Is the Behavior Indicative of Sexual Abuse?

Because of the numerous alternative causes for the young boys’ actions, the example above poses significant difficulty in reaching a decision. It is also difficult to establish which of the children had previously witnessed such an act from another individual. Nonetheless, the scenario described above is extremely typical among many young children, raising questions regarding whether it is an indication of sexual abuse or whether homosexuality may or cannot develop at such a young age. Having said that, most research findings have identified that children in the age group like the one in the case study are just about starting to discover their sexuality and as such sexual exploration is a normal process. Indeed, drawing from the five stages of psychosexual development according to Sigmund feud, Kyle and Brandon are typically within the age bracket when they discover their genitals (Thanasiu, 311). Sigmund calls this stage the Phallic Stage which sets in at age 3 and lasts until about 6 years. During this phase of development, the kids begin to learn on how to differentiate between men and women. The young children are usually very curious about their bodies and will explore them (Bhana, 27). It is, therefore, not surprising that the two boys are fascinated and curious about their penises. The teacher should not be too alarmed to think the child has been abused.

Sexual evaluation is a common and standard factor that plays a critical role in the development of the juveniles. The children express their desire to know their bodies as well as of others’ body parts because they begin to notice that there could be differences between females and males. The children begin playing games that could indicate they want to understand their body parts (Martin, and Bobier, 245). For instance, some may begin to play hide and seek where some play mother and father and others children. In the process, they may touch their penis and breasts. The children can even touch the breasts of their own mother (Bhana, 32). They also play the doctor game with the peers where they tale of their garments and trying to peep at the other’s body parts when they are naked. However, it should be the responsibility of the parents and teachers to teach the kids early in life the limits to which they can go concerning the common standard and what is not acceptable when playing fleshly games and activities (Thanasiu, 317).

The children learn whatever values they have first from their parents and the people they spend most of their time with which include family members and play friends. For the kids in the age of 3-6, the greatest sexuality concerns emanate from showering and bathing, sexual play, privacy, masturbation, toileting, and modesty (Thanasiu, 313). However, masturbation should be of particular concern to parents and such activities like constricting of the thighs, playing with private parts, pretension and getting turned on should be monitored. The experiences they have had with the parents, religious, cultural, family traditions have a huge role in influencing the sexual behavior of the children. Sexual play is not a big concern for most parents as it is done among peers of the same age-set and is voluntary in nature. Asking the child to stop this kind of behavior, he/she does stop without having to ask again.

Response to Concern of Sexual Orientation of the Boys

Sexual orientation can be defined as the love and feelings as well as the fleshly fascination that one develops to another being. As we have mentioned above, we should not take it out of proportion the fact that the children are only five years old. And at this age, it is perfectly normal for them to be fascinated by the other’s body private body parts ((Thanasiu, 314). Indeed, by assuming that the behavior of the boys is telling of the sexual orientation is being insensitive to the fact that the children’s comprehension of sexuality and sexual behaviors is not like that of the adults. Because of the differences in the cognitive development, the children’s sexual exploration is accompanied with positive and healthy feelings that include spontaneity, silliness, and embarrassment. The exploration is rarely associated with shame, anxiety or fear.

Studies have shown that sexual desires occur in a variety of passionate and temptations of the flesh. The varieties include the people that get attracted to only others of the opposite sex, others get attracted to those of the same sex and others that have varying emotions as well as physical attractions to both members of the opposite and same sex (Thanasiu, 312). It should be noted that an individual’s sexual character is not necessarily the same as their sexual interest or performance.

The manner in which a child behaves and acts with their peers presents a huge challenge to the health care professionals because the decision has to be made as to whether the child is acting on his own as a natural phase of growth or they have been exposed to such behavior by another person (Martin, and Bobier, 251). The decisions to be made should be based on facts and not just a single experience as one may be in trouble if they rushed to make a decision that may affect the parents and even the children’s well-being. The ability to know when a child is acting out of the norm is vital to be able to know how to react and form informed decisions. The health care provider should be in a position to provide developmental information that can help the parents and teachers to recognize unbecoming sexual behaviors from the kids.

Recommendations to the Teacher

First, it is necessary that the school develops and adopts a health education program and sexual programs that are based on sexuality and having the programs expanded to include parents and teachers and the community. The program should enable the parents and teachers to understand their children’s sexual behaviors, personal safety, puberty, associations in relationships.

I will also encourage the teacher to monitor the students and understand when a behavior is out of the ordinary and talk to the students to let them know the limits when it comes to fleshly contacts. The teacher should be in a position to carry out research and learn the basic phases of development of the ages of the students.

Works Cited

Bhana, Deevia. “Children Are Children: Gender Doesn’t Matter?.” Gender and Childhood Sexuality in Primary School. Springer Singapore, 2016. 25-43.

Martin, Karin A., and Lacey Bobier. “Preschool Sexuality Education?!.” The Palgrave Handbook of Sexuality Education. Palgrave Macmillan UK, 2017. 243-259.

Thanasiu, Page L. “Childhood sexuality: Discerning healthy from abnormal sexual behaviors.” Journal of Mental Health Counseling 26.4 (2004): 309-319. Retrieved from Argosy University. (2014). Module 4: Theories on Sexual Orientation. Human Sexuality. www.myeclassonline.com