics of young people growing up in care. Young people in care are generally more vulnerable than their peers living in normal families since they have grown up in unsafe family environments. They are often insecurely attached, have a lack of positive role models and positive sexual experiences, have not grown up with clear norms and values concerning sexuality, have low self-esteem and little knowledge about (healthy) sexuality. This set of characteristics makes them more likely to cross their own boundaries and that of others and to make unhealthy choices with regard to sexuality. Therefore, young people in care have special needs with regard to sexuality that professionals working in care should know about and act upon. To meet the special needs of young people in care, professionals should create a safe environment and be there for the young people, in order to make them feel safe and secure again. In addition, they should act as positive role models, set boundaries, help young people to gain self-confidence, and give them space to have positive sexual experiences and to discover their own norms and values. Professionals working in care should provide sexual education that supports young people in their knowledge, skills, and attitudes concerning sexual development and teaches them to make wise and responsible decisions for themselves. Professionals need to put aside prejudices about boys and girls and treat them equally. Chapter 4 describes opportunities to start a conversation with young people in care about sex, intimacy and relationship and what professionals should teach foster parents. Opportunities to start a conversation with young people in care are: 1. When one of the boys or girls spontaneously starts to talk about sexuality; 2. When young people have discussions about boyfriends, girlfriends, or sex. 3. When young people watch clips on social media in which sexuality plays a role. Important topics to discuss are: healthy sexual behaviour, relationships, wishes, boundaries, making your own decisions, changing behaviour after regretting something, norms and values, and social media. Professionals working in foster care should teach foster parents that: 1. It is their task to speak about this topic with their foster child; 2. They should already start talking about this topic to toddlers; 3. It is normal to have difficulties talking about this topic; 4. They should not only speak about the risks of sex but also about sexual pleasure, desire, love, and respect. Chapter 5 describes the personal characteristics and general competencies that professionals working in care should have in order to support the sexual development of young people in care. These are: 1. Have a high degree of self-awareness concerning their own limits, norms and values, and how this influences the way they work, 2. Know that norms and values are dependent on time and culture, 3. Treat children, young people, and parents with respect, 4. Have a good sense of professional judgment, 5. Feel responsible for one’s actions, 6. Have knowledge about trauma theory. Chapter 6 describes what organisations can do to support healthy sexual development of young people in care. Organisations can do the following on the organizational level: 1. Provide structural resources for training and reflection, 2. Create a safe environment and reflective culture, 3. Create diversity among team members, 4. Create access to experts on the topic of sexuality, 5. Pay attention to competencies during hiring processes, 6. Have organisational and institutional policies on the topic of sexuality, 7. Have organisational structures and tools to support relationships and conversations with young people.Chapter 7 describes factors at the professional, organisational, and societal level that may contribute to sexuality-related difficulties in both residential and foster care. Some of these factors are not specifically related to residential or foster care, such as low self-efficacy of professionals, insufficient time for reflection and negative media influences. Other factors are specifically related to residential care, such as having insufficient possibilities to experiment with sexuality (in residential care) and fear of foster parents being accused (in foster care).

Website blocking: evolution or revolution?

Copyright enforcement by private third parties – does it work uniformly across the EU? Since the inception of Napster, home copying of digital files has taken a flight. The first providers of software or infrastructure for the illegal exchange of files were held contributory or vicariously liable for copyright infringement. In response, they quickly diluted the chain of liability to such an extent that neither the software producers, nor the service providers could be held liable. Moving further down the communication chain, the rights holders are now requiring Internet Service Providers (ISPs) that provide access to end customers to help them with the enforcement of their rights. This article discusses case-law regarding the enforcement of copyright by Internet Access Providers throughout Europe. At first glance, copyright enforcement has been harmonised by means of a number of directives, and article 8(3) of the Copyright Directive (2001/29/EC) regulates that EU Member States must ensure the position of rights holders with regard to injunctions against ISPs. Problem solved? Case law from Denmark, Ireland, Belgium, Norway, England, The Netherlands, Austria and the Court of Justice of the EU was studied. In addition, the legal practice in Germany was examined. The period of time covered by case law is from 2003 to 2013, the case law gives insight into the differences that still exist after the implementation of the directive.

Slow shift

For decades, Scandinavian culture effectively prohibited the development of special provisions for talented students in higher education. However, in recent years, a cultural shift has gradually made more room for excellence and talent development in the national discourses. This paper analyzes the climate for talent development in Denmark, Sweden, and Norway. Following a first inventory of honors programs in Scandinavian higher education in which the only programs were found in Denmark, 10 experts were interviewed to analyze their national situation and reflect on the leading role of Denmark. In this country, external incentives, focus on quality, pioneers, and an open atmosphere were found to produce a culture more appreciative of excellence over the last decade. Starting from the Danish experience, the situation in Norway and Sweden is analyzed, showing that the combination of factors leading to change in Denmark is not yet present here. Lessons for other countries are highlighted, notably the importance of sharing information and exchanging knowledge at an international level.

Innovative teaching and learning practices in the Netherlands, Belgium, Finland, Denmark and Sweden

A polyphonic perspective on socially inclusive early childhood education and care; Urban views from Belgium, Denmark, Slovenia and the Netherlands

Denmark: A newspaper model for Europe?

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