NCJ Number
173470
Journal
Compiler Volume: 17 Issue: 1 Dated: July 1997 Pages: 11-13
Date Published
1997
Length
3 pages
Annotation
The current body of knowledge about sexually abusive children suggests that sexual problems seem to manifest in individuals in whom several constellations of dysfunction come together to facilitate the development of sexually aggressive behavior patterns.
Abstract
These constellations include disruption in the child's normal course of psychological development, disruption in the development of social competence, and disruption in sexual development that results in the emergence of a pattern of sexual arousal toward aggressive themes. The literature also indicates that all behavior, including sexual abuse, is learned through exposure to models of behavior. Repeating a learned behavior is frequently reinforced, and this seems to be particularly true in the case of sexual abuse. Sexual abuse appears to be the culmination of a pattern of behavior. A negative event in the child's life may trigger a chain of reactions that result in a sexually abusive incident. Because sexually abusive behavior is effective in alleviating the child's emotional distress and also provides sexual gratification and pleasure, behavior is learned and reinforced. Causes of child sexual abuse, however, remain elusive. Multiple theories have been proposed to explain the roots of sexually abusive behavior that concern socialization, family dysfunction, and victimization. Successful behavior management seems to depend on the child acknowledging the problem, assuming responsibility for his or her actions, and developing internal controls. 10 references