A description of sexual offending committed by Canadian teachers

Sexual Grooming Behavior and Processes of Women Who Commit Sexual Offenses Against Children

Individuals who sexually offend often engage in manipulative and coercive behavior to begin, conceal, and continue the sexual abuse of children over time, referred to as grooming behavior. The large majority of research regarding grooming behavior derives exclusively from male sex offending samples, which is problematic because male and female sex offenders vary widely in their offending patterns, motivations, and behaviors. For the present study, we examined the nature of sexual grooming and processes exhibited by a sample of 50 women convicted of sexual offenses against a child. We were guided by Craven et al. model of sexual grooming, which focuses on self, environmental, and child grooming. To date, this is the only proposed model of sexual grooming that includes self-grooming as a step in the grooming process. Data included narrative interviews with women who were arrested, convicted, and assessed for risk and community notification purposes between 2014 and 2019. We also examined interviews with victims, witnesses, and other guardians. The findings from the current study indicated that women who sexually offend utilize a variety of self, environmental, and child grooming behaviors. Self-grooming was an intricate, complex, and layered process that continued throughout the duration of the offense. Details provided by the women in our sample suggested that environmental and child grooming occurred simultaneously rather than two distinct steps. A better understanding of grooming behaviors can assist in the detection of grooming behavior, development of appropriate responses to child victims, and inform future legislation and its implementation. Theoretical and policy implications are discussed.

"It's a preventable type of harm": Evidence-based strategies to prevent sexual abuse in schools

The last two decades have seen global public recognition of the scale and impact of adult-perpetrated institutional child sexual abuse. A sizeable body of knowledge about generalized safeguarding measures has since been generated to inform organizations' prevention efforts. Apparent in the extant literature, however, is a notable lack of evidence-based and context-specific prevention strategies targeting perpetration in distinct institutional environments. This absence extends to educational settings where most reported contemporary cases occur or originate. The recommendations outlined in this article contribute to this gap. Derived from empirical findings establishing the role of context-specific rather than person-specific factors, a range of prevention strategies framed by Situational Crime Prevention are proposed for secondary educational settings. These recommendations are supplemented by the unique insights of interviewed experts with specialist professional knowledge. Recommendations center around targeting features of the environment such as high-risk locations, available guardians, and intimacy-promoting situations available in educational contexts. Taken together, this robust prevention and control agenda can create conditions for safer educational environments.

The Nature and Scope of Educator Misconduct in K-12

Educator sexual misconduct is a serious problem in the United States (U.S.), with a 2004 Department of Education report estimating that 9.6% of K-12 students in the U.S. had experienced either verbal, visual, or physical educator misconduct at some point during their school career. However, since that report almost 20 years ago, there have been few large-scale studies examining the extent of the problem. As such, the current study, which uses a large sample from recent high school graduates in four U.S. states, offers updated data on the nature and scope of sexual misconduct in educational settings. Overall, 11.7% of the 6632 participants reported having experienced at least one form of educator sexual misconduct during Grades K-12, with 11% reporting sexual comments and less than 1% reporting other forms of sexual misconduct (e.g., receiving sexual photos/messages, being kissed, touched sexually, or engaging in sexual intercourse/oral sex). Those who reported misconduct showed significantly more difficulties in current psychosocial functioning than those who did not report educator misconduct. Academic teachers most often perpetrated the abuse (63%), followed by coaches and gym teachers (20%). Educators who engaged in sexual misconduct were primarily male (85%), whereas students who reported experiencing educator misconduct were primarily female (72%). Rates of disclosure to authorities were very low (4%) and some sexual grooming behaviors like gift giving (12%) and showing special attention (29%) were reported. These findings will be discussed as they pertain to the prevention of sexual misconduct within educational settings.

A scoping review of child grooming strategies: pre- and post-internet

BACKGROUND

Researchers have studied the online sexual grooming of minors extensively since the early 2000s. However, the grooming process is neither new nor restricted to digital media. While grooming and child sexual abuse existed long before the Internet, the advent of the Internet has resulted in more ways in which offenders can interact with candidate victims including offline-only, online-only, and a mix of offline and online.

OBJECTIVE

In this study, we conducted a scoping review of grooming strategies both pre- and post-Internet. Our goal was to enumerate strategies analyzed in both time periods, provide similarities and differences, and discuss how changing datasets and technology have impacted the grooming process in both online and offline environments.

METHODS

We performed a scoping review of peer-reviewed journal articles from 1970 to 2020 within PubMed, Medline, PsychInfo, and ERIC. This resulted in 19,679 unique articles. Titles and abstracts were screened resulting in 266 articles which were then read in full, resulting in 93 papers which qualified based on inclusion criteria.

RESULTS

Grooming strategies identified pre-Internet included: enticements, coercion, isolation, substance abuse, gradual sexualization, and secrecy. In comparison, the strategies identified post-Internet were: enticements, risk assessment, trust, sexualization, fantasy, secrecy, isolation, meeting, media progression, deception, coercion, substance use as a tool, authority, and repetition.

CONCLUSIONS

While grooming strategies overlapped pre and post-Internet, the timing and scope of concepts differed. Additionally, grooming offline began to incorporate technology post-Internet which functioned to increase accessibility and isolation of the victim in a similar manner to online grooming.

Preventing child sexual abuse: A systematic review of interventions and their efficacy in developing countries

BACKGROUND

Research on prevalence, risk factors, and prevention interventions for child sexual abuse has continued to focus on western and developed countries. Where country-level prevalence data or large-scale research exists, rates of child sexual abuse are consistently higher in developing and non-western countries than their western and developed counterparts.

OBJECTIVE

We systematically reviewed research on the nature of child sexual abuse interventions in developing countries, the settings and populations included to identify types of child sexual abuse prevention initiatives being implemented in developing countries and their effectiveness.

METHODS

Following PRISMA guidelines, we conducted a systematic search of six databases and identified eight studies to include in our analysis.

RESULTS

Most empirically evaluated interventions in developing countries have focused on preschool and primary school-aged children. Most have focused on interventions delivered in educational settings, with a lack of focus on population-level interventions to prevent child sexual abuse. Researchers have used outcomes measuring knowledge or skills for young people in self-protection and help-seeking, not deployment of those skills, actual reduction in prevalence of CSA, or improvements in conditions of safety in organizational contexts.

CONCLUSIONS

If the focus on school-based strategies to prevent child sexual abuse continues in developing countries, a significant gap in knowledge of the efficacy of population-level interventions outside of school contexts, and consistency across the application of interventions will remain. Evaluations are needed that address the efficacy of broader government-led or whole-of-community prevention interventions to reduce actual prevalence of child sexual abuse, or that can link increased knowledge and skill with reduced victimization.

Passing the Trash: Absence of State Laws Allows for Continued Sexual Abuse of K-12 Students by School Employees

"Passing the trash," enabling teachers who sexually abuse students to pursue another job with no record of their sexual misconduct, is common practice for K-12 school district administrators who fear legal liability and tarnished reputations. The "Prohibition on Aiding and Abetting Sexual Abuse" provision in the United States Every Student Succeeds Act (ESSA) of 2015 aims to eliminate passing the trash. This study explores states' progress toward developing and implementing relevant law and policy to comply with the provision. Researchers collected data from representatives of state departments of education, asking whether representatives were aware of the provision and what progress their state had made toward complying with it. Overall, researchers found that just four states had fully complied; several others were in the process of creating relevant policy and legislation and a few began the process in response to researchers' queries. However, the overwhelming majority of states-39-had no plans to create relevant legislation or policy, either because they were unaware of the provision or because they believed, erroneously, that existing laws fulfilled the ESSA mandate. Passing the trash is clearly an unacceptable practice, yet research suggests it still occurs, and state-level laws and policies to prevent it are slow to emerge. The lack of knowledge or awareness exhibited by many state representatives suggests a need to educate policymakers and education leaders about what aiding and abetting sexual offenders consists of, what consequences it can have for vulnerable students, and what provisions states can enact to prohibit it.

The Prevalence of Sexual Abuse by K-12 School Personnel in Canada, 1997-2017

Studies surrounding the sexual abuse of children by school personnel in Canadian contexts are infrequent and often limited in their scope. The present study addresses this drawback with a contribution of data gathered from disciplinary decisions of educator misconduct, media reports, and published case law concerning child/student sexual abuse cases (between 1997 and 2017) that involved any individual employed (or formerly employed) in a Canadian K-12 school. The study revealed a number of interesting points about the larger student victim and offender demographic patterns and characteristics across Canada. The study found 750 cases involving a minimum of 1,272 students and 714 offenders, 87% of which were male. Moreover, 86% of all offenders were certified teachers, and offenders employed grooming as the main tactic in 70% of the cases. Of the child/student victims, 75% were female, 55% were sexually abused on school property, and more than two-thirds of all victims were in high school at the time the offense was committed. The study also found that excluding Ontario and B.C., the media was the sole source of information for 50-86% of all cases depending on the province/territory. Finally, almost three-quarters of offenders from the study were charged with at least one criminal offense, and of the cases that proceeded to trial, 70% resulted in findings of guilt.

Exposing School Employee Sexual Abuse and Misconduct: Shedding Light on a Sensitive Issue

While the media continue to report incidents of school employee sexual misconduct, few empirical studies focus on this issue. To address this gap in the literature, expand knowledge and awareness around the problem, and inform future research and programs, this research intends to document and analyze the characteristics of school employee sexual misconduct cases reported in the media. The authors conducted a landscape analysis of 361 published school employee sexual misconduct cases in the United States from 2014, documenting factors such as offender and victim characteristics, type of incident, technology use, location of offense, and resulting disciplinary actions by schools and law enforcement. These analyses showed that offenders were most often male and general education teachers, with approximately a quarter identified as athletic coaches. Offenders' average age was 36 years, while the average age of victims was 15. More than half of incidents took place at school or school-related events. Results also showed that school employee sexual misconduct incidents most often involved physical contact; however, technology (i.e., cell phones, computers, cameras/video recorders, and storage devices) played an important role in three out of four cases. Finally, analyses of the criminal and school-related consequences showed that over half of offenders were placed on administrative leave or resigned immediately following their arrest and almost all were convicted of their crimes. Additional findings concerning this topic are also reported in this article.

The Characteristics of Child Sexual Abuse in the School Environment in Turkey

School may represent a protective factor, boosting the mental health of the student body, while also representing a risk factor that heightens the potential for mental health problems. The present study aims to identify the individual and familial characteristics associated with the incidents of child sexual abuse (CSA) in Turkey's school environment. The incidents involving school-related CSA constituted 5.6% (N = 125) of 2,238 cases. The following was discovered: an adult committed the majority (64%) of CSA in the school environment; most adult perpetrators were teachers (62.5%). This study determined that the perpetrators manipulated the victims via methods that included physical abuse (11.2%), threats (19.2%), tricks/deception (15.2%), and taking photographs/videos with sexual content (3.2%); and CSA incidents involved intercourse (15.2%); and almost three-quarter of the victims of CSA in the school environment reported the incident late. This study indicates that peer perpetrators abuse younger victims and a greater proportion of male victims relative to adult perpetrators. In light of these findings, school security must be improved, especially in public schools, and trainings aimed at preventing bullying and sexual abuse (SA) should be given to all school staff, students, and parents.

Toward a more comprehensive analysis of the role of organizational culture in child sexual abuse in institutional contexts

This article draws on a report prepared for the Australian Royal Commission into Institutional Responses to Child Sexual Abuse (Palmer et al., 2016) to develop a more comprehensive analysis of the role that organizational culture plays in child sexual abuse in institutional contexts, where institutional contexts are taken to be formal organizations that include children among their members (referred to here as "youth-serving organizations"). We begin by integrating five strains of theory and research on organizational culture from organizational sociology and management theory into a unified framework for analysis. We then elaborate the main paths through which organizational culture can influence child sexual abuse in youth-serving organizations. We then use our unified analytic framework and our understanding of the main paths through which organizational culture can influence child sexual abuse in youth-serving organizations to analyze the role that organizational culture plays in the perpetration, detection, and response to child sexual abuse in youth-serving organizations. We selectively illustrate our analysis with case materials compiled by the Royal Commission into Institutional Responses to Child Sexual Abuse and reports of child sexual abuse published in a variety of other sources. We conclude with a brief discussion of the policy implications of our analysis.

Risk Assessment in Child Sexual Abusers Working With Children

Child sexual abuse occurring in a child- or youth-serving institution or organization has attracted great public and scientific attention. In light of the particular personal and offense-related characteristics of men who have abused children within such an institution or organization, it is of special importance to evaluate the predictive performance of currently applied risk assessment instruments in this offender population. Therefore, the present study assessed the risk ratings and predictive performance of four risk assessment instruments and one instrument assessing protective factors concerning any, violent and sexual recidivism in child sexual abusers working with children (CSA-W) in comparison with extra-familial child sexual abusers (CSA-E) and intra-familial child sexual abusers (CSA-I). The results indicate that CSA-W mostly recidivate with a sexual offense. Although all included risk measures seem to function with CSA-W, the Static-99 seems to be the instrument that performs best in predicting sexual recidivism in CSA-W. CSA-W had the most protective factors measured with the Structured Assessment of PROtective Factors (SAPROF). While the SAPROF could not predict desistance from recidivism in CSA-W, it predicted desistance from any recidivism in all CSA. As CSA-W frequently hold many indicators for pedophilic sexual interests but only a few for antisocial tendencies, it can be suggested that CSA-W are at an increased risk for sexual recidivism and thus risk measures especially designed for sexual recidivism work best in CSA-W. Nevertheless, CSA-W also hold many protective factors; however, their impact on CSA-W is not clear yet and needs further study.

Pedophilic sexual interests and psychopathy in child sexual abusers working with children

Research has identified stable and dynamic characteristics in child sexual abusers working with children (CSA-W) that may distinguish them from other child sexual abusers (CSA). However, in previous research CSA-W have usually been included in the group of extra-familial CSA (CSA-E). Two hundred and forty-eight forensic-sexological reports about CSA conducted by the Federal Evaluation Centre for Violent and Sexual Offenders in the Austrian Prison System were evaluated retrospectively. One hundred and nineteen intra-familial CSA (CSA-I), 66 CSA-E, and 38 CSA-W were compared with regard to static risk factors, indicators of psychopathy, and pedophilic sexual interests. CSA-E had the highest risk of recidivism as measured by the Static-99 total score, followed by CSA-W. Furthermore, CSA-E had more previous convictions than CSA-W. Both CSA-E and CSA-I had higher total scores on the Psychopathy Checklist-Revised than CSA-W. CSA-W had the highest prevalence of pedophilia diagnoses according to DSM-IV-TR criteria, as well as the highest rate of pedophilia with an orientation toward male children, and the highest frequency of male victims. CSA-W also had the highest total scores in the Screening Scale for Pedophilic Interests. CSA-W seem to constitute a group with particular risk factors and criminogenic needs, that is, they show more indicators of pedophilic sexual interests but less general antisociality and psychopathy, and would thus seem to be distinguishable from other CSA. Future research should focus in particular on evaluating differences in the grooming strategies used by CSA-W to commit and disclose child sexual abuse, as well as on the resources of this particular offender group.

A child sexual abuse research project: a brief endnote

There is a dearth of research on sexual abuse perpetrated by educators. Although the problem is receiving increasing attention, little emphasis has been placed on abuse directed at younger schoolchildren and on offenders' accounts of this form of abuse. Here, we attempt to address this gap in knowledge by exploring the narratives of five convicted, imprisoned male child sexual abusers, each of whom worked with children in educational settings in the United Kingdom. We draw on four themes that emerged from detailed interviews with offenders, namely: the power of reputation, authority and control, the "front of invulnerability," and disclosure of abuse. We conclude by considering the implications of our work for policy and practice.

A descriptive analysis of public school educators arrested for sex offenses

This study examined trends and patterns in public school teacher convictions in order to create a descriptive profile of teachers who have offended against their students. To accomplish this goal, the authors reviewed public records for demographic information as well as the history and frequency of teacher arrests and convictions in the southeastern United States from 2007 to 2011 and created an offender profile. Subsequent analyses were conducted to assess whether gender differences among sexual misconduct offenders existed in terms of the age of their alleged victim, the grade level in which they were employed at the time of arrest or indictment, and the manner by which their alleged crimes were revealed and charges were brought against them.