A1. Impact of Culture on the Treatment of Latino Youth Who Witness Domestic Violence

Michael de Arellano, Latasha High, Kristen Shealy

Culture can have a significant influence on the way in which domestic violence is perceived and processed in ethnic minorities. Latino children may be acculturated yet still have uniquely different experiences living as witnesses of domestic violence—differences which can have significant implications in the treatment setting.

Abstract

As the sometimes less-acknowledged side of child abuse, domestic violence exposure is a form of psychological abuse that takes it toll on a young life much more insidiously than other forms of abuse. Children who witness domestic violence are at risk for a number of trauma-related symptoms, internalizing and externalizing symptom, social problems, and difficulties in intimate relationships as adults. Latino children, and the children of immigrants, in particular, tend to be at greater risk for trauma-related negative sequelae than the general population. Culture-related belief systems associated with domestic violence and can have an impact on these negative sequelae, as well as on reporting and help seeking. These cultural beliefs she be assessed and addressed as appropriate in treatment with children exposed to domestic violence. Many of these children are bilingual, acculturated, and may present for general mental health services. This training will facilitate an understanding of this cultural group as well as the special issues and challenges that clinicians may confront in the treatment setting. It will also highlight ways in which clinicians can effectively tailor Evidence-Based Interventions (EBI's) for working with domestic violence-exposed Latino youth.

Learning Objectives

1. Analyze culture and its impact on Latino youth who witness domestic violence
   
2. Examine how trauma affects Latino youth and the resulting patterns - both adaptive and maladaptive
3. Learn to tailor the treatment process to address the culture demands of Latino youth and their families

Published articles on evidence-based topics

• de Arellano, M. A., & Danielson, C. K. (2008). Assessment of Trauma History and Trauma-Related Problems in Ethnic Minority Child Populations: An INFORMED Approach. Cognitive & Behavioral Practice, 15, 53-67. 
  
• de Arellano, M.A., Waldrop, A.E., Deblinger, E., Cohen, J.A., & Danielson, C.K., Mannarino, A.P. (2005). Evidence-based treatment for victims of child maltreatment: A community-based demonstration. Behavior Modification, 29, 130-155. 
• Cohen, J.A., Deblinger, E., Mannarino, A.P., & de Arellano, M.A. (2001). The Importance of Culture in the Treatment of Maltreated Children: An Empirical Review. Child Maltreatment, 6(2), 148-157.

Powerpoint presentation as PDF document: click here

A2. Memories Hold Hands: Understanding the Effects of Historical Trauma and Unresolved Historical Grief in American Indian/Native Alaskan Communities

Kathryn England-Aytes

Understanding historical trauma, its impacts, modes of transmission across generations, and the connection to contemporary stressors in native communities, for a culturally aware response to child maltreatment.

Abstract

Historical trauma is cumulative emotional and psychological wounding over the lifespan and across generations, emanating from massive group trauma (Yellow Horse-Braveheart, 1996). Understanding the critical connection between historical trauma and contemporary stressors in native communities has become increasingly important for treatment professionals responding to child and family maltreatment. The workshop addresses the devastating intergenerational effects of physical, emotional, social and spiritual genocide to help understand the impacts of historical trauma, and its modes of transmission across generations, as well as identify culturally aware interventions for native children who have experienced contemporary trauma (Brave Heart, 1999a, 1999b, 2000; Brave Heart & DeBruyn, 1998; Subia-Bigfoot, 2006, 2007, 2009). An important emphasis is on the intersection of historical and contemporary experience. In order to more adequately address the pressing needs of native children, the strengths and resiliencies gained from generations of survival and adaptation must sbe understood and incorporated. It is clear that many native communities have enhanced community ties to culture and tradition. Supporting these ties is critical in responding to historical trauma as a contemporary experience.

Learning Objectives

1. Self-awareness of historical trauma and its impact across generations.
   
2. Assessments for historical trauma history and unresolved historical grief.
   
3. Awareness of culturally competent practices for clinical approaches to healing, including a support of cultural and traditional resiliencies.

Powerpoint presentation as PDF document: click here

A3. Birth-Related Trauma vs. Inflicted Trauma

Jennifer Davis, Premi Suresh

Description/Abstract

This workshop will explore traumatic injuries that can be caused during birth that may mimic abuse. The types and mechanisms of injuries seen relating to birth will be reviewed as well as ways to differentiate abusive injury from birth related trauma.

Learning Objectives

1. Learner will understand what types of injuries can occur during birth.
   
2. Learner will identify the mechanisms of injury in birth related trauma.
   
3. Learner will be able to list ways in which they may be able to differentiate birth related trauma from abuse.

A4. Assessing Fractures in Children

Mary Clyde Pierce

Focusing on key differences between inflicted and accidental fractures in young children using biomechanics principles of injury combined with clinical studies of children with fractures. A case- based approach will be used.

Abstract

Fractures are one of the most common injuries in physical child abuse. Fractures from inflicted as opposed to accidental trauma require a very different intervention and treatment in order to insure good outcomes for our patients by preventing further physical harm in addition to ongoing psychological damage. But how does one distinguish between inflicted and accidental trauma in these young children who are often too young or afraid to describe what has caused their injury? Can science determine manner of injury? The most common reason for physician reporting to social services is that the injury and history are not consistent. What are the guiding scientific principles supporting that determination, and what elements of that determination are objective?

Learning Objectives

1. Apply simple biomechanics concepts to assess fracture types and clinical characteristics.
   
2. How to use biomechanical principles to determine if the history and injury are compatible.
   
3. Apply concepts of an injury plausibility model for assessing fractures.

A5. Online Sexual Exploitation of Children Sexual Exploitation of Children: A Behavioral Perspective of Offenders

Tia Hoffer, Sponsored by FBI

A behavioral perspective of SEOC offenders will be presented through case examples, investigative strategies and research to assist law enforcement in understanding and investigating these offenders.

Abstract

The sexual exploitation of children is a crime problem that spans domestically and internationally and impacts every racial, cultural, gender, and age group. Understanding the background and personalities of offenders who commit these crimes against children is vital to more effectively investigating and successfully prosecuting Internet-related child sex offenders. Internet-related child sex offenders sexually exploit children through their collecting, distributing, and producing child pornography, as well as by traveling to have sex with minors. The presentation will focus on factors related to why offenders commit crimes against children through the lens of a criminal, behavioral, cognitive and emotional perspective. Some of the important concepts that will be explored include; cognitive distortions, accessing victims, and grooming behavior, which are commonly observed in this population. The type of sexual arousal patterns, and the paraphilic behaviors, that these offenders exhibit help law enforcement investigators, prosecutors, judges, mental health and the correctional system to be better prepared to address the impact these offenders can have on society. In addition, the FBI’s Sex Offender Continuum provides a framework in which to obtain a greater understanding of the offender’s behavior. The presentation will provide investigative data, research, and case examples to illuminate these concepts.

Learning Objectives

1. To understand the Child Sex Offender Continuum
   
2. To be able to identify offender behavior in Internet-related and contact offenses
   
3. To understand how offender behavior can be utilized in investigations

Computer Hi-Tech Investigator Training—sponsored by SEARCH

A6. Google and Firefox as Investigative Tools

Elizabeth Tow, Lauren Wagner

Computer Hi-tech Investigator Trainings are sessions A6–N6. These classes are restricted to law enforcement and prosecutors. Limit – 20 computers but there may be 2 people per computer or attendees may stand in the back. Sign-in requirement for each session. Sponsored by SEARCH, The National Consortium for Justice Information and Statistics.

Abstract

A computer lab offering students how to effectively use Google and Mozilla Firefox as investigative tools. Students will complete hands-on exercises using Google Advanced Operators as well as Firefox add-ons.

Powerpoint presentation as PDF document: click here

A7. Teaching Interdisciplinary Trial Advocacy in Child Welfare Cases

David Meyers, Jennifer Turner, Sponsored by Center for Families Children and the Courts, Judicial Council, Administrative Office of the Courts

Teaching attorney and child welfare worker agency heads how to provide effective trial advocacy skills to their staff.

Abstract

This workshop will teach agency heads and trainers how to teach trial skills in child welfare cases. Focus will be upon how (and why) to teach case theory, direct and cross-examination techniques.

Learning Objectives

1. To understand how teach basic trial skills in child welfare cases

Powerpoint presentation as PDF document: click here

A8. The Basics of Child Forensic Interviewing

Elizabeth Ahern

Ten Step interview process, including an overview of interview phases and the importance of question format. Recommendations for interview challenges will be discussed.

Abstract

The Ten Step child interview components will be reviewed (i.e., interview instructions, rapport building, narrative practice, and the allegation phase). Practical applications of question format will be discussed (e.g., open vs closed ended). Supplemental interview questions will be provided (e.g., asking children about emotions/sensations and about prior disclosures and recipient reactions). Interview challenges will be discussed (e.g., asking children about repeated abuse, time, and number, interviewing children who are reluctant to disclose or recanting abuse). Research underpinnings will be provided throughout the training.

Learning Objectives

1. Introduction to child forensic interviewing
   
2. Utilization of the Ten Step guidelines
   
3. Dealing with interview challenges

A9. The New Hampshire Bridge Project: A Trauma-Informed Systems Collaboration Between the Family Courts, Child Welfare, Juvenile Justice and Behavioral Health

Mary Kay Jankowski, Susan Ashley

A project currently underway in New Hampshire that attempts to integrate trauma treatment services across several state systems that serve NH youth and families who have been exposed to trauma. Offering discussion on progress thus far, including successes and barriers. This project has much relevance to other states that are attempting to create more integrated trauma-informed systems of care for traumatized youth and their families.

Abstract

The primary goal of the New Hampshire Bridge Project is to integrate trauma treatment services across several state systems that serve NH youth and families who have been exposed to abuse, neglect, violence or trauma. The Bridge Project targets 3 care systems of key importance in the lives of abused and at risk children: child protective services (NH Division for Children, Youth & Families), juvenile justice (NH Division for Juvenile Justice Services) and the judicial branch (NH Family Court Division). Working in 5 district courts, we are piloting a system of identifying trauma and posttraumatic symptoms in children and youth, and when appropriate, referring them for targeted, evidence-based mental health services.

As part of the Bridge Project, we are also working to create more trauma-informed systems within child welfare, juvenile justice and the Family Courts, which involves providing training, tools, and skills to staff at all levels within these systems, promote universal screening for trauma exposure, posttraumatic and related symptoms, and coordination of treatment across systems involved with the child and family; and systematic monitoring of treatment progress and outcomes, with information shared across providers.

The Bridge Project has 2 primary areas of focus across each system: 1) training non-clinical personnel in principles of trauma informed services, and 2) training key clinical personnel who serve these youth and families in evidence-based practices, including clinical staff based in residential treatment facilities.

This workshop will discuss progress to date with this project, and will highlight successes and barriers identified during the process of implementation. We will also discuss our strategies for attempting to overcome identified barriers to maximize the likelihood that children and youth will be properly identified as having been traumatized, screened for posttraumatic and related symptoms, and when appropriate, referred for evidence-based treatment.

Learning Objectives

1. To understand the goals of the NH Bridge Project
   
2. To learn about the successes and barriers of creating an integrated trauma-informed system of care
   
3. To learn about implementation of trauma-informed child service systems

Powerpoint presentation as PDF document: click here

A10. Beyond Sexual Abuse: Applying a Collaborative Problem-Solving Model to All Forms of Child Maltreatment

Debra Anderson, Gene Klein, Sponsored by NCA

Preparing law enforcement, child protective services, and CAC administrators with a plan and several strategies to engage resistant partners, develop the MDT as a problem-solving tool, and extend investigation and treatment services beyond sexual abuse, to address emerging trends in child maltreatment.

Abstract

Recent statistics estimate that 772,000 children were victims of abuse or neglect in the United States in 2008 . Despite the fact that physical abuse and neglect comprise almost 90% of all child maltreatment, child advocacy centers have focused primarily on serving sexual abuse victims, or only 9% of all child maltreatment cases.

Child protective services and law enforcement professionals overwhelmingly are faced with the impact of physical abuse and neglect cases, including meth labs and other drug exposure; on-line crimes against children; effects of domestic violence on children; and child-on-child sexual abuse. They need assistance in responding and coordinating services to all children and their non-offending family members, not just those affected by sexual abuse.

A broad spectrum of research findings indicate that the child-friendly environment of the Child Advocacy Center (CAC) and the coordination provided by CACs promote professional collaboration and reduce child and family trauma. So why isn’t the Child Advocacy Center model being applied to other types of child maltreatment? Given that CACs were founded to respond to child sexual abuse, it is not surprising that sexual abuse victims comprise 78% of children served. Serving this population will continue to be a priority for CACs; however, centers have reached an evolutionary phase where they need to assess, serve, and coordinate investigations and ongoing services for other types of child maltreatment if they are to respond to emerging child welfare needs over the next 5-year period.

Learning Objectives

1. Understand the impact of child maltreatment and the need for a sytemic response-regardless of the type of trauma;
   
2. Identify two strategies that will engage law enforcement and child protective services in working collaboratively on child abuse cases;
   
3. Describe at least one benefit of expanding the MDT or CAC to address all forms of child maltreatment.

Handout: click here

Powerpoint presentation as PDF document: click here

Presented by The National Crime Victims Research and Treatment Center

A11. Child Maltreatment Prevention: Overview and Barriers to Implementation of Evidence-Based Prevention Programs

A11a. Project Safecare

Anna Edwards-Gaura, Jenelle Shanley

Overview of the SafeCare home visiting program for families with children 0 to 5. SafeCare addresses 3 areas of child maltreatment: home safety, child health, and parent-infant/child interactions.

Abstract

The SafeCare program is an empirically supported parenting program delivered in the home to address risk factors associated with neglect and physical abuse. SafeCare contains three primary content-related modules focusing on Health, Safety, and Parent-Infant/Child interactions.

The Health module uses standardized, validated scenarios to teach parents to:
(1) recognize symptoms and identify when children are sick or injured;
(2) recognize when to treat a child at home vs. calling a physician vs. going to the emergency room;
(3) use the provided health reference materials and keep good health records; and,
(4) take preventive action to keep their children healthy. The Safety module aims to make homes safer and healthier for children.

Training involves teaching parents to make the room safe by eliminating the hazard by, for example, installing safety latches, removing trip hazards, and cleaning bacterial hazards. The Parent-Infant/Child module aims to increase the positive interactions between the parent and the infant/child and to assist the parent in managing the child’s behavior. For parents with infants, this module focuses on teaching parents how to properly attend to their babies, to play with their babies, and to bond with their babies and for toddlers and older children. For parents with toddlers and older children, this module focuses on helping parents to manage their child’s behavior by teaching good planning and interaction skills.

Each module begins with a baseline assessment, followed by several training sessions aiming for parents’ mastering of skills. The SafeCare program is delivered to families by Home Visitors who are in turn support by Coaches who conduct on-going fidelity checks and technical assistants. The purpose of this presentation is to give an overview of the SafeCare model and structure and the history of its development.

Learning Objectives

1. To have a general understanding of the SafeCare model;
   
2. Become familiar with the 3 modules provided through SafeCare;
   
3. To have a basic understand of the training process for the SafeCare program.

Powerpoint presentation as PDF document: click here

 

A11b. Parenting Our Children to Excellence (PACE) Program

Angela Begle

Overview and barriers to implementation of evidence-based child abuse and neglect prevention programs.

Abstract

Due to the debilitating short- and long-term effects of child maltreatment on both children and families, researchers over the past decade have focused efforts on ways to prevent the occurrence of primary and secondary abuse and/or neglect. Specifically, several programs have emerged as evidence-based practices and have shown promise in reducing the incidence of child maltreatment and improving positive child and parental outcomes. This symposium will highlight two examples of prevention programs aimed at reducing child maltreatment (i.e., physical abuse and neglect).

First, Drs. Anna Edwards and Jenelle Shanley will present findings from Project SafeCare, a prevention program aimed at reducing the incidence of child neglect in high-risk families. They will review SafeCare program evaluation data, as well as highlight ongoing SafeCare implementation research studies.

Next, Drs. Angela Begle and Rochelle Hanson will present findings on child and parental outcomes following engagement in the Parenting our Children to Excellence (PACE) Program, a child physical abuse prevention program. Throughout these presentations, each researcher will discuss findings from the specific prevention programs, as well as barriers to engagement that are typically present when working with families that are at high-risk for child maltreatment.

Learning Objectives

1. Overview of prevention programs
   
2. Barriers to implementation

Powerpoint presentation as PDF document: click here

A12. Beyond Subject Matter: Strategies to Engage Training Participants, Part 1

Peter Dahlin

Frequently, experts in a particular field of study are called upon to impart their knowledge to others willing to learn, but without the understanding of the science of the adult learner. This interactive workshop will provide participants with an understanding of adult learning principles and demonstrate low-risk activities for presenters to integrate into their presentations in order to increase retention and "transfer of learning." Participants will see examples of "jazzing up" history, definitions and even protocols that are typically presented in a dry fashion and practice attending to adult learning principles to maximize learning.

Abstract

Subject matter experts are not always familiar with key principles of engagement for their participants. The purpose isn't (simply) to entertain, but to increase participant learning, retention and ultimately application to the participant's day-to-day practice. This session is developed to provide the subject matter expert with an understanding of adult learning principles to see the value in engaging his/her adult learning participants, and then review some simple strategies to practice with—in order to elevate success in transferring learning!

Learning Objectives

1. To understand the value of participant engagement
   
2. To understand the difference between presenting and training
   
3. To practice using training engagement strategies

Multiple documents were submitted for this session and have been placed in a folder and zipped. After downloading this file, unzip the folder to access the files: Handouts: click here

B1. Implementing Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) in the Aftermath of Child Sexual Abuse with Families Who Present Special Challenges

Esther Deblinger

Dr. Esther Deblinger, co-developer of TF-CBT, will discuss engagement and implementation of TF-CBT with challenging child sexual abuse cases via case discussion and clinical role play demonstrations.

Abstract

A significant proportion of children experience child sexual abuse in the United States and throughout the world. The devastating effects of this form of abuse include dramatically increased rates of post-traumatic stress disorder, clinical depression, and acting out behaviors. While traumatic reactions may sometimes be acute or episodic, without effective intervention, many children suffer these difficulties into adolescence and adulthood as well.

TF-CBT has been identified as the most well established treatment designed to address the therapeutic needs of children and their families in the aftermath of child sexual abuse as well as other interpersonal violence.

This workshop is designed for those with knowledge and some experience in the use of TF-CBT. Dr. Esther Deblinger, co-developer of Trauma-focused Cognitive Behavioral Therapy, will discuss engagement and implementation of TF-CBT with challenging child sexual abuse cases. Specific guidance will be offered in terms of engaging (1) parents who are ambivalent, disbelieving and/or overwhelmed with distress (2) teenagers who see the alleged abuse as consensual and (3) children who present with avoidance and/or other behavior problems.

The presenter will offer guidance via lecture, case examples, discussion and clinical role play demonstrations.

Learning Objectives

1. Enhancing therapy engagement with children, teenagers and nonoffending parents who present special challenges in the aftermath of child sexual abuse.
   
2. Enhancing the understanding and response to ambivalent, disbelieving and/or overwhelmed parents in the context of TF-CBT.
   
3. Enhancing engagement with adolescents who view sexual abuse as consensual and children who present with avoidance and other behavior problems.

Powerpoint presentation as PDF document: click here

Second Powerpoint presentation as PDF document: click here

B2. Risk Reduction Through Family Therapy (RRFT): Targeting Substance Use Problems, Post Traumatic Stress Disorder (PTSD), and Risky Sexual Behaviors in Traumatized Adolescents, Part 1

Carla Danielson

With up to 45% of trauma-exposed youth meeting criteria for a substance use disorder, and up to 75% of youth with a substance use disorder reporting having experienced a traumatic event, an integrative approach to risk-reduction and treatment for this population is essential. Risk Reduction through Family Therapy integrates several existing empirically-supported treatments, resulting in seven, skills-focused components, to address the multiple clinical needs of traumatized adolescents.

Abstract

There is a tremendous need for integrated interventions that target high-risk behaviors, such as substance abuse and risky sexual behaviors, in adolescents who have experienced interpersonal violence (Danielson et al., 2006; 2010a). Unfortunately, empirical data on the efficacy of these integrated approaches in very limited. Risk Reduction through Family Therapy (RRFT; Danielson et al., 2010b) is an intervention developed to reduce risk of substance abuse and other high-risk behaviors, revictimization, and PTSD in adolescents who have been sexually assaulted and exposed to other forms of trauma. RRFT integrates several existing empirically-supported treatments, including as TF-CBT (Cohen, Mannarino, & Deblinger, 2006), MST (Hennggeler et al., 1998), and other risk-reduction programs for revictimization and risky sexual behaviors.

In addition, results from a completed open pilot trial (n=10) and a small randomized controlled trial (n=30) suggest that RRFT is a promising intervention for this vulnerable population (Danielson et al., 2010b).

In this two-part workshop, participants will first be provided with a brief review of high-risk behaviors observed in traumatized adolescents, the need for integrated approaches to treatment in this population, and the empirical support to date for the RRFT model. Second, the majority (remainder) of the workshop, participants will learn how to deliver the RRFT treatment model. This will include a description of each of the seven RRFT treatment components, role-plays to illustrate clinical application of the material being taught, and specific case examples. Dr. Danielson, developer of the treatment, will lead the workshop.

Learning Objectives

1. Be familiar with the relation between high-risk behaviors and child victimization and the clinical and empirical rationale for taking an integrated approach to treatment;
   
2. Learn about the 7 RRFT treatment component;
   
3. Develop basic skills in administering RRFT.

Powerpoint presentation as PDF document: click here

B3. Fracture Mimics

Mark Nunes

Abstract

Several genetic disorders initially present with fracture or pseudofracture in preambulatory infants and toddlers, providing challenges in forensic evaluation of the child with unexplained fracture(s). The value of family history and parental examination will be emphasized in each circumstance. Osteogenesis imperfecta (OI) are genetic disorders characterized by fractures with minimal or absent trauma, dentinogenesis imperfecta (DI), and over time, hearing loss. The clinical spectrum of OI ranges from individuals with severe skeletal deformities at birth or progressing through childhood to individuals with mild predisposition to fracture and no obvious skeletal deformity. This latter group presents the greatest challenge to the child abuse specialist, and recognizing osteogenesis imperefcta in abused and unabused children remains critical.

Primary or secondary type I collagen defects cause all recognized forms of OI, and elucidation of the type I collagen pathway has lead to rapid expansion from 4 classic OI types to twelve. We’ll discuss why the new recessive forms of OI should have minimal impact on child abuse evaluations, and the current state of collagen protein and DNA testing in suspected child abuse cases. Related disorders influencing bone morphogenesis, such as Menkes syndrome and allelic Occipital Horn Syndrome, may present with radiographic findings which mimic classic metaphyseal lesions. Several skeletal and nonskeletal dysplasitic syndromes can present with pseudofractures. Examples from select type II collagen disorders, multiple exostoses, and neurofibromatosis will be used to illustrate.

Learning Objectives

1. Understand the effect of recessive forms of osteogenesis imperfecta on forensic evaluation
2. Recognize the external features of dysplastic syndromes associated with pseudofracture
3. Incorporate family history and examination into child abuse evaluations

B4. 5 Things About Bruises to Help Differentiate Inflicted From Accidental Trauma in Young Children and Infants

Mary Clyde Pierce

This workshop will cover key elements that help differentiate abusive from accidental bruising and will put forth a model for improving recognition and decision-making.

Abstract

Bruising is one of the most common injuries to result from physical abuse and is often the first of many injuries to follow. Bruising is the most easily identifiable injury but unfortunately, bruising from abuse often goes unnoticed, or its significance is not recognized. The literature puts forth evidence that bruising characteristics caused by physical assault are different than bruising characteristics occurring from accidental injury and normal play – these differences are measurable and significant. Understanding these differences is key to early identification and possible prevention of further harm. This workshop focuses on 5 key bruising characteristics that will help discriminate abusive from accidental injury in young children.

Learning Objectives

1. Identify why bruises from physical assault are different than accidental bruises
   
2. Identify key characteristics and differences of bruising caused by physical assault  vs accidental injury
   
3. Examine key findings  and errors in cases of missed abuse
4. Describe the work-up of infant bruising

B5. Online Behavior—Offline Consequences: The Spiral of the Online Child Predator, Part 1

Jonathan Taylor

How Online Behavior leads to Offline Consequences which can be presented as a Spiral Behavioral Pattern (SBP), showing how online interaction can facilitate offline offending. This allows further understanding of how the online offender is linked to the offline offender, which assists in understanding offending and risk.

Abstract

Child exploitation, in the form of online child sexual abuse, has to be accepted as the epidemic crime it is. Whilst policing by statistics justifies policing budgets, policing methods and policing levels, it cannot be justified in how policing online child sexual abuse is ignored. Research has shown that 1:4 children are sexually exploited whilst on the internet, 84% of 11–12 year olds have created SNS, and at present the internet is not policed.

The online grooming process, whilst similar in name and outcome to offline grooming, has no rapport stage, there is simply no need for it. The rapport stage is by passed as a result of each victim creating their own online profile which allows the predatory pedophile to ‘window shop’ for prospective victims. It also diminishes the need for ‘internet social engineering’, as most victims include vast amounts of personal information.

During the final 10 months of this research, the researcher identified 273 online sex offenders, all who committed contact offences via the internet. The online predatory pedophile now uses File Sharing Systems, pay for view sites, web chat sites and forums to build motivation and justification, furthermore the predator uses Chat Rooms, Social Networking Sites and Instant Messaging Systems to sexually groom and sexually abuse children.

Learning Objectives

1. Inform the delegates of the methodology and typology of online child sexual predator & explain how and where the internet is used to motivate the child sexual predator.
   
2. Discuss the SBP which details the path taken by the online predator from motivation to contact abuse. Identify the true meaning of ‘fantasy’ and explain the ‘spectrum of confidence’ which builds a typology of an online predators use of Social Networking Sites, from case studies.
   
3. Concludes by highlighting the link between the non-contact offender and the contact offender by introducing the ‘virtual offender’, which allows for correct risk assessment.

Published on Evidenced-Based Topics

• Published Aug 2010 Internet Child Abuse Julia Davidson & Petter Gottschalk (Routeledge).
  

Computer Hi-Tech Investigator Training—sponsored by SEARCH

B6. Wireless Network Investigation, Part 1

Chris Armstrong, Elizabeth Tow

These classes are restricted to law enforcement, prosecutors, district attorneys, and investigator professionals.

Description/Abstract

A lecture and lab to introduce the wireless environment; provide instruction on how to gather pre-search warrant intelligence; and how to collect evidence from a network at a hi tech crime scene.  A portion of this lab will be a hands-on.  It will include setting up a wireless router and collecting evidence in the form of volatile data from a router.

Powerpoint presentation as PDF document: click here

B7. Theme Development for Opening and Closing Statements

Paul DerOhannesian, II

Developing effective themes for opening and closing statements, this will include understanding the theoretical basis for good theme qualities and effective messages and themes to incorporate in child sexual exploitation cases.

Abstract

Developing effective themes for opening and closing statements, this will include understanding the theoretical basis for good theme qualities and effective messages and themes to incorporate in child sexual exploitation cases. Examples of themes in child exploitation cases will be provided. Strategies for incorporating themes and storytelling techniques during trial will also be presented.

Learning Objectives

1. Jury Persuasion
   
2. Legal Skills

B8. Hispanic? Latino? Mexican? Who Are They and How Do We Help Them?

Pauline Lucero-Esquivel

Many communities are being faced with recent influxes of Latino families, while others have had Hispanic members for generations. Child abuse agencies often times do not have Spanish speaking or bilingual staff to adequately serve this population. Other agencies may have one or two Latino professionals, but they are from a different Hispanic culture than the families they serve. For ten years, this presenter has trained Spanish speaking forensic interviewers from all over the United States. This workshop will be an overview of this training and include some of the most relevant issues for forensic interviewers who work with Latino populations.

Abstract

50.5 million Latinos currently live in the United States and they account for more than half the growth in our nation over the last decade. They come from every Latino country and settle in our communities for numerous reasons. Their levels of assimilation and literacy skills in English and Spanish vary considerably. Many communities are being faced with recent influxes of Latino families, while others have had Hispanic members for generations. Child abuse agencies often times do not have Spanish speaking or bilingual staff to adequately serve this population. Other agencies may have one or two Latino professionals, but they are from a different Hispanic culture than the families they serve. For ten years, this presenter has trained Spanish speaking forensic interviewers from all over the United States. This workshop will be an overview of this training and include some of the most relevant issues for forensic interviewers who work with Latino populations.

Learning Objectives

1. Understanding the history of naming and the differences in Latino cultures.
   
2. Identifying cultural, linguistic and spiritual aspects that impact the forensic setting.
   
3. Awareness of culturally competent practices and resources in the community that can facilitate a forensically sound interview and support Latino families.

Powerpoint presentation as PDF document: click here

B9. The Signs of Safety Approach to Child Protection: It's Not As Simple As It Seems, Part 1

Daniel Koziolek, Eric Sulkers

A brief overview of the Signs of Safety approach to child protection practice with practical ways to begin to use the tools for engaging parents and children in partnership.

Abstract

The principles and elements of the Signs of Safety approach to child protection practice will be covered, especially the effective use of the risk assessment and planning framework central to the approach. Techniques for using specific tools for engaging children directly in assessment and safety planning will be covered so that participants new to the approach should feel comfortable beginning to use the tools in their work while more advanced practitioners will find ideas that will help them continue to grow their skills. Examples of behaviorally defined safety plans will be shared along with ideas from practice for developing more rigorous safety plans with children, families, and their existing support resources. Skills for drawing out what works from front line practitioners and working through challenges in organizational implementations will be covered.

Learning Objectives

1. Participants will be able to use the Signs of Safety risk assessment and planning framework to think their way through family situations and organizational challenges.
   
2. Participants will have enhanced skills for drawing out strengths in other professionals and in family members.
   
3. Participants will have a vision for grounded, behaviorally oriented safety planning with children and their families.

Powerpoint presentation as PDF document: click here

B10. Behind The Net: Incorporating Technology into the Investigation and Prosecution of Child Abuse

Robert Giles, sponsored by NCA

Technology presents opportunities for law enforcement, child protective services and prosecutors to support the outcry of a child abuse victim. From the investigation to the forensic interview to trial, technology can be utilized to protect children and obtain justice for those who abuse them.

Abstract

Because technology has become so vital to the development of corroborative evidence, it necessary that the MDT incorporate technology at all stages of the investigation and prosecution. This session will focus on teaching participants a multitude of ways to incorporate technology based questions into all phases of the forensic interview. This will include the rapport building session, fact inquiry and safety plan. Students will be given examples of how to ask questions that will help create probable cause for ensuring search warrants in the effort to support the child’s outcry. Students will also learn methods of developing evidence through the use of technology that corroborates the statement the child has made regarding their abuse. The presenters will explore how social networking, cell phones, on-line communications and many other forms of technology can be used to protect children who have been abuse.

Learning Objectives

1. Identify how technology can be used during a forensic interview to support the child victim's outcry
   
2. Look at ways that social networking can corroborate a child victim's outcry
   
3. Explore how cell phones/smart phones/text messages can be used in the investigation and prosecution of child abuse

Powerpoint presentation as PDF document: click here

Presented by the Federal Bureau Investigations Behavior Analysis Unit

B11. Who Cares?!!!? Suicide Among Sex Offenders of Children

Tia Hoffer, Joy Lynn Shelton

This workshop explores the issues and widespread impact surrounding child sex offenders who commit suicide after learning they are under criminal investigation. Pertinent factors obtained from a sample of 100 offenders will be presented, including information regarding offenders’ period of greatest risk for suicide.

Abstract

This workshop explores the issues and widespread impact surrounding child sex offenders (CSO) who commit suicide after learning they are under criminal investigation. This phenomenon, which has received scant attention in the literature, affects family, friends and victims of offenders who may experience a range of conflicting emotions including anger, guilt, confusion, betrayal and loss. Involved law enforcement may likewise experience a range of complex reactions.

Law enforcement personnel are neither trained nor required to assess offenders’ suicidality. However, awareness of how CSOs are impacted by an investigation may mitigate the risk of suicide and enhance operational strategies, including officer safety. Since not all CSOs choose to commit suicide, how does a CSO get to the point of deciding to end his own life? During the crisis period, the offender is impacted by many different, yet converging components. The offender’s background, personality and coping skills could affect how he handles the stresses from the investigation and the subsequent exposure of his illegal activities. The reaction of the offender’s family, friends, community, co-workers, and/or supervisors may create additional stressors for the offender or may offer the offender support and comfort. Finally, if the CSO has contact offenses he is likely concerned about his victim’s reaction. Not only will he lose access to his victim(s), but depending on the relationship, he may experience rejection and loss.

In order to fully examine CSO suicide, we must understand the internal conflict often experienced by the offender during his offending. CSOs typically use cognitive distortions, such as denial, rationalization, and minimization, in order to maintain a positive sense of self and to relieve their underlying shame and anxiety. Research has demonstrated empirical support for the relationship between cognitive distortions and child sexual abuse. Cognitive distortions allow CSOs to misconstrue the nature of their sexual offending and defend against the full impact of their sexual arousal to children (Abel et al., 1989; Lanning, 2010; Murphy, 1990). Utilizing these distortions allows the offender to excuse his behavior to himself and others (Howitt & Shelton, 2007; Lanning, 2010). Examples of cognitive distortions include, “I only looked at pictures of child pornography”, “I am addicted to pornography, not interested in child pornography”, “I love children and would never hurt them”, “that little girl came onto me by sitting on my lap,” or “the child pornography just popped up on my computer, and I was just curious.”

Based on extensive review of studies, Ward (2000) established categories of cognitive distortions generated by CSOs. They are as follows: 1) The offender believes the child desires and needs sexual pleasure and can make an informed decision about sexual contact, 2) The CSO thinks he is entitled and his needs are more important than others, 3) The offender views the world as a dangerous place and children are more trustworthy and safer than adults, 4) The offender believes that his behavior is out of his control and other factors are responsible for his sexual behavior (e.g., alcohol, drugs), 5) The offender perceives that the sexual activity with children is basically harmless compared to more severe behaviors.

Yet when law enforcement knocks on the CSO’s door, his secret is exposed, and the cognitive distortions he has used for so many years may no longer effectively protect him from feelings of self-loathing. Additionally, this is likely his first contact with law enforcement, since most CSOs do not have an extensive criminal history (Eakin, 2008). In addition, the investigator may be the first person with whom the offender communicates about his sexual interest in children.

This contact is a unique opportunity for law enforcement to build rapport with the offender and obtain a confession. If the investigator approaches him without judgment and attempts to understand him there is a greater likelihood the offender will cooperate during the interview. In addition, due to the nature of the crime and his internal conflict, the offender is more likely to reveal his criminal activities to the investigators.

Using the same cognitive distortions the offender employs, the investigator permits the offender to maintain the social facade he has used to hide his sexual proclivities. Some of these cognitive distortions might include minimizing the offender’s sexual arousal to children and projecting blame onto the victim, the Internet or society-at-large (Lanning, 2010; Zulawski & Wicklander, 2002). After this initial law enforcement contact, the offender becomes aware that his sexual interest in children will soon be revealed to his family, friends, supervisors, co-workers and others in his community.

If he is married, he is likely concerned that his spouse will leave him and/or his children will turn against him. The offender’s spousal relationship can be a supportive or mitigating factor impacting his reaction to the investigation. Although there is limited empirical data regarding spousal dynamics among CSOs, Eakin (2008) found that of 198 Internet-related child sex offenders examined, 37% were married at the time of the search warrant or arrest. Surprisingly, the reaction of the spouse may vary greatly. Some wives respond quickly and definitively to the discovery and leave the marriage, taking the children with her, while others stay committed to their spouse. In Seto’s 2008 book, Pedophilia and Sexual Offending Against Children, it was reported that pedophiles who were married reported positive emotional relationships, but poor sexual relationships with their spouses.

Though there is limited information in the literature on the spouses of CSOs, for those wives who do stay in the relationship, a parallel process could occur whereby the cognitive distortions utilized by the CSO, are similarly incorporated by the spouse. For example, she might deny that her husband collected child pornography or minimize the actions of her husband as including only a few images and focusing on only adolescent girls or young adult women. She might blame others, insisting that the images were placed on the computer by someone other than her husband or that law enforcement has made an error in identifying the source from which the images were derived.

Finally, she might rationalize that her husband has been under tremendous pressure and this behavior was aberrant from the man that she married. To address the possibility that he sexually abused his own children, a forensic interviewer may evaluate them, and additional interviews may be conducted of the offender’s family, friends, neighbors, co-workers, other witnesses, or potential victims.

It is likely his employment will be jeopardized once his supervisor and co-workers become aware of the allegations.
The media may reveal his sexual exploitation to an even wider audience, where he will be portrayed as a “sexual predator” of children.

In summary, the offender is concerned about his future as it relates to his family, work and reputation. The CSO could be in crisis and likely experiences the three elements described by Joiner (2005) which are strong precursors for people to commit suicide: 1) lack of belonging, 2) burden to society and his family, and 3) physical pain tolerance. CSOs often feel different from others, knowing that their sexual interest in children is not acceptable to society. This could leave them feeling quite isolated, thus lacking a sense of belonging. Feeling stigmatized, they might see themselves as a burden to society, having nothing to contribute. They may also believe the disclosure of this information will humiliate and thus burden their family.

Finally, an important element to completing suicide is overcoming the physical pain (or fear of it) that is often associated with death. One focus of this paper is to analyze the acquired capability element of Joiner’s model by looking at the CSO’s familiarity with and access to firearms, past suicide attempts, and/or other exposure to physical pain. The motivating factors for those who commit suicide are quite varied and include the avoidance of pain or embarrassment, feelings of aggression or revenge (Joiner, 2010; Shneidman, 1987). Quite similarly the motivations for suicide among CSOs are diverse and could include preventing further disclosure of additional victims and/or escaping future prison time. Regaining control in a situation they perceive as helpless and uncertain may also influence their decision to commit suicide. He may feel that the life he once had is gone, leaving his future devoid of meaning and pleasure.

Learning Objectives

1. Using detailed case examples, the presenters will discuss the factors that may impact offenders committing suicide;
   
2. Presenters will highlight the time of greatest risk for suicide;
   
3. Presenters will discuss the types of offenders at greatest risk for suicide.

B12. Beyond Subject Matter: Strategies to Engage Training Participants, Part 2

Peter Dahlin

Frequently, experts in a particular field of study are called upon to impart their knowledge to others willing to learn, but without the understanding of the science of the adult learner. This interactive workshop will provide participants with an understanding of adult learning principles and demonstrate low-risk activities for presenters to integrate into their presentations in order to increase retention and "transfer of learning." Participants will see example s of "jazzing up" history, definitions and even protocols that are typically presented in a dry fashion and practice attending to adult learning principles to maximize learning.

Abstract

Subject matter experts are not always familiar with key principles of engagement for their participants. The purpose isn't (simply) to entertain, but to increase participant learning, retention and ultimately application to the participant's day-to-day practice. This session is developed to provide the subject matter expert with an understanding of adult learning principles to see the value in engaging his/her adult learning participants, and then review some simple strategies to practice with—in order to elevate success in transferring learning!

Learning Objectives

1. To understand the value of participant engagement
   
2. To understand the difference between presenting and training
   
3. To practice using training engagement strategies

Multiple documents were submitted for this session and have been placed in a folder and zipped. After downloading this file, unzip the folder to access the files: Handouts: click here

C1. Can You Hear Me Now? Extending the Reach of Trauma Treatment Through the Use of Telemedicine

Michael de Arellano, Latasha High, Kristen Shealy

What has long been revolutionized in the medical field is also accessible to the mental health professional. Telemedicine allows patients with barriers such as distance and lack of transportation to access vital trauma treatment services.

Abstract

Medical professionals have long touted the benefits of telemedicine, which allows the delivery of medical treatments via electronic means. Patients in remote locations, with very little access to viable medical interventions, can now receive state-of-the-art treatment with only the help of a computer and a phone. Telemedicine has opened wide the door which allows cutting edge treatment and medical interventions to reach even the most isolated corners of the globe. In recent years, this revolutionary treatment modality has also been made available to mental health professionals. It is a given that it should be an option for victims of trauma wherever they are - whether in our backyard, across the country, or across the ocean. This session will highlight how the COPE Outreach Treatment Services Program has begun to harness the power of telemedicine to bring Evidence-Based Interventions to those with the least amount of access and the greatest amount of need.

Learning Objectives

1. Identify treatment barriers which make telemedicine a viable treatment option.
   
2. Appreciate the benefits and challenges of using telemedicine for trauma treatment.
   
3. Discover the steps for developing a viable agency telemedicine program.

Powerpoint presentation as PDF document: click here

C2. Risk Reduction Through Family Therapy (RRFT): Targeting Substance Use Problems, Post-Traumatic Stress Disorder (PTSD), and Risky Sexual Behaviors in Traumatized Adolescents, Part 2

Carla Danielson

With up to 45% of trauma-exposed youth meeting criteria for a substance use disorder, and up to 75% of youth with a substance use disorder reporting having experienced a traumatic event, an integrative approach to risk-reduction and treatment for this population is essential. Risk Reduction through Family Therapy integrates several existing empirically-supported treatments, resulting in seven, skills-focused components, to address the multiple clinical needs of traumatized adolescents.

Abstract

There is a tremendous need for integrated interventions that target high-risk behaviors, such as substance abuse and risky sexual behaviors, in adolescents who have experienced interpersonal violence (Danielson et al., 2006; 2010a). Unfortunately, empirical data on the efficacy of these integrated approaches in very limited. Risk Reduction through Family Therapy (RRFT; Danielson et al., 2010b) is an intervention developed to reduce risk of substance abuse and other high-risk behaviors, revictimization, and PTSD in adolescents who have been sexually assaulted and exposed to other forms of trauma. RRFT integrates several existing empirically-supported treatments, including as TF-CBT (Cohen, Mannarino, & Deblinger, 2006), MST (Hennggeler et al., 1998), and other risk-reduction programs for revictimization and risky sexual behaviors.

In addition, results from a completed open pilot trial (n=10) and a small randomized controlled trial (n=30) suggest that RRFT is a promising intervention for this vulnerable population (Danielson et al., 2010b).

In this two-part workshop, participants will first be provided with a brief review of high-risk behaviors observed in traumatized adolescents, the need for integrated approaches to treatment in this population, and the empirical support to date for the RRFT model. Second, the majority (remainder) of the workshop, participants will learn how to deliver the RRFT treatment model. This will include a description of each of the seven RRFT treatment components, role-plays to illustrate clinical application of the material being taught, and specific case examples. Dr. Danielson, developer of the treatment, will lead the workshop.

Learning Objectives

1. Be familiar with the relation between high-risk behaviors and child victimization and the clinical and empirical rationale for taking an integrated approach to treatment;
   
2. Learn about the 7 RRFT treatment component;
   
3. Develop basic skills in administering RRFT.

Powerpoint presentation as PDF document: click here

C3. Video Recorded Reenactment of Inflicted Head and Other Injuries to a Three-Week-Old Infant: Biomechanical, Clinical and Psychosocial Observations and Perspectives

Brittany Coats, David Corwin, Bruce Herman, sponsored by the University of Utah, Department of Pediatrics

A father voluntarily reenacts the assault on his 3 wk old with an instrumented surrogate on video. He describes the preceding stresses, injurious acts and clinical course before and during hospitalization.

Abstract

As part of his guilty plea, a father voluntarily reenacts his injurious assault on his 3 week old son using an instrumented surrogate infant while being video recorded. He describes the stresses and circumstances that preceded the assault, the changes in his son’s behavior and symptoms following the assaults along with his and his wife’s experiences during their son’s emergency admission and hospital care.

Brittany Coats, PhD will present the bio-mechanical information obtained during the reenactment and compare it to findings from research studies designed to examine the forces involved in inflicted head injuries.

Bruce Herman, MD will present the clinical findings and course during the hospitalization. Parts of the video recorded interview and reenactment will be shown to illustrate the injurious acts and other aspects described above.

This video recorded reenactment and interview is thought provoking. It raises a number of questions for further research and provides some insights that could improve the evaluation and care of child abuse victims. It is presented with permission of the father and mother involved who wish to promote better prevention, improved identification and care for child abuse victims and families.

Learning Objectives

1. Analyze culture and its impact on Latino youth who witness domestic violence;
   
2. Examine how trauma affects Latino youth and the resulting patterns—both adaptive and maladaptive;
   
3. Learn to tailor the treatment process to address the culture demands of Latino youth and their families.

Publications

• Starling SP, Patel S, Burke BL, Sirotnak AP, Stronks S, Rosquist P. Analysis of perpetrator admissions to inflicted traumatic brain injury in children. Arch Pediatr Adolesc Med. 2004 May;158(5):454-8. PubMed PMID: 15123478.  
  
• Adamsbaum C, Grabar S, Mejean N, Rey-Salmon C. Abusive head trauma: judicial admissions highlight violent and repetitive shaking. Pediatrics. 2010 Sep;126(3):546-55. Epub 2010 Aug 9. PubMed PMID: 20696720.  
• Ibrahim NG, Natesh R, Szczesny SE, Ryall K, Eucker SA, Coats B, Margulies SS. In situ deformations in the immature brain during rapid rotations. J Biomech Eng. 2010 Apr;132(4):044501. PubMed PMID: 20387974.
• Coats B, Binenbaum G, Peiffer RL, Forbes BJ, Margulies SS. Ocular hemorrhages in neonatal porcine eyes from single, rapid rotational events. Invest Ophthalmol Vis Sci. 2010 Sep;51(9):4792-7. Epub 2010 Apr 30. PubMed PMID: 20435592; PubMed Central PMCID: PMC2941177.
  

C4. Methamphetamine Effects on the Brain: Challenges in Reunification

Wendy Wright

Exploring the challenges of reunification with children and their parents that have been addicted to methamphetamine.

Abstract

Methamphetamine has many short and long lasting effects on the brain and its function. Some of these effects may impact a parent’s ability to parent both acutely and long term.

Learning Objectives

1. Understand the neurological effects of methamphetamine
   
2. Understand the challenges of parenting while recovering from drug abuse

Powerpoint presentation as PDF document: click here

C5. Online Behavior / Offline Consequences: The Spiral of the Online Child Predator, Part 2

Jonathan Taylor

How Online Behavior leads to Offline Consequences which can be presented as a Spiral Behavioral Pattern (SBP), showing how online interaction can facilitate offline offending. This allows further understanding of how the online offender is linked to the offline offender, which assists in understanding offending and risk.

Abstract

Child exploitation, in the form of online child sexual abuse, has to be accepted as the epidemic crime it is. Whilst policing by statistics justifies policing budgets, policing methods and policing levels, it cannot be justified in how policing online child sexual abuse is ignored. Research has shown that 1:4 children are sexually exploited whilst on the internet, 84% of 11–12 year olds have created SNS, and at present the internet is not policed.

The online grooming process, whilst similar in name and outcome to offline grooming, has no rapport stage, there is simply no need for it. The rapport stage is by passed as a result of each victim creating their own online profile which allows the predatory pedophile to ‘window shop’ for prospective victims. It also diminishes the need for ‘internet social engineering’, as most victims include vast amounts of personal information.

During the final 10 months of this research, the researcher identified 273 online sex offenders, all who committed contact offences via the internet. The online predatory pedophile now uses File Sharing Systems, pay for view sites, web chat sites and forums to build motivation and justification, furthermore the predator uses Chat Rooms, Social Networking Sites and Instant Messaging Systems to sexually groom and sexually abuse children.

Learning Objectives

1. Inform the delegates of the methodology and typology of online child sexual predator & explain how and where the internet is used to motivate the child sexual predator.
   
2. Discuss the SBP which details the path taken by the online predator from motivation to contact abuse. Identify the true meaning of ‘fantasy’ and explain the ‘spectrum of confidence’ which builds a typology of an online predators use of Social Networking Sites, from case studies.
   
3. Concludes by highlighting the link between the non-contact offender and the contact offender by introducing the ‘virtual offender’, which allows for correct risk assessment.

Published on Evidenced-Based Topics

• Published Aug 2010 Internet Child Abuse Julia Davidson & Petter Gottschalk (Routeledge).
  

Computer Hi-Tech Investigator Training—sponsored by SEARCH

C6. Wireless Network Investigation, Part 2

Chris Armstrong, Elizabeth Tow

These classes are restricted to law enforcement, prosecutors, district attorneys, and investigator professionals.

Description/Abstract

A lecture and lab to introduce the wireless environment; provide instruction on how to gather pre-search warrant intelligence; and how to collect evidence from a network at a hi tech crime scene.  A portion of this lab will be a hands-on.  It will include setting up a wireless router and collecting evidence in the form of volatile data from a router.

Powerpoint presentation as PDF document: click here

C7. Expert Testimony in Child Sexual Exploitation

Paul DerOhannesian, II

Recent developments in several areas of expert testimony in child sexual exploitation cases will be explored in the framework of legal principles underlying expert testimony and lay opinion.

Abstract

Recent developments in several areas of expert testimony in child sexual exploitation cases will be explored in the framework of legal principles underlying expert testimony and lay opinion. Understanding not only the legal principles but also why certain cases of the expert testimony are effective in persuading decision makers. Areas of discussion include among others: behavioral, medical, and psychological testimony, discovery crimes, objections to expert testimony. Expert testimony in the context of computer based child exploitation cases, as well as child abuse cases, will also be discussed.

Learning Objectives

1. To learn legal skills
   

C8. Interviewing Native Children: Incorporating the Historical Trauma Model in the Forensic Interview

Kathryn England-Aytes, Pauline Lucero-Esquivel

In the context of the investigative interview, understanding historical trauma is an important component to doing a culturally competent, forensically sound interview.

Abstract

Historical trauma is cumulative emotional and psychological wounding over the lifespan and across generations, emanating from massive group trauma (Yellow Horse-Braveheart, 1996).  Understanding the critical connection between historical trauma and contemporary stressors in native communities has become increasingly important for all professionals responding to child and family maltreatment. 

Native children will be interviewed at high rates by non-Native interviewers.  In the context of the investigative interview, understanding historical trauma is an important component to doing a culturally competent, forensically sound interview. It is important to incorporate this knowledge and particular skills that maximize children’s comfort and ability to disclose.

Learning Objectives

1. Understanding of historical trauma and its impact across generations.
   
2. Use of forensic techniques that are forensically sound and culturally appropriate.
   
3. Agency protocols to reduce institutionalized trauma.
4. Awareness of culturally competent practices for clinical approaches to healing, including a support of cultural and traditional resiliencies.

Powerpoint presentation as PDF document: click here

C9. The Signs of Safety Approach to Child Protection: It's Not As Simple As It Seems, Part 2

Daniel Koziolek, Eric Sulkers

A brief overview of the Signs of Safety approach to child protection practice with practical ways to begin to use the tools for engaging parents and children in partnership.

Abstract

The principles and elements of the Signs of Safety approach to child protection practice will be covered, especially the effective use of the risk assessment and planning framework central to the approach. Techniques for using specific tools for engaging children directly in assessment and safety planning will be covered so that participants new to the approach should feel comfortable beginning to use the tools in their work while more advanced practitioners will find ideas that will help them continue to grow their skills. Examples of behaviorally defined safety plans will be shared along with ideas from practice for developing more rigorous safety plans with children, families, and their existing support resources. Skills for drawing out what works from front line practitioners and working through challenges in organizational implementations will be covered.

Learning Objectives

1. Participants will be able to use the Signs of Safety risk assessment and planning framework to think their way through family situations and organizational challenges.
   
2. Participants will have enhanced skills for drawing out strengths in other professionals and in family members.
   
3. Participants will have a vision for grounded, behaviorally oriented safety planning with children and their families.

Powerpoint presentation as PDF document: click here

 

C10. No More Mea Culpas: Preventing Predator Priests from Sexually Abusing Children

Mathias H. Heck, Jr., Kathleen McChesney, sponsored by NCA

An informative and thought-provoking review of cases and issues surrounding the sexual abuse of children by members of the clergy in the United States.

Abstract

The sexual abuse of children by pastors and priests, as well as by employees of faith-based organizations, is a special category of crime. This type of abuse carries with it unique characteristics, such as spiritual harm to the victim and their family members, that distinguishes it from other types of abuse. Pedophiles target the pre-pubescent child, ephebophiles seek the pubescent or pose-pubescent child, and some predators abuse children of various ages and sexual development.

Learning Objectives

1. Educate attendees regarding a unique subset of child sexual abuse and history of clergy abuse.
   
2. Provide examples and response.
   
3. Provide construction recommendations, causes and prevention, for abuse prevention in faith-based organizations.

Powerpoint presentation as PDF document: click here

Presented under grant from SAMHSA and the Center for Traumatic Stress in Children and Adolescents

C11. New Research on Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)

Judith Cohen, Esther Deblinger, Anthony Mannarino

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is being used and tested in a variety of novel settings including residential treatment facilities, community domestic violence programs, foster care settings and international settings. This workshop will present a variety of new TF-CBT clinical and research findings.

Abstract

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is being implemented in a variety of novel settings including residential treatment facilities (RTF), foster care settings, international settings, domestic violence programs and for children with comorbid externalizing behavior problems. This workshop will present detailed descriptions of several recent research and clinical projects that have evaluated the use of the TF-CBT model in these settings, and describe research and clinical outcomes. Accumulated knowledge from these studies and projects will help participants not only understand more about the overall effectiveness of this treatment model, but more about clinical nuances regarding how to apply the model differently for individual children with different clinical presentations.

Learning Objectives

1. Describe the latest clinical and research outcomes related to TF-CBT.
   
2. Understand clinical implications of these findings and how these relate to everyday practice.

Powerpoint presentation as PDF document: click here

C12. To Catch a Paedophile (Documentary)

Mark Williams-Thomas

In this gripping documentary series, criminologist and child protection expert Mark Williams-Thomas gained exclusive access to the Scotland Yard’s Paedophile Unit as they go undercover on the internet to catch men who want to groom children for sex.

The series reveals the disturbing exchanges and tricks that the men—many of whom are married, have their own children and work in respectable jobs—use to entice children to show nude pictures of themselves and meet up for sex.

In a television first, the cameras follow undercover officers as they capture and arrest men that believe they are about to meet 13- and 14-year-old girls for sex. Footage shows their reactions and excuses once they realize they’ve been rumbled and the girls do not exist but are actually undercover detectives.

The programme shows the arrests through to the police interviews in the custody suites and follows the cases to their resolution in the courts.  

You will be keep gripped from start to finish in this fast pace programme and if you work with either offenders or victims of child sexual abuse this is a must watch.

Abstract

www.williams-thomas.co.uk/content/catch-paedophile
www.oneddl.com/?tag=To-Catch-A-Paedophile

Multiple documents were submitted for this session and have been placed in a folder and zipped. After downloading this file, unzip the folder to access the files: Handouts: click here