Overview
An introductory course helping professionals distinguish between developmentally appropriate, problematic and harmful sexual behaviour, and respond with curiosity, reflection and appropriate safeguarding concern.
Develop the understanding and confidence to respond thoughtfully to sexualised behaviour displayed by children and young people.
Sexualised behaviour can create anxiety, uncertainty and strong emotional responses for the adults involved. Professionals may feel unsure about whether a behaviour is developmentally appropriate, problematic or harmful, and what action they should take next.
This introductory course creates space to explore these distinctions and consider the different experiences, relationships and circumstances that may influence a child’s behaviour. Rooted in nearly 80 years of Mulberry Bush therapeutic practice, the training encourages participants to look beyond labels and respond with curiosity, reflection and appropriate professional concern. It considers behaviour as communication while maintaining a clear focus on safeguarding, safety and the needs of everyone involved.
The course is delivered as a live, two-and-a-half-hour online session. It combines teaching, examples, collaborative discussion and opportunities to reflect on current practice.
The course is designed for professionals working with children and young people in any setting or context.
It may be particularly relevant to teachers and teaching assistants, designated safeguarding leads, pastoral and inclusion teams, SENCOs and SEND practitioners, residential childcare practitioners, social workers and family support professionals, foster carers, health and mental health practitioners, youth and community workers, youth and criminal justice professionals, and team leaders and service managers.
No previous specialist training in harmful sexual behaviour is required. The course suits practitioners seeking an introductory understanding of the subject and teams wanting a clearer, more consistent approach.
For most of our courses, no previous therapeutic training is required. Our sessions provide an accessible introduction while also creating opportunities for experienced practitioners to revisit and reflect on their existing practice.
The Foundation Degree is different, as it is work-based. You must be working with children or young people for at least 16 hours each week, through paid employment or a voluntary role, with opportunities to apply and reflect on your learning in practice. You do not need specific previous qualifications, but you may be asked to complete a short written task as part of the application process.
What you will learn
The course will help you develop a clearer understanding of sexualised behaviour in children and young people.
You will explore:
- What is meant by harmful sexual behaviour
- The differences between developmentally appropriate, problematic and harmful sexual behaviour
- How a child’s age, developmental stage and individual needs can inform understanding
- The importance of considering consent, power, coercion and potential harm
- Possible signs that behaviour may require further attention or intervention
- The range of experiences and circumstances that may influence sexualised behaviour
- How trauma, relationships, social experiences and emotional needs may affect behaviour
- The potential influence of special educational needs and developmental differences
- How exposure to sexual content, including online material, may shape children’s understanding
- The emotional responses that sexualised behaviour can evoke in professionals and teams
- How reflection can support more thoughtful professional decision-making
- Where to find further tools, guidance and specialist resources
Examples and professional situations will be used to help participants consider behaviour within its wider context rather than relying on a single label or explanation.
Yes. Most of our courses can be commissioned by organisations and delivered in person or online, adapted to the context, needs and experiences of your setting. Several courses can be delivered to teams of up to 30 staff.
Training a team together can be particularly valuable, as consistent practice often depends on clear communication, shared understanding and a shared language between the adults involved.
Benefits and Outcomes
The course can help practitioners respond to sexualised behaviour with greater clarity, confidence and professional curiosity.
By taking part, you can:
- Develop a clearer understanding of what constitutes harmful sexual behaviour
- Distinguish more confidently between developmentally appropriate, problematic and harmful behaviour
- Avoid labelling behaviour without sufficient understanding of its context
- Recognise factors that may increase concern or indicate potential harm
- Consider what a child’s behaviour may be communicating
- Respond in a way that supports safety without relying on shame, punishment or judgement
- Reflect on how your own feelings and assumptions may influence your response
- Approach difficult conversations with greater sensitivity and confidence
- Contribute more thoughtfully to safeguarding discussions and professional decision-making
- Develop a shared language for discussing sexualised behaviour within your team
- Identify appropriate next steps, resources and sources of further support
The course provides an introductory framework for understanding the behaviour. It does not replace your organisation’s safeguarding procedures, specialist assessment or advice from your designated safeguarding lead.
Mulberry Bush has been developing therapeutic approaches to working with children, young people and the adults around them for nearly 80 years.
Our training is rooted in practice. It draws on the day-to-day experience of our therapeutic schools, alongside established theory, current research and learning from professionals across children’s services. Our trainers have direct experience of working within the field and understand both the value and the emotional demands of this work.
We do not offer simple responses to complex situations. Instead, we support practitioners to develop the understanding, confidence and reflective capacity needed to make thoughtful decisions within their own roles and organisations. Our approach is:
- Collaborative – we seek to work with, and learn from, others who share our vision and principles.
- Psychodynamic – we promote an approach which enables us to understand the meaning of behaviour as communication.
- Reflective – we believe in the value of learning through reflection and experience.
And, we live by our values:
- Expertise – we are pioneers, thought-leaders, influencers and change-makers.
- Empathy – we care, support and work with professional, practitioners and the people we serve to enable them to make their own change and collaborate with and are here for everyone who needs us.
- Everyone – we are a community we collaborate and are here for everyone who needs us.