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Child Sexual Abuse Investigation

Table of Contents

			Contents				Page
Foreword …………………………………………………………………………………………………………………………………………………………………………………………………………………	1
Preface ……………………………………………………………………………………………………………………………………………………………………………………………………………………	2
Introduction ………………………………………………………………………………………………………………………………………………………………………………………………………	3
Chapter One: Research and Theory Development in Child Sexual Abuse ………………………………………………………	5
	Practice dilemmas in child sexual abuse investigation ……………………………………………………………………	5
	The field of practice in child sexual abuse allegations ………………………………………………………………	5
	Myth and reality in child sexual abuse ……………………………………………………………………………………………………………	6
	Prevalence and impacts of child sexual abuse ……………………………………………………………………………………………	6
	The new myth that children must always be believed ……………………………………………………………………………	7
	The new misanthropic myths in child protection ………………………………………………………………………………………	8
	The new myth that named perpetrators must confess ………………………………………………………………………………	9
	Socialisation theory in child sexual abuse …………………………………………………………………………………………………	10
	The development of traumatic sexualisation theory ………………………………………………………………………………	11
	Summary ………………………………………………………………………………………………………………………………………………………………………………………………	12
Chapter Two: The Development of Process Theory in Child Sexual Abuse Investigation ……………	13
	Models of validation in child sexual abuse investigation ……………………………………………………………	13
	The early dominance of child interview validation models ……………………………………………………………	13
	The elaboration of second tier validation models …………………………………………………………………………………	14
	Limitations of the earlier validation models ……………………………………………………………………………………………	15
	The emergence of more comprehensive validation models ……………………………………………………………………	16
	The need for a protective validation model …………………………………………………………………………………………………	17
	The wider protective context to validation …………………………………………………………………………………………………	17
	Summary ………………………………………………………………………………………………………………………………………………………………………………………………	18
Chapter Three: Case A: If I don’t tell will you still protect me? …………………………………………………………	19
	Background to Case A ……………………………………………………………………………………………………………………………………………………………	19
	Insights gained from Case A …………………………………………………………………………………………………………………………………………	22
Chapter Four: Case B: Don’t you believe the child? …………………………………………………………………………………………………	24
	Background to Case B ……………………………………………………………………………………………………………………………………………………………	24
	Insights gained from Case B …………………………………………………………………………………………………………………………………………	29
Chapter Five: Case C: Disclosing to a male  will traumatise the child ………………………………………………	32
	Background to Case C ……………………………………………………………………………………………………………………………………………………………	32
	Insights gained from Case C …………………………………………………………………………………………………………………………………………	35
Chapter Six: Case D: Confess or the child doesn’t come home …………………………………………………………………………	37
	Background to Case D ……………………………………………………………………………………………………………………………………………………………	37
	Insights gained from Case D …………………………………………………………………………………………………………………………………………	41
Chapter Seven: Case E: We’ll never know if anything did happen …………………………………………………………………	43
	Background to Case E ……………………………………………………………………………………………………………………………………………………………	43
	Insights gained from Case E …………………………………………………………………………………………………………………………………………	45
Chapter Eight: Case F: It’s not abuse, we’re in love ……………………………………………………………………………………………	47
	Background to Case F ……………………………………………………………………………………………………………………………………………………………	47
	Insights gained from Case F …………………………………………………………………………………………………………………………………………	51
Chapter Nine: Case G: Don’t worry about Mum, Dad is the problem ………………………………………………………………	53
	Background to Case G ……………………………………………………………………………………………………………………………………………………………	53
	Insights gained from Case G …………………………………………………………………………………………………………………………………………	58
Chapter Ten:	The Heuristic Approach to Child Sexual Abuse Investigation …………………………………	60
	Heuristics as an inductive pattern recognition process …………………………………………………………………	60
	The five stage process of gaining professional expertise ……………………………………………………………	60
	Novice stage …………………………………………………………………………………………………………………………………………………………………………………	61
	Advanced beginner stage ……………………………………………………………………………………………………………………………………………………	61
	Competence stage ………………………………………………………………………………………………………………………………………………………………………	61
	Proficiency stage ……………………………………………………………………………………………………………………………………………………………………	62
	Expertise stage …………………………………………………………………………………………………………………………………………………………………………	63
	The difference between computer and human heuristics ………………………………………………………………………	63
	Heuristic deconstruction …………………………………………………………………………………………………………………………………………………	64
	Heuristic searching ………………………………………………………………………………………………………………………………………………………………	64
	Framing ………………………………………………………………………………………………………………………………………………………………………………………………	64
	Incongruity testing ………………………………………………………………………………………………………………………………………………………………	65
	Reframing …………………………………………………………………………………………………………………………………………………………………………………………	65
	Heuristic templating ……………………………………………………………………………………………………………………………………………………………	66
	Modeling ……………………………………………………………………………………………………………………………………………………………………………………………	66
	How reflexivity links heuristics to reflection ………………………………………………………………………………………	67
	Applying the heuristic approach to protective investigation ……………………………………………………	67
	Summary ………………………………………………………………………………………………………………………………………………………………………………………………	68
Chapter Eleven: Child Sexual Abuse Investigation Issues ……………………………………………………………………………………	69
	The importance of maintaining skepticism ………………………………………………………………………………………………………	69
	The primacy of the protective process…………………………………………………………………………………………………………………	69
	Maintaining situational control in protective investigations …………………………………………………	70
	The necessity for inclusive engagement ……………………………………………………………………………………………………………	71
	Myths on the male role in CSA interviewing …………………………………………………………………………………………………	72
	Myths on the female role in CSA interviewing ……………………………………………………………………………………………	74
	Demonstrating respect for the child’s wishes ……………………………………………………………………………………………	75
	Avoiding ideologies of gender and power …………………………………………………………………………………………………………	76
	Issues of power in child engagement ……………………………………………………………………………………………………………………	77
	Issues of power in false disclosure ……………………………………………………………………………………………………………………	77
	The effect of professional bias in the disclosure process …………………………………………………………	78
	The need to effectively separate investigative and therapeutic roles………………………………	79
	Summary ………………………………………………………………………………………………………………………………………………………………………………………………	80
Chapter Twelve: A Protective Model for Validation of Child Sexual Abuse …………………………………………	81
	Identifying key factors in validation ………………………………………………………………………………………………………………	81
	Ten main categories of validation factors ……………………………………………………………………………………………………	81
	Spontaneity ……………………………………………………………………………………………………………………………………………………………………………………	82
	Concreteness and Explicitness………………………………………………………………………………………………………………………………………	84
	Associated symbolic behaviours …………………………………………………………………………………………………………………………………	85
	Logical consistency ………………………………………………………………………………………………………………………………………………………………	86
	Developmental and functional appropriateness ……………………………………………………………………………………………	88
	Abuse Pattern ………………………………………………………………………………………………………………………………………………………………………………	90
	Medical evidence ………………………………………………………………………………………………………………………………………………………………………	91
	Identification of abuser …………………………………………………………………………………………………………………………………………………	92
	Opportunity of abuser …………………………………………………………………………………………………………………………………………………………	94
	Unempathic abuser response ……………………………………………………………………………………………………………………………………………	95
	Summary of categories and factors in the validation model …………………………………………………………	97
	Practice implication of the validation model ……………………………………………………………………………………………	99
Bibliography ………………………………………………………………………………………………………………………………………………………………………………………………………	101
Author and Subject Index ………………………………………………………………………………………………………………………………………………………………………	104
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