D1. Differentiating Between Trauma Focused-Cognative Behavior Therapy (TF-CBT), Parent-Child Interactive Therapy (PCIT) and Child Parent Psychotherapy (CPP) for Children Exposed to Trauma

Judith Cohen, Chandra Gosh Ippen, Anthony Urquiza

TF-CBT, CPP, and PCIT are three evidence-based treatments commonly used to treat trauma-exposed children. This panel will discuss commonalities and points of divergence among these treatments.

Abstract

Trauma-Focused CBT, Child-Parent Psychotherapy, and Parent-Child Interaction Therapy are three evidence-based treatments commonly used to treat children who have undergone traumatic experiences. Experts from each of these three treatments will present on the core objectives and mechanisms of each treatment and will engage in a discussion regarding commonalities and points of divergence among these treatments.

Learning Objectives

1. Identify two objectives that TF-CBT, CPP, and PCIT share.
   
2. Understand the way that each treatment involves caregivers in the treatment of child trauma.
   
3. Identify at least one unique element of each treatment that differentiates it from the other two treatments.

D2. Protection, Recovery and Treatment After Sexual Exploitation Due to Juvenile Prostitution: Experiences of the Asja Treatment Programme

Alfons Crijnen, Anke van Dijke , sponsored by Fier Fryslan, the Netherlands

In victims of juvenile prostitution, numbness, dissociation and anger combined with isolation, being under control by others, and inability to flee build on traumatic experiences and neglect in early life – what we learned from treatment.

Abstract

During the treatment of young women recovering from sexual exploitation 3 core psychological problems could be recognized: neglect, post-traumatic stress and personality disorder. Around 25% of women grew up in families characterized by neglect and a disturbed parent-child relation with family violence, hard to manage temperament, and early sexual abuse. 45% of young women showed insecure attachment which was associated with feelings of anxiety and insecurity, with cognitive distortions, and with mood swings. These girls are easily upset, have a weak identity and are at risk for developing personality disorder. 30% of girls showed predominantly signs of post-traumatic stress often with numbness of feelings and thoughts.

In addition to the threats, assaults and forced prostitution, these girls were isolated for a long time, under the control of others and unable to flee, and developed feelings of helplessness and guilt. A number of them went through other harsh experiences (war, political persecution, substance use, serious illness, etc). The results of our program show that these women bring serious behavioral and psychiatric problems with them; there is, of course, much overlap between the groups.

ASJA provides a general living arrangement and group approach with an individualized treatment program. Daily experiences are used to reflect on negative cognitions and self-esteem, to enhance anger-management and social skills. They are treated with TF-CBT through the Internet or EMDR. Girls attend regular education through Internet-learning and receive 4 times a week modules with information and training around social skills, stress and anger-management, sensation-seeking, sexuality, safety, etc. Important is that they reconsider and rebuild their network; parents are actively involved and supported to take their responsibility.

Learning Objectives

1. Understand a number of risk factors and mechanisms leading to juvenile prostitution;
2. Understand the impact of juvenile prostitution on psychopathology and dysfunctioning;
   
3. Understand which components should be included in a protection and treatment program.

Publications

• Mitchell KJ, Finkelhor D, Wolak J Conceptualizing juvenile prostitution as child maltreatment: findings from the National Juvenile Prostitution Study Child Maltreat 2010 (1):18 – 36. 
  
• Van Dijk, L & A. Terpstra (2006). The spell broken, prevention methods and approaches for girl prostitution (in Dutch). SWP, Amsterdam. 
• Lier, P. A. C. v., Muthen, B., van der Sar, R., & Crijnen, A. A. M. (2004). Preventing disruptive behavior in elementary schoolchildren: Impact of a universal, classroom-based intervention. Journal of Consulting and Clinical Psychology, 72, 467-478.
• Crijnen, A. A. M., Achenbach, T. M., & Verhulst, F. C. (1997). Comparisons of problems reported by parents of children in 12 cultures: Total problems, externalizing, and internalizing. Journal of the American Academy of Child & Adolescent Psychiatry, 36(9), 1269-1277.

Powerpoint presentation as PDF document: click here

D3. Publishing: All You Always Wanted to Know

Roger Byard, sponsored in part by The University of Adelaide

The process of publishing papers will be reviewed with tips on how to evaluate journals and check on your own progress.

Abstract

Writing and publishing papers is an integral part of modern medical practice, however in many institutions the knowledge of how to do this is often regarded as innate, with no attempts made to introduce staff to underlying processes and techniques.  In this workshop types of research and publishing will be discussed, with a step by step guide to the process of submission and revision.  How to choose and evaluate specific journals and how to check on your own progress will be dealt with.  The aims of the workshop are for participants to gain an overview of modern publishing with an insight into submission, editorial and review processes.

Learning Objectives

1. To understand the process of writing and submitting papers;
   
2. To understand the various stages of publishing from submission and editorial evaluation/review to acceptance (or rejection!)

D4. An Investigation of Abusive Head Trauma Injuries and Deaths in Young Children Using Multiple Cause-Of-Death and National Inpatient Sample Data

Sharyn Parks, David Sugerman

Current CDC surveillance efforts for abusive head trauma, applying a 2008 expert panel definition on abusive head trauma to national vital statistics and national inpatient sample data.

Abstract

Objective:  To estimate the national incidence of TBI-related deaths in young children due to assault and describe associated risk factors.

Methods: Multiple Cause-of-Death (MCOD) public use files for 1999-2007 from the U.S. National Vital Statistics System were reviewed.  Cases were identified using the Centers for Disease Control and Prevention (CDC) international statistical classification of diseases and related health problems 10th revision (ICD-10) case definitions for TBI-related death and categorized using ICD-10 external cause of injury criteria for assault (excluding firearms).  A multivariate logistic regression model was constructed to compare assault and non-assault-related TBI death among children less than 2 years of age.   

Results: A total of 458,859 cases of fatal TBI were identified, with 2,228 (44%) of 5,035 total TBI deaths due to assault in children under 2 years of age vs. 14,676 (3%) of 453,824 total TBI deaths due to assault in those ≥ 2 years of age.  The incidence rate of assault-related TBI death in children less than 2 years of age increased from 2.6 per 100,000 persons in 1999 to 3.2 per 100,000 persons in 2007.  Children ≤12 months of age had a higher incidence rate than children in the second year of life (4.4 [95% CI, 4.2-4.7] vs. 1.7 [95% CI, 1.6-1.9] per 100,000 persons).  The incidence rate of assault-related TBI death was higher in non-Hispanic blacks (adjusted odds ratio [aOR], 1.8 (p<0.01) compared with non-Hispanic whites, in winter months (December-February), [aOR], 1.6 (p<0.01) compared with summer months (June-August), and among those dying in hospitals compared with outpatient settings [aOR], 2.3, p<0.01. 

Conclusion: TBI related deaths due to assault represent a larger proportion of total TBI deaths among infants than older children and adults.  These data identify high-risk areas and groups and may help inform preventive interventions and monitoring trends over time.

Authors:
David E. Sugerman, MD, MPH; Medical Officer, CDC's Division of Injury Response; ggi4@cdc.gov
Likang Xu, MD, MS; Statistician, CDC's Division of Injury Response; igx7@cdc.gov
Victor G. Coronado, MD, MPH; Medical Officer, CDC's Division of Injury Response; vgc1@cdc.gov

D5. Making It All Fit: How the Doctor Can Help Sort Fact from Fiction in Child Abuse Cases

Suzanne Starling

A doctor will collaborate with detectives on how correlate perpetrator statements with medical evidence to help determine cause and timing of injury.

Abstract

Child abuse investigations involving complicated medical diagnoses can be challenging to investigators. A detective investigating such a crime needs access to detailed medical information in order to understand the injuries and determine how the child may have been injured. Child Abuse Pediatricians are in the unique position to assist in the investigation by offering medical opinions on such topics as the likely cause and timing of the injury. Additionally, reasonable alternative diagnoses can be explored if the case is not likely to be abusive in nature.

Law enforcement officers have access to scene information and interviews with the caregivers which often are crucial to accurate medical diagnosis. This interactive session will explore how medical providers can assist detectives in determining how and when some injuries occur, in order to distinguish between true and false histories. Topics will include tips for obtaining the most accurate histories to help determine timing of injury, suggestions for portions of the scene investigation important in establishing a medical mechanism of injury, and information on the mechanics of injury and how certain injuries can be inflicted.

Learning Objectives

1. Participants will understand how common injuries occur
   
2. Participants will know what historical information is pivotal to medical assessments of timing of injury
   
3. Participants will learn which scene investigations are necessary for medical analysis

Powerpoint presentation as PDF document: click here

Computer Hi-Tech Investigator Training—sponsored by SEARCH

D6. Cellular Phone Investigations and Field Tools

Timothy Lott, Lauren Wagner

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

Description/Abstract

An introduction to cellular devices and the many aspects that cellular devices have on investigations. Seizure and examination of devices will also be discussed as well as an overview of field tools used for data extraction.

Learning Objectives

1. Students will complete a hands-on exercise using CelleBrite as a field tool to extract data from cellular devices.

Powerpoint presentation as PDF document: click here

D7. Updating and Countering Memory and Suggestibility Issues in Child Abuse Litigation: Where Are We in 2012?

Catherine Connell, Laura Rogers

This session will examine the progression of memory and suggestibility research over the last decade, the impact of the research on child abuse prosecutions and practical suggestions for forensic interviewers and prosecutors on how to pre-empt and defend against memory and suggestibility attacks in court.

Abstract

The speakers in this session will review recent research and writings in the area of memory and suggestibility and juxtapose this material and analysis against the long standing research in the area. All research will be addressed with the perspective of how it impacts the child forensic interviewer both during the interview process and ultimately when testifying in court. The research and writings will be considered for their relevance to the subject matter, bias, and content. The discussion will include strategies for how to conduct a legally defensible forensic interview, how to prepare to testify in court on both direct and cross examination, how to prepare to conduct a strong direct examination and how prepare to deal with rogue defense experts.

Learning Objectives

1. Become familiar with recent memory and suggestibility research and writings.
   
2. Understand how to conduct a defensible interview and prepare for in court testimony.
   
3. Learn how to conduct strong direct and cross examinations on the topic of memory and suggestibility

D8. Research and Practice Update on Child Interviewing

Thomas Lyon

The latest research on child interviewing, including methods for increasing children's productivity, decreasing suggestibility, and assessing children's credibility. We'll also view video excerpts of novel interviewing methods put into practice.

Abstract

Child interviewing continues to interest researchers in both basic and applied research. It is often difficult for practitioners to keep up with the latest research, particularly if they do not have easy access to research journals. This session will review the latest research on child interviewing with an eye toward identifying interviewing methods to adopt and to avoid. In addition, I'll show video clips of both abuse and research interviews to illustrate the costs and benefits of different approaches. I'll focus on a) interviewing innovations that increase the amount of information children recall about alleged abuse, b) interviewing methods that have been found to have suggestibility risks, c) interviewing methods that enable the interviewer to distinguish between true and false reports, and d) characteristics of true and false reports.

Learning Objectives

1. Understanding of new research on children's productivity
   
2. New research on children's suggestibilty
   
3. New research on assessing children's credibility

Powerpoint presentation as PDF document: click here

D9. Evidence-Based Treatment for Ethnic Minority Youth

Stanley Huey, sponsored by CEBC

Research on evidence-based treatments (EBTs) for ethnic minority youth with a diverse array of mental health problems.

Abstract

This paper reviews research on evidence-based treatments (EBTs) for ethnic minority youth using criteria from Chambless and Hollon (1998). Although no well-established treatments were identified, probably efficacious or possibly efficacious treatments were found for ethnic minority youth with anxiety-related problems, attention-deficit-hyperactivity disorder, depression, conduct problems, substance use problems, trauma-related syndromes, and other clinical problems. A brief meta-analysis showed overall treatment effects of medium magnitude (d = .44). Effects were larger when EBTs were compared to no treatment (d = .58) or psychological placebos (d = .51) versus treatment as usual (d = .22). Youth ethnicity, problem type, clinical severity, diagnostic status, and culture-responsive treatment status did not moderate treatment outcome. Many studies had low statistical power and poor representation of less acculturated youth. Few tests of cultural adaptation effects have been conducted in the literature and culturally validated outcome measures are mostly lacking. Recommendations for clinical practice and future research directions are provided.

Learning Objectives

1. Learn extent to which evidence-based treatments are efficacious for ethnic minority youth
2. Learn extent to which cultural adaptations enhance treatment effects for ethnic minority youth

Handout: click here

Powerpoint presentation as PDF document: click here

D10. Court Preparation for Interviewers, Medical Providers, Law Enforcement and Caseworkers

Suzanne Haney, Dan McGinn, sponsored by NCA

Preparation of expert witnesses to testify and common defense tactics in child abuse cases.

Abstract

Prior to 2004, courts across the country applied fairly loose standards in sexual abuse cases, allowing child victim’s out-of-court or ex parte statements with the belief that children may be unavailable to testify due to fear of the courtroom and defendant, diminished memory of events, and/or inability to answer questions or articulate details clearly. Rather than have children testify in these cases, the belief was that the child’s voice would be heard through the testimony of interviewers, case workers, and police officers; or through videotaped pretrial statements. Defense attorneys became concerned, however, that prosecutors gained unfair advantage because videotapes cannot be confronted, the primary method for testing the reliability of a child’s allegations.

The passing of Crawford v. Washington has not only made it more difficult to admit children’s ex parte statements but also has led to what some believe is the defense’s more aggressive confrontation of witnesses (interviewers, medical providers, law enforcement, and case workers) in ways they may be ill-prepared to handle. This workshop will address the effects of Crawford v. Washington on child sexual abuse testimony and will inform witnesses about common strategies used by defense attorneys. Finally, the presenters will discuss ways to prepare children, expert, and fact witnesses for testifying in child sexual abuse cases.

Learning Objectives

1. Effects of Crawford v. Washington on child sexual abuse testimony
2. Common defense strategies for interviewers and medical personnel
   
3. How to prepare for testifying in court

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

Powerpoint presentation as PDF document: click here

Presented under a grant by the (a) National Institute of Justice and (b) Crimes Against Children Research Center

D11a. Improving Internet Safety Education: Results from the National Institute of Justice (NIJ) Evaluation

Lisa Jones

As technology expands and budgets shrink, how can we best help youth stay safe? Targeted recommendations for prevention are provided for law enforcement and others based on an NIJ-funded evaluation.

Abstract

Internet safety education has been a growing priority for law enforcement and educators in order to reduce technology-related youth problems such as sexting, cyber bullying, Internet predators, and illegal online activity before they occur. Schools and communities are feeling increasing pressure to protect youth. Yet, little guidance is available on which education strategies and safety messages are likely to be most effective. Prevention efforts are complicated by rapidly changing technology and shrinking funding for prevention education.

There are effective and cost-conscious strategies that can be developed and used even within this challenging environment. Internet safety education has been a growing priority for law enforcement and educators in order to reduce technology-related youth problems such as sexting, cyber bullying, Internet predators, and illegal online activity before they occur. Schools and communities are feeling increasing pressure to protect youth.

Little guidance is available on which education strategies and safety messages are likely to be most effective. Prevention efforts are complicated by rapidly changing technology and shrinking funding for prevention education. There are effective and cost-conscious strategies that can be developed and used even within this challenging environment.

This research presentation will provide highlights from the NIJ-funded study: Evaluation of Internet Child Safety Materials Used by ICAC Task Forces in School and Community. The project included

1. an analysis of four extensively developed Internet safety curricula (Netsmartz, i-SAFE, Web Wise Kids, and iKeepSafe.org);
2. a survey of current efforts by ICAC Task Forces to provide Internet safety education nationally, and
3. a systematic review of prevention elements with proven effectiveness.

Addressing ways to improve community awareness and education about online safety and responsible behavior. Evaluation must be a component of understanding what works so prevention mistakes of the past are not repeated. However, innovative strategies can be put into place now that draw from what we already know about convincing youth to make better choices. Tools created by the project to further Internet safety education development and evaluation will be described and made available.

Learning Objectives

1. Attendees will be able to describe the strengths and weaknesses of current Internet safety education materials and strategies.
   
2. Attendees will be able to identify key research-based elements of successful prevention.
   
3. Attendees will be able to apply findings to improve prevention efforts in their community and gain tools for enhancing prevention efforts in the future.

D11b. Youth Internet and Victimization: Ten-Year Trends and Recent Developments

Lisa Jones, Kimberly Mitchell

1. Dramatic changes in youth Internet victimization over the past ten years are evident.
2. Changes in technology introduce new potential risks to youth as well as new challenges from a prevention and intervention standpoint.

Abstract

The Crimes against Children Research Center has conducted two comprehensive national assessments of youth Internet safety, completed five years apart—the first and second Youth Internet Safety Surveys (YISS-1 and YISS-2). They demonstrated dramatic changes over a period of five years, including marked increases in the amount of Internet harassment and unwanted exposure to pornography, as well as decreases in unwanted sexual solicitations. Such dramatic changes seen over a relatively short period of time are unusual in social science, supporting the need for a more frequent assessment to track a highly volatile environment.

In the third Youth Internet Safety Survey (YISS-3), conducted 10 years after YISS-1, we: 1) continued to track existing trends in the number and types of threats youth encounter using technology; 2) assessed risks to youth of new behaviors and activities, including youth creating and distributing explicit images of themselves and/or peers (i.e., sexting); and 3) assessed benefits and utilization of safety programs and technologies.

Using a design refined in the two previous Youth Internet Safety Surveys, a new national probability sample of youth ages 10 through 17 were interviewed by telephone about experiences with technology during the last 12 months. The design allows for direct comparison to findings from our two previous surveys, providing valuable information on trends and new developments. YISS-3 is funded by the Office of Juvenile Justice & Delinquency Prevention sourced from Recovery Act funds.

Learning Objectives

1. Understand the trends in prevalence and characteristics of youth Internet victimization over the past ten years.
   
2. Explore the prevalence and charactersitics of youth involvement in sexting.

Powerpoint presentation as PDF document: click here

WELLNESS

D12. Mindfulness and Its Relationship to Vicarious Traumatization and Compassion Fatigue

Steven Hickman

Exploration of the ways in which mindfulness in the clinician has been used to prevent vicarious traumatization and compassion fatigue.

Abstract

There has been unprecedented attention paid in recent years to mindfulness as a component of a number of widely studied and empirically supported treatments, including Mindfulness-Based Stress Reduction. However, there also exists the opportunity to explore and understand how the practice of mindfulness by the clinician (on a personal level as well as a professional one) might serve to support clinical work with sometimes highly charged and difficult patient populations and settings.

This talk aims to outline the basic philosophy and approach of MBSR specifically, and how the central mechanisms of mindfulness (intention, attitude and awareness) can be understood in the context of preventing vicarious traumatization, compassion fatigue and burnout. Utilizing a few published studies on the topic, some specific aspects and practices of mindfulness and MBSR will be outlined that could prove to be highly beneficial for clinicians in difficult settings, both on the professional and on the personal levels.

Specific experiential exercises drawn from MBSR and other mindfulness-based interventions will be incorporated  to provide attendees with a direct experience of the power of mindfulness practice.

Handout: click here

Welcome Luncheon
Addressing the Social-Emotional, Behavioral and Mental Health Needs of Children in Child Welfare

Bryan Samuels, Commissioner, Administration on Children, Youth and Families, Washington, DC

Commissioner Samuels expands on his comments from the morning's plenary, discussing child welfare strategies for addressing the social-emotional, behavioral, and mental health needs of children who have experienced maltreatment.

Powerpoint presentation as PDF document: click here

Global Perspective Lectures

D13a. Dysregulated Immune System and Impaired Quality of Life in Maltreated Children

Hannes Bielas

Maltreatment can have negative consequences on the long‐term cognitive, psychosocial, and somatic development of children. Previous studies with adults have suggested a relationship between cumulative stress with adverse childhood experiences and autoimmune diseases. To date, research on alterations of the immune system in maltreated children is lacking. The aim of our study was therefore to analyze lymphocyte subset numbers and distribution during youth.

Abstract

The aim of our study was therefore to analyze lymphocyte subset numbers and distribution during youth. Of the 319 in‐ and outpatient children referred to the child protection team at the University Children's Hospital Zurich between 2005 and 2006 an eligible sample of 180 children was contacted for a follow‐up. In 27 cases of maltreated children and 19 healthy controls, analysis of blood samples by fluorescent activated cell sorter was consented. With regard to published age references, total lymphocyte counts were aberrant in maltreated children but not in controls. CD4+ helper and CD8+ cytotoxic T cell populations did not differ between groups. However, when compared to controls, the percentages and absolute numbers of activated (HLA‐DR+) CD4+ helper and CD8+ cytotoxic T cells were significantly higher in maltreated children. According to the typical distribution of HLA‐DR+ cells we assumed an increased stimulated cell‐mediated immune function in maltreated children.

Due to the limitations of a pilot study, the clinical relevance of these findings remains unclear. Further studies are warranted, including analysis of pro‐inflammatory cytokines, functional assays such as lymphocyte proliferation to mitogens and antigens, analysed at different time points after maltreatment.

Powerpoint presentation as PDF document: click here

Global Perspective Lectures

D13b. Child Sexual Abuse: The Role of Medical Expert Statements in Legal Process and Outcome

Noora Ellonen, Minna Joki-Erkkila, Jenni Niemi, sponsored by Tempere University Hospital, Finland

The meaning of medical expert statements in legal process.

Abstract

Purpose of the study was to evaluate medical expert statements in criminal process in suspected cases of child sexual abuse (CSA). Alleged CSA cases are challenging for health care professionals as well as for criminal investigation and prosecution. Medical expert statements present findings in examination and translate the meaning of these findings or the lack of them into “multidisciplinary language” understood by other professionals. Previous research has shown that especially physical evidence is rarely obvious enough to support the alleged suspicion.

The role of these unambiguous statements as evidence in the legal process is unclear. In this research we addressed to this problem. First, we analyzed the role of medical statements in the legal outcome of suspected CSA cases.

Secondly, we analyzed medical statement conclusions according to Adams et al. guidelines.

The study consists of random sample of 136 CSA cases medically examined by law enforcement referral in one University Hospital in Finland during 2001-2009. All cases were reported to the Finnish law enforcement authorities. The data consists of official investigation documents from police department, crime laboratory, prosecutor, court and hospital. 13% of the medical statements supported the suspected CSA, and worryingly, 9% had a conclusion denying the suspicion. In 38% cases medical statement was supportive, if intercourse was suspected. In 10% cases forensic samples were collected. In 26% cases coercive measures were performed. Investigation was closed in 10 cases with no disclosure from child and no other supportive material of suspected crime. 77 % cases were referred to prosecution. Charges were filed in 56 % cases of those. 78 % were sentenced.

In this presentation the role of expert statements in the legal outcome will be presented. In conclusion, we highlight the fact that medical examination cannot dispute CSA suspicion. Child’s disclosure is main evidence in legal process.

Learning Objectives

1. The importance of expert statements in legal process and outcome.

Powerpoint presentation as PDF document: click here

Global Perspective Lectures

D13c. Going Dutch: An Evaluation of the Advice and Reporting Centers for Child Abuse in Holland

Paul Baeten , sponsored by Ministry of Safety and Justice, Advice and Reporting Centre for Child Abuse, The Netherlands

An evaluation of the Advice and Reporting Centres for Child Abuse in Holland, where there is no mandatory reporting, where offering assistance to abusive families is the primary goal, and where professionals like teachers and social workers take responsibility in tackling child abuse.

E1. Delving into Problematic Thinking Without Getting Lost: Advanced Clinical Strategies for CBT Trauma Therapist

Shannon Dorsey, Monica Fitzgerald

Seasoned clinicians often voice challenges and frustration helping maltreated and trauma-exposed children and their caregivers’ combat distorted, inaccurate, and unhelpful thinking patterns related to their trauma experience. Specific steps and innovative strategies will be taught, modeled, and practiced in this session with challenging clinical case examples. Therapists will leave the session equipped with fresh ideas and skills to apply to their most difficult trauma cases.

Abstract

Clinicians often voice challenges helping maltreated and trauma-exposed children and their caregivers address their distorted and/or unhelpful thinking patterns related to their trauma experience. Clinicians often feel as overwhelmed and stuck as their clients in addressing trauma related self-schemas, themes of self-blame, self-worth, shame, safety, and control, and need fresh strategies for helping youth and caregivers process and challenge these beliefs to gain a more balanced, healthy perspective. This workshop offers specific, innovative cognitive restructuring strategies (Socratic Questioning, Responsibility Pie, Best Friend Role Play, evidence gathering and thought experiments) and techniques to help contextualize and make meaning of traumatic experiences to facilitate recovery and help youth thrive. All therapists using CBT interventions will benefit from strategies offered. Complex clinical examples and helpful, concrete tools will be offered and attendees will practice techniques in this workshop.

Learning Objectives

1. To gain specific steps and strategies for addressing trauma-related dysfunctional thoughts in the Cognitive Processing Component of TF-CBT.
   
2. To learn and practice specific Socratic questioning techniques Learn cognitive processing strategies for children of varying ages (preschool to adolescent) and with complex trauma histories.
   

E2. How to Integrate Cultural Values and Attunement with Latino Families in Trauma Focused-Cognitive Behavior Therapy (TF-CBT) and Child Parent Psychotherapy (CPP)

Maricella Mendez-Sherman, Lisette Rivas-Hermina

Participants will have a greater understanding of the importance of integrating biculturalism to attune themselves to Latino families while implementing CPP Child Parent Psychotherapy and TF-CBT in a culturally competent manner.

Abstract

Trauma Focused Cognitive Behavioral therapy (TF-CBT) and Child Parent Psychotherapy are evidenced based models designed to treat children and their families exposed to trauma and traumatic grief (Cohen, Mannarino, & Deblinger, 2006; Lieberman & Van Horn, 2005). TF-CBT and CPP acknowledge the importance of integrating and understanding the cultural values of the family when implementing each respective model (Cohen, Deblinger, Mannarino, & De Arellano, 2001). Research has shown that language influences clinical judgment in therapeutic settings (Malgady, R. & Costantino, T. 2010).

When providing treatment to Spanish speaking clients most of our training and consultation is predominantly in English. This creates a unique challenge in implementation when one has to transfer and or interpret what is learned in another language. The implications of bilingualism are helpful for the assessment of bilingual clients, in supervision and training, and in the ongoing work with Latino families (Bowker, P. & Richards, B. 2010).

This workshop will provide bilingual (Spanish/English) clinicians an opportunity to share case examples and trauma narratives. We will highlight how these cultural values can be integrated throughout the PRACTICE components of TFCBT and intervention modalities of CPP treatment. In addition, case scenarios will provide examples as to how CPP and TF-CBT focus on the relationship with the primary caregiver and the child throughout treatment utilizing Latino families’ inherent values on family connections. At the conclusion of the workshop participants will leave with resources to continue to provide quality care to Latino families. Participants will have a greater understanding of the importance of integrating biculturalism to attune themselves to Latino families while implementing CPP and TF-CBT in a culturally competent manner (Gratier, Greenfield, & Issac, 2009; Falicov, C. 2009).

Learning Objectives

1. Participants will learn about recent research regarding the clinical importance of the use of language working with the Latino population.
   
2. Participants will understand how to address cultural and language issues to increase engagement with Latino families. Focusing on cultural attunement between the family and the clinician.
   

Publications

• Bowker, P. & Richard, B. (2010). Speaking the same language? A qualitative study of therapists’ experiences of working in English with proficient bilingual clients, Psychodynamic Practice: Individuals, Groups and Organizations, Vol 10 (4), pp. 459-478. 
  
• Cohen, J., Deblinger, E., Mannarino, A., & De Arellano, M., (2001). The importance of culture in treating abused and neglected children: An empirical review. Child maltreatment, 6(2), 148-157. 
• Gratier, M., Greenfield, P., Isaac, A. (2009) Tacit communicative style and cultural attunement in classroom interaction. Mind, Culture, and Activity. Vol 16(4), Oct 2009, pp. 296-316.
• Falicov, C. (2009). Commentary: On the wisdom and challenges of culturally attuned treatments for Latinos. Family Process. Vol 48(2) pp. 292-309.
• Malgady, R. G. & Constantino, G. (1998). Symptom severity in bilingual Hispanics as a function of clinician ethnicity and language of interview, Psychological Assessment, Vol 10 (2), pp. 120-127.

Powerpoint presentation as PDF document: click here

E3. Interactive Testimony Session for Medical Audience

Linda Bryant, Suzanne Starling

Medical providers in this interactive session testify in a court case and are examined and cross examined by an attorney. Feedback and tips are offered for more effective testimony.

Abstract

Medical providers often are asked to testify on a variety of child abuse cases. Novice medical providers or those in jurisdictions with few court proceedings may not have enough experience to feel comfortable testifying in court proceedings. This interactive session will “subpoena” audience members to testify in various court cases involving child abuse issues. Multiple different child abuse cases will be assigned to volunteers in the audience who will then provide testimony in the case. The scenarios outline typical courtroom issues such as normal genital examinations in sexual abuse cases, fractures in nonambulatory children, and multiple bruises in an infant. The prosecutor will lead the direct and cross examination of the witnesses. Afterwards, the testimony will be analyzed by the attorney and an expert child abuse pediatrician to provide feedback to the participant and audience.

Learning Objectives

1. Participants will become familiar with standard courtroom procedures
   
2. Participants will learn appropriate responses to common defense 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

E4. SIDs: Murder or Asphyxia?

Roger Byard, sponsored in part by The University of Adelaide

Difficulties with the “diagnosis” of SIDS will be discussed with emphasis on inflicted and accidental asphyxia.

Abstract

Sudden infant death syndrome remains the most frequent cause of unexpected infant death in Western countries in those aged under a year.  The “diagnosis” is one of exclusion and the etiology is still unclear although the intersection of individual susceptibilities and external risk factors at a critical age appears pivotal.  The pathological findings in SIDS are entirely non-specific and so distinguishing inflicted or accidental asphyxia events from SIDS based solely on the autopsy findings is usually not possible.  In this presentation the evolution of our understanding of SIDS will be explored with discussion of definitions and the possible etiology.  Less likely causes will be dealt with.  Difficulties with the diagnosis of inflicted and accidental asphyxia will also be reviewed with examples.  The presentation is designed to provide an introduction to sudden infant death syndrome with an exploration of diagnostic problems and an understanding of why SIDS has been called a “diagnosis” in search of a disease.

Learning Objectives

1. To understand current definitions and possible causal mechanisms for SIDS;
   
2. To appreciate difficulties that may arise in trying to differentiate SIDS from certain types of accidental and inflicted asphyxia.
   

E5. Juvenile Prostitution Investigations: Offender and Victim Dynamics

Terri Patterson, sponsored by FBI

This presentation will provide insight into the offender-victim dynamics in juvenile prostitution investigations.

Abstract

The presentation will explore the complex offender-victim dynamics that often impede the successful prosecution of juvenile prostitution investigations. Risk factors leading to victims' recruitment into juvenile prostitution will be discussed. Offender personality characteristics will be presented in the context of the offender-victim relationship. Results of ongoing research that includes interviews of offenders and victims in juvenile prostitution cases will be presented.

Learning Objectives

1. Identify risk factors contributing to the victimization of juveniles in prostitution cases.
   
2. Identify characteristics of offenders in juvenile prostitution cases.
   
3. Discuss impediments to the investigation of juvenile prostitution cases and provide suggestions to overcome such impediments.

Computer Hi-Tech Investigator Training—sponsored by SEARCH

E6. Social Networking: Introduction to Social Networking Sites

Timothy Lott, Lauren Wagner

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

Description/Abstract

An overview of social networking websites and how these websites can be useful to investigations. Students will also learn how to set up and investigative social networking accounts to search for information. This workshop is designed for beginners.

Learning Objectives

1. Learn how these websites can be useful to investigations.
   
2. Learn how to set up and investigative social networking accounts to search for information

Powerpoint presentation as PDF document: click here

E7. Use and Misuse of Social Media in Court System

Harry Elias

What is the impact of electronic access in the Courtroom. How have Facebook, Twitter and the like impacted the course of trials.

Abstract

To discuss the impact and effect of the new electronic forms of communication and the trial courts. How does this impact the parties, the attorneys, the jury and the judge. How is fundamental fairness affected.

Learning Objectives

1. Be aware of Court procedures
   
2. Requirement of due process for all parties
   
3. 21st century electronic communications & courts

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

E8. When The Smoke Clears: Cross-Examining the Defense Expert’s Attack on a Forensic Interview

Victor Vieth

Discussing the frequency in which sexual offenders use religious or spiritual themes in the abuse of children and the unique blocks to disclosure this causes.

Abstract

Discussing the frequency in which sexual offenders use religious or spiritual themes in the abuse of children and the unique blocks to disclosure this causes. Concrete suggestions are offered for recognizing and overcoming these blocks, and for assisting victims in addressing the emotional and spiritual harm inflicted.

Learning Objectives

1. Students will learn about the frequency in which sexual offenders use religious or spiritual themes in abuse of children.
   
2. Students gain the knowledge of the unique blocks to disclosure this causes.
   
3. Students learn concrete suggestions for recognizing and overcoming these blocks and assisting victims.

Handout: click here

E9. Evidence-Based Parent-Focused Psychosocial Interventions With Families Involved in the Child Welfare System

Christopher Bellonci, Laurel Leslie, sponsored by CEBC

Promising and evidence-based services and supports for use with foster care youth and their caregivers are available, essential and will be discussed in this workshop.

Abstract

Youth in foster care have disproportionally high rates of emotional, behavioral and developmental disorders. Given the high rates of emotional and behavioral health disorders in the population of youth in foster care, services for these youth and their families are critical to address. Without early screening and assessment these youth are at increased risk for longer stays in the foster care system, “failing up” into more institutional treatment settings, and more placement disruptions further complicating their ability to develop safe and secure attachments with primary caregivers. Child welfare systems need to develop comprehensive mental health screening for all children entering the foster care system in order to quickly identify which children would benefit from evidence-based services and supports. In the U.S. there remains insufficient access to high-quality mental health services for foster care youth. There are promising and evidence-based services and supports available for use with foster care youth and their caregivers.

Learning Objectives

1. Understand the need for Parent Engagement and Support and develop strategies to achieve this goal.
   
2. Learn the evidence-base for Parent-focused psychosocial interventions with child welfare-involved youth.
   
3. Discuss how counter-transference in the clinician can impact delivery of evidence-based interventions.

Publications

• Hunter Romanelli, L., et.al. (2009) Best Practices for mental health in child welfare: Parent Engagement and youth empowerment guidelines. Child Welfare, 88(1), 189-212. 
  
• Linares, L.O., Montalto, D., Li, M., & Oza, V.S. (2006) A promising parenting intervention in foster care. Journal of Consulting and Clinical Psychology, 74(1), 32-41. 
• Barth, R. P., et.al. (2005) Parent-Training Programs in Child Welfare Services: Planning for a More Evidence-Based Approach to Serving Biological Parents. Research on Social Work Practice, 15 (5), 353-371.
• Landsverk, J.A., et.al. (2009) Psychosocial Interventions for Children and Adolescents in Foster Care: Review of Research Literature. Child Welfare, 88(1), 49-69.
• Chaffin, M., Friedrich, Bill (2004) Evidence-based treatments in child abuse and neglect. Children and Youth Services Review 26, 1097-1113.

Powerpoint presentation as PDF document: click here

E10. Recent Research Affecting Child Abuse Investigations And Prosecutions

Chris Newlin, sponsored by NCA

We are working in a continually changing field, and it is critical that direct service providers stay abreast of the current research affecting our work. The blend of research and practice-informed work is essential to the effective protection of children. This workshop will provide a general review of recent research affecting child abuse investigations and prosecutions, and challenge the attendees to relate this information to their current practices in the field.

Abstract

This workshop is intended for all levels of professionals who are involved in the investigation and prosecution of child abuse. We are working in a continually changing field, and it is critical that direct service providers stay abreast of the current research affecting our work. This workshop will provide a general review of recent research affecting child abuse investigations and prosecutions, and challenge the attendees to relate this information to their current practices in the field.

Learning Objectives

1. Review numerous recent research articles affecting child abuse investigations and prosecution
   
2. Challenge participants to relate these findings to the current practices in their jurisdictions
   
3. Participants will identify potential changes to their existing systems of care after relating the findings from these studies to the current practices in their jurisdictions

Powerpoint presentation as PDF document: click here

Presented by National Crime Victims Research and Treatment Center, Medical University of South Carolina, Norwegian Centre for Violence and Traumatic Stress Studies and the University of Oslo

E11. Findings on Implementing Child Trauma Treatment: Reports From Norway, Africa, and the U.S.

Findings and lessons learned from three projects implementing TF-CBT in communities in three high and low resource countries will be presented.

Abstract

There is significant interest in implementing evidence-based trauma interventions in front-line community service agencies and NGOs. Numerous ongoing projects are implementing TF-CBT worldwide, primarily due to the strong empirical support for its efficacy with traumatized children. These projects are working with diverse populations and service delivery systems in high and low resource countries using several approaches to dissemination, training, implementation, and sustained use.

This symposium will report data and experiences from three projects implementing TF-CBT in community service systems being conducted in Norway, sub-Saharan Africa, and the US. TF-CBT has been implemented in Zambia in both a rural and urban areas meeting the challenges presented by low resource nations. Project BEST (USA) involves both mental health clinicians and brokers of services working together through a learning collaborative format to implement TF-CBT in their communities.

In Norway, TF-CBT is being implemented in community clinics where therapists must have competency in all youth mental health problems, not only trauma. These projects have encountered and overcome specific cultural and service system delivery barriers at the individual, organization, and community levels to transporting, implementing and sustaining the use of TF-CBT.

Presenters will discuss these barriers and the approaches taken to manage them. Similarities and differences in the obstacles identified across diverse projects, the solutions found, and emerging themes will be discussed. Related qualitative and quantitative data will be reported.

E11a. Project Best: A Social Economic, Community-Based Approach to Implementing Evidence-Based Trauma Treatment For Abused Children

Benjamin Saunders

Abstract

Evidence supported interventions for trauma-related problems have been developed and tested. However, how best to deploy these interventions to front-line community service organizations and insure they are used is still an open question for the growing field of implementation science. Past research has demonstrated that common continuing education approaches are inadequate (Fixsen et al., 2005). The emerging Learning Collaborative model for implementation (Markiewicz et al., 2006) uses multiple training events, active learning methods, ongoing expert clinical consultation, system change procedures and other elements with participating organization teams to achieve adequate implementation and fidelity. Project BEST (www.musc.edu/projectbest) is a statewide (South Carolina, USA) implementation project for TF-CBT that uses a unique Community-Based Learning Collaborative (CBLC) approach. Based on a social economic model, in a CBLC, communities are the target unit. Clinicians and brokers of mental health services (e.g., child welfare workers) form community change teams, and together go through a learning collaborative with the goal of implementing TF-CBT in their communities. To date, 3 CBLCs have been conducted involving 168 clinicians (94 (42%) of which have completed all requirements) and 58 brokers from 8 community change teams. This presentation will present treatment outcome and other data and describe specific obstacles to implementation encountered at the individual, organization, community, and state levels, and explain how these challenges have been met. Data describing community implementation outcomes will be presented.

E11b. Implementing TF-CBT in Regular Clinics: Therapist Barriers and Children's Experiences

Tine Jensen

Abstract

Implementing evidence supported interventions poses several challenges both at a professional and organisational level. Often mentioned obstacles are related to transferring models from a controlled environment (universities or specialized clinics) into ordinary clinics. Therapists in ordinary clinics are expected to be highly trained in several therapy models covering a range of clinical problems. Learning a new model while seeing other patients or having other demanding tasks may influence how therapists learn and deliver an intervention. This may in turn result in interventions that vary from the model the research results were based on. Data from an effectiveness study in Norway that is implementing TF-CBT in eight child guidance clinics will be presented. Traumatized youth are randomly selected to a treatment as usual group or a TF-CBT group. 160 youth are recruited to the study and 30 therapists have been trained in TF-CBT. Focus will be on diverse challenges that were encountered at the profesional level. How much training and supervision was needed to secure sufficient treatment fidelity? What profesional barriers did the therapists face when learning to use an EBP such as TF-CBT and how did they overcome these challenges? What specific challenges were encounter when working with severely and multi traumatized youth and what solutions seemed to be beneficial? These challenges and solutions will be analysed in light of qualitative interviews from the children and parents involved in the treatment. Interviews eliciting the perspectives of the youth and parents give valuable knowledge and can inform practice.

E12. Understanding Peer and Personal Style and Strengths to Improve Quality of Team Interaction

Donna Pence, Mamoon Syed

Abstract

Using the ubiquitous MBTI Questionnaire (Myers Briggs Type Indicator), the workshop will use a supportive and engaging approach to help team members acquire insights about how they and their colleagues prefer to take in information, make decisions, and organize their work to produce results.

Learning Objectives

This interactive workshop will facilitate participants’

1. self-awareness,
   
2. appreciation of team members’ preferred styles of communication and patterns of behavior,
   
3. discovery of ways to work together more effectively by leveraging interpersonal differences as strengths, not roadblocks.

Handout: click here

F1. International Implementation of Trauma-Focused Cognitive Behavioral Therapy

Shannon Dorsey

This workshop focuses on international implementation of Trauma-focused Cognitive Behavioral Therapy, with a particular emphasis on implementation in low and middle income countries.

Abstract

Trauma-focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment for child trauma exposure, sequelae, and for childhood traumatic grief (see Dorsey & Cohen, in press, for a review). It has been implemented in a wide range of international settings, from low to high-resource. This workshop will provide an overview of international implementation of TF-CBT with a particular focus on two projects in which TF-CBT has been implemented in Sub-Saharan Africa. In Zambia, TF-CBT is being provided individually to sexually abuse girls impacted by HIV. In Tanzania, a group model of TF-CBT is being provided to treat traumatic grief and posttraumatic stress (PTS) of orphaned youth. In both settings, local, paraprofessionals were trained intensively to deliver TF-CBT. Results from both projects suggest clinicial improvement. To date, in the Tanzanian implementation project, 48 youth have been enrolled (goal: N=64). Of these youth, 32 have completed the group. Findings suggest significantly reduced PTS at end of treatment by child and guardian report (e.g., child baseline PTS report: M=27.75; end of treatment: M=11.6). Treatment gains appear to improve or be maintained at a 3-month follow-up (n=16; M=8.25). This workshop will discuss training and supervision strategies in low and middle resource settings as well as training options for high resource settings. Cross-cultural relevance will be discussed, as well as research supporting TF-CBT with diverse populations.

Learning Objectives

1. Gain exposure to the research literature supporting the efficaciousness and effectiveness of TF-CBT with children and adolescents exposed to trauma.
   
2. Learn about additional opportunities for training in TF-CBT.
   
3. Learn about ongoing international implementation of TF-CBT.

F2. Autism Spectrum Disorders and Problematic Sexual Behaviors in Children and Adolescents: Assessment, Part 1

Daniel Rothman

A synthesis of developmental and sexual behavior research applied to evaluation and intervention with juveniles who exhibit a range of problematic sexual behaviors.

Abstract

Of the many types of clients that clinicians encounter, those with combinations of Autism Spectrum Disorders and sexual behavior problems are likely among the most challenging. This workshop discusses the application of developmental and sexual behavior research to assessment and intervention with children and adolescents with these profiles. Practical strategies for maximizing outcomes will be emphasized, including: • Teasing out the role of Autism Spectrum Disorders in the development and maintenance of problematic sexual behaviors • Enhancing the accuracy of risk assessment for these populations • Developing comprehensive treatment plans • Identifying and addressing issues related to sexual trauma • Collaborating effectively with clients, caregivers and supports, and • Matching interventions to client responsivity factors. Discussion, interaction, and collaboration will be highly encouraged.

Learning Objectives

1. Identify clinical issues unique to children and adolescents with Autism Spectrum Disorders and sexual behavior problems.
   
2. Learn how to enhance the accuracy of risk assessment in these populations.
   
3. Gain familiarity with both verbal and nonverbal intervention strategies for working with these populations.

Handout: click here

F3. Abusive Head Trauma 101: What We Think We Know

Bruce Herman

The seminar is aimed at those who have a familiarity with basic medical terminology and are interested in a review of the epidemiology, biomechanics, pathophysiology, clinical presentations, and injuries associated with abusive head trauma.

Abstract

This presentation will discuss the basic epidemiology, pathophysiology, biomechanics and injuries associated with abusive head trauma. This presentation will review our present knowledge of the causes of subdural hemorrhages, retinal hemorrhages, and diffuse brain injury.

Learning Objectives

1. Develop a differential diagnosis of subdural hemorrhages
2. Recognize the patterns of injury seen with abusive head trauma
3. Define the types of retinal hemorrhages that are more specific for abusive head trauma

F4. Obesity: The New Failure to Thrive?

Nancy Harper, sponsored by AAP

The prevalence of obesity is increasing with an estimated 15% of preschool children meeting the criteria for overweight or obesity; parents playing a crucial role in this problem. Providers need a framework for understanding obesity, complications of obesity, medical interventions, and when social services intervention may be beneficial if parents don’t play a role in the solution.

Abstract

One of our most pressing issues in the United States is an epidemic of childhood obesity.  In the majority of states, over 20% of adults are considered obese. Children and youth are not unaffected by this crisis. It is estimated that 15% of preschool children meet criteria for overweight or obesity.  In the Bogalusa Heart Study, 10,000 children were evaluated for cardiovascular disease. Over 25% of the children had more than one risk factor for heart disease.  The majority of children with a body mass index over 99% (morbid obesity) had 2 risk factors. There are numerous orthopedic, pulmonary, endocrine and cardiac complications associated with morbid obesity. Some are reversible with weight loss (intervention). There is considerable difficulty in deciding at what point a failure to follow medical recommendations for weight loss constitutes medical neglect in a culture where 20% of the population is considered obese. Providers need a framework for understanding obesity, complications of obesity, medical interventions, and when social services intervention may be beneficial.

Learning Objectives

1. Understand the prevalence and trends associated with obesity over the past decade
   
2. Understand the medical complications associated with obesity
   
3. Utilize case examples to review the spectrum of complications and understand when referrals and intervention by child protective services can be beneficial

Publications

• Varness T, Allen DB, Carrel AL, Fost N Childhood Obesity and Medical Neglect. Pediatrics. 2009;123;399-406. 
  
• Kmietowicz AC. BMA rejects call for parents of obese children to be charged with neglect. BMJ. 2007;334(7608):1343. 
• Strauss RN, Knight J. Influence of the Home Environment on the Development of Obesity in Children, Pediatrics. 1999;103:e85.

Powerpoint presentation as PDF document: click here

F5. Female Child Sex Offenders: Understanding Offending Behaviour and Risk

Mark Williams-Thomas

Until recently, many child protection professionals considered a woman’s role in a sexual abuse case as a passive one, controlled by the male. The idea that a woman could be involved in sexual abuse was overlooked and sometimes even denied. However I will show you why the problem is a very real one.

Abstract

Until recently, many child protection professionals considered a woman’s role in a sexual abuse case as a passive one, controlled by the male. The idea that a woman could be involved in sexual abuse was overlooked and sometimes even denied. But the problem is a very real.

This presentation will consider female offending behaviour, looking at a number of specific cases. It will challenge some of the preexisting views held by professionals working with female child sex offenders, and explore why this is a significant problem which needs urgent attention.

This presentation will provide a crucial insight into female child sex offending behaviour, as well as how they should be assessed in terms of risk management.

Learning Objectives

1. How to assess risk with female offenders,
   
2. How to consider accounts given by females about their offending behavior,
   
3. Gain insight into female child sex offending,
4. Learn how to deal with female child sex offenders in the future.

Publications

• www.williams-thomas.co.uk/system/files/Media%2C%20Crime%20and%20Ideology.pdf
• www.williams-thomas.co.uk/system/files/HMP%20Grendon%20-%20Paedophiles%20in%20treatment.pdf
• www.williams-thomas.co.uk/system/files/The%20Vanessa%20George%20
  case%20reveals%20the%20hidden%20face%20of%20female%20depravity.pdf

Handout: click here

Computer Hi-Tech Investigator Training—sponsored by SEARCH

F6. Social Networking Sites Investigative Tools, Tips and Techniques, Part 1

Elizabeth Tow, Lauren Wagner

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

Abstract

How to effectively search social networking websites (predominately MySpace, Facebook and Twitter) using Google Advanced Operators. This workshop will also cover techniques on capturing profiles for evidentiary purposes as well as mapping tools for friend networks in both MySpace and Facebook.

Learning Objectives

1. Learn how to search social networking sites using Google Advanced Operators
   
2. Learn techniques on capturing profiles for evidentiary purposes
   
3. Learn mapping tools for friend networks

Powerpoint presentation as PDF document: click here

F7. Onsite Review of Difficult Cases

Jennifer Davis, Harry Elias, John E.B. Myers, Laura Rogers

Have a difficult or perplexing child abuse case? Present your case to a distinguished panel of experts for thoughts and ideas on how you can work the case more successfully. Cases will be discussed that have been emailed prior to the session to Laura Rogers, lauranitcap@aol.com.

Abstract

Have a difficult or perplexing child abuse case? Present your case to a distinguished panel of experts for thoughts and ideas on how you can work the case more successfully. Cases will be discussed that have been sent to www.surveymonkey.com/s/CaseReview for online submissions.

Learning Objectives

1. To have better appreciation of multi-disciplinary approach to address child abuse issues
   
2. To have better understanding of the Rules of Evidence
   
3. To be exposed to current trends and ideas in investigation and prosecution

F8. When Faith Hurts: Overcoming Spirituality Based Blocks and Problems Before, During, and After the Forensic Interview

Victor Vieth

Abstract

This workshop summarizes the typical attacks of a defense expert on a forensic interview or forensic interviewer and offers concrete strategies and suggestions for overcoming these attacks through the direct examination of the forensic interviewer and through the cross examination of the defense expert.

Learning Objectives

1. Students will gain knowledge about the typical attacks of a defense expert on a forensic interview or forensic interviewer.
   
2. Students will learn concrete strategies and suggestions for overcoming these attacks through the direct examination of the forensic interviewer.
   
3. Students will learn how to overcome attacks through the cross examination of the defense expert.

Handout: click here

Powerpoint presentation as PDF document: click here

F9. Multisystemic Therapy for Problem Sexual Behavior

Richard Munschy, sponsored by CEBC

A model overview of the theoretical underpinnings, treatment principles, interventions, fidelity measures, and research supporting this evidence-based practice developed for youth who sexually offend.

Abstract

Multisystemic Therapy for Youth with Problem Sexual Behaviors (MST-PSB) is a clinical adaptation of Multisystemic Therapy (MST) that has been specifically designed and developed to treat youth (and their families) for problematic sexual behavior. Building upon the research and dissemination foundation of standard MST, the MST-PSB model represents a state-of-the-art, evidence-based practice uniquely developed to address the multiple determinants underlying problematic juvenile sexual behavior.

This model represents a particularly potent advancement in the treatment of juvenile sexual offenses given the relative infancy of available treatment options, the paucity of outcome-related research supporting other existing treatments, and the level of social concern regarding the seriousness of target behaviors for this population.

Two efficacy trials and a large effectiveness trial of MST-PSB stand alone in the field with respect to the rigor of their design. MST-PSB incorporates intensive quality assurance and fidelity measures into all aspects of the treatment delivery system. Intensive preliminary training, ongoing onsite training, weekly case-specific clinical consultation from a qualified MST-PSB expert, a fully articulated treatment manual, therapist and supervisor adherence measures, and 6-month program quality assurance reviews are all part of this process. MST-PSB is delivered in the community (clients' homes, schools, neighborhoods# to ensure ecological validity and treatment generalization, occurs with a high level of intensity and frequency #often three or more sessions per week#, incorporates treatment interventions that are strongly supported and informed by research, and places a high premium on approaching each client/family as unique.

Ensuring client, victim, and community safety is a paramount mission of the model. Extensive assessment and planning underlie the individualized safety plan of each youth and family. Treatment commonly incorporates intensive family therapy, parent training, cognitive-behavioral therapy, skills building, school and other community system interventions, and clarification work.

Learning Objectives

1. Participants will become familiar with the theoretical underpinnings and clinical components of the MST PSB model.
   
2. Participants will become familiar with the research and fidelity infrastructure supporting MST-PSB as an evidence-based practice.
   
3. Participants will become familiar with the clinical adaptations that differentiate MST-PSB from the standard MST model.

F10. When Helping Hurts: Lessons Learned and Preventative Strategies

David Betz, Joddie Walker, sponsored by NCA

Provides individuals with the necessary education on Secondary Traumatic Stress and aids them in continuing their profession.

Abstract

MDT members called upon to respond to families in crisis understand the immediate and long term impact that will ensue for those citizens. Most, however, don’t understand or ignore the impact of being exposed to traumatic experiences on their own personal and professional well-being. By virtue of your jobs, police, child protection workers, CAC staff, medical personal and mental health professionals are exposed to critical incidents and traumatic experiences (primary or secondary) everyday. In addition to exposure, sometimes MDT members find themselves a part of the incident. This workshop provides you with the necessary education needed to continue in your profession. Education that is just as essential as that needed to conduct your disciplinary work. Facilitated by two MDT Peers in leadership roles, law enforcement and a professional advocate, these dynamic speakers share their own personal experiences with traumatic stress and help bring hope to those whose role it is to bring hope to others.

Learning Objectives

1. Participants will be able to distinguish the difference between symptoms of burn-out,
   
2. Participants will learn how individual, case-related and systemic factors impact trauma symptoms and resiliency for those in the field,
   
3. Participants will learn the importance and strategies for implementing preventative and reactive options for responding to Secondary Traumatic Stress and Resiliency Building.

Handout: click here

F11. Examination of the Impact of Adverse Childhood Experiences on Adult Outcomes Utilizing Corrections-Based and Nationally Representative Samples

Xiangming Fang, Rosalyn Lee

Session presentations explore the implications of adverse childhood experiences on adult behavior and attitudes, as well as mental and physical health outcomes.  Findings are based on analyses with a sample recruited from a metropolitan corrections department and analyses based on a nationally representative sample of individuals followed from adolescence into adulthood.

Abstract

Session presentations explore the impact of adverse childhood experiences on adult outcomes using two different samples.  The first study utilized a sample of men recruited from a metropolitan area corrections department who were charged with assault against a female partner. The study assessed whether intimate partner violence (IPV) perpetrators with and without a history of childhood family violence (e.g., child maltreatment or witnessing IPV as a child) differed on factors such as angry, controlling and violent behaviors, substance use related behaviors and attitudes towards women. 

The second study utilized data from a nationally representative longitudinal study which followed individuals from adolescence to young adulthood. This study examined the relative influence of adverse childhood experiences (e.g., parental incarceration and child maltreatment) on young adult mental and physical health outcomes.  Findings of the first study indicate that within a sample of IPV perpetrators, those exposed to childhood family violence displayed higher levels of behavioral problems (including general aggression, displays of anger and engagement in destructive arguing). This group also more strongly endorsed ideas that present women and feminine attributes in a negative light.  Findings of the second study indicate that in a general population sample, those exposed to adverse childhood experiences (ACEs) were at higher risk of mental and physical health problems as young adults.  The ACEs most highly associated with health problems were paternal incarceration and emotional abuse which shared association with five outcomes – migraines, depression, Post-Traumatic Stress Disorder (PTSD), anxiety and fair/poor health.  Also, emotional abuse was uniquely associated with high cholesterol and Attention Deficit Hyperactivity Disorder (ADHD); while paternal incarceration was related to an increased risk of an HIV/AIDs diagnosis.  Physical abuse and sexual abuse were both related to increased risk for HIV/AIDs and PTSD, though stronger associations were found for sexual abuse.

Though these studies were based on different types of samples and employed different analytical strategies they commonly indicate the long-term burden of adverse childhood experiences.  In particular, the first study suggests IPV perpetrators with a history of family violence may require greater resources to compensate for past harms and to assure that interventions to prevent further perpetration are most effective. As such tailored interventions accounting for exposure to childhood family violence may be needed to address IPV related problems.  Study two suggests that certain ACEs more strongly influence long term health outcomes.  These findings suggest medical and mental health professionals should consider these factors in diagnosis and treatment of health problems.  Most importantly, findings from both studies point to the value of primary prevention of child maltreatment and other adverse childhood experiences as well as early intervention to mitigate long-term impact on the mental, physical, and social well-being of adults.

Learning Objectives

1. To describe the value of primary prevention of child maltreatment and other adverse childhood experiences.
   
2. To inform on the value of secondary prevention of child maltreatment and other adverse childhood experiences.
   
3. To understand the relative impact of adverse childhood experiences.

F12. Federal Intiatives on Child Abuse: A Vision for the Future

Bryan Samuels

Commissioner Bryan Samuels of the Administration on Children, Youth and Families details a vision for child welfare systems that use evidence-based practices to promote social and emotional well-being for children who have experienced maltreatment, facilitating healing and recovery. Participants are encouraged to engage in conversation with the Commissioner about the future of child welfare.

Abstract

Maltreatment leaves a unique fingerprint on the social and emotional well-being of children. Needs related to trauma, mental health, behavioral health, relational deficits stemming from abuse and neglect must be addressed by child welfare if it is to meaningfully improve the life prospects of the children it serves. Promoting social and emotional well-being and facilitating healing and recovery for children who have experienced maltreatment is the priority of the Administration on Children, Youth and Families (US Department of Health and Human Services, Administration for Children and Families), the Federal entity responsible for child welfare. Commissioner Bryan Samuels details his vision for the future of child welfare, describing how today's systems can more effectively respond to the needs of children and families, and describes Federal initiatives to further this goal. In this open forum, participants will be invited to engage in conversation with the Commissioner about the directions for child welfare's future.

Learning Objectives

1. Explore the social and emotional needs of children who have experienced maltreatment
2. Learn about national strategies for addressing social and emotional needs of children who are served by child welfare
3. Engage in discussion with Federal policymaker about future directions for child welfare.

G1. Caring for Kids: What Parents Need to Know About Sexual Abuse
A Resource Kit Translated into Spanish and Adapted for Youth

Judith Cohen, Susana Rivera, sponsored by Serving Children & Adolescents in Need (SCAN, Inc.)

Provides practical information on child sexual abuse myths and facts, intrafamilial sexual abuse, disclosure, and the legal process. The kit has been translated into Spanish and adapted for youth.

Abstract

Caring for Kids: What Parents Need to Know about Sexual Abuse is a Resource Kit that has been translated into Spanish and adapted for youth. It is comprised of the following resources:
1) Child Sexual Abuse Fact Sheet: For Parents, Teachers, and Other Caregivers: Debunks common child sexual abuse myths and provides tips to help protect children from sexual abuse.
2) Intrafamilial Sexual Abuse: Designed to educate non-offending caregivers about intrafamilial sexual abuse, how children are affected by it, and how caregivers should respond when children disclose.
3) Q&A: Child Sexual Abuse: Answers to common questions.
4) Sexual Abuse Disclosure: Provides information about how children may disclose abuse, barriers that prevent children from disclosing, challenges for parents, and how to respond in a supportive way if a child discloses.
5) Sexual Development and Sexual Behavior Problems: Provides information about sexual development, common sexual behaviors, problematic sexual behaviors, and recommendations about dealing with children who display sexual behavior problems. 
6) The Emotional Impact of Legal Involvement in Child Sexual Abuse Case: Informs non-offending parents of ways to support their children through the legal process, outlines some common experiences of victim witnesses before, during and after a civil or criminal child sexual abuse case, and provides recommendations on how to help children cope with emotional and practical challenges.
7) Preventing Acquaintance Rape: A Safety Guide For Teens: Designed to educate adolescents about the prevalence of acquaintance rape and provide them with tools that will reduce their risk for abuse.
8) What Do I Do Now? A Survival Guide for Victims of Acquaintance Rape: Provides adolescents with information about what to do if they are a victim of acquaintance rape, including reporting, seeking medical attention, and seeking counseling.
9) Staying Safe While Staying Connected: Designed to educate youth on cyber safety.

Learning Objectives

1. Participants will learn to differentiate between myths and facts relating to child sexual abuse.
   
2. Effectively communicate with parents regarding child sexual abuse and adolescent acquaintance rape.
   
3. Effectively communicate with youth regarding adolescent acquaintance rape and cyber safety.

Publications

• National Child Traumatic Stress Network Child Sexual Abuse Committee. (2009). Caring for Kids: What Parents Need to Know about Sexual Abuse. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress. 
  
• Child Sexual Abuse Collaborative Group, National Child Traumatic Stress Network. (2011). Sex? Or sexual abuse? Respecting yourself: Know the difference. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress. 
• Child Sexual Abuse Collaborative Group, National Child Traumatic Stress Network. (2011). Staying safe while staying connected: Facts and tips for teens. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress.
• National Child Traumatic Stress Network. (2010). It’s never your fault: The truth about sexual abuse. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress.
• Child Sexual Abuse Collaborative Group, National Child Traumatic Stress Network. (2011). “But who should I tell?” Questions and answers about seeking help after sexual abuse. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress.

Powerpoint presentation as PDF document: click here

G2. Autism Spectrum Disorders and Problematic Sexual Behaviors in Children and Adolescents: Intervention, Part 2

Daniel Rothman

A synthesis of developmental and sexual behavior research applied to evaluation and intervention with juveniles who exhibit a range of problematic sexual behaviors.

Abstract

Of the many types of clients that clinicians encounter, those with combinations of Autism Spectrum Disorders and sexual behavior problems are likely among the most challenging. This workshop discusses the application of developmental and sexual behavior research to assessment and intervention with children and adolescents with these profiles. Practical strategies for maximizing outcomes will be emphasized, including:

• Teasing out the role of Autism Spectrum Disorders in the development and maintenance of problematic sexual behaviors
• Enhancing the accuracy of risk assessment for these populations
• Developing comprehensive treatment plans
• Identifying and addressing issues related to sexual trauma
• Collaborating effectively with clients, caregivers and supports, and
• Matching interventions to client responsivity factors. Discussion, interaction, and collaboration will be highly encouraged.

Learning Objectives

1. Identify clinical issues unique to children and adolescents with Autism Spectrum Disorders and sexual behavior problems.
   
2. Learn how to enhance the accuracy of risk assessment in these populations.
   
3. Gain familiarity with both verbal and nonverbal intervention strategies for working with these populations.

Handout: click here

G3. Physiology of Normal Male and Female Sexual Response

Linda Bryant, Irwin Goldstein

Learn normal male and female genital physiology. Sexual response may be automatic depending upon the equilibrium between inhibitory and excitatory factors beyond the victim's control.

Abstract

You will be taught the basic normal male and female genital physiology in order to understand what might have happened during a sexual assault. It is important to know that sexual response may be automatic, depending upon the equilibrium between inhibitory and excitatory factors associated with the sexual event. Therefore the action may not be within the victim's control. Just because the body reacts sexually does not mean the victim enjoyed the abuse.

Rape can happen to anyone at any age, at any place, at any time. It is a crime of violence and power prompted by an urge to control another human being in the most personal way. It is not prompted by sexual desire.

This workshop will also help you understand potential pathophysiologies of sexual dysfunction that may be claimed by the alleged perpetrator of the assault.

Learning Objectives

1. Examine the genitalia with the knowledge of normal physiology.
   
2. Describe the balance of sexual response between excitation and inhibition.
   
3. Distinguish between normal physiology and pathophysiology.

G4. Audio Recording of Child Abuse Pediatric Hospital Consult Histories From Caregivers: 17 Years of Experience and Legal Questions

David Corwin-Moderator, Scott Benton, Kristine Campbell, Bruce Herman, Stacie LeBlanc, John E.B. Myers, sponsored by University of Utah, Department of Pediatrics

Over 17 years of experience in audio recording caregiver histories during hospital child abuse pediatric consults reviewed. Risks vs. benefits, and legal questions discussed.

Abstract

Audio recording of histories taken from adult caregivers during hospital consultations by child abuse pediatricians is a relatively new practice. Many concerns have been raised about possible adverse legal and other negative consequences. This panel presents 17 years of experience with this type of audio recording at 10 hospitals in three states along with legal commentary by Stacie LeBlanc and John E.B. Myers about the legal concerns that have been raised.

Learning Objectives

1. Participants will have increased understanding of clinical experience with audio recording of caregiver histories in child abuse pediatric consultations.
   
2. Participants will have a better understanding of the legal questions raised about this practice and the opinion of a prominent legal child abuse evidence authority on on those questions.
   
3. Participants will understand the potential uses for administrative review and quality improvement made possible by these audio recordings.

G5. Policing the Internet

Mark Williams-Thomas

The need for proactive and not reactive policing, and how a much greater focus is required on victim identification. A unique insight into the future of policing and investigating online paedophiles.

Abstract

Mr. Williams-Thomas believes the only way to impact of the scale of child abuse material on the Internet is through proactive policing, specifically focusing on changing the way most law enforcement agencies police the Internet, that is to become victim focused.

The need to identify new victims is stressed, not focusing only on existing, known images.

Vital insight will be given into the way online child abuse material is policed in the UK. This is essential attendance for anyone either working with offenders or victims in this area.

Computer Hi-Tech Investigator Training—sponsored by SEARCH

G6. Social Networking Sites Investigative Tools, Tips and Techniques, Part 2

Elizabeth Tow, Lauren Wagner

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

Abstract

How to effectively search social networking websites (predominately MySpace, Facebook and Twitter) using Google Advanced Operators. This workshop will also cover techniques on capturing profiles for evidentiary purposes as well as mapping tools for friend networks in both MySpace and Facebook.

Learning Objectives

1. Learn how to search social networking sites using Google Advanced Operators
   
2. Learn techniques on capturing profiles for evidentiary purposes
   
3. Learn mapping tools for friend networks

Powerpoint presentation as PDF document: click here

G7. Defending the Forensic Interview in Court: The Law and the Science

Thomas Lyon

Providing attorneys and interviewers with an understanding of the legal rules and research that can assist them in defending a forensic interview against charges of coaching, suggestibility, and confabulation.

Abstract

There is a huge research literature on children's credibility and suggestibility, and much of it is not well understood by legal practitioners and experts who routinely testify in cases involving child witnesses. The assumption is that the research is primarily useful for undermining children's reports. However, if a forensic interviewer has kept up with progress in the field, there is every reason to utilize the research in favor of supporting the quality of the interview and the accuracy of the child's report. This session will discuss how attorneys, interviewers, and expert witnesses can fairly assess the quality of forensic interviews, and how assessment can best be made through admitting the interview under a hearsay exception, and through direct- and cross- examination of the interviewer and expert witnesses.

Learning Objectives

1. Legal rules regarding cross-examination, expert testimony, and hearsay.
   
2. How suggestibility research supports many children's reports.
   
3. How interviewers and experts can be questioned to highlight children's credibility.

Powerpoint presentation as PDF document: click here

G8. Exploring Alternative Explanations During the Child Forensic Interview

Patti Toth

Exploring alternative hypotheses during the child forensic interview – why it’s important, which alternatives should be considered, and ideas for how interviewers can assess alternatives.

Abstract

In order to conduct defensible interviews and maximize the production of reliable information, interviewers should be impartial, objective and open-minded, and should genuinely consider and explore all reasonable explanations, in addition to suspected abuse, during the course of the forensic interview with the child.   Alternative explanations that should be considered in suspected sexual abuse cases include:

• Nothing Happened
• Deliberate Lie
• Fantasy
• Divorce/custody battle – coached child
• Brainwashed child (or one who was ‘coerced’ to agree with interviewer or wanted to please interviewer by agreeing with what was suggested)

• Something happened, but it wasn’t sexual abuse - no criminal sexual intent
• Accidental touch that was misinterpreted
• Innocent touch (hygiene, etc.)
• Suspect mistook child for an adult
• Suspect was not acting consciously, because s/he was asleep, intoxicated, etc.
  
• Child was sexually abused, but by someone else (SODDI)

This workshop will discuss factors that the interviewer should make note of, and questions to ask and areas to explore during the interview in order to evaluate the reasonableness of such alternative explanations.

Learning Objectives

1. Recognize the importance of considering alternative explanations (other than abuse) with a truly open mind during the interview.
   
2. Be able to identify alternatives that should be considered during the forensic interview.
   
3. Understand questions to ask and other strategies for evaluating alternative explanations during the interview

Handout: click here

G9. An Innovative Model to Address the Developmental and Mental Health Needs of Young Children Involved in Child Welfare

Kristin Gist, Meghan Lukasik

Integrated systems of care are needed to improve access to and quality of care for young children involved in Child Welfare who have developmental and mental health problems. Data from such systems provide critical information about the characteristics of these young children, utility of tools to identify needs, and potential outcomes of care.

Abstract

Children involved in the Child Welfare system are at significant risk for complex developmental and mental health problems which put them at high risk for future negative outcomes and the need for costly services (Leslie et al., 2002; Stahmer et al., 2005). Integrated systems of care are increasingly being used to prevent negative, costly outcomes of early developmental and mental health problems (Chasnoff et al., 2008). For young children involved in CW, integrated systems require collaboration among the CW, developmental disability, pediatric, mental health and special education service systems (Leslie et al., 2005).

The purpose of this workshop is to present data and case studies drawn from one such system used in San Diego County. The Developmental Screening and Enhancement Program (DSEP) and KidSTART programs provide a continuum of care for young children (ages zero to five) that involves early identification and evidence-based treatment of developmental and mental health problems through an integrated system for screening, triage, assessment, referral and treatment. The goals of these programs are to increase placement stabilization and improve developmental and mental health outcomes for young children involved in CW. Specifically, DSEP provides developmental and behavioral screening, case management, linkage to service and short term behavioral intervention to all children entering foster care in San Diego. KidSTART is a linked program that was designed to identify and serve children with the most complex needs. Both programs collaborate with existing systems to support children and their families.

During this workshop, presenters will describe these programs and report data collected on the (1) clinical characteristics of these young children; (2) utility of standardized tools to identify developmental and mental health problems at the earliest ages; and (3) child, family, and service-level outcomes. Implications for program planning and policy will be discussed.

Learning Objectives

1. Describe research and policies calling for integrated systems to address the developmental and mental health needs of young children involved in Child Welfare.
   
2. Report data from an innovative model recently developed and implemented in San Diego County.
   
3. Discuss how elements of the San Diego model may be applied in other communities.

Publications

• Chasnoff, I.J., McGourty, R.F., Wells, A.M., McCurties, S. (2008). Perinatal substance use screening in California: Screening and assessment with the 4P’s Plus screen for substance use in pregnancy. Chicago, IL: NTI Upstream. 
  
• Leslie, L. K., Gordon, J. N., Ganger, W. and Gist, K. (2002), Developmental delay in young children in child welfare by initial placement type. Infant Mental Health Journal, 23, 496–516.
• Leslie LK, Gordon JH, Lambros K, Premji K, Peeples J, and Gist K.(2005). Addressing the developmental and mental health needs of young children in foster care. J Dev Behav Pediat. 26, 140-151.
• Stahmer, A. C., Leslie, L. K., Hurlburt, M., Barth, R. P., Webb, M. B., Landsverk, J., et al. (2005). Developmental and behavioral needs and service use for young children in child welfare. Pediatrics, 116, 891–900.
  

G10. Implementation of a Model for Statewide Sane Peer Review

Lauren Brookman-Frazee, Tammi Pitzen, Valerie Sievers, sponsored by NCA

Peer Review methods are employed to maintain standards, improve performance and provide credibility. This presentation will review the implementation of a peer review process for Sexual Assault Nurse Examiner teams that provide forensic healthcare and evidentiary exams for adults, adolescents and children seen in hospitals and child advocacy centers in Colorado.

Abstract

Peer review is a generic term for a process of self -regulation by a profession or a process of evaluation that involves qualified individuals within the relevant field. Peer review methods are employed to maintain standards, improve performance and provide credibility. In healthcare, the concept of peer review is defined as an organized effort whereby practicing professionals review the quality and appropriateness of services provided by their professional peers. Peer Review in Nursing is the process by which practicing Registered Nurses systematically assess, monitor and make judgments about the quality of nursing care provided by peers as measured against professional standards of practice (American Nurses Association, 1988) This presentation will review the implementation of a peer review process for Sexual Assault Nurse Examiner (SANE) teams provide forensic healthcare and evidentiary exams for adults, adolescents and children seen in hospitals and child advocacy centers in Colorado.

Learning Objectives

1. Discuss tools, literature and references that inform the peer review process.
   
2. Describe a model for development of statewide SANE peer review and opportunities for CAC and SANE collaboration.
   
3. Consider software & equipment needs that can support statewide peer review.

Powerpoint presentation as PDF document: click here

Presented by National Crime Victims Research and Treatment Center

G11. Sexting: How to Understand It and Respond to It

David Finkelhor, Janice Wolak

Research-based advice from experts about how to understand & respond to sexting. How many teens are sexting & why? Which teens? What happens? Includes strategies for assessment & prevention.

Abstract

Sexting by teens has prompted considerable concern and controversy.

This presentation will describe the first in-depth research on the topic, based on extensive interviews with youth and with law enforcement investigators. We define sexting as pictures created by and depicting minors that are or could be child pornography under applicable criminal statutes. We will describe the prevalence of sexting; the characteristics of the adolescents involved; the dynamics of sexting incidents, both those described by youth and those that come to the attention of police; and how and where such images are disseminated.

We will discuss sexting in the context of adolescent sexual development and provide practical recommendations for practitioners who must assess and respond to sexting incidents and for education and prevention. In addition, we will describe the types of sexting cases that come to police attention. These range from relatively minor incidents (unsent images, romantic exchanges), to malicious acts (revenge, harassment) to felonious crimes (extortion, sexual abuse). We will examine how viewing these incidents from the perspective of child pornography laws has shaped discourse on this topic, discuss how law enforcement is handling these cases and review relevant legislation.

We draw on two research projects conducted in 2010 and funded by the Dept. of Justice, OJJDP: 1) The 3rd Youth Internet Safety Survey, a telephone survey of a national sample of 1,500 youth Internet users and their parents and 2) the 3rd National Juvenile Online Victimization Study, which surveyed a national sample of more than 2,700 law enforcement agencies about their experiences with sexting cases during 2008 and 2009.

Learning Objectives

1. What sexting is, how many and which kids are sexting and developmental explanations
   
2. The diversity of cases seen by law enforcement and how law enforcement is responding
   
3. Recommendations for assessing, responding to and preventing sexting

Powerpoint presentation as PDF document: click here

G12. Irreversible Consequences: A Film Exploring the Potential Devastating Consequences of Sexting; A Revealing Peek into the World of Our Digitally Connected Teens

Cassandra Edwards, Julia Gorman, Michael Grogan, Patty Monge, sponsored by Jeanette Prandi Children’s Center

Our teens have embraced a technology that has significantly changed the way they interact. Though today's teens can communicate with hundreds, perhaps thousands of friends in an instant, given teens impulsive inclinations the nature and and content of their messages could result in serious negative consequences for them.

Abstract

Irreversible Consequences: A Film Exploring the Potential Devastating Consequences of Sexting. The film was based on the unfortunate experience of a group of young teen girls who visited our multidisciplinary interview center. These 13, 14, 15 year old girls met young men through their social networking sites. Flattered by the attention from these young men, the girls provided their phone numbers and the sexting began with the guys sending increasingly provocative messages. Eventually the girls agreed to meet them face to face which resulted in rape.

We began to realize that this behavior by teens is quite common; however, it does not always end in sexual assault. With the new technology teens are more brazen, texting messages that they would never say in person. In an attempt to address this disconcerting risky behavior, I along with a colleague from the district attorney's office, co-wrote a script that reflects the types of interactions teens are having over their digital devices and the potential pitfalls that may follow. In the case of our film, a young high school girl is pursued by an older high school senior boy who has more sexual experience. She really is attracted to this young man, but is naive as to his intentions. In addition to the film, a guided interactional educational awareness program was created to accompany the film. The program includes a 22-item questionnaire which addresses student's reaction to the film and their personal digital communication behavior.

Learning Objectives

1. Orient participants to the types of communication teens are having through their digital devices
   
2. Discuss laws that may be violated by these unsuspecting teens when communicating with friends
   
3. Offer a structured program to present to teens alerting them to the potential risk of their digital communication behavior.