NonCommercial-ShareAlike 4.0 International License. For permissions beyond the scope of this license [email protected]. To view a copy of this license, please visit http://creativecommons.org/licenses/by-nc- sa/4.0 REMIX, ADAPT, AND CREATE FROM THIS WORK IN A NON- COMMERCIAL WAY, AS LONG AS THEY GIVE CREDIT TO GRUPO OPCIONES AND LICENSE THEIR NEW CREATIONS UNDER THE SAME CONDITIONS. ATTRIBUTION – NON- COMMERCIAL – SHARE ALIKE: THIS LICENSE ALLOWS OTHERS TO DISTRIBUTE,
touching genitals in public and private. Wanting to be naked 2. "Doctor" games without anxiety 3. Looking and asking about anatomical differences. Explore private parts with other children of the same age. Showing genitals to friends 4. Talking about private parts and using "bad" words even if they don't understand 5. 4-6: Self-stimulation
changes. Trying to look at other people when they are naked or undressing 2. Playing games with children of the same age that involve sexual behaviors such as playing family or boyfriend or girlfriend without explicit contact 3. Wanting privacy in the bathroom or when changing clothes 4. Laughter about sexuality
changes 2. Private masturbation 3. Platonic infatuations. Beginning to feel sexual attraction and interest in other children of their age. 4. Talking about sex with friends 5. Looking for information about sexuality. Looking at photos of nude or semi-nude people 6. Viewing/listening to sexual material through the media (TV, movies, games, internet, music, etc.) 7. Liking to hear and tell "dirty" jokes 8. Wanting more privacy, such as refusing to undress in front of other people and resisting talking to adults about sexual issues
SEXUAL BEHAVIORS • It occurs between children who play regularly and know each other • It occurs between children of the same age and size • Spontaneous and unplanned play • Occurs infrequently • It is voluntary and no one feels uncomfortable or disturbed • Easy to redirect when asked to stop and the rules are explained PROBLEMATIC SEXUAL BEHAVIORS • Behavior involving children who are 4 or more years apart • Exaggerated increase in common sexual behaviors • Is beyond a child's developmental level • Includes threats, struggle, or assault • Produces strong emotional reactions in the child (anger, anxiety, etc.) Based on: Desarrollo sexual y conducta en los niños. NCTSN (The national child traumatic stress Network). Información para padres y cuidadores. https://www.nctsn.org/sites/default/files/resources//sexual_development_and_behavior_in_children_sp.pdf
in their private parts • It's not okay to show your private parts to others • It's not okay for others to touch your private parts • It's okay to touch your private parts in private • It's not okay to make other people feel uncomfortable with sexual language or sexual behaviors Bárbara Bonner
What were you doing? Where did you get the idea? How did you learn this? How did you feel about doing it? • Ask the children separately about the event • Discuss the incident with parents • In cases of sexual misconduct, consider a referral for evaluation and treatment
established 2. Body Comparison and Need for Social Acceptance (Heightened sensitivity regarding self-image and self-esteem) 3. Romantic relationship 4. Consensual kisses and caresses 5. Sexual fantasies 6. Masturbation 7. Searching for information on sexual topics, both online and in peer-to-peer conversations
and environmental factors • Between 5 and 10% of the population identifies as gay or lesbian (Gonsiorek and Weinrich, 1991) • It is not a pathology • It is not contagious, it is not chosen. It is discovered • Understanding and talking about the issue does not change the sexual orientation of young people
different • There is no evidence that sexual orientation can be voluntarily changed • Increased likelihood of being bullied or harassed • Respect for differences. Equal rights and opportunities
THE ANTI- DISCRIMINATION LAW It classifies discrimination as a crime and introduces harsher penalties when the offense is committed against children or adolescents. LAW 1620 OF 2013 SCHOOL CLIMATE LAW It guarantees the exercise of human rights, sexuality education and prevention of school violence. LAW 1482 OF 2011 ANTI-DISCRIMINATION LAW It protects against discrimination based on race, nationality, sex or sexual orientation. PROTOCOLS Situations of harassment, discrimination and violence based on diverse sexual orientations, gender identities and expressions Situations of alleged gender violence
and legal basis: Our duty is to comply with the law and guarantee the rights of all children and adolescents. Our obligation is to protect, not to take sides in a debate. • The damage is real. Bullying, exclusion, and invalidation cause depression, school dropout, and suicide risk. Violence is the risk we must address, not the debate. • Our action is to prevent violence. We protect the integrity and dignity of all students, especially those who are most vulnerable to harassment in a rights-based framework (DHSR).
them are weaker when they cannot be identified DEINDIVIDUATION They can't see the emotional effect on the victim SEXUALIZATION Attributing a sexual character to something that may or may not have one. Fuentes: Brage, L. y Socias, C. (2019) Nueva pornografía y cambios en las relaciones interpersonales. Retrieved from: https://cdn.20m.es/adj/2019/06/10/4007.pdf Kowalski, RM et al. (2014). “Bullying in the Digital Age: a Critical Review and Meta -Analysis of Cyberbullying Research among Youth”. Psychological Bulletin, 140(4): 1073 a 1137.
something that may or may not have it. • It highlights sexual attributes above all other qualities that an individual may have. • Main objective: to capture the viewer's attention. PORNOGRAPHIC CONTENT • Any material depicting sexual acts or erotic acts between adults • Main objective: to provoke sexual arousal of the receiver. CHILS SEXUAL ABUSE MATERIAL • Any depiction, by any means, of a minor under the age of 18 engaged in explicit, real or simulated sexual activity • Any depiction of a child's genital parts for primarily sexual purposes (Facultative Protocol – Children’s Rights Convention)) RISKY SEXUAL CONTENT ON THE INTERNET Fuente: ECPAT (2016). Orientaciones terminológicas para la protección de niñas, niños y adolescentes contra la explotación y abuso sexuales. Retrieved from: https://www.ecpat.org/wp-content/uploads/2016/12/Terminology-guidelines_SPA.pdf
to look "sexy." • It reinforces sexualization, self- objectification, and violence in relationships. PORNOGRAPHIC CONTENT • It presents distorted ideas about the body and sexuality. • It reinforces roles and stereotypes that normalize gender-based violence. CHILD SEXUAL ABUSE MATERIAL • It is illegal • It presents sexual abuse committed against real children and adolescents. • Normalizes sexual activity with people under 18. WHY ARE THEY RISKY? Fuente: ECPAT (2016). Orientaciones terminológicas para la protección de niñas, niños y adolescentes contra la explotación y abuso sexuales. Retrieved from: https://www.ecpat.org/wp-content/uploads/2016/12/Terminology-guidelines_SPA.pdf
relacionan los adolescentes a través de internet. Estudio en 8 ciudades de Colombia sobre el uso de la red entre 9 y 16 años. Testa et al. (2024). Guia para familias. Adolescentes y uso de pornografía. Retrieved from: https://www.daleunavuelta.org/wp-content/uploads/2024/01/GuiaFamilias.pdf 18% 47% 35% Cell Phone Tablet or PC Ipad • Accidental access through ads, in- app advertising, or pop-ups • Influenced by peers as part of the socialization process, through links, applications, or content shared in game sessions or sleepovers. • Due to the influence of a known or unknown adult.
source of sexual information in the absence of reliable information. For pleasure and exploration: Satisfaction. To learn what is expected of them or please others. Because of the influence of peers they could engage in this and other risky behaviors. Because it can be an escape from stress or boredom, although in the long term it hinders healthy emotional regulation. Testa et al. (2024). Guia para familias. Adolescentes y uso de pornografía. Retrieved from: https://www.daleunavuelta.org/wp-content/uploads/2024/01/GuiaFamilias.pdf
• Sexualization of childhood, media hypersexualization, tolerance of violence. • Unregulated platforms, insufficient education in sexuality and digital citizenship, social pressure on social media. • Lack of adult supervision, early and excessive use of screens. • Sexting • Non-consensual disclosure of intimate images • Possession of Sexual Abuse Material • Digital Generation of Sexual Abuse Material BEHAVIORAL RISKS CONTACT RISKS • Exposure to sexualized, pornographic, or CSEC content CONTENT RISKS • Contact with strangers • Body shaming • Grooming • Sextortion What they see... Who they interact with... What they do...
in their digital habits. • Withdrawing from their friend group or showing a loss of interest in previously enjoyed activities. • Frequent aches and pains without a clear medical cause (somatization) • Anger or nervousness when someone approaches or tries to see their screen, or systematically hiding their online activity. • Sudden drop in grades, noticeable lack of concentration or constant fatigue during the school day. • Using language or participating in games with age-inappropriate sexual content. • A mood that visibly depends on social media interaction (likes, comments, followers). • Overhearing or observing them interacting with strangers.
What does AI not do? • It can't feel emotions, it just imitate them from a calculation of probabilities • Doesn't understand context, humor, sarcasm, or cultural nuances • It does not discriminate between good and bad. If it was trained with violent, sexist, or racist content, it can reproduce those biases. Large datasets Ringel D. (2024). Introduction: What is Generative AI? Algorithms Patterns Predictions Internet Knowledge Corpus Rules for analyzing data Structures detected Generating Response from Data
dependence • Distorting real relationships • Exposing users to hypersexualized content AI CHATBOTS e.g., CHAT GPT) • Capturing vast amounts of information from children • Generating a false perception of trust • Offering dangerous mental health crisis management NUDIFY APPS" AND DEEPFAKES: • Providing a weapon for cyberbullying and sextortion • Having a Devastating psychological impact • Normalizing sexual abuse
reliability of the sources they follow or consult Establish screen-free moments, and encourage non-digital alternatives to manage boredom Review which apps access their cameras, microphones, and location and review security settings Strengthen quality face-to- face interactions and bonds with trusted adults and peers CRITICAL THINKING EMOTIONAL REGULATION PRIVACY AND SECURITY QUALITY SOCIAL INTERACTION AI HOW TO PREPARE THEM FOR NEW CHALLENGES?
confianza - Desarrollar la confianza corporal en ti y en los jóvenes de tu vida. Retrieved from: https://www.dove.com/us/es/stories/campaigns/theselfietalk.html AUGMENTED REALITY FILTERS BOTFLUENCERS
Analyze digital content on social networks in class to identify filters, editing and staging. • Celebrating the diversity of bodies and appearances, showing real and diverse references to dismantle unattainable "ideals". • Encourage compliments based on effort, kindness, and skills, shifting the focus from appearance to character. • Remember that social media are a 'highlight reel' and not real life. Promote following accounts that inspire, not intimidate. • Encourage students to create their own positive content that challenges stereotypes and promotes a healthier digital environment. Fuente: UNILEVER (2020). Recursos escolares sobre la autoestima de Segura de Mí Misma: cinco sesiones. Retrieved from : https://www.dove.com/us/es/dove- self-esteem-project/school-workshops-on-body-image-confident-me/confident-me-five-sessions.html
tools to edit their images. • On social networks, people often only post their best moments. • Who do you follow? It is better to prefer content and influencers that generate well- being. • If something makes you feel uncomfortable, scared, sad, or confused, tell a trusted adult. • What do you use augmented reality filters for? • Do you know how to identify what is advertising and what is not? Plan internacional. (sf.)Estrategia: la revolución de las princesas. Retrieved from : https://plan.org.co/product-category/libros/
content is not the same as consenting to its storage, publication, or distribution. Content involving a minor under 18 is illegal. TO THOSE WHO CREATE IT • It is NOT natural, it is NOT their fault and they do NOT deserve it. • If you were pressured, manipulated, or blackmailed, it was not your decision. • They are not alone, adults are there to support them. TO THOSE WHO REQUEST IT • By requesting it, they put the other person at risk. You can't guarantee 100% security. • Blackmailing, pressuring or deceiving a person to do so constitutes sexual violence. TO THOSE WHO RECEIVE IT • Report the content to trusted adults, educational institutions, authorities or platforms. • Delete the contents from devices, cloud storage and their respective trash bins. • Inform the sender of the violent and illegal nature of this type of content. TO THOSE WHO SHARE IT • Sharing intimate content without consent re- victimizes the person and constitutes sexual violence. • A minor under the age of 18 can never consent to the distribution of sexually exploitative materials.
BE FORGOTTEN Google: Request removal of information and prevent continued dissemination Take it Down - https://takeitdown.ncmec.org/ IT CAN BE REPORTED • School • Platforms • Authorities: Line 141, line 122, www.teprotejo.org GUIDANCE AND HELP Te Guío: Calling the 018005190690 or writing to WhatsApp 314 821 0435 https://teguiocolombia.org/ LEGAL IMPLICATIONS 13 YO: Handled by families. 14-18 YO: Juvenile Criminal Justice System (SRPA). >18 YO: Accusatory Criminal System (Adults)
Although there are paid modalities, there is a wide range of free options. • ACCESSIBLE: Unlimited offer that expands exponentially minute by minute. • UNLIMITED: In it’s types (anime, Wattpad, etc.), amount of content and the sexual practices it presents. • ANONYMOUS: requires minimal interaction and exposure. • INTERACTIVE: from simple viewing to virtual exchanges that link to prostitution Fuente: KEEP IT REAL ONLINE (2020) Keep It Real Online - Pornography. Available at: https://youtu.be/94mINLDSWlk
addiction • "Dehumanized" sexuality • It presents distorted ideas about the body and sexuality. • It reinforces roles and stereotypes that normalize gender-based violence. • Validates sexual abuse
YOURSELF? • Name what you saw • Stop, close your eyes, turn off the screen, step away • Distract yourself with another positive activity • Take charge of your thoughts • Notify a trusted adult Pronography definition for children: images or videos of people naked or with their private parts uncovered
about sexuality, relationships, the way we see our bodies Healthy sexual relationships involve empathy, emotional connection, security, mutual respect, communication, intimacy, romance. EXPLAIN WHY IT HURTS TALKING ABOUT HEALTHY SEXUALITY
guide: A guide to talking about porn with your 12 to 15-year-old. Retrieved from : https://thepornconversation.org/assets/TPC-12-15-Conversation-Guide-1634646166.pdf "Being curious about sex is totally common and if you have doubts or questions it's something we could talk about." "You might at some point come across pornographic images or videos on the internet, and I want us to talk about what you might see." "I've noticed that you've been visiting some adult websites. I want to talk to you about the content you're watching because I want you to know a few things about the content you can find online." Talk about valid consent in sexuality.
Eyes Resources for managing technology usage Book to explain what pornography is, why it is dangerous and how to reject it https://www.daleunavuelta.org Dale una vuelta Resources for Addressing Pornography Use
AGE MAIN CONCLUSIONS • The younger the age at which the first smartphone is obtained, the greater the deterioration of mental health in young adulthood (18-24 years). • Early access to social networks explains about 40% of the mental health problems associated with smartphone use in childhood. • Restrictive measures improve mental health indicators by up to 23% CRITICAL AREAS AFFECTED (UPON RECEIVING IT AT 5 -6 VS. 13 -17 YEARS OLD) • Drastic increase in suicidal thoughts, aggression towards others and detachment from reality. • Drop in self-image, self-esteem, emotional control and empathy. • In Colombia, men are the most affected, with 27% more suicidal ideation and 23% more aggression. VIGUIAS (2025) Presentación proyecto La Mente Mundial (Sapiens Lab) en el marco del encuentro Conectados para Protegerlos
depression and anxiety. Sleep Deprivation Blue light and notifications Sleep disruption Fatigue, low mood, and problems with concentration and learning. Fragmentation of attention Exposure to fast content Need for immediacy Reduced attentional focus and frustration tolerance, and difficulty postponing gratification. EFFECTS OF EARLY AND EXCESSIVE EXPOSURE Overuse Constant reward algorithms Reward System Activation Impulse control problems, anxiety, and depressive symptoms.
is a toolbox and a map for each institution to create its own agreements. Contains: • 3 models: Total restriction. Pedagogical Use and Mixed Use • A four-step method for co-creating agreements. • Download it at: www.viguias.org
Family Sharing http://bit.ly/CPm acos Activate through Google Family Link http://bit.ly/CPgoog lefl MAC OSX Windows Chrome IOS/ Android Requires: Requires: Requires: PARENTAL CONTROLS
THE SCHOOL COMMUNITY ARE CO- RESPONSIBLE FOR THE PROTECTION AND SAFETY OF STUDENTS Remember: • It is important that confidentiality is always preserved. • If you are a driver, you must first approach the bus monitor of your route. She is the one who must make the report. • Make the report indicating what happened, when, and where to the emails: • INITIAL AND PRIMARY YEARS: [email protected] • HIGH-SCHOOL: [email protected] School Wellness (Counselors) Report to immediate boss (It is important, first, to notify that you are going to make a report.) Academy Administration Families Suppliers
Lessons with activities and work material. Lessons segmented by age fromkindergarten to 11th grade http://bit.ly/netsmartz2021 NetsMartz (NCMEC) Class activitiesfor grades 1 - 5
descargable: Respuestas a sus preguntas para una mejor comprensión de la orientación sexual y la homosexualidad • Sexualidad…Mucho más que sexo. Elvia Vargas-Trujillo. Universidad de los Andes. 2.014. Bogotá. Colombia. • American Academy of child &adolescent psyquiatry. https://www.aacap.org/AACAP/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Gay-Lesbian- and-Bisexual-Adolescents-063.aspx • Healtry Children.org https://www.healthychildren.org/spanish/ages-stages/gradeschool/paginas/gender- identity-and-gender-confusion-in-children.aspx • Pronunciamiento del Colegio Colombiano de Psicologos (Colpsic) https://www.lapatria.com/blogs/sexologia-al-dia/pronunciamiento-del-colegio-colombiano-de-psicologos- colpsic • Secretaría de Educación del Distrito – Bogotá (2024). Directorio de protocolos de atención integral para la convivencia escolar y el ejercicio de los derechos humanos, sexuales y reproductivos. V. 5.0. https://www.educacionbogota.edu.co/portal_institucional/sites/default/files/inline- files/2022/Protocolos_SED_%20V5.pdf • Ministerio de Educación (2022) Directiva Directiva 1. Marzo 4 de 2.022 con orientaciones para la protección integral de los niños, niñas y adolescentes, con acciones precisas para prevenir, combatir y actuar ante, toda forma de violencia sexual en entornos escolares. Ministerio de Educación. www.mineducacion.gov.co/1780/articles-400474_recurso_43.pdf • MEN (2013). Guía 49. Guías pedagógicas para la convivencia escolar. Ley 1620 de 2013 - Decreto 1965 de 2013. http://redes.colombiaaprende.edu.co/ntg/men/pdf/Guia%20No.%2049.pdf • MEN (2021)Protocolo de Abordaje pedagógico de las violencias basadas en Género-VBG en los entornos escolares. https://www.colombiaaprende.edu.co/sites/default/files/files_public/2021- 04/PEQ_Abordaje%20pedag%C3%B3gico%20de%20situaciones%20de%20riesgo.pdf
descargable: Respuestas a sus preguntas para una mejor comprensión de la orientación sexual y la homosexualidad • Sexualidad…Mucho más que sexo. Elvia Vargas-Trujillo. Universidad de los Andes. 2.014. Bogotá. Colombia. • American Academy of child &adolescent psyquiatry. https://www.aacap.org/AACAP/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Gay-Lesbian- and-Bisexual-Adolescents-063.aspx • Healtry Children.org https://www.healthychildren.org/spanish/ages-stages/gradeschool/paginas/gender- identity-and-gender-confusion-in-children.aspx • Pronunciamiento del Colegio Colombiano de Psicologos (Colpsic) https://www.lapatria.com/blogs/sexologia-al-dia/pronunciamiento-del-colegio-colombiano-de-psicologos- colpsic • Secretaría de Educación del Distrito – Bogotá (2024). Directorio de protocolos de atención integral para la convivencia escolar y el ejercicio de los derechos humanos, sexuales y reproductivos. V. 5.0. https://www.educacionbogota.edu.co/portal_institucional/sites/default/files/inline- files/2022/Protocolos_SED_%20V5.pdf • Ministerio de Educación (2022) Directiva Directiva 1. Marzo 4 de 2.022 con orientaciones para la protección integral de los niños, niñas y adolescentes, con acciones precisas para prevenir, combatir y actuar ante, toda forma de violencia sexual en entornos escolares. Ministerio de Educación. www.mineducacion.gov.co/1780/articles-400474_recurso_43.pdf • MEN (2013). Guía 49. Guías pedagógicas para la convivencia escolar. Ley 1620 de 2013 - Decreto 1965 de 2013. http://redes.colombiaaprende.edu.co/ntg/men/pdf/Guia%20No.%2049.pdf • MEN (2021)Protocolo de Abordaje pedagógico de las violencias basadas en Género-VBG en los entornos escolares. https://www.colombiaaprende.edu.co/sites/default/files/files_public/2021- 04/PEQ_Abordaje%20pedag%C3%B3gico%20de%20situaciones%20de%20riesgo.pdf
Rueda del Aprendizaje Social y Emocional (SEL): Este marco, desarrollado por CASEL, destaca la importancia de fomentar habilidades socioemocionales en los estudiantes, como la autoconciencia, la autorregulación, y las habilidades de relación. En un entorno cada vez más digital, estas competencias son esenciales para que los estudiantes gestionen sus emociones y establezcan relaciones saludables, tanto en línea como fuera de ella. Para los docentes, este marco proporciona una guía para integrar el aprendizaje socioemocional en el aula y contribuir al desarrollo integral de los estudiantes. Disponible en: https://casel.s3.us-east-2.amazonaws.com/CASEL- Wheel-Spanish.pdf • Common Sense Education: Digital Citizenship Curriculum: Este currículo ofrece herramientas para enseñar a los estudiantes cómo ser ciudadanos digitales responsables. Cubre temas como la privacidad en línea, el manejo del tiempo frente a pantallas y la prevención del ciberacoso. Es fundamental para los docentes, ya que proporciona estrategias para educar sobre los comportamientos adecuados en entornos digitales, fomentando un uso seguro, crítico y saludable de la tecnología. Disponible en: https://www.commonsense.org/sites/default/files/pdf/2020- 09/2020-digitalcitizenshipcurriculum-overview-final-release.pdf • UNESCO: Marco de competencias de los docentes en materia de TIC: Este marco de la UNESCO establece un conjunto de competencias digitales necesarias para que los docentes integren eficazmente las tecnologías de la información y la comunicación (TIC) en la enseñanza. Ayuda a los docentes a adaptar su práctica pedagógica en un entorno digital, mejorando la alfabetización tecnológica y promoviendo aprendizajes significativos. Ofrece lineamientos específicos para preparar a los docentes para enfrentar los desafíos de la educación en la era digital. Disponible en: https://unesdoc.unesco.org/ark:/48223/pf0000371024/PDF/371024spa.pdf.multi
Kit de herramientas para el uso seguro, responsable y creativo de Internet 2.0 de Tigo y UNICEF: . Disponible en: https://www.unicef.org/colombia/kit-de- herramientas-para-el-uso-seguro-responsable-y-creativo-de-internet-20 2. Currículo de ciberseguridad de INCIBE: .Disponible en: https://www.incibe.es/menores/educadores 3. Civic Online Reasoning. Currículo de análisis informacional de Digital Inquiry Group: Disponible en: https://cor.inquirygroup.org/whats-at-stake/
NonCommercial-ShareAlike 4.0 International License. For permissions beyond the scope of this license [email protected]. To view a copy of this license, please visit http://creativecommons.org/licenses/by-nc- sa/4.0 REMIX, ADAPT, AND CREATE FROM THIS WORK IN A NON- COMMERCIAL WAY, AS LONG AS THEY GIVE CREDIT TO GRUPO OPCIONES AND LICENSE THEIR NEW CREATIONS UNDER THE SAME CONDITIONS. ATTRIBUTION – NON- COMMERCIAL – SHARE ALIKE: THIS LICENSE ALLOWS OTHERS TO DISTRIBUTE,
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