Journal of Child Sexual Abuse最新文献

Rape victims often face secondary victimization when interacting with the legal and healthcare systems, a risk that is exacerbated by the attitudes and practices of the professionals they encounter. This study, drawing on responses (N = 237) from police employees, prosecutors, and healthcare personnel, aimed to investigate rape victim treatment from the perspective of these professionals. Our investigation was two-fold: through a web survey, we first examined how professionals' beliefs in a just world, acceptance of rape myths, and demographic factors influence their estimations of false reporting and trust in the justice system. We then used open-ended questions to identify perceived barriers, problematic practices, and areas for improvement within their professional roles and the overall system handling rape cases, providing both quantitative and qualitative data. Prosecutors and healthcare professionals reported significantly lower levels of estimations of false reports than police, with no significant difference between the two; additionally, prosecutors displayed the highest trust in the legal system, significantly greater than both police and healthcare professionals, whereas no significant difference was found between healthcare professionals and police. Overall, the professionals requested more specific knowledge on how to treat victims of rape and identified several perceived barriers (e.g. lack of resources, deprioritizing, and legislation) and problematic practices (e.g. interview practices and medical examination practices) that may cause secondary victimization. Practical implications for meeting and treating rape victims are discussed.

The current study examines the way sexual harassment, a specific facet of educator sexual misconduct, is experienced by secondary school students. The qualitative component of an online survey was completed by participants aged 18+ who had attended secondary school in Ireland (n = 85) or the UK (n = 74), and who were recruited to participate via social media. Participants were asked to describe the incident of educator-student sexual harassment they experienced that had the greatest effect on them. Data were analyzed using a deductive approach to thematic analysis and coded into topic summary themes using Fitzgerald's (1995) sexual harassment victimization measure and its respective sexual harassment categories. We also produced an additional theme-the context of sexual harassment. Collectively, these findings can inform educational policies and reporting processes for educator-student sexual harassment, to ultimately support the safety and well-being of all students.

Tanzania mandated reporting laws aim to identify and address child abuse, yet healthcare students' awareness and reporting are limited. This study assessed training's impact on their knowledge of reporting laws and handling confidential child abuse data. The study involved 412 medical and nursing students in a randomized controlled trial (RCT), with 206 participants receiving sexual health training and a waitlist control group of equal size receiving no intervention. Baseline and 3-month follow-up assessments evaluated knowledge of mandatory reporting laws and recording practices. At the 3-month follow-up, the control group showed minimal knowledge improvement (+7.5% for item 1, -6% for item 2), whereas the intervention group showed significant gains (23.7% for item 1, 0.7% for item 2). Additionally, notable disparity in total scores for reporting and recording between the groups emerged from baseline to follow-up (t = -3.682, p < .001, Cohen's d = 0.365). The intervention group (M = 0.527, SD = 1.630) had a larger mean difference score than the control group (M = -0.044, SD = 1.499). Therefore, the training significantly improved students' knowledge of mandatory reporting laws and the recording of clients' confidential information.

Although men and women generally receive positive and negative reactions to childhood sexual abuse (CSA) disclosure (Filipas & Ullman, 2001), negative reactions are more common (Gagnier & Collin-Vézina, 2016). Negative disclosure reactions - such as disbelieving, retaliating against, or distracting the survivor - are both prevalent and associated with poorer post-abuse recovery and well-being (Kennedy & Prock, 2018; Ullman, 2010). For male survivors in particular, the responses one receives from others following disclosure may complicate one's sense of masculinity. Thus, the present study explored the nature of the association between negative reactions to CSA disclosure and masculinity norm adherence between men and women who are CSA survivors. Participants (N = 299; M_age = 35.9; 52.8% women; 77.9% White) - who disclosed their CSA to at least one person - completed self-report measures pertaining to social reactions to CSA disclosure and adherence to various masculinity norms. Negative reactions to CSA disclosure were significantly, positively correlated with Winning (r = .20), Playboy (r = .42), Heterosexual Self-Presentation (r = .42), and Power over Women (r = .71) masculinity norms. Moderation analyses revealed that at low levels of negative reactions, men endorsed higher Power Over Women and Playboy adherence; at high levels of negative reactions, women endorsed these norms almost as much as men did. Findings highlight important differences in adherence that shed light on the impact of negative disclosures on masculine ideologies.

While media reports of educator sexual misconduct (ESM) often note educators' use of electronic communication, few have systematically explored electronic communication use in ESM. This study describes educators who use electronic communication when committing sexual misconduct and the nature of this communication. The author inductively and deductively coded Kentucky Education Professional Standards Board disciplinary action records (N = 74) to descriptively and statistically analyze electronic communication use by educator characteristics. In this sample, most educators used electronic communication and committed misconduct both in-person and through electronic means. Educators who were male, taught middle school, or held a Rank III certification more often committed misconduct solely through electronic communication. Future research recommendations and ESM prevention, such as proactive policies and trainings targeting electronic communication, are discussed.

Sexual assaults are traumatic events disproportionately affecting young adults and college populations, with one in five American students experiencing sexual assault during their college years. Sexual assault affects feelings of institutional support post victimization; however, no study has investigated whether institution type affects the relationship between victimization and perceived support. Four-year institutions offer a more immersive college experience and as such might feel more supported by their institutions than their two-year college peers. Using multiple linear regression, we hypothesized that experiencing sexual assault would affect institutional support more at four-year campuses compared to two-year campuses. Controlling for relevant demographic factors, we found significant simple effects and an interaction in predicting campus climate perceptions. Students at the four-year campus and students who had experienced sexual reported less institutional support than their two-year peers. Opposing our hypothesis, two-year campus sexual assault survivors felt less supported than their four-year campus peers. Historically, two-year campuses have fewer support options such as health centers and campus police post assault. Future research should seek to replicate whether these findings represent other institutions and explore how to better support assault survivors on campuses with fewer resources.

The experience of sexual violence (SV) in sport can vary according to contextual factors such as its form, type of perpetrator, and frequency of acts that might impact the risk factors and outcomes of SV. This study aims to explore the heterogeneity of SV experiences in sport using latent class analysis and to compare the victimization profiles based on personal and sport characteristics as well as on outcomes. A sample of 1357 adolescent-athletes practicing an organized sport who reported SV in sport was included in the study. Four profiles of sexual victimization were identified: (a) SV from authority figure (3.5%), (b) sexual harassment from peers (84.5%), (c) low poly-victimized (6.9%), and (d) moderate poly-victimized (5.2%). Overall, the findings suggest that athletes reporting SV are not a homogenous group but do not clearly distinguish in risk factors and outcomes. Results can be used to better target prevention and intervention strategies.