Efnisyfirlit

• Child Abuse and Neglect: Forensic Issues in Evidence, Impact, and Management
• Copyright
• Contents
• Contributors
• Foreword
• Preface
• Acknowledgements
• About the Authors
• Part 1: Types of Child Abuse
• Chapter 1: Child Abuse: Types and Emergent Issues
• 1 Introduction
• 2 Emotional Abuse
• 3 Foetal Abuse
• 3.1 Intimate Partner Violence
• 3.2 Maternal Substance Abuse
• 4 Neglect
• 5 Physical Abuse
• 6 Sexual Abuse
• 7 Conclusion
• Chapter Review Questions
• References
• Chapter 2: Intimate Partner Violence as a Form of Child Abuse
• 1 Introduction
• 2 Definition and Terminology
• 3 Understanding IPV
• 4 Children’s Rights
• 5 Research With Children Living With IPV
• 6 Data and Research Challenges
• 7 IPV and Other Violence in Children’s Lives
• 8 Trauma Theory
• 9 Role of Developmental Stage
• 10 Differentiating Children’s Experiences by Age and Developmental Stage
• 11 Children’s Experiences and Responses
• 12 Nonabusive Caregiver and Their Relationship With the Child
• 13 Postseparation Violence and Fathering
• 14 Children’s Voices
• 15 Conclusion
• Chapter Review Questions
• References
• Chapter 3: Keeping Our Eye on Sex, Power, Relationships, and Institutional Contexts in Preventing In
• 1 Nature and Extent of Child Sexual Abuse in Institutions
• 1.1 The Nature and Extent of Institutional Child Sexual Abuse
• 2 Organisational, Contextual, Individual Risk Factors: A Situational Crime Prevention Approach
• 3 Institutional Child Sexual Abuse: Similarities and Differences to Other Abuse Contexts and Types
• 3.1 Home and Away: Are the Risks for Child Sexual Abuse Dependent on Location/Context?
• 4 Creating Cultures that Foster Positive Attitudes Towards Sex, Sexuality and Healthy Relationships
• 4.1 The Influence of Organisational Cultures
• 4.2 Attitudes and Behaviours Regarding Sex and Sexuality That may Compromise Children’s Safety
• 4.3 Hypersexualized and Macho Cultures
• 4.4 Organisational Cultures and Responses to Abuse
• 4.5 Promoting Child-Safe Cultures
• 5 Conclusions
• Chapter Review Questions
• References
• Chapter 4: Online Child Sexual Abuse
• 1 Introduction
• 1.1 Online Risks: The Broad Picture
• 2 Understanding and Defining Online Grooming
• 3 Understanding the Types of Online Offenders
• 4 Policy and Legislation Context in Dealing With Online Child Sexual Abuse
• 5 Child Sexual Abuse Images on the Internet
• 6 Classification of the Severity of the Image
• 7 Addressing the Problem of Child Abuse Images in the United Kingdom and in Europe
• 8 Conclusion
• Chapter Review Questions
• References
• Chapter 5: Understanding Violent Extremism and Child Abuse: A Psychological Analysis
• 1 World Health Organisation’s Classification of Child Abuse
• 1.1 Physical Abuse
• 1.2 Emotional Abuse
• 1.3 Neglect and Negligent Treatment
• 1.4 Sexual Abuse
• 1.5 Exploitation
• 2 Case Study Analysis of Violent Extremism and Child Abuse
• 2.1 Syria: The Islamic State of Iraq and Syria (ISIS)
• 2.2 Sri Lanka: The Liberation Tigers of Tamil Eelam [LTTE]
• 3 Implications for Academics and Practitioners
• 4 Chapter Review Questions
• Acknowledgement
• References
• Chapter 6: Child Trafficking: Characteristics, Complexities, and Challenges
• 1 Introduction
• 2 Definitions, Laws, and Policies
• 3 Different Dimensions to Child Trafficking
• 4 The State of the Evidence-Base on Human Trafficking
• 5 Child Trafficking: The International Picture
• 6 A National Overview of Child Trafficking: The UK as a Case Study
• 6.1 International Trafficking for Cannabis Cultivation
• 6.2 Internal Trafficking for Child Sexual Exploitation
• 6.3 Internal Trafficking for ‘County Lines’ Activity
• 6.4 International Trafficking for Domestic Servitude
• 7 Conclusions and Implications
• Acknowledgements
• References
• Chapter 7: Gender Comparisons of Offenders: Males and Females Who Sexually Offend Against Children
• 1 Introduction
• 2 Scope of Issue
• 3 Characteristics Across Male- and Female-Perpetrated Sexual Abuse
• 4 Typologies/Pathways to Offending
• 5 Impact of Sexual Abuse on Victims
• 6 Barriers to Disclosure
• 7 Public and Professional Perceptions Across Male and Female Perpetrators
• 8 Conclusion
• 9 Chapter Review Questions
• References
• Part 2: Impact and Outcomes of Child Abuse
• Chapter 8: Forensic Victimology Assessments in Child Abuse and Neglect Cases
• 1 Introduction
• 2 Victim Precipitation
• 3 Victimology in Child Abuse and Neglect Cases
• 3.1 Positive and Negative Documentation
• 3.2 Administrative Inclusions
• 3.3 Demographics
• 3.4 Medical History
• 3.5 Psychological History
• 3.6 Justice System History
• 3.7 Drugs and Alcohol History
• 3.8 Relationship History
• 3.9 Residential History
• 3.10 Employment History
• 3.11 Financial History
• 3.12 Technological History
• 3.13 Media History
• 3.14 Past Victimisation
• 3.15 Wounds
• 3.16 Risk Assessment
• 4 Determine Patterns, Themes, and Associations
• 5 Conclusion
• Chapter Review Questions
• References
• Chapter 9: Cumulative Harm: Chronicity, Revictimisation, and Developmental Victimology
• 1 Introduction
• 2 Cumulative Harm
• 2.1 The Adverse Childhood Experiences Study
• 2.2 Cumulative Harm: Theoretical Perspectives
• 2.3 Chronic Child Maltreatment
• 2.4 Cumulative Harm: Multitype Maltreatment, Polyvictimisation and Revictimisation
• 3 Impact of Cumulative Harm
• 3.1 Developmental Victimology
• 3.2 Impact of Cumulative Harm on the Developing Child
• 3.3 Later Life Implications of Cumulative Harm
• 3.4 Cumulative Harm and Complex Trauma
• 3.5 Cumulative Harm and Resilience
• 4 Prevention and Intervention
• 5 Conclusion
• 6 Chapter Review Questions
• References
• Chapter 10: The Pathological Consequences of Exposure to Domestic and Family Violence in Childhood
• 1 Introduction
• 2 An Overview of the Impact of Childhood Maltreatment Through DFV
• 3 Characteristics of Normal Brain Development
• 4 Characteristics of Maltreatment-Induced Neurodevelopmental Impairment
• 4.1 Maltreatment and Gene Expression
• 4.2 Neuropsychological Impacts
• 4.2.1 Executive function
• 4.2.2 Memory
• 4.2.3 Affective function
• 4.3 Neurobiological Impacts
• 4.3.1 Corporal punishment
• 4.3.2 Verbally aggressive parenting
• 4.4 Increased Risk of Psychiatric Disorder
• 4.5 Increased Risk of Drug Addiction
• 4.6 Increased Suicide Risk
• 4.7 Increased Risk of Somatic Illness
• 4.8 Increased Risk of Early Mortality
• 4.9 Additional Risks From Childhood Maltreatment
• 5 Summary and Conclusion
• 6 Chapter Summary
• 7 Chapter Review Questions
• References
• Chapter 11: Physical Punishment and Offending in Two Successive Generations of Males
• 1 Introduction
• 1.1 Child Physical Abuse and Offending
• 1.2 Aims of This Chapter
• 2 Method
• 2.1 The CSDD
• 2.2 Interviews
• 2.3 Criminal Record Searches of the G2 Males
• 2.4 Criminal Record Searches of the G3 Children
• 2.5 Measures of Physical Punishment
• 2.6 G1 Risk Factors at Age 8–10
• 2.7 G2 Risk Factors
• 3 Results
• 3.1 Physical Punishment and Convictions
• 3.2 Physical Punishment Versus Convictions
• 3.3 Family Risk Factors Versus Physical Punishment and Violence
• 4 Conclusions
• 5 Chapter Revision Questions
• References
• Chapter 12: Physical ‘Discipline’, Child Abuse, and Children’s Rights
• 1 Introduction
• 2 Background
• 3 International Law and the Human Rights Context Within Which Children’s Physical Discipline Cont
• 4 Physical ‘Discipline’—A Human Rights Violation and a Disquieting Public Health Concern
• 5 Corporal Punishment From the Child’s Perspective
• 6 Some Obstacles and Pathways to Recognition of Children’s Rights and to Legislative Reform
• 6.1 Distinguishing Corporal Punishment of Children From Child Abuse
• 6.2 Language and Tradition
• 6.3 Recognition of Parents and Their Important Role in Society
• 6.4 The Importance of Parenting Programs and Supports, and Universal Education
• 7 Conclusion
• 8 Chapter Review Questions
• References
• Chapter 13: Understanding the Nature and Dimensions of Child Sexual Abuse to Inform Its Prevention
• 1 The Public Health Prevention Model
• 1.1 Levels of Prevention
• 1.2 Targets for Prevention
• 1.2.1 Individual factors
• 1.2.2 Ecological factors
• 1.2.3 Situational factors
• 2 Preventing and Responding to the Problem
• 2.1 Primary Prevention
• 2.2 Secondary Prevention
• 2.3 Tertiary Prevention
• 3 Conclusion
• 4 Chapter Review Questions
• References
• Part 3: Management: Responding to Child Abuse
• Chapter 14: False Reports in Child Abuse and Neglect Cases
• 1 Introduction
• 2 What Is a False Report?
• 3 How Common Are False Reports?
• 4 Motivations for False Reports
• 4.1 Child Custody
• 4.2 Mental Disorder
• 4.3 Revenge
• 4.4 Mistaken Belief
• 4.5 Material Gain
• 4.6 Malingering
• 4.7 Concealment of Activities
• 5 Effects of False Reports
• 5.1 Who Makes the Report
• 5.2 Who the Report Is Made Against
• 5.3 Specific Acts Alleged in the Report
• 5.4 Circumstances of the Allegation
• 6 Assessing False Reports
• 6.1 Examination of the Evidence
• 6.2 Victimology
• 6.3 Involvement of Others
• 6.4 Behavioural Considerations
• 6.5 The Origin of the Original Disclosure
• 6.6 The Timing of the Allegation
• 6.7 The Age of the Child
• 6.8 Behaviour of the Accusing Parent
• 6.9 Nature of the Allegations
• 6.10 Characteristics of the Child’s Statement
• 6.11 Personality Characteristics of the Parties Involved
• 6.12 Behaviour of the Professionals Involved
• 7 Conclusion
• 8 Chapter Review Questions
• References
• Chapter 15: Mandatory Reporting: Managing Disclosure and Information Gathering
• 1 Mandatory Reporting
• 1.1 Defining Harm or Abuse
• 1.2 Reasonable Suspicion or Reasonable Belief
• 1.3 Decision Making and Reporting Harm
• 2 Information Gathering and Managing Disclosures
• 2.1 Why Do We Need to Speak to Children Disclosing Child Abuse?
• 2.2 Having Conversations With Children Who Disclose Abuse
• 2.2.1 Listening
• 2.2.2 Ask open questions
• 3 Maintaining the ‘Chain of Disclosure’
• 4 Conclusion
• 5 Chapter Review Questions
• References
• Chapter 16: Virtue Ethics and Good Professional Judgement in Child Protection
• 1 Introduction
• 2 Aristotle and Virtue Ethics
• 2.1 Virtue Ethics and Child Protection Work
• 2.2 Practical Wisdom
• 3 Good Professional Judgement
• 3.1 The Goal of Practice
• 3.2 Analytical Reasoning
• 3.3 Intuition
• 3.4 The Importance of Experience
• 3.5 Reflective Practice
• 3.6 Use of Emotion
• 3.7 The ‘Golden Mean’
• 4 Hindering and Encouraging the Development of Good Professional Judgement
• 4.1 Ignoring the Central Role of Emotion Can Erode the Development of Professional Judgement
• 4.2 Key Performance Indicators Can Reshape the Goal of Practice by Encouraging Practitioners to Pri
• 5 The Way Forward
• 6 Conclusion
• 7 Chapter Review Questions
• References
• Chapter 17: Decision-Making Guidelines for the Child Protection Intake Phase
• 1 Introduction
• 2 The Australian Context
• 2.1 Child Protection Intake Programs
• 3 The Child Protection Intake Phase: Guidelines to Inform Practice
• 3.1 Information Gathering
• 3.1.1 The five “W” questions
• 3.1.2 Follow up telephone calls
• 3.1.3 Incorporating the views of other professionals and appropriate experts
• 3.2 Focusing on Risk
• 3.2.1 Severity of harm to the child
• 3.2.2 The likelihood of harm to the child
• 3.2.3 The particularities of the context
• 3.3 Might the Allegations Be True?
• 3.4 Is There Safety?
• 3.4.1 The access the perpetrator has to the child
• 3.4.2 Whether there is parental cooperation with support services and intention and capacity to cha
• 4 Conclusion
• 5 Chapter Review Questions
• Acknowledgement
• References
• Chapter 18: Eight Core Principles of Neurobiologically Informed Interventions for Trauma From Childh
• 1 Introduction
• 2 Eight Core Principles of Neurodevelopment and Neurorehabilitation
• 2.1 Principle 1: Social Affiliation, Attachment, and Empathy Are Essential for Healthy Neurodevelop
• 2.2 Principle 2: Sequential Brain Development
• 2.3 Principle 3: Use-Dependent Neurodevelopment
• 2.4 Principle 4: Neuroplasticity
• 2.5 Principle 5: Neuroarchitecture Mirrors Neuroarchaeology
• 2.6 Principle 6: Intervention Sequence Must Mirror Neurodevelopmental Sequence
• 2.7 Principle 7: Formal Intervention Not Always the Best Policy
• 2.8 Principle 8: Prevention Is Better Than a Cure
• 2.8.1 Reducing the risk of DFV occurring
• 2.8.2 Prevention through teaching competency and resilience
• 2.8.2.1 Predictability and flexibility
• 2.8.2.2 Outlet for managing and resolving stressors
• 2.8.2.3 Social affiliation
• 3 Summary and Conclusion
• 4 Chapter Summary
• 5 Chapter Review Questions
• References
• Chapter 19: Understanding Childhood Maltreatment and Subsequent Revictimisation: A Singapore Perspec
• 1 Introduction
• 2 Managing Childhood Maltreatment in Singapore
• 3 Prevalence of Maltreatment in Singapore
• 4 Predictors of Maltreatment and Revictimisation
• 4.1 Child Case Characteristics
• 4.2 Household Environment and Parental Background
• 4.3 Cumulative Risk
• 5 Impact of Childhood Maltreatment
• 5.1 Maltreatment History
• 5.2 Multiple Maltreatment
• 5.3 Subtypes of Maltreatment
• 5.4 Age of Onset
• 6 Responding to Child Maltreatment in Singapore
• 6.1 Decision-Making Tools
• 6.2 Interventions
• 6.3 Engaging the Community
• 6.4 Prevention Efforts
• 7 Conclusion
• 8 Chapter Review Questions
• Acknowledgements
• References
• Chapter 20:Understanding Child Maltreatment Across Ethnic Minority Communities in Australia: Physica
• 1 Introduction
• 2 Child Protection and Cultural Diversity
• 3 Child Maltreatment Across Diverse Cultures
• 4 Cross-Cultural Child Protection Assessment Framework
• 5 Culturally Sensitive Practice
• 6 Child Protection Ethnic Case Studies
• 7 Physical Abuse
• 8 Witnessing Domestic and Family Violence
• 9 Child Sexual Abuse
• 10 Royal Commission Into Institutional Responses to Child Sexual Abuse
• 11 Forced Child Marriage
• 12 Child Sexual Trafficking
• 13 Conclusion
• 14 Chapter Review Questions
• References
• Chapter 21: Child Abuse and Neglect and the Judicial System: The Limits of Legal Enterprise
• 1 Child Protection and the Legal Process
• 2 Child Protection Legislation
• 3 Child Protection in the Australian Context
• 4 Legal Responses to Child Protection Systems
• 5 A Problem-Solving Approach
• 6 Chapter Review Questions
• References
• Chapter 22: Public (Mis)perceptions of Individuals Who Sexually Abuse Children and the Implications
• 1 Public Perceptions of Those Who Commit Child Sex Crimes
• 2 Moral Panic, Punitive Legislation, and Crime Control Theatre
• 3 Terminology and Prevention
• 4 Chapter Review Questions
• References
• Index
• Back Cover