title: Offenders who use child sexual exploitation material: Development of an integrated model for their classification, assessment, and treatment

authors: Merdian, Hannah Lena

subjects: child sexual exploitation material

abstract: Since the advent of the internet, convictions for the possession, display, trading and distribution of child sexual exploitation material (CSEM) have risen steadily. Professionals working in sex offender assessment and treatment have seen an influx in individuals who engage in this type of child sexual abuse without any direct contact with the victim. Despite an increase in recent research activities, there is still a lack of knowledge regarding this “new type” of sex offenders, in terms of appropriate assessment, treatment and management strategies.
 
A comprehensive review was undertaken, establishing the knowledge basis regarding CSEM offending and the offenders who engage in it. The identified differences between CSEM offenders (CSEMOs) and contact sex offenders (CSOs) and the nature of their offending led to the development of a theoretical model of CSEM offending, suggesting a classification of CSEM users on three dimensions: CSEM offending with or without direct sexual contact to a minor (fantasy-driven versus contact-driven offending), the individual’s motivation to offend, and the level of networking with other offenders. The question of risk of reoffending in CSEMOs, especially concerning cross-over to contact sex offending with a minor, was examined in terms of actual reoffending data and in the context of behavioural consequences resulting from general pornography consumption. The findings further confirmed the value of the two-fold distinction of CSEMOs, with contact-driven offenders presenting higher risk of direct sex offending based on a greater inclination for sexual violence. A review of existing risk assessment tools and established risk factors for sexual reoffending pointed to the value of structured professional guidelines when assessing CSEM offenders. 
Sixty-eight offenders were assessed via an anonymous computer survey including a variety of clinical and risk-related variables; the sample included 22 CSEMOs, 29 CSOs, and 17 offenders with both offence types (mixed offenders, MOs). The findings confirmed differing profiles between CSEM users and CSOs, most notably in the high emotional, time-related and financial cost involved in CSEMOs’ internet behaviour and MOs’ apparent disregard for their emotional ties to others. As a heterogeneous nature of CSEM users became apparent, numerical and graphical methods were employed to identify subgroups of CSEM users: Contact-driven Users (n = 15), Fantasy-driven Users (n = 12), and three smaller subgroups (each n = 2): Users with a preference for material with extreme content (Extreme Material Users), users who enacted high caution in their CSEM offending (Cautious Users), and users with high social connectedness (Social Users). While the focus of Contact-driven Users was pointed to direct sexual contact with minors, Fantasy-driven Users showed higher involvement in their CSEM usage, for example regarding their social or emotional investment online. The spatial representation of participants identified three dimensions as crucial in the classification of these subgroups: direct sexual contact with a minor, possession of fantasy-generating material, and social contact with other users with a sexual interest in minors. Exploring the subgroups’ profile on these variables and on conventional predictors of sex offending led to the development of an empirical model of CSEM users, differentiating a contact-driven pathway (Cautious Users, Contact-driven Users) from a fantasy-driven pathway (Extreme Material Users, Fantasy-driven Users, and Social Users), with offenders on the contact-driven pathway appearing more similar to CSOs. 
The theoretical and empirical models were then combined into an Integrated Model for the Classification, Assessment, and Treatment of CSEM Users (IMCAT-CU), leading to the development of structured professional guidelines for their assessment and risk evaluation according to the five prototypes of CSEM offending.

text: Offenders who use child sexual exploitation material: Development of an integrated model for their classification, assessment, and treatment Since the advent of the internet, convictions for the possession, display, trading and distribution of child sexual exploitation material (CSEM) have risen steadily. Professionals working in sex offender assessment and treatment have seen an influx in individuals who engage in this type of child sexual abuse without any direct contact with the victim. Despite an increase in recent research activities, there is still a lack of knowledge regarding this “new type” of sex offenders, in terms of appropriate assessment, treatment and management strategies.
 
A comprehensive review was undertaken, establishing the knowledge basis regarding CSEM offending and the offenders who engage in it. The identified differences between CSEM offenders (CSEMOs) and contact sex offenders (CSOs) and the nature of their offending led to the development of a theoretical model of CSEM offending, suggesting a classification of CSEM users on three dimensions: CSEM offending with or without direct sexual contact to a minor (fantasy-driven versus contact-driven offending), the individual’s motivation to offend, and the level of networking with other offenders. The question of risk of reoffending in CSEMOs, especially concerning cross-over to contact sex offending with a minor, was examined in terms of actual reoffending data and in the context of behavioural consequences resulting from general pornography consumption. The findings further confirmed the value of the two-fold distinction of CSEMOs, with contact-driven offenders presenting higher risk of direct sex offending based on a greater inclination for sexual violence. A review of existing risk assessment tools and established risk factors for sexual reoffending pointed to the value of structured professional guidelines when assessing CSEM offenders. 
Sixty-eight offenders were assessed via an anonymous computer survey including a variety of clinical and risk-related variables; the sample included 22 CSEMOs, 29 CSOs, and 17 offenders with both offence types (mixed offenders, MOs). The findings confirmed differing profiles between CSEM users and CSOs, most notably in the high emotional, time-related and financial cost involved in CSEMOs’ internet behaviour and MOs’ apparent disregard for their emotional ties to others. As a heterogeneous nature of CSEM users became apparent, numerical and graphical methods were employed to identify subgroups of CSEM users: Contact-driven Users (n = 15), Fantasy-driven Users (n = 12), and three smaller subgroups (each n = 2): Users with a preference for material with extreme content (Extreme Material Users), users who enacted high caution in their CSEM offending (Cautious Users), and users with high social connectedness (Social Users). While the focus of Contact-driven Users was pointed to direct sexual contact with minors, Fantasy-driven Users showed higher involvement in their CSEM usage, for example regarding their social or emotional investment online. The spatial representation of participants identified three dimensions as crucial in the classification of these subgroups: direct sexual contact with a minor, possession of fantasy-generating material, and social contact with other users with a sexual interest in minors. Exploring the subgroups’ profile on these variables and on conventional predictors of sex offending led to the development of an empirical model of CSEM users, differentiating a contact-driven pathway (Cautious Users, Contact-driven Users) from a fantasy-driven pathway (Extreme Material Users, Fantasy-driven Users, and Social Users), with offenders on the contact-driven pathway appearing more similar to CSOs. 
The theoretical and empirical models were then combined into an Integrated Model for the Classification, Assessment, and Treatment of CSEM Users (IMCAT-CU), leading to the development of structured professional guidelines for their assessment and risk evaluation according to the five prototypes of CSEM offending.

year: 2012

title: Uputaua approach: researching Samoan communities.

authors: Seiuli, Byron Malaela Sotiata

subjects: Pasifika health

abstract: The increasing needs of the Pasifika population in New Zealand, continues to provide researchers and health professionals with the challenge of developing culturally sensitive approaches, which can assess their health and holistic wellbeing. This article discusses the Uputaua Approach; a contextualised therapeutic perspective which makes important connections with Samoa cultural imperatives, as a process of tautua (service) to Samoan and Pasifika people everywhere.

text: Uputaua approach: researching Samoan communities. The increasing needs of the Pasifika population in New Zealand, continues to provide researchers and health professionals with the challenge of developing culturally sensitive approaches, which can assess their health and holistic wellbeing. This article discusses the Uputaua Approach; a contextualised therapeutic perspective which makes important connections with Samoa cultural imperatives, as a process of tautua (service) to Samoan and Pasifika people everywhere.

year: 2013

title: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership.

authors: Kana, Pare

subjects: dramatization

abstract: Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

text: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership. Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

year: 2007