A conceptual model for judging the truthfulness of a young child's allegation of sexual abuse.

Abstract

Because of the increased number of allegations of sexual abuse made by young children and the often severe legal penalties given to adult perpetrators, there is reason for concern about false or mistaken accusations. This paper develops a conceptual model for judging the truthfulness of such allegations by a young child.

Using a Biopsychosocial Paradigm in Social Work Practice with Children who have Tourette Syndrome

“…A wide range of behaviors have characterized children who have been sexually abused including bed-wetting, conduct disorder, phobias, aggressive behaviors, inappropriate sexual acting out, suicidal thoughts, compulsive masturbation, poor concentration, and poor academic performance (Haugaard & Peppucci, 1989 as cited in Comings & Comings, 1993). DeYoung (1986) warned about the dangers . of using indicator lists, because they describe symptoms common in disorders such as TS.…”

Annotation: Putting the Puzzle Together: Validating Allegations of Child Sexual Abuse

“…As allegations of sexual abuse have increased, key indicators or "credibility enhancers" have been delineated. The most frequently cited indicators include: a detailed description of events, with explicit sexual information that is developmentally advanced, containing contextual, distinguishing and affective details; a verbail description which elaborates a progression of activities over time and may include elements of secrecy, bribery, pressure and/or coercion; consistency in description of major details; sexual themes, reenactments and description of sexual events portrayed across modalities (play, drawings, dolls); changes in functioning, with symptoms indicative of stress and/or age and inappropriate sexual behavior; events told from a child's perspective; congruence between affect and description of events; delayed disclosure, which may be accompanied by retractions; differentiation of fact from fantasy; medical indicators; and supporting evidence (Corwin 1990;De Young, 1986;HMSO, 1988;Faller, 1984Faller, , 1990Jones & McGraw, 1987;Jones & McQuiston, 1988;Schetky & Green, 1988;Summit, 1983;Wehrspann, Steinhauer & Klajner, 1987;Witt, 1990).…”

“…Beyond specific details about the sexual acts, abused children often can elucidate the context ofthe abuse and supply peripheral, auxiliary and idiosyncratic information (De Young, 1986;Jones & McQuiston, 1988;Sink, 1988;Wehrspann et al, 1987). Many children remember where significant others were during the time of the contact, where the abuse took place, and what was said or done to get them to comply.…”

“…Strong agreement among professionals exists that the degree to which the child can provide elaborated and developmentally advanced sexual and contextual details, the more likely the child has actually experienced the abuse (De Young, 1986;Faller, 1984;Jones & McGraw, 1987). Preschool children who have less developed verbal skills, however, may communicate these details through physical actions, reenactments, play or drawings, before they are able or comfortable in giving a verbal account.…”

“…When asked to go beyond the mere recounting of events and share their affective response, many of these core dynamics may emerge. Many children vividly describe a sense of helplessness, powerlessness, betrayal, and exploitation when abused by someone in a trusting position (Finkelhor & Browne, 1985;De Young, 1986). Some children may manifest a confused sense of their sexuality, along with distorted, erroneous concepts about sex.…”