Ways to Help Children Who Have Committed Sexual Abuse

1. Informed Supervision, Safety Plans, and Basic Concepts Ways to Help Children Who Have Committed Sexual Abuse

2. The Guiding Principals of the Colorado Standards suggest that we all have a responsibility to: *Keep the community safe by providing team supervision and management *Hold kids accountable for their behaviors *Minimize reinforcement of deviance & dysfunction *Maximize “Normalizing”experiences *Model new experiences of non-abusive relationships *Develop competencies to increase health *we have a responsibility to understand that juvenile’s charged offense(s) may or may not be definitive of the Juvenile’s underlying problem(s) *evaluation and assessment of the juveniles must be ongoing be cause the juvenile’s actions and behaviors are so fluid *Provide a continuum of care within the community (Standards are based on research)

3. Sexual Offenses are illegal sexual behaviors. Colorado Statutes hold 10 year olds legally culpable for their behavior. Juveniles are adjudicated in juvenile court for violating Colorado law. Although legally culpable for their own behavior, juveniles are not considered able to give permission to an older partner to be sexual with them until age 15, which is legally considered the “age of consent” in Colorado. The laws defining juvenile sexual offenses primarily consider 6 types of sexual behaviors.

4. Types of Illegal Sexual Behavior: Sexual Contact which occurs without consent, with an unequal partner, or as a result of coercion. (Sexual abuse; Molestation) Sexual contact with a child by a person in a position of trust (Babysitter, Position of Authority over child) Incest(Sexual contact with a family member) Rape(Forced/violent/aggressive and including penetration) Non-contact sexual offenses(peeping, exposing, obscene calls, stalking) Sexual Harassment(unwelcome sexual advances, words or behavior, which causes one to feel uncomfortable or unsafe)

5. Some sexual behaviors are illegal but not abusive, while others may be abusive but not defined by law as “offenses” Abusive behaviors cause harm & are covered by Colo. standards Defining Sexually Abusive Behavior Sexual Behavior occurring with: * Lack of Consent * Lack of Equality * Coercion

6. Defining Consent Among Kids • Similar Knowledge: • Knowing what is being proposed • ie, sexual behavior • Knowing the possible consequences • ie, pain, punishment, stigma, risks • Knowing the standards in the community • ie, what family and friends think about the behavior • Free Choice • Without repercussions for refusal

7. Defining Equality Among Kids -- Size, Age, Intellect, Strength, -- Power, Authority, Popularity -- Relationship, Roles

8. Defining Coercion Among Kids Pressure -- Trickery -- Bribery Threats of Lost Relationship, Esteem, Privilege Manipulation -- Force -- Violence -- Restraint

9. Research has shown that many juveniles who commit sexual offenses have also been, or are at risk to be, involved in other types of abusive, delinquent, and harmful behaviors. The standards address a wide range of behaviors which are abusive to self, others, or property. Whether Physical, Sexual, Verbal, Emotional, or Psychological, abusive behaviors seem to occur in similar patterns and those who engage in one type may be at risk to engage in other types as well. The standards require informed supervisors to define, recognize, and intervene in all types of abusive behavior, and to recognize and interrupt the patterns which precede and reinforce abusive behaviors.

10. STATISTICS • STUDIES OF VICTIMS • 84% of abusers are never reported • 90% of child victims knew and trusted their perpetrator • 78% of adult victims knew the perpetrator Colorado Division of Criminal Justice, Office of Research and Statistics

11. STATISTICS • RAPE VICTIMS • 22% were raped by a STRANGER • 9% were raped by HUSBAND/EX • 11% were raped by FATHER/STEP • 10% were raped by BOYFRIEND • 16% were raped by OTHER RELATIVE • 29% were raped by OTHER NON-RELATIVES • 3% were not sure/refused to answer Colorado Division of Criminal Justice, Office of Research and Statistics

12. Developmental Course of Sexual and Non-Sexual Violence • Of the 80 Rapists: • 68% committed more than one rape • Most rapists continued the behavior into adulthood • Peak onset ages: 16-19 • 99% started rape behavior before age 21 • The earlier the age of onset the greater the risk of reoffense Del Elliott, keynote presentation at the association for the treatment of Sexual Abusers, San Francisco, CA, November, 1994

13. Characteristics of Sexually Abusive Youth • Typically adolescents, age 13 to 17 • Mostly male perpetrators • Difficulty with impulse control and judgment • Up to 80% have a diagnosable psychiatric disorder • 30% exhibit learning and academic dysfunction • 20 to 50% have histories of physical abuse • 40 to 80% have histories of sexual abuse Center For Sex Offender Management December 1999

14. STATISTICS JUVENILE SEX OFFENDERS • Juveniles commit 20%-30%of rapes (Brown, Flanagan, and Mcleod, 1984) • 30-50% of child molestations (Brown, Flanagan, and Mcleod, 1984) • A steady increase in the number of youths arrested for sexual offenses (Snyder and Stickmund, 1995) • Majority of youthful sexual offenses committed by adolescent males (Center for Sex Offender Management) • Females and pre-pubescent children, who have sexually perpetrated, have been identified in growing numbers over the past decade (Center for Sex Offender Management)

15. STATISTICS • The study of adult male sexual offenders reveals that up to 60% report a juvenile onset of the behavior (Abel et al., 1987) • Earliest age of developmental onset found in same gender pedophilia (Marshall, Barbaree, & Eccles, 1991) • Rape may also have a juvenile onset (Elliott, 1994)

16. STATISTICS • 25.6% of college freshmen self-reported committing sexual assault during high school (Humphrey and White, 1992) • 25% of men from 32 colleges admitted engaging in sexually aggressive behavior since age 14 (Koss et al, 1987)

17. Sexual Victimization to Perpetration • Younger at the time of victimization • Were victimized more frequently • Waited a longer period of time to report their abuse • Perceived their families as having been less supportive of them Hunter and Figueredo. San Francisco: Sage

18. RISK LITERATURE • Lack of bonding/attachment problems • Rejection damages narcissistic core and leads to entitled rage • Grandiose • Sensation Seeking • Sees self as no risk • Diverse Victim Types Hanson and Harris, 1998

19. RISK LITERATURE • Fewer months in the community • Access to victims • Sexual entitlement • Association with other sex offenders • Poor social influences Hanson and Harris, 1998

20. Etiology: Research Findings • Child maltreatment • Exposure to violence (Hunter, Goodwin and Becker, 1994; Kahn & Chambers, 1991) • Substance abuse • Pornography (Empirical support for these two factors is beginning to emerge)

21. STATISTICS • A minority of sexually abusive youth manifest established deviant sexual arousal and interest patterns. • Research has demonstrated that the highest levels of deviant sexual arousal are found in juveniles who exclusively target young male children • In general, the sexual arousal patterns of sexually abusive youth appear more changeable than those of adult sex offenders Center For Sex Offender Management December 1999

22. Basic Concepts………….. “Abuse is Abuse” Ability to define all types of abuse Differentiate Laws, Rules, Problem Behavior “High Risk Cycle” Pattern associated with abusive behaviors Recognition in daily life Interventions “Safety Plans” Recognition of risk Risk Management “Outcomes”: Decreased Deviance…. Increased Health

23. Concept: “Abuse is Abuse”

24. The “Cycle” Common patterns of thoughts, feelings, and behaviors which are associated with the occurrence of the behaviors we have defined as abusive behaviors.

25. The Cycle represents a very Common Human Response to stress which may or may not become dysfunctional. Defenses help us deal with stress without being overwhelmed. Stress Defensive Reaction Action Fantasy Solution Plan The Solution may be abusive or functional, but is only a Temporary Solution.

26. Diagram History Early life experience perceived as helplessness/lack of control -Lack of empathic nurturing -Parental Loss/Betrayal -Trauma: Physical, Sexual, Emotional Abuse Trigger Situation reminiscent of helplessness/lack of control -Anxiety/Humiliation -Betrayal/Loss -Powerlessness/Fear Dysfunctional Response Cycle The “Poor Me Syndrome” -Poor Self Image -Feeling bad about self -Feeling like a victim Expecting something bad (Rejection, Persecution, Negative Reaction, Failure) * * Promising “never again” * Isolation or Withdrawal (avoidance) * Being afraid of or feeling bad about getting caught or consequences * * Anger: attempts to control and/or blame others * Negative Behaviors/ “Acting Out” -Sexual assault/molestation -Exploitation/Promiscuity -Drug/alcohol abuse -Eating Disorders -Vandalism -Violence -Suicide Etc. * * Fantasies to make feel better “I’m bigger, better, stronger, smarter, sexier, etc.” Planning -Retaliation/ “Get Back” -Something to make feel better/more powerful *Cognitive Distortions/irrational thoughts/ “thinking errors” which enable progression through the cycle

27. We can Use the Cycle to Look at Daily Functioning(and learn to interrupt it !)High Risk Cycle Trigger Use the cycle to look at dynamics associated with all types of abusive behaviors, and to look at daily functioning. “PoorMe” Denial Promises Hopeless Anxiety Isolation Behavior Anger Fantasy Decisions Plan

28. Interrupting the cycle of another: *Provide anticipatory desensitization in situations known to be emotionally stressful for the youth by Safety Planning; and actively intervene when you see signs of stress or the cycle: 12:00: Validate the emotional Triggers ……. (empathy) 1:00: Identify and articulate the Sense of being unsafe 2:00: Challenge the Hopelessness & Negative Expectations (by teaching and practicing new skills and providing new experiences of self, others, & relationships) 3:00: Decrease ‘Isolation’ by “being with” the youth… (minimize ‘time outs’ for youth who lack the skills to calm down, rethink, and problem solve) 4:00: Refuse to engage in the Power struggles, teach non- aggressivetension reduction & Anger management. 5:00: Define abusive Fantasieswhen you hear them, and develop new skills to increase possible Solutions

29. What’s missing? We hypothesize that many issues may contribute to the unique cycle of each individual, but we also see a few common deficits which seem to be associated with the risk of abusive behaviors. (1) acting out instead of using more effective communication; (2) lack of empathic deterrence; failure to recognize harm; (3) sense of responsibility for one’s own behavior (and the harm it causes). “Universal Goals” address these 3 deficits.

30. UNIVERSALGOALS

31. By understanding the risks, as well as ways to moderate risk by interrupting the cycle with more functional coping, we can help the youth develop skills which will support more functional coping in their daily lives. A common tool in teaching youth to anticipate risks and use foresight and planning to prevent problems is called “Safety Planning” **Safety plans are a requirement of Informed Supervision.

32. Safety Planning Circumstantial Risk Factors Are “Dynamic”: Specific & Fluctuating Daily (Relevant to risk of cycle) Current/Unexpected Stressors (Conflict or Emotional Trigger) Perceived Threat/Vulnerability Lowered Self Esteem/Efficacy Negative Expectations Isolation/Lack of support Mood Dysregulation: Anger, Depression, Anxiety Projection / Externalizing Limited Options/Skill Deficit Abusive memory/fantasy Lowered Inhibitions Interacting with Vulnerable Persons Rationalization, Justification

33. Static, Stable, and Dynamic Risk Factors: Some things which put kids at risk are “Static”, or unchangeable. For Examples: Their “endowment at birth” and their prior life experiences cannot be changed. Some things which put kids at risk are “Stable”, remaining somewhat the same over the life-span. The effect of Static and Stable risks can be either moderated or exacerbated, but may require life-time commitment to strategies which manage the risks. “Dynamic” factors are constantly changing and arevery changeable. ** Safety Planning is useful for dynamics of daily activities. ** Aftercare and Relapse Prevention Plans address those less changeable risks.

34. SAFETY PLANNING: A tool for making decisions about proposed activities. 1. What are the risks? (ie: What in the situation might be stressful &/or bring up old emotional triggers? What situations might create access to vulnerable persons where allegations might arise, or a reoffense opportunity exist? 2. What would need to happen to moderate those risks? (i.e.: What skills would the youth need to use to handle things himself? What would be needed from others (such as support or supervision)? Could parts of the plan be altered? Etc.)

35. SAFETY PLANNING: A tool for making decisions about proposed activities. 3. Is it possible to do the things described in answering #2? • (i.e.: Does the youth have the skills, or will needed, is support or supervision available, etc.) • ** If the answers to #3 are all “yes”, then the plan is probably reasonable. If the answers are “no” then the plan is probably too risky, at this time. Youth can work toward goals to change answer next time.

36. The Multi Disciplinary Team • Who is the MDT? • Supervision and management are a (page 79) • What is the Purpose? • To solve issues with a team approach • Independent decisions should be an exception and not a rule • Who can it consist of? • Pg 79 • Parents shall be advised of the MDT’s expectations including the requirements of informed supervision

37. Rationale: Informed Supervision (5.7; 5.711) It is the responsibility of adults to provide children and youth with supervision, guidance, and support to meet the child’s needs. Children known to have a history of harmful behaviors, which pose a risk to themselves, others, or property need “informed supervision”. Adults must have knowledge about the problem and the youth in order to monitor and intervene in the specific risks

38. Qualifications:(5.710 A B C) • Is not currently under the jurisdiction of any court or criminal justice agency • Has no prior conviction for unlawful sexual behavior, child abuse, neglect or domestic violence • Ever accused of unlawful sexual behavior, child abuse, or domestic violence

39. Informed Supervision 5.711 Who:Primary Caregivers (required) …….. Other adults (as indicated by MDT) • Who is Available, Able, & Willing to participate in the supervision and management of a juvenile who has committed a sexual offense

40. Conditions: (5.711 A-L) • Aware of History: Sexual Offense • Does not allow contact with the victim unless approved by MDT • Directly observes and monitors contact between the juvenile, victim(s), siblings and other potential victims as defined by the multi-disciplinary team • Does not deny or minimize the juvenile’s responsibility for, or seriousness of sexual offending • Is aware of the laws relevant to juvenile sexual offending behavior

41. Can define all types of abusive behaviors and can recognize abusive behaviors in daily functioning • Understands the conditions of community supervision and treatment • Can design, implement and monitor safety plans for daily activities • Is able to hold the juvenile accountable for his/her behavior • Has the skills to intervene in and interrupt high risk patterns • Communicates with the multidisciplinary team regarding observations of the juvenile’s daily functioning

42. Tools of the Informed Supervisor: * Awareness of the Standards: What is covered…..Where to look * Awareness of MDT members: Different Roles…. Responsibilities * A few Basic Concepts…………..

43. Observe and Report to the MDT (5.711) * Current Daily Functioning * Critical Incidents * Strengths * Special Needs * Management of Static & Stable Risk * Resources * Circumstantial Risks * Global Long Term Risks This information continually informs and shapes treatment plans, safety plans, measures of participation and progress, as well as aftercare plans.

44. Supporting Success in Normalizing Activities: School Work & Community Service Recreation Community Activities Creativity, skill building, and help from others. Good Communication -- Good Safety Plans and Lots of Adult Involvement !! Safety Plans are designed to help youth be able to participate successfully and safely in activities which are good for them, by managing risks with foresight and planning. Good Job !!

45. Secondary Trauma Practitioners who manage sex offenders expose themselves to a world of unthinkable acts. They enter an environment where abuse is the norm.

46. Bibliography • Abel, G.G., Becker, J.V., Cunningham-Rathner, J., Mittelman, M.S., Murphy, W.D., & Rouleau, J.L. (1987). Self reported sex crimes of non-incarcerated paraphiliacs. Journal of Interpersonal Violence, 2,3-25. • Brown, F., Flanagan, t., & Mcleod, M. (Eds.). (1984) Sourcebook of criminal justice statistics. Washington , DS: Bureau of Justice Statistics. • Center For Sex Offender Management December 1999 • Colorado Division of Criminal Justice, Office of Research and Statistics • Elliott, D.S. (1994, November). The developmental course of sexual and non-sexual violence: Resulting from a national longitudinal study. Paper presented at the meeting of the Association of Sexual Abusers 13th annual Research and Treatment Conference, San Francisco. • Hanson and Harris, 1998

47. Hunter, J.A. & Figueredo, A.J. (in press). The influence of personality and history of sexual victimization in the prediction of juvenile perpetrated child molestation. San Francisco, Sage. • Hunter, J.A., Goodwin, D.W., & Becker, J.V. (1994). The relationship between phallometraically measured deviant sexual arousal and clinical characteristics in juvenile sexual offenders. Behavior Research and Therapy, 32, 533-538. • Kahn, T.J., & Chambers, H.J. (1991). Assessing reoffense risk with Juvenile sexual offenders. Child Welfare, 19, 333-345. • Marshall, W.L., Barbaree, H.E., & Eccles, A. (1991). Early onset and deviant sexuality in child molesters. Journal of Interpersonal Violence, 6,323-336. • Snyder H.N. & Sigmund, M. (1995) Juvenile Offenders and Victims: A Focus on Violence. Pittsburgh, PA: National Center for Juvenile Justice.