L1. Integrating Attachment Theory with Evidence-Based Practice: Promises and Pitfalls

Brian Allen

This presentation will describe current attachment theory and research and how it coincides with many current evidence-based practices (EBPs). A discussion of the harmful and unethical practices that purport to be attachment-based, as well as current EBPs supported by attachment theory will be provided.

Abstract

Attachment theory is a well-respected and investigated theory of child development; however, attempts to integrate these findings into clinical practice have been overshadowed by unethical and questionable practices erroneously asserting themselves as attachment-based. In actuality, true attachment theory and research shares many commonalities with currently accepted evidence-based practices. This presentation will first provide a brief description of unethical practices that some have proposed flow from attachment theory, before exploring how attachment theory and research can be integrated with current evidence-based practices. Examples of currently available evidence-based practices (e.g., Child-Parent Psychotherapy, Parent-Child Interaction Therapy) will be discussed from an attachment perspective

Learning Objectives

1. Participants will consider how current attachment theory and research may be used in clinical practice.
   
2. Participants will evaluate the ethical implication of using treatments commonly identified as attachment-based (e.g., holding, age regression).
   
3. Participants will examine the use of evidence-based practices (e.g., CPP, PCIT) from an attachment perspective.

Publications

• Allen, B. (2011). The use and abuse of attachment theory in clinical practice with maltreated children, part I: Diagnosis and assessment. Trauma, Violence, & Abuse, 12, 3-12. 
  
• Allen, B. (2011). The use and abuse of attachment theory in clinical practice with maltreated children, part II: Treatment. Trauma, Violence, & Abuse, 12, 13-22. 
• Chaffin, et al. (2006). Report of the APSAC task force on attachment therapy, reactive attachment disorder, and attachment problems. Child Maltreatment, 11, 76-89.
• Lieberman, A. F., & Van Horn, P. (2005). Don’t hit my mommy! A manual for child-parent psychotherapy for young witnesses of family violence. Washington, D.C.: ZERO TO THREE Press
• McNeil, C. B., & Hembree-Kigin, T. (2010). Parent-Child Interaction Therapy. New York: Springer.
  

L2. The Changing Relationship Between Sexual Health and Child Sexual Abuse Treatment: How Do Therapists Prepare?

Douglas Braun-Harvey

Comprehensive sexual health based training for child sexual abuse treatment professionals enables the field to envision children and family sexual health as an essential new resource to improve treatment outcomes. Sexual health policy and strategic treatment approaches for sexual trauma treatment will promote and integrate sexual rights in a contemporary sex positive course of treatment.

Abstract

Promoting sexual health within child sexual abuse treatment is an epidemic waiting to happen. In 2000 the Pan American Health Organization (PAHO) published “Promotion of Sexual Health: Recommendations for Action.” (PAHO, 2000) This document set forth five actions for promoting sexual health. This training will propose a foundational model of sexual health based approaches to training, assessment, treatment and prevention of child sexual abuse and trauma based upon the PAHO guidelines.

Participants will learn how barriers to sexual health based treatment stem from pervasive sex negative societal attitudes and taboos. These sex negative prohibitions are particularly clear regarding the transmission of sexual knowledge to children and adolescents. Mr. Braun-Harvey will outline a comprehensive sexual health training curriculum for a professional multi-disciplinary sexual trauma treatment teams.

In addition he will propose a parent sexual education class as a fundamental sexual health based intervention. He will integrate principles of child and adolescent developmental sexology within current sexual trauma assessment and treatment protocols leading therapists to consider alternative visions for assessment and treatment. (Money, 1999) Lastly, he will challenge current research on sexual trauma to promote clinical studies evaluating and measuring treatment outcomes that promote and sponsor sexual health based treatment. Participants will obtain current definitions of sexual health, sexual rights and a path for envisioning sexuality and sexual health as inextricably bound to the physical and mental health of every person affected by child and adolescent sexual trauma. (Coleman, 2007; Satcher, Thrasher & Pluhar, 2007)

Learning Objectives

1. Participants will learn five actions for promoting sexual health with children in treatment for sexual abuse and trauma.
   
2. Participants will critically evaluate current sex negative messages and attitudes that prohibit transmission of sexual knowledge and facts to children and adolescents.
   
3. Participants will discuss uses of a parent sex education program as adjunct psychoeducational group intervention to improve treatment outcomes of children and teens in treatment for sexual abuse and trauma.

Publications

• Friedrich, W., Fisher, J., Broughton, D., Houston, M., & Shafran, C. (1998). Normative sexual behavior in children: a contemporary sample. Pediatrics,101 (9). 
  
• Lefkowitz, E., Gillen, M., Shearer, C., & Boone, T. (2004) Religiosity, sexual behaviors, and sexual attitudes during emerging adulthood. The Journal of Sex Research. Vol 41(2), pp. 150 -159. 
• Tepper, M., & Owens, A. (2007). Sexual Health: Psychological Foundations. Praeger Publishers, Westport, CT.

Powerpoint presentation as PDF document: click here

L3. The Safe Environment for Every Kid (SEEK) Model for Preventing Child Maltreatment, Part 1

Howard Dubowitz, sponsored by Doris Duke Foundation Grant

SEEK is a model of enhanced pediatric primary care that aims to help prevent child maltreatment. Based in pediatric primary care settings, the identification of and response to prevalent psychosocial problems (eg, parental depression) can strengthen families, support parents and enhance children’s health, development and safety, and, help prevent child abuse and neglect.
The 1st session will provide the background and context for the model, a description of SEEK, and the results of two randomized controlled trials providing promising support for SEEK’s effectiveness.

Handout: click here

Powerpoint presentation as PDF document: click here

L4. Pharmacological Approaches to Augment Psychosocial Intervention in Pediatric PTSD Children

Victor Carrion, sponsored by CTISP

The primary form of intervention for youth with PTSD symptoms is psychotherapy.There are times, however, when psychotropic medications may be necessary to address severity and/or comorbidity.The presentation will focus on current approaches and algorithms for proper medication selection and intervention.

Abstract

Background: PTSD in youth is highly comorbid, with some studies reporting 80% comorbidity with other anxiety, mood and behavioral disorders. Most of the medications used in child psychiatry are off-label and many times selection is based on experience with adults. Given the developmental differences in pediatric PTSD, a developmentally- informed selection of psychotropic treatment is essential.

Method: A review of the literature on current treatment agents’ classes and efficacy will be presented. Algorithms for medication selection will be discussed. In addition, the presenter will introduce the development of the Child Psychopharmacology Trial Scale (CPTS), a scale that may help clinicians and researchers evaluate current treatment trials and give an index of confidence on treatment selection and maintenance. Results: A well-informed, evidence-based, problem-focused approach to medication management in pediatric PTSD may augment the effects of psychosocial interventions by facilitating engagement, participation and reduction of interrupting symptomatology. The use of the CPTS will help increase the selection of developmentally-appropriate agents.

Discussion: The audience will be encouraged to participate by discussing case examples and their own experience with medication augmentation. Medication alone should never be the treatment for pediatric PTSD.

Learning Objectives

1. To become acquainted with process for medication selection in the treatment of pediatric PTSD.
   
2. To learn about new strategies for augmenting psychotherapy with medication treatment.
   
3. To develop critical objectivity with the aid of a child psychopharmacology trial scale.

Powerpoint presentation as PDF document: click here

L5. Culture and Trauma-Informed Child Abuse Investigations: Thinking Outside the Box

Donna Pence

Recent attention to the role of culture and the impact of traumatic stress on children and adults sheds new light on strategies to improve investigative outcomes, reduce the traumatic aspects of the investigation and facilitate long term healing.  This session will explore what a trauma and culturally informed investigation looks like.

Abstract

The steps in a thorough child maltreatment investigation have traditionally been informed by criminal and juvenile laws. Investigative process techniques have evolved over time as court decisions and research influenced methodology. As MDT’s look beyond the initial steps in the investigative process, we seek to gather ever more accurate and complete information while minimizing avoidable trauma to the child. Recent attention to the role of culture and the impact of traumatic stress on children and adults sheds new light on strategies to improve investigative outcomes, reduce the traumatic aspects of the investigation and facilitate long term healing.  This session will explore what a trauma and culturally informed investigation looks like.

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

Computer Hi-Tech Investigator Training—sponsored by SEARCH

L6. Google and Firefox as Investigative Tools

Elizabeth Tow, Lauren Wagner

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

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

L7. The Confrontation Clause in Child Abuse Litigation

John E.B. Myers

This workshop will bring you up to date on the latest developments regarding hearsay, the Confrontation Clause, and forfeiture by wrongdoing.

Abstract

The Confrontation Clause of the Sixth Amendment, as interpreted by the U.S. Supreme Court in Crawford v. Washington, plays a critical role in criminal child abuse litigation. This workshop will discuss the latest developments regarding hearsay in child abuse cases; Crawford and its progeny; and the doctrine of forfeiture by wrongdoing.

Learning Objectives

1. Improve understanding of the relationship between the hearsay rule and the confrontation clause
2. Acquire up to date information on the confrontation clause
3. Acquire up to date information on forfeiture by wrongdoing

Powerpoint presentation as PDF document: click here

L8. The Defensible Use of Media in the Forensic Interview

Andra Chamberlin, sponsored by National Children’s Advocacy Center (NCAC)

Inappropriate, suggestive, leading…words used to describe the employment of media in forensic interviews. The appropriate use of human figure or event drawings and anatomical dolls can be defended.

Abstract

Class participants will identify media used in forensic interviews and examine possible benefits, limitations and criticisms; analyze past and current research and discuss the impact on the use of media in the forensic interview; and examine the appropriate use of media in the forensic interview.

The purpose of the session is to assist interviewers in making an informed decision regarding media and how to use media appropriately. Participants should be able to recognize and articulate the possible benefits, limitations, and criticisms of media in forensic interviews and know how to use media appropriately. Katz, C., & Hershkowitz, I. (2010).

The effects of drawing on children’s accounts of sexual abuse. Child Maltreatment, 15(2), 171-179. Pipe, M. E., & Salmon, K. (2009). Dolls, drawings, body diagrams, and other props: Role of props in investigative interviews. In K. Kuehnle & M. Connell (Eds.), The evaluation of child sexual abuse allegations: A comprehensive guide to assessment and testimony. Hoboken, NJ: John Wiley & Sons. Teoh, Y., Yang, P., Lamb, M., & Larsson, A. (2010). Do human figure drawings help alleged victims of sexual abuse provide elaborate and clear accounts of physical contact with alleged perpetrators? Applied Cognitive Psychology, 24, 287-300.

Learning Objectives

1. Identify media used in forensic interviews and examine possible benefits, limitations and criticisms.
   
2. Analyze past and current research and discuss the impact on the use of media in the forensic interview.
   
3. Examine the appropriate use of media in the forensic interview.

Publications

• Brown, D. A., Pipe, M. E., Lewis, C., & Lamb, M. (2007). Supportive or suggestive: Do human figure drawings help 5- to 7- year-old children report touch? Journal of Consulting and Clinical Psychology, 75(1), 33-42. 
  
• Katz, C., & Hershkowitz, I. (2010). The effects of drawing on children’s accounts of sexual abuse. Child Maltreatment, 15(2), 171-179. Pipe, M. E., & Salmon, K. (2009). Dolls, drawings, body diagrams, and other props: Role of props in investigative interviews. 
• In K. Kuehnle & M. Connell (Eds.), The Evaluation of Child Sexual Abuse Allegations: A Comprehensive Guide to Assessment and Testimony. Hoboken, NJ: John Wiley & Sons.
• Teoh, Y., Yang, P., Lamb, M., & Larsson, A. (2010). Do human figure drawings help alleged victims of sexual abuse provide elaborate and clear accounts of physical contact with alleged perpetrators? Applied Cognitive Psychology, 24, 287-300

Powerpoint presentation as PDF document: click here

L9. SafeCare Home Visiting Model: Model Overview, Foundation, Structure

Anna Edwards-Gaura, Jenelle Shanley, sponsored by CEBC

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 Safe Kids California Project (SKCP), under the leadership of the Chadwick Center for Children and Families at Rady Children’s Hospital-San Diego (Applicant), and in cooperation with Child and Adolescent Services Research Center, the National SafeCare® Training and Research Center, and the California Department of Social Services, will “cascade” the evidence-based SafeCare® home visitation model across multiple California counties.

SKCP will target the prevention of child neglect by leveraging existing funding streams to transform local services from untested models into culturally robust evidence-based service delivery systems. The Project will allow selected counties in California to work together in virtual “Learning Communities” to redirect existing service delivery capacity to the SafeCare® model with strong implementation support and fidelity to the model. It is our perception and experience that the mutual support and accountability associated with such Learning Communities will help accelerate the pace of implementation, reinforce fidelity to the model, and increase the likelihood that the change will be sustained over time.

Learning Objectives

1. Learn the steps to successful implementation
   
2. Identify challenges that may arise, and ways to overcome them from a win-win approach
   
3. Take the tools that have worked for others to help you be successful

Powerpoint presentation as PDF document: click here

L10. Building Bridges Across the Judiciary, Child Welfare and Child Mental Health: The Miami Child Well-Being Court Model Project

Lynne Sue Katz

This project represents an exciting step in the evolution of a systems-change innovation that originated in the dependency division of the 11th Judicial Circuit in Miami-Dade, Florida. This judicial-clinical collaboration ensure that both the child and parent received appropriate and effective services to meet the many unmet needs which brought them to the court using evidence-based interventions and cross-systems collaboration.

Abstract

This project is a translational research study funded by the Centers for Disease Control and Prevention. The goal has been to develop effective dissemination strategies of the evidence-based model, creation of an Implementation Manual as well as observational fidelity tools to capture behavioral changes in courtroom practice and to assess the outcomes participating parent-child dyads. The project is a collaboration with the Miami Juvenile Court, University of Miami and RTI International. The goal is to end reliance on one size fits all interventions, support the role of the clinician in court and bring together science and the law in demonstrable ways based on the best interests of the child.

Learning Objectives

1. Recognize the dependency court as a platform for ameliorating risk and promoting child well being
   
2. Understand key implementation concepts as they apply to dissemination of a court based innovation addressing the needs of maltreated young children
   
3. Learn about barriers and soltuions to adoption of the model in new jurisdictions and communities.

Handout: click here

Presented by Casey Family Programs and UC Davis

L11. Evaluation Data on Signs of Safety: First Findings

Holly Hatton, Peter Pecora

After presenting an overview of the kinds of Signs of Safety related evaluation studies underway or recently completed in Massachusetts and Minnesota, this presentation will focus on recent research data from three different evaluation efforts in California related to training evaluation surveys, parent interviews and goal attainment scaling of CPS worker coaching.

Abstract

The issues of safety and risk are central to effective child protection practice. This is the “gateway” of child protection practice upon which all other decisions are predicated. Consequently, many states, counties, and tribes are redefining how they approach safety and risk - pushing the frontier on assessing “protective capacities” and moving from an “investigation” mentality to one of strengths and risk-based assessment as well as partnership with families. There is a need to help states and local jurisdictions to continue to advance and innovate in this area. There are several approaches that are being used to aid in the assessment and decision making in the field at this time. The field is developing new practice technology, and jurisdictions are drawing on several of these approaches or developing their own tools.

As the nation’s largest operating foundation focused solely on improving foster care (Casey Family Programs) and a University training and research work group (UC-Davis Extension), we have also seen the importance of providing technical assistance and other support to many states and counties in this practice area. For example, UC-Davis research staff and Casey have helped to design training and coaching approaches to a more integrated approach when different models are used, evaluations of the training and impact analysis of child and family outcomes. After presenting an overview of the kinds of Signs of Safety related evaluation studies underway or recently completed in Massachusetts and Minnesota, this presentation will focus on recent research data from three different evaluation efforts in California related to training evaluation surveys, parent interviews and goal attainment scaling of CPS worker coaching.

Learning Objectives

1. Learn about the signficance of Signs of Safety.
   
2. Understand evaluation challenges.
   
3. Know more about the research in this area.

Powerpoint presentation as PDF document: click here

L12. Redefining Superheroes—Creating Self-Care Plans to Address Burnout and Secondary Trauma in Professionals Who Work in the Field of Child and Family Maltreatment

Rebecca Reynolds, Cambria Rose Walsh

This workshop will help redefine the importance of taking care of yourself in order to be more effective in your work with others. It will create the opportunity for developing concrete self-care plans and discuss strategies for cultivating self-care as a wellness philosophy with colleagues.

Abstract

This workshop will help redefine the importance of taking care of yourself in order to be more effective in your work with others. It will create the opportunity for creating self-care plans and to initiate discussion on strategies for self-care with colleagues. This workshop is for all professionals who work in the challenging field of child maltreatment who recognize the need to identify effective self-care strategies to ensure longevity & resilience. As part of the professional wellness track, it aims to provide information on self-care as well as experiential opportunities for creating a personalized self-care plan. The session will allow time for personal reflection and active discussion among participants as well as providing some essential tools for implementation in both professional and personal spheres.

Learning Objectives

1. Redefine the importance of taking care of yourself in order to be more effective in your work with others.
   
2. Learn ways to create a self-care plan.
   
3. Connect with others to learn strategies for self-care.

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

Global Perspective Lectures

L13a. Screening and Intervening for Intimate Partner Violence in South African Primary Care

Kate Joyner, sponsored by Stellenbosch University, South Africa

Evidence-based research tested and modified a bio-psycho-social and forensic intervention for female survivors of intimate partner violence in South African primary care sector to ascertain the efficacy and value thereof.

Abstract

Purpose:
South Africa tops international intimate femicide rates (Mathews et al., 2004). Simultaneously evidence-based approaches in primary care for preventing intimate partner violence (IPV) are seriously lacking (McFarlane et al., 2006). Professional action research was used to test the feasibility of a South African protocol for screening and managing IPV (Martin & Jacobs, 2003) and modify it for use. Evidence of the value of this intervention in a South African primary healthcare setting is provided.

Description:
At two urban and three rural community health centres, 168 women living with IPV were recruited for a comprehensive intervention. Seventy five percent returned for their follow-up interview a month later to report to a different interviewer on its usefulness.

Results:
Some relationships had ended following the intervention, while many others noted improved communication and quality of relationship with their partner and children. Personal transformation was also evident in multiple reports of a dramatic improvement in mental health, including cessation or lessening of alcohol abuse. Enhanced awareness of rights, overall health, safety assessment, planning and referral information engendered increased confidence and a proactive approach.

Desired Outcomes:
From a developing world/ resource-poor context, participants appreciate:
The value of motivational interviewing techniques, and stages of change theory in bio-psycho-social and forensic IPV-related work.

The necessity of mental health and primary care clinicians screening or case finding for IPV and treating perpetrators and survivors proactively.

Learning Objectives

1. To assess how this bio-psycho-social and forensic intervention benefited participants or not.
   
2. To understand patients’ narratives regarding their stage of change (Zink et al., 2004).
   
3. To appreciate how motivational interviewing techniques (Miller and Rollnick, 2002) may enhance work with IPV survivors.
4. To examine the pervasive impact of abuse on the mental health of clients and family systems.

Publications

• Joyner, K., Theunissen, L., De Villiers, L., Suliman, S., Hardcastle, T., & Seedat, S. (2007). Emergency care provision for, and psychological distress in, survivors of domestic violence. SA Family Practice, 49, 15a-15d. 
  

• Martin, L. & Jacobs, T. 2003. Screening for Domestic Violence: A Policy and Management Framework for the Health Sector. UCT: Institute of Criminology. 
• Mathews, S., Abrahams, N., Martin, L. J., Vetten, L., van der Merwe, L., & Jewkes, R. (2004). "Every six hours a woman is killed by her intimate partner": A National Study of Female Homicide in South Africa—MRC Policy Brief [5]. Pretoria: MRC & CSVR.
• McFarlane, J.M., Goff, J.Y., O’Brien, J.A. & Watson, K. 2006. Secondary Prevention of Intimate Partner Violence: A Randomized Controlled Trial. Nursing Research, 55(1), 52-61.
• Miller, W. & Rollnick, S. (2002). Motivational Interviewing: Preparing People for Change. New York: The Guilford Press.
• Zink, T., Elder, N., Jacobson, J., & Klostermann, B. (2004). Medical management of intimate partner violence considering the states of change: precontemplation and contemplation. Annals of Family Medicine, 2, 231-239.
  

Global Perspective Lectures

L13b. It’s Just Not Fair! Leveling the Playing Field for Children and Families in Smaller Communities

Jocelyn Bourgeois, Bridget Byrne, Donna Ronan, sponsored by the Royal Bank of Canada for the Janeway Family Centre, Newfoundland

Unlikely partners—children’s mental health services and the Royal Bank of Canada have opened doors to group prevention and treatment programs for children and families in both urban and rural areas. Can this approach work for you?

Abstract

The benefit and cost efficiency of group programming has long been recognized, both in prevention and early intervention literature. Unfortunately, group programs are often only accessible to children and families within driving distance of urban areas. In 2007 the Royal Bank of Canada joined forces with the Janeway Family Centre, a hospital based children’s mental health service, to manualize a series of group programs and accompanying facilitator training workshops designed to encourage the expansion of group programs for children and families in any community.

Recognizing the challenges of geography and small / sole charged offices, the “RBC Reaching Out” project focused on providing cost free materials and training, fostering multi-discipline / multi-agency collaboration and providing support to communities wishing to develop group programming in their own areas. Following through with this project required comprehensive management and planning. Innovative program development is difficult to achieve in times of restraint – new money is rarely available in the public system! In order to create something new we must find new ways of using the resources we already have. The “RBC Reaching Out” project has truly achieved this goal.

The program has been reviewed by external consultants and continues to grow in exciting and unexpected ways. This presentation will focus on lessons learned along the way – both through the process of fostering staff collaboration and developing partnerships with / in communities. It will provide a model that can be replicated in other communities interested in increasing services to children and families at minimal cost.

Learning Objectives

1. Presenting a model for delivery of low cost group services
   
2. Fostering multi-discipline multi-agency collaboration
   
3. Expanding services for rural areas

Published Articles on Evidence-Based Topics

• Trocome, N. & Wolfe, D. (2000). Child Maltreatment in Canada—Canadian Incidence Study of Reported Child Abuse and Neglect.  
  
• Health Canada, 1-51 Malchiodi, C.A. (2008) Creative Interventions with Traumatized Children. New York: Guildford Press. Cunningham, C. E., Bremer, R., & Boyle, M. (1995). 
• Large group community-based parenting programs for families of preschoolers at risk for disruptive behaviour disorders. Utilization, cost effectiveness and outcome. Journal of Child Psychology and Psychiatry, 36, 1141-1159.

Powerpoint presentation as PDF document: click here

Global Perspective Lectures

L13c. An Integral Model of Prosecution and Psychological Support in Cases of Child Sexual Abuse Resulting in Death

Alejandro Espinoza, Paulina Leiva, Verónica Reich, sponsored by Fundación Amparo y Justicia, Chile

Since year 1998, Amparo y Justicia Foundation has prosecuted all the cases happened in Chile of child sexual abuse resulting in death. Our lawyers are the most specialized professional of the country in this particular type of cases. Our unique litigation model has allowed us to be successful, by obtaining the maximum sentences existing in Chile for the perpetrators of these crimes. In addition, our Foundation has implemented an integral model of psychological and social support whose goal is to help the affected families to overcome the lost and to empower themselves.

Abstract

Fundación Amparo y Justicia (Protection and Justice Foundation) started in 1998. That year, the rapist and murderer of the 5-years old Elena Yáñez was given jail benefits by the Chilean Justice. Her family was very poor and they could not afford a private lawyer. They were claiming for help.

Andrónico Luksic, a successful Chilean business man, realized that this situation was unfair. That is why he hired the most specialized lawyers in order to support Elena´s families. Those lawyers, Ramón Suárez and Alejandro Espinoza, continue to date prosecuting all the child sexual abuse resulting in death cases happened in Chile since 1998. Ramón is the current President of the Foundation and Alejandro is a board member.

Since the beginning, Amparo y Justicia Foundation has litigated more than 40 cases and helped more than 200 people, members of the affected families. The unique model applied by Amparo y Justicia Foundation includes not only the prosecution of these cases, but also a specialized psychological and social support to the affected families. We work very hard in order to provide hope to them and to empower them through psychological resources and through trainings.

In addition, Amparo y Justicia Foundation has made a great contribution to Chile by helping to reduce the secondary victimization of abused children. The Foundation has organized 2 international seminars, in 2007 and 2008, where we have learned from the American, European and Israeli model of investigation and prosecution of child sexual abuse cases. Currently we are organizing the third seminar, oriented to prosecutors, lawyers, policemen, detectives and doctors. It will be held in August 2011 and its focus will be in forensic interview and online sexual abuse.

Learning Objectives

1. Learning about the unique model of Amparo y Justicia Foundation, that includes legal, social and psychological support for families that have lost a child because of sexual abuse resulting in death
   
2. Learning tips about successful prosecution child sexual abuse cases resulting in death
   
3. Learning about our model of social support that result in the empowerment of families

Powerpoint presentation as PDF document: click here

Global Perspective Lectures

L13d. Genital Trauma Following Consensual Intercourse in Adult Volunteers Evaluated by White and UV Light

Minna Joki-Erkkila, Research presented by Tampere University Hospital, Finland

UV-light, an additional method visualizing acute hemorrhages and old scars in anogenital area.

Abstract

Objective:
Genital trauma is reported in only a minority of females even after sexual assault, partly because of difficulties visualization of medical findings using conventional examination methods. We evaluated the benefit of UV light compared to white light for detecting minor genitoanal injuries by colposcopy following consensual sexual intercourse among adult volunteers.

Study design:
Physical examination performed to eighty-seven adult female volunteers after consensual intercourse comparing medical findings in white and ultraviolet light. Colposcopy with photographic documentation was used. Anatomic issues were recorded. We evaluated and compared acute and old medical findings after consensual intercourse by UV-light in contrast to white light and its additional value for forensic purposes in medical examination performed to adult female volunteers.

Results:
Submucosal haemorrhages in genital area were documented in white light 6.9 % (6/87) and in UV-light 12.8 % (11/87) after consensual intercourse. Five out of eleven submucosal haemorrhages were not documented in white light and were identified in early phase after consensual intercourse several hours before becoming visible in white light. Of the scars negative in white light, 63.9 % were visualized with the use of UV-light (p< 0.001).

Conclusions:
UV-light may give an additional value in the evaluation of medical findings in forensic examination after sexual assault, and is especially useful in detecting otherwise invisible early bruises and genital scars.

Learning Objectives

1. Basic knowledge and restrictions with UV-light.
   
2. Use of UV-light in acute and old anogenital trauma.

Powerpoint presentation as PDF document: click here

M1. Cue-Centered Treatment Protocol

Victor Carrion, sponsored by CTISP

The audience will learn about the components of a new psychosocial treatment intervention that emphasizes classical conditioning, cues or triggers, education and empowerment. The workshop will guide participants through the structure of the sessions. It will present background and case examples. An interactive discussion will be encouraged.

Abstract

Objective:
This presentation introduces a new structured manual for the treatment of trauma exposed minority youth. Preliminary data from a school-based trial of the Stanford Cue-Centered Treatment Protocol (CCT) is presented.

Method:
The CCT protocol is a 15-18 session protocol guiding therapists through a hybrid of trauma interventions including psychoeducation, narrative-exposure, insight-oriented therapy and cognitively-enhanced and skill building focused CBT. Measurements of depression, anxiety and PTSD symptoms were collected at study entry (T1), mid-therapy (T2), termination (T3), and follow-up (T4).

Results:
Minority classification included Hispanic, 28.1%, Black (Non-Hispanic), 32.8%, Pacific Islander, 3.1%, Native American, 1.6%, Other 21.9%, 21.9% did not respond or data has yet to be collected. Change scores were calculated from descriptive statistics at T1, T3, and T4 (for the treatment group). From T1 to T2 subjects reported an average symptom reduction of 32.2% in depression (n = 28), 30% in anxiety (n = 27), and 52.2% in trauma (n = 22). Caregivers reported a reduction 14.9% in anxiety (n=28), 15.4% in depression (n=24) and rated their child’s trauma symptoms 29% lower (n = 16). From T1 to T3 subjects reported an average symptom reduction of 56.5% in depression (n = 19), 58.3% in anxiety (n = 22), and 69.4% in trauma (n = 20). Caregivers (n = 18) reported a reduction 40.2% in anxiety, 26% in depression (n=17) and rated their child’s trauma symptoms 42.1% lower (n = 13). From T1 to T4 subjects reported an average symptom reduction of 23.2% in depression (n = 13), 36.8% in anxiety (n = 14), and 47.3% in posttraumatic symptoms (n = 14). Caregivers (n=11) reported a 34.2% reduction in anxiety, 22% in depression and rated their child’s trauma symptoms 36.8% lower (n = 6). Results of Fidelity test demonstrate a 95% adherence to protocol by therapists.

Discussion:
Treatment group subjects reported decreases in depression, anxiety, and posttraumatic symptoms at treatment termination and follow-up. Preliminary data suggests applying the CCT manual to traumatized youth contributes to positive treatment outcomes. Fidelity data suggests therapists can consistently deliver the treatment protocol.

Learning Objectives

1. To learn the role of classical conditioning in the pathophysiology of PTSD.
   
2. To acquire knowledge on current treatment modalities.
   
3. To be informed on recent findings from a randomized controlled trial.

Powerpoint presentation as PDF document: click here

M2. Creative Interventions for Sexually Abused and Traumatized Children, Part 1

Liana Lowenstein

Learn innovative assessment and treatment techniques for use with sexually abused and traumatized children of all ages in individual and group treatment.

Abstract

This workshop is designed to familiarize participants with an innovative model for working with sexually abused and traumatized children.

The presenter will provide participants with creative, structured assessment and treatment interventions. This will include interventions that can be used in individual or group therapy sessions with preschool, latency and adolescent victims of sexual abuse. A brief overview of trauma research will be provided. Next, highlights of the instructor’s sexual abuse trauma assessment model will be presented.

Part two of the workshop will focus on treatment interventions, including activities to address the following issues: Identifying and coping with feelings, dealing with sensory triggers, offender enticement strategies, family and community support, post-disclosure response, self-blame, healthy sexuality, and self-esteem. Workshop participants will come away with a better understanding of trauma research, and many new and innovative techniques.

Learning Objectives

1. Explain some of the trauma effects on sexually abused children.
2. Implement innovative techniques for assessing sexually abused children.
3. Apply at least 5 treatment techniques with sexually abused and traumatized children.

Powerpoint presentation as PDF document: click here

M3. The Safe Environment for Every Kid (SEEK) Model for Preventing Child Maltreatment, Part 2

Howard Dubowitz

SEEK is a model of enhanced pediatric primary care that aims to help prevent child maltreatment. Based in pediatric primary care settings, the identification of and response to prevalent psychosocial problems (eg, parental depression) can strengthen families, support parents and enhance children’s health, development and safety, and, help prevent child abuse and neglect.
This 2nd session will focus on the challenges to changing pediatric primary care practice and to implementing the SEEK model. We will discuss conceptual issues, such as fidelity to the model, as well as important practical matters such as training of health professionals and the timing of interventions.

Powerpoint presentation as PDF document: click here

M4. Incorporating Ace Screening in Pediatric Practice

Nadine Burke Harris

A review of the evidence regarding the impact Adverse Childhood Experiences on adult chronic disease as well as recommendations for universal screening and multidisciplinary treatment.

Objectives

1. Describe the clinical sequelae of Adverse Childhood Experience
   
2. Describe the prevalence of ACEs
   
3. Outline a multi-disciplinary approach for prevention of long-term sequelae of ACEs.

Powerpoint presentation as PDF document: click here

M5. Understanding and Interviewing the Child Sexual Abuse Perpetrator, Part 1

Michael Johnson

This training will educate the attendee on the importance of understanding the techniques utilized by perpetrators to find and seduce victims, the criminal thinking distortions utilized to justify their behaviors, and the typology of the various perpetrator types.

Abstract

Understanding how a child molester thinks is at the core of getting the perpetrator to make incriminating statements about his offenses.  This training will educate the attendee on the importance of understanding the techniques utilized by perpetrators to find and seduce victims, the criminal thinking distortions utilized to justify their behaviors, and the typology of the various perpetrator types. 

The core principals of perpetrator interrogation will also be discussed.  From typology to criminal thinking distortions, the more we understand about how the “Perp” thinks the easier it is to get him to talk to us.  The more he talks, the more likely it is he will make incriminating statements.  A multi-step guide to interrogation will be discussed, and videotape interrogation will be reviewed and analyzed.

This workshop is intended for all multidisciplinary team members who are either directly or indirectly involved in the investigation or assessment of child sexual abuse investigations, including (but not limited to) Law Enforcement, Child Protective Services, Prosecution, Therapists, Advocates and Forensic Interviewers.

Learning Objectives

1. Participants will gain an understanding of the techniques utilized by perpetrators to find and seduce their victims.
   
2. Participants will gain an understanding of criminal thinking distortions.
   
3. Participants will gain an understanding of the various perpetrator types.
4. Participants will learn a practical interrogation technique for interviewing sexual abuse perpetrators.

Handout: click here

Computer Hi-Tech Investigator Training—sponsored by SEARCH

M6. Primary Responder, Field Triage and Data Acquisition, Part 1

Chris Armstrong, Timothy Lott

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

This lecture and lab will address the collection of "Volatile Data", data that Law Enforcement has historically overlooked or ignored. Students will be provided with free software resources they can use to collect and view the Volatile Data or RAM from a running computer.

Powerpoint presentation as PDF document: click here

Second Powerpoint presentation as PDF document: click here

M7. Evidence Issues in Intimate Partner Violence Litigation

John E.B. Myers

Up to date information on evidence issues in intimate partner violence litigation; including hearsay, prior inconsistent statements, Crawford, forfeiture by wrongdoing, and uncharged misconduct evidence.

Abstract

This workshop will provide detailed information on evidence issues in intimate partner violence, including hearsay, prior inconsistent statements, Crawford, forfeiture by wrongdoing, and uncharged misconduct evidence.

Learning Objectives

1. Enhance understanding of recent developments regarding hearsay and IPV litigation
2. Enhance understanding of forfeiture by wrongdoing
3. Enhance understanding of uncharged misconduct evidence in IPV litigation

Powerpoint presentation as PDF document: click here

M8. Child Forensic Interviewing at Age 30: Virtuous to a Fault

Mark Everson

How the pursuit of diagnostic accuracy has shaped our history and undermined good practice.

Abstract

Our field has long been dominated by the pursuant of virtue. For the last 30 years we have sought improvements in the forensic interviewing and evaluation process to increase diagnostic accuracy in our assessments of child sexual abuse allegations. The 1980's were an era of emphasis on Sensitivity, and index of diagnostic accuracy which focused on reducing errors of under calling abuse. Since the mid-1990's, our field has emphasized Specificity or reducing errors of overcalling abuse. This workshop will examine the deleterious impact of this lack of balance between sensitivity and specificity on the history of our field and on accepted practice.

Learning Objectives

1. Compare and contrast sensitivity and specificity, two indices of diagnostic accuracy.
2. Describe the impact of emphasizing sensitivity vs. specificity on the history of the field of child forensic interviewing.
   
3. Gain an appreciation of the differential impact of emphasizing sensitivity vs. specificity on forensic practice.

Powerpoint presentation as PDF document: click here

M9. Safecare Home Visiting Model: Realities of Day-to-Day Local Implementation

Ericka Lewis, Clorinda Merino, Amber Middleton

Join us on a journey of EBP home visiting model implementation in California. Day to day realities and lessons learned.

Abstract

The Safe Kids California Project (SKCP), under the leadership of the Chadwick Center for Children and Families at Rady Children’s Hospital-San Diego (Applicant), and in cooperation with Child and Adolescent Services Research Center, the National SafeCare® Training and Research Center, and the California Department of Social Services, will “cascade” the evidence-based SafeCare® home visitation model across multiple California counties.

SKCP will target the prevention of child neglect by leveraging existing funding streams to transform local services from untested models into culturally robust evidence-based service delivery systems. The Project will allow selected counties in California to work together in virtual “Learning Communities” to redirect existing service delivery capacity to the SafeCare® model with strong implementation support and fidelity to the model. It is our perception and experience that the mutual support and accountability associated with such Learning Communities will help accelerate the pace of implementation, reinforce fidelity to the model, and increase the likelihood that the change will be sustained over time.

Learning Objectives

1. Learn the steps to successful implementation
   
2. Identify challenges that may arise, and ways to overcome them from a win-win approach
   
3. Take the tools that have worked for others to help you be successful

Handout: click here

M10. Building Child and Family Resilience with Psychoeducational Parenting Classes

Terry Carrilio

Abstract

Resilience is a dynamic process involving the interaction of risk and vulnerability factors at individual, family, and community levels. Well designed psychoeducational groups can increase resilience, but need to be carried out systematically, over time, by an organization with staff and administrative capacity to maintain model fidelity. There are different approaches to implementing a group program, and no one size fits all. Further research could help clarify the most effective ways to design parenting group interventions.

Learning Objectives

1. Participants will be familiar with resilience and some underlying theoretical principles underlying psychoeducational parenting groups.
   
2. Participants will be able to compare different approaches to implementing psychoeducational parenting groups.
   
3. Participants will gain insight into ways to increase the effectiveness of psychoeducational parenting groups.

Powerpoint presentation as PDF document: click here

Presented by UC-Berkeley, Chapin Hall, University of Chicago

M11. Racial/Ethnic Disparities in the Child Welfare System: Recent Empirical Findings

John Fluke, Barbara Needell, Emily Putnam-Hornstein, Fred Wulczyn

In light of recent research and commentary that has placed issues of disparities under scrutiny; this panel includes a review of the status of the research, and offers some direction for a clearer research agenda.

Abstract

In light of recent research and commentary that has placed issues of disparities under scrutiny, this panel includes a review of the status of the research, and offers some direction for a clearer research agenda. The review of research literature focuses on explanations of disparities: 1) disparate needs of children and families of color; 2) racial bias and discrimination in the child welfare system; and 3) child welfare system processes and resources, and 4) geographic context.

Learning Objectives

1. Attendees will understand recent findings about racial/ethnic disparities
   

Handout: click here

M12. Child Welfare Services Through the Eyes of the Refugee and Immigrant Population: How the Community Views “The System” and What Social Workers Can Do to Help Dispel the Myths

Wanjiru Golly, Neda Rivera

Straight from the heart of the Middle Eastern and African refugee and immigrant communities in San Diego. What do they really think of "the System."

Abstract

Illustrating different experiences both positive and negative that refugee and immigrant families have encountered when they come into contact with the Child Welfare System. The presenters will address the refugee and immigrant’s experiences during the initial investigation, court involvement, case management, and foster home placements. The families would be from the Middle Eastern and African communities in San Diego. The presenters will also address best practices for working with refugee and immigrant families, and the use of culture as a way to understand the families, thereby providing more effective case management. The presenters will provide a hands on experiential approach to working with refugee and immigrant families involved in the Child Welfare System.

Learning Objectives

1. Understating the refugee and immigrant experience from their perspective
   
2. Learn tools to effectively work with refugee and immigrant families
   
3. Learn how culture can be used as a tool to understand families versus an excuse for behavior

Powerpoint presentation as PDF document: click here

N1. Don’t Be Fooled: Separating Facts from Exaggerations in Claims of “Evidence-Based Practice”

Brian Allen

This presentation will discuss the reasons that so many interventions are described as evidence-based by developers and presenters, yet relatively few are identified as such by researchers and policymakers. Attendees will learn how to critically evaluate claims of effectiveness and how to verify the evidence of an intervention by consulting available websites that have independently evaluated interventions.

Abstract

In the current marketplace of child mental health interventions, it seems that practically everyone describes their treatment as “evidence-based.” With this atmosphere, it can be difficult for busy clinicians to know which interventions to trust and, subsequently, to invest time and resources to learn. This presentation will provide commonly accepted definitions of “evidence-based practice,” and explore commonly used research techniques that attempt to develop this knowledge base. Attendees will learn to critically evaluate presentations and papers to determine the veracity of claims of effectiveness. In addition, attendees will be oriented to multiple websites that provide independent third-party evaluations of the strength of evidence supporting various interventions.

Learning Objectives

1. Participants will define “evidence-based practice” and the types of research typically required for an intervention to be identified as such.
   
2. Participants will evaluate the utility of commonly used research designs and the evidence they can provide for an intervention.
   
3. Participants will demonstrate knowledge of three websites that provide independent evaluations of the weight of evidence for various interventions.

Published Articles on Evidence-Based Topics

• American Psychological Association (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285. 
• Asay, T. P., & Lambert, M. J., (1999). The empirical case for the common factors in therapy: Quantitative findings. In M. A. Hubble, B. L., Duncan, & S. D. Miller (Eds.),The heart and soul of change: What works in therapy. Washington, DC: American Psychological Association.
• The California Evidence-Based Clearinghouse for Child Welfare,  www.cebc4cw.org
• SAMHSA’s National Registry of Evidence-Based Programs and Practices, www.nrepp.samhsa.gov
• Evidence-Based Mental Health Treatment for Children and Adolescents, by the Association of Behavioral and Cognitive Therapies (ABCT) and the Society of Clinical Child and Adolescent Psychology, www.effectivechildtherapy.com

N2. Creative Interventions for Sexually Abused and Traumatized Children, Part 2

Liana Lowenstein

Learn innovative assessment and treatment techniques for use with sexually abused and traumatized children of all ages in individual and group treatment.

Abstract

This workshop is designed to familiarize participants with an innovative model for working with sexually abused and traumatized children.

The presenter will provide participants with creative, structured assessment and treatment interventions. This will include interventions that can be used in individual or group therapy sessions with preschool, latency and adolescent victims of sexual abuse. A brief overview of trauma research will be provided. Next, highlights of the instructor’s sexual abuse trauma assessment model will be presented.

Part two of the workshop will focus on treatment interventions, including activities to address the following issues: Identifying and coping with feelings, dealing with sensory triggers, offender enticement strategies, family and community support, post-disclosure response, self-blame, healthy sexuality, and self-esteem. Workshop participants will come away with a better understanding of trauma research, and many new and innovative techniques.

Learning Objectives

1. Explain some of the trauma effects on sexually abused children.
2. Implement innovative techniques for assessing sexually abused children.
3. Apply at least 5 treatment techniques with sexually abused and traumatized children.

Powerpoint presentation as PDF document: click here

N3. Female Genital Cutting: African, European and American Experience

Wouter Karst, sponsored by Netherlands Forensic Institute, Marilyn Kaufhold

This workshop will review the history and cultural significance of this ancient North African practice and the preventive and legal strategies in practice to manage it today in Europe and the US.

Abstract

Female genital cutting is an ancient traditional practice the origins of which are not known for certain. There are references to it in ancient Roman times. It is practiced in several forms throughout North Africa today as well as parts of Indonesia. The practice is not identical but varies by region and tribe. It is viewed as a rite of passage, an ensurer of chastity, and a prerequisite to marriage for girls. Elder females in families usually insist that young girls have this procedure.

There are many medical complications including fatal outcome that result from the often unsterile conditions under which the cutting is performed, the sometimes crude instruments used, the lack of knowledge of anatomy in the one who performs it, and the resultant scarring. Post procedure, children may experience infection, urinary retention and anemia from blood loss. Scarring causes retention of menstrual blood in women as well as difficulty in experiencing normal vaginal intercourse and in childbirth. As people from the countries that practice genital cutting have moved to European countries and the US, they have learned that the practice is unacceptable to other western cultures. Legal means have been used to dissuade the practice as have educational strategies. Various organizations have developed policy statements to guide healthcare providers. The medical community has developed best practice strategies for dealing with the obstetric and gynecologic needs of adults who had genital cutting as children.

Learning Objectives

1. Describe the history of female genital cutting and it’s cultural significance
   
2. List the range of medical complications from the procedure
   
3. Discuss the educational and legal strategies that are being used to eliminate the practice in Europe and in the US

Powerpoint presentation as PDF document: click here

N4. Controversies in Radiological Imaging of Abuse

Jerry Dwek

Discuss current controversies in the radiological imaging of child abuse including current medical thought regarding vitamin D deficiency.

Abstract

From vitamin d deficiency to shaken baby syndrome the current medical literature includes controversial articles that rock the essential underpinnings of the radiology of child abuse. We will give an overview of each of these controversies and discuss the pros and cons of each of theories and their implications.

Learning Objectives

1. Explain the literature if vitamin d deficiency, temporary brittle bone diseases and shaken baby syndrome.
   
2. Discuss the separate pros and cons regarding these controversies.

Powerpoint presentation as PDF document: click here

N5. Understanding and Interviewing the Child Sexual Abuse Perpetrator, Part 2

Michael Johnson

This training will educate the attendee on the importance of understanding the techniques utilized by perpetrators to find and seduce victims, the criminal thinking distortions utilized to justify their behaviors, and the typology of the various perpetrator types.

Abstract

Understanding how a child molester thinks is at the core of getting the perpetrator to make incriminating statements about his offenses.  This training will educate the attendee on the importance of understanding the techniques utilized by perpetrators to find and seduce victims, the criminal thinking distortions utilized to justify their behaviors, and the typology of the various perpetrator types. 

The core principals of perpetrator interrogation will also be discussed.  From typology to criminal thinking distortions, the more we understand about how the “Perp” thinks the easier it is to get him to talk to us.  The more he talks, the more likely it is he will make incriminating statements.  A multi-step guide to interrogation will be discussed, and videotape interrogation will be reviewed and analyzed.

This workshop is intended for all multidisciplinary team members who are either directly or indirectly involved in the investigation or assessment of child sexual abuse investigations, including (but not limited to) Law Enforcement, Child Protective Services, Prosecution, Therapists, Advocates and Forensic Interviewers.

Learning Objectives

1. Participants will gain an understanding of the techniques utilized by perpetrators to find and seduce their victims.
   
2. Participants will gain an understanding of criminal thinking distortions.
   
3. Participants will gain an understanding of the various perpetrator types.
4. Participants will learn a practical interrogation technique for interviewing sexual abuse perpetrators.

Handout: click here

Computer Hi-Tech Investigator Training—sponsored by SEARCH

N6. Primary Responder, Field Triage and Data Acquisition, Part 2

Chris Armstrong, Timothy Lott

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

This lecture and lab will address the collection of "Volatile Data", data that Law Enforcement has historically overlooked or ignored. Students will be provided with free software resources they can use to collect and view the Volatile Data or RAM from a running computer.

Powerpoint presentation as PDF document: click here

Second Powerpoint presentation as PDF document: click here

N7. Use of the Education Witness: Education, Not Justification

Elizabeth Donatello, Stacy Essex, Stefan Perkowski, sponsored by Child and Adolescent Services Treatment Center

A “hands on workshop” for clinicians and attorneys about the use of the education expert in child sex abuse cases. Clinicians and a prosecutor show how to effectively educate jurors and judges.

Abstract

Expert witnesses may be used in litigation in several different ways. Clinicians often fear the courtroom setting and attorneys are all too often not fully prepared to effectively elicit expert testimony in the courtroom.

This workshop focuses on one specific use of the expert: The education expert in child sexual abuse cases. The education expert is called to testify specifically to explain certain phenomena to the jury without having any firsthand knowledge of the facts of the particular case. The witness' function is purely to teach and not to offer opinions about the facts in the specific case at trial. The benefits and appropriate use of the education expert is discussed, including the use of such witnesses to educate judges. Specific approaches for effective preparation and presentation of the education expert, and the issues to confront in cross examination are explored.

Practical examples of managing cross will be put forward. The participants are encouraged to express their comments and concerns about this topic. Role play will be used to demonstrate common approaches and challenges that both the lawyer and witness face using the example of expert testimony. A career child sexual abuse prosecutor and two clinicians will co-present this workshop.

Learning Objectives

1. To understand the responsibility of the educational expert.
   
2. To better gain insights into the best ways to prepare for court.
   
3. To ease the fears of clinicians regarding testifying in court.

Publications

• Summit, R. (1983) The Child Sexual Abuse Accommodation Syndrome. Child Abuse and Neglect, 7, 177-193. 
  
• London, K., Bruck, M, Ceci, S., Shuman, D. (2005) Disclosure of Child Sexual Abuse: What Does the Research Tell us About the Ways that Children Tell? Psychology, Public Policy and Law, 11 (1) 194-226. 
• Stern, P. (1997) Preparing and Presenting Expert Testimony in Child Abuse Litigation: A Guide for Expert Witness and Attorneys. Sage Publications, Thousand Oaks.

Handout: click here

N8. Is Current Child Forensic Practice Unethical? What Research Says About the Reliability of Our Case Decisions

Mark Everson

Disagreements among forensic evaluators in cases of alleged child sexual abuse raise questions about the reliability, validity, and ethics of current practice.

Abstract

The reliability, validity and ethics of forensic practice can be compared to dominoes. If the first teeters, the remaining two are in serious jeopardy. This workshop reviews research on the reliability of professional judgments in cases of alleged child sexual abuse that has been used to question the reliability, validity and ethics of current forensic practice.

Learning Objectives

1. Examine recent challenges to the appropriateness and ethics of current forensic practice.
   
2. Review existing research on the reliability of professional judgments in cases of alleged CSA.
   
3. Review new research that examines the impact of emphasizing sensitivity vs. specificity in professional judgments about CSA.

Powerpoint presentation as PDF document: click here

N9. Meeting the Needs of Transitional Youth: A Panel Discussion

Candy Morales, Moderator with a Panel of Youth Alumni of the Child Welfare System

Alumni from the foster care system will share their individual experiences navigating through the child welfare system towards self-sufficiency and emancipation. Based on their experiences they will have the opportunity to make recommendations as to how professionals in the field can better meet the needs of transitional-aged youth. Panelists will address a series of questions from the moderator, followed by a Question and Answer session from the audience.

Abstract

Since 1999, there has been an increase of 64% of youth aging out of foster care, indicating a rise in the number of youth who are not achieving permanency by the time they turn 18. (McCoy-Roth, Freundlich, & Ross, 2010). According to the Child Welfare Information Gateway (2010), towards the end of 2008, there were roughly 463,000 children in the United States foster care system, and in 2007, an estimated 28,931 adolescents aged out of care nationwide (McCoy-Roth, Freundlich, & Ross, 2010). In California there are an estimated 60,000 youth in care (CYC, 2011) and approximately 5,188 young adults exit the system every year (McCoy-Roth, Freundlich, & Ross, 2010). Similarly, in San Diego County, there are about 6,000 foster youth in an out-of-home care placement (CYC, 2011), and every year, 425 foster youth emancipate from foster care (SDGJ, 2009).

Youth in care have had to deal with abandonment, neglect, abuse, and many other traumatic situations. Foster youth are at a higher risk for illiteracy, unemployment, homelessness, substance abuse, and prostitution. These youth experience higher incidences of legal issues and often find themselves in juvenile detention, and eventually, in the prison system (Courtney, 2001). Foster youth are becoming parents at an earlier age and consequently, many will find themselves continuing the intergenerational cycle of abuse and neglect.

According to the Children’s Advocacy Group (Sorensen, 2009), in California, approximately 65% of the youth that age out of the child welfare system every year will leave without a place to live, 51% are unemployed, and girls who age out of the system will have a child within 2.5-5 years. California Youth Connection reports that 70% of inmates in San Quentin State Penitentiary were in the foster care system, and 27 % of the current homeless populations were former foster youth. In a study of former and current foster youth of Clark County, Nevada it was found that 38% of former foster youth had children, 41 % reported spending a night in jail, and 51% reported they had no health insurance (Reilly, 2003).

This data indicates that the child welfare system is failing to meet the needs of transitional-aged youth to help prepare them lead healthy, productive lives into adulthood. It is imperative and invaluable to have alumni share their experiences and tell professionals what would help them achieve more successful transitions. It is the responsibility of those of us who work in the field to take their recommendations and create positive change for better outcomes for these youth and future generations.

Learning Objectives

1. Participants will receive first-hand knowledge about the challenges faced by youth as they age out of the child welfare system.
   
2. Participants will identify strategies to support successful transitions for youth aging out of the child welfare system.
   
3. Participants will have the opportunity to address questions to the panel about how best to engage and work with transition-aged youth.

Publications

• California Youth Connection. (2011). Retrieved from http://www.calyouthconn.org/
• Courtney, M. E., Piliavin, I., Grogan-Kaylor, A., & Nesmith, A. (2001). Foster youth transitions to adulthood: A longitudinal view of youth leaving care. Child Welfare: Journal of Policy, Practice, and Program, 80(6), 685-717. Retrieved from EBSCOhost. 
• McCoy-Roth, M., Freundlich, M.,  & Ross, T. (2010). Fostering Connections Resource Center: Number of Youth Aging out of Foster Care Continues to Rise; Increasing 64 percent since 1999. Retrieved from                   http://www.fosteringconnections.org/tools/assets/files/Connections_Agingout.pdf
• Reilly, T. (2003). Transitions from care: status and outcomes of youth who age out of foster care. Child Welfare, 82, 727-746.
• San Diego County Grand Jury (2009/2010). Transitional Age Youth: Navigating a Difficult Course to Independent Living.
• Sorensen, R. (2009). V.O.I.C.E.S (Children’s Advocacy Group)  “It’s About Time” [Video file]. Retrieved from         http://vimeo.com/7905796
• U.S. Department of Health and Human Services: Administration for Children and Families (2010). Child Welfare Information Gateway (CWIG)—Foster Care Statistics. Retrieved from http://www.childwelfare.gov/pubs/factsheets/foster.cfm

Powerpoint presentation as PDF document: click here

N10. International and Domestic Use of Corporal Punishment on Young Children

Desmond Runyan

We will present new data on patterns of corporal punishment applied to very young children in the US and in 5 other countries.

Abstract

Corporal punishment of children less than 2 years of age is actively discouraged by parenting experts and professionals. Nevertheless, its use is frequent in the very early years with an onset in some families in the first months of life. This session will present the patterns of adoption of spanking as a common form of discipline by child age and gender. Up to 6% of infants less than 3 months of age are being spanked and the majority of children in North Carolina are being spanked by 17 months of age. Parents who spank the youngest children are both younger and more likely to be experiencing significant depression.

Learning Objectives

1. Learn the patterns of punishment used in different cultures.
   
2. Examine the patterns of punishment for children less than two.
   
3. Examine the correlates of the use of harsh punishment on very young children.

Powerpoint presentation as PDF document: click here

Presented by the National Crime against Children’s Research Center

N11-a. New Pathways to Poly-Victimization

David Finkelhor

This research helps explain why some children experience high levels of exposure to violence; they get there in different ways.

Abstract

Some children, whom we have labeled poly-victims, experience very high levels of victimizations of different types.  This research finds support for a conceptual model suggesting that there may be four distinct pathways to becoming such a poly-victim: (a) residing in a dangerous community, (b) living in a dangerous family, (c) having a chaotic, multi-problem family environment, or (d) having emotional problems that increase risk behavior, engender antagonism, and compromise the capacity to protect oneself.  It uses two waves of the National Survey on Children Exposed to Violence, a nationally representative sample of children aged 0-17 years.  All four hypothesized pathways showed significant independent association with poly-victim onset.  The identification of such pathways and the ages of high onset should help practitioners design programs for preventing vulnerable children from becoming poly-victims.

Learning Objectives

1. Understand the concept of poly-victimization.
   
2. Recognize the main kinds of factors that promote this kind of condition.
   

Related Publications

• Finkelhor, D., Ormrod, R. K., Turner, H. A., & Holt, M. A. (2009). Pathways to poly-victimization. Child Maltreatment, 14(4), 316-329. 
  
• Turner, H. A., Finkelhor, D., & Ormrod, R. (2010). Poly-victimization in a national sample of children & youth. American Journal of Preventive Medicine, 38(3), 323-330. 
• Finkelhor, D., Ormrod, R. K., & Turner, H. A. (2007). Poly-victimization: A neglected component in child victimization trauma. Child Abuse & Neglect, 31, 7-26.
• Finkelhor, D., Ormrod, R. K., & Turner, H. A. (2007). Poly-victimization and trauma in a national longitudinal cohort. Development and Psychopathology, 19(1), 149-166.
• Finkelhor, D., Ormrod, R. K., & Turner, H. A. (2009). Lifetime assessment of poly-victimization in a national sample of children & youth. Child Abuse & Neglect, 33, 403-411.
• Finkelhor, D., Ormrod, R. K., Turner, H. A., & Hamby, S. L. (2005). Measuring poly-victimization using the JVQ. Child Abuse & Neglect, 29(11), 1297-1312.

Powerpoint presentation as PDF document: click here

N11-b. The Effects of Child Victimization on Suicide Ideation in Youth: Findings From The National Survey of Children’s Exposure to Violence (NatSCEV)

Heather Turner

One of the papers documents strong linkages between victimization exposure and thoughts of suicide in youth aged 10–17. 

Abstract

Recent media coverage has highlighted how exposure to victimization such as peer bullying has been implicated in some tragic episodes of youth suicide. Although both professional and public concern about the role of victimization in adolescent suicide is substantial, little research has considered how different and multiple forms of victimization are associated with thoughts of suicide in a nationally representative sample of youth.

The current study, using longitudinal data from the National Survey of Children’s Exposure to Violence (NatSCEV), examines the effects of past year exposure to four different forms of victimization (maltreatment, sexual victimization, witnessing family violence, and peer victimization) on suicide ideation in 10–17 year olds.  Results indicate that exposure to peer victimization and maltreatment each have independent effects on suicide ideation, controlling for age, gender, SES, race, and family structure. Importantly, these results hold true longitudinally, such that both forms of victimization predict subsequent suicidal thoughts at Wave 2 when past (Wave 1) ideation is controlled.  Specifically, youth who were exposed to peer victimization in the past year were almost 3 times more likely to experience an onset of suicide ideation and those who were maltreated were over 5 times more likely engage in ideation than were youth who were not victimized in these ways.  Youth who experienced multiple forms of victimization in the past year (i.e. poly-victims) were especially likely to report suicide ideation at Wave 2

Learning Objectives

1. To learn about the role of child victimization on adolescent suicide ideation.

Publications

• Turner, H.A., Finkelhor, D. and Ormond, R. (2010). Poly-victimization in a national sample of children and youth. American Journal of Preventative Medicine, 38(3): 323-330. 
  
• Finkelhor, D., Turner, H.A., Ormrod, R. and Hamby, S. (2009). Violence, abuse, and crime exposure in a national sample of children and youth.  Pediatrics, 124(5):1411-23. 
• Turner, H.A., Finkelhor, D. and Ormond, R. (2010).  The effects of adolescent victimization on self concept and depressive symptoms. Child Maltreatment, 15(1): 76-90.

Powerpoint presentation as PDF document: click here

N11-c. Clinical Implications for Child Maltreatment Victims from The National Survey of Children’s Exposure to Violence (NatSCEV)

Sherry Hamby

Understand how poly-victimization can lead to new ideas for intervening with victims of child maltreatment.

Abstract

The National Survey of Children's Exposure to Violence (NatSCEV) assesses more than 40 types of youth victimization across five modules:  conventional crime, child maltreatment, peer and sibling victimization, sexual victimization, and witnessing and indirect victimization.  Findings show that most victims of child abuse are exposed to other forms of violence and abuse as well, particularly exposure to other forms of family violence.  Understanding a child’s full victimization history and all of the risks a child faces are important for treatment planning.  It is likewise important to understand how the victimization of other family members, including parents, can affect services to maltreated youth and the ability of family members to comply with treatment recommendations.  The links between child maltreatment and other forms of victimization will be identified, and suggestions will be made about particular areas to focus on when assessing the spectrum of violence.  A holistic, child-centered approach to work with maltreated children is recommended.

Learning Objectives

1. To understand what other forms of victimization are most commonly associated with child maltreatment.
   
2. To understand how a comprehensive assessment of victimization can inform clinical assessment, treatment planning, and outcome evaluation.

Publications

• Hamby, S., Finkelhor, D., Turner, H., & Ormrod, R. (2010). The overlap of witnessing partner violence with child maltreatment and other victimizations in a nationally representative survey of youth. Child Abuse and Neglect, 34, 734-741. 
  
• Finkelhor, D., Turner, H., Ormrod, R., & Hamby, S. (2009). Violence, abuse and crime exposure in a national sample of children and youth. Pediatrics, 124(5), 1411-1423. 
• Finkelhor, D., Hamby, S. L., Ormrod, R., & Turner, H. (2005).  The Juvenile Victimization Questionnaire:  Reliability, validity, and national norms.  Child Abuse and Neglect, 29, 383-412.

Powerpoint presentation as PDF document: click here

N12. Viewing Child Welfare Practice Through a Trauma Lens

Jessica Newmyer, Pam Toohey, Debra Zanders-Willis

Many child welfare systems around the country lack the ability to respond sensitively to the specific needs of children with complex trauma issues. In July 2010, the National Child Traumatic Stress Network (NCTSN), with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA), launched the Trauma-Informed Child Welfare Practice Breakthrough Series Collaborative (TICWP BSC), which focuses on using trauma-informed practices to improve foster care placement stability. This BSC is focused on using knowledge of child trauma to shape decisions, actions, policies, procedures, staffing, and supports for children, their families, and their caregivers, resulting in more successful adjustments and fewer disruptions in care. Trauma-informed practices that were developed through the BSC will be shared as well as how trauma-informed practices are being implemented and integrated with structured decision making and signs of safety.

Abstract

In July 2010, the National Child Traumatic Stress Network (NCTSN), with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA), launched the Trauma-Informed Child Welfare Practice Breakthrough Series Collaborative (TICWP BSC), which focuses on using trauma-informed practices to improve foster care placement stability. This BSC is focused on using knowledge of child trauma to shape decisions, actions, policies, procedures, staffing, and supports for children, their families, and their caregivers, resulting in more successful adjustments and fewer disruptions in care.

Over the past year, East Region Child Welfare staff have been participating in the BSC and implementing small tests of change in an effort to refine child welfare practice to be more trauma-informed. This has resulted in the identification of trauma-informed practices that are now ready to start spreading county-wide. One such practice is the use of the All About Me forms. When there are no other alternatives and children must be removed from their parent’s care, social workers are asking parents to complete a form that provides detailed information on the child’s needs, likes, dislikes, etc. This information is then provided to the caregiver for the child to help the caregiver provide the best care possible to the child and also to help ease the child’s transition. Another practice that has been implemented, is educating all caregivers on the impact of trauma on children at the time of receiving the child into their care. Furthermore, in order to help promote a co-parenting relationship between the caregivers and parents, social workers ask caregivers to call the parents within 24 hours of receiving a child. Trauma-informed practices that were developed through the BSC will be shared as well as how trauma-informed practices are being implemented and integrated with Structured Decision Making and Signs of Safety.

Learning Objectives

1. To promote the awareness of trauma-informed child welfare practices
   
2. To share trauma-informed practices being implemented in San Diego
   
3. To share how trauma informed-practices are being integrated with Structured Decision Making and Signs of Safety

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