Transcript Specialized Assessment of Juvenile Sex Offenders

Specialized Assessment
of Juvenile Sex Offenders
Assessment

To estimate or determine the
significance or importance of
something(s)

To observe or monitor

To evaluate
Evaluation
Decision and
Planning
A Step-Wise Model
of Assessment
Decide
Probability
Test
Information
Gather
Hypothesise
About
possibilities
Plan
Type
Time-Scale
Partnerships
information
Assessment as an Ongoing and
Collaborative Process


In the traditional sense and in most other
contexts, assessment is generally considered to
be a clinical event
When considering management of juvenile sex
offenders, assessment should reflect a process
that extends far beyond the role of clinicians

Assessment data comes from a variety of sources
and at various points of the management process
Assessment Data Sources

Interviews with juveniles

Interviews with parents/caregivers

Collateral interviews and contacts

Record reviews

Psychological tests and inventories

Sex offense-specific measures

Selective use of psychophysiological tests

Risk assessment

Multi-disciplinary observation and monitoring
Why a Specialized and
Ongoing Process?




While the label “sex offender” implies that these
juveniles are the same, in actuality they are a
heterogeneous and diverse population
Levels of risk and types of needs are not static – they
change over time
We must continuously and systematically assess and
monitor the strengths and needs of juveniles and
their families
The cumulative data – collected over time – greatly
enhances our ability to effectively meet the needs of
juveniles, families, victims, and communities
Assessments Promote
Informed Decisionmaking
Pre-Sentence
Investigation
INFORMED
DECISIONMAKING
Sentencing
Placement
considerations
Psychosexual
Evaluation & Risk
Assessment
Ongoing, MultiDisciplinary
Assessment
Case management
strategies
Clinical treatment
planning
Supervision conditions
and approaches
Transition and reentry
planning
VICTIM AND
COMMUNITY
SAFETY
Continuum of Care to Match Risk
Level of Juveniles
Low risk
Community-based
options, day treatment,
outpatient services
Moderate risk
Residential treatment
centers, structured
group homes,
therapeutic foster care
High risk
Secure correctional,
secure residential,
inpatient psychiatric
facilities
Example of Risk/Need Matching:
Virginia Department of Juvenile Justice
Case Management
Protocols
Individualized Assessment
DJJ Risk Assessment
DJJ Sex Offender Risk Checklist
Psychosexual Evaluation
J-SOAP
CANS-SD



Community or residential
placement
Type and intensity of
supervision and other
interventions
Readiness for
stepdown/termination of
treatment and supervision
services
Example of Risk/Need Matching:
Missouri Division of Youth Services
Moderate risk/need
Intake assessment with youth/family
Risk assessment
Needs assessment
High risk/need
sanction
Low risk/need
Residential services continuum
High secure
Moderate secure
Group homes
Community-based services
Day treatment/public school
Outpatient sex offender groups
Family therapy
Case manager/p.o.
Tracker/mentor
Graduated sanctions
•Special needs/SED dorms and cottages
•Young offender (13 and under)
•Serious/certified offenders (up to 21)
•Gender specific-programs
Community aftercare
Day treatment/public school
Outpatient sex offender groups
Family therapy
Case manager/p.o.
Tracker/mentor
Graduated sanctions
sanction
General Process Issues for
Professionals



Focus on rapport
Avoid becoming an adversary
Create a safe atmosphere
– Allow for sharing of questions or concerns
– Remain non-judgmental in language and tone


Remain fair and firm
Be deliberate in your approach to inquiries – the goal is to
obtain information
–
–
–
–
–

Lead with more neutral/non-threatening issues
Ask open-ended questions
Explore frequency versus mere absence/presence of behaviors
Resist the urge to immediately challenge inconsistencies
Reinforce disclosures
Remind the youth that you are part of a larger team
– Information is shared and compared
– Decisions are often made collaboratively
Pre-Sentence Investigation
Psychosexual Evaluation
and Risk Assessment
Ongoing,
Multi-Disciplinary
Assessment
Pre-Sentence Investigation

Pertinent review of:
–
–
–
–
–
–
–
–
–
–
–
Family history/family functioning
Maltreatment/neglect/social service contacts
Academic/school performance and conduct
Medical/behavioral health needs
Substance abuse
Extracurricular involvement/leisure activities
Interpersonal relationships/peers
Delinquency/legal involvement
Offense-related factors
Overall development and maturity
Prior treatment/counseling interventions
Pre-Sentence Investigation:
Summary/Recommendations


Findings from psychosexual evaluation
Family strengths and needs
–
–
–
–
–
–

Least restrictive placement options
–
–
–
–
–

Parent/caregiver response to disclosure/offense behaviors
Ability to provide adequate supervision
Ability to protect vulnerable family members
Parental risk factors
Violence/aggression within the home
Availability of weapons, alcohol/drugs, pornography, etc.
Suitability for community supervision
Access to victims
Risk for sexual/non-sexual violence
Other community safety considerations
Abscondence risk
Recommended specialized supervision conditions
Assessment via the
Psychosexual or Juvenile Sex
Offense-Specific Evaluation
Pre-Sentence Investigation
Psychosexual Evaluation
and Risk Assessment
Ongoing,
Multidisciplinary
Assessment
Psychosexual Assessment

Why?
– Level of risk
– Treatment needs
– Severity of disturbance
– Assets and strengths
– Amenability to treatment (accountability, motivation, and receptivity)
– Required level of care

When?
– Post-adjudication and presentence

By Whom?
– Specially trained clinician

What and How?
– Comprehensive, psychosexual
– Style and substance; process and content
Psychosexual Assessment








Thorough record review
Clinical interview
Comprehensive sexual history
Psychometric assessment of personality and overall
adjustment
Cognitive functioning
Development and maturity/special needs
Psychometric assessment of sexual attitudes,
interests, and adjustment
Environmental considerations
– Structure, supervision, victim access


Selective use of physiological measures
Risk assessment
Sexual History









Sexual development
How did individual learn about sex?
1st sexual experience recalled
Masturbation (1st time, current frequency)
Turn-ons, fantasies
Pornography
Age-appropriate experiences
Victimization experiences
Perpetration experiences
– Modus operandi
– Victim selection
– Range of offense behaviors

Other paraphilias
Psychometric Assessment:
General Personality

MMPI-A

Millon Scales

Child Behavior Checklist
Examples of Psychosexual
Assessment Measures


Child and Adolescent Needs and Strengths-Sexual
Development (Lyons, 2001)
Adolescent Cognitions Scale (Hunter, Becker, Kaplan, &
Goodwin, 1991)

MOLEST and RAPE Scales (Bumby, 1996)

Adolescent Sexual Interest Card Sort (Becker & Kaplan,
1988)

Multiphasic Sex Inventory-Juvenile Version (Nichols &
Molinder)

Wilson Sex Fantasy Questionnaire (Wilson, 1978)
Child and Adolescent Needs and
Strengths-Sexual Development
(CANS-SD, Lyons, 2001)



Structured needs assessment of youth who have engaged in
sexually abusive behavior
Information used to develop case plans, particularly from a riskneeds-responsivity perspective
Domains assessed include:
– Functioning
– Risk Behaviors
– Mental health needs
– Care intensity and organization
– Caregiver capacity
– Strengths
– Characteristics of sexual behavior
CANS-SD:
Examples of Areas Coded

Functional status
– Developmental


0 - No evidence of developmental delay

1 - Evidence of mild developmental delay

2 - Evidence of pervasive developmental disorder

3 - Severe developmental disorder
Risk Behaviors
– Violence




0 - Youth has no history of violence against others
1 - Youth has history of fighting and similar forms of violence against others but
has not engaged in violent behavior in past year
2 - Youth has engaged in fighting and similar forms of violence against others in
past year. Or, youth has history of violence that has resulted in significant injury
or death but not in the past year
3 - Youth has engaged in violence in past year that has resulted in significant
injury or death
CANS-SD:
Examples of Areas Coded

(cont.)
Family/caregiver needs and strengths
– Supervision




0 – …supervision and monitoring are appropriate and functioning well
1 – …supervision is generally adequate but inconsistent. This may include a
placement in which one member is capable of appropriate monitoring and
supervision but others are not capable or not consistently available
2 – …appropriate supervision and monitoring are very inconsistent and frequently
absent
3 – …supervision and monitoring are nearly always absent or inappropriate
– Residential stability


0 – …in stable housing with no known risks of instability
1 – …currently in stable housing but there are significant risks of housing
disruption (e.g., loss of job).

2 – …family/caregiver who has moved frequently or has very unstable housing

3 – …family/caregiver who is currently homeless
CANS-SD:
Examples of Areas Coded

(cont.)
Characteristics of sexual behavior
– Age differential




–
0 – Ages of the perpetrator and victim and/or participants equivalent
1 – Age differential between perpetrator and victim and/or participants 3 to 4
years
2 – Age differential between perpetrator and victim at least 5 years, but
perpetrator less than 13 years old
3 – Age differential between perpetrator and victim at least 5 years and
perpetrator 13 years old or older
Prior treatment




0 – No history of prior treatment or history of outpatient treatment with notable
positive outcomes
1 – History of outpatient treatment which had some degree of success
2 – History of residential treatment where there has been successful completion
of program
3 – History of residential or outpatient treatment condition with little or no
success
Adolescent Sexual Interest
Cardsort: Example Items






“I go by the gym at school and look through the girls’
locker room window. I can see several girls in their bras
and panties.”
“I am making an 8 year old boy bend over so I can have
sex with him.”
“My sister and I are lying on the couch. I am rubbing her
soft skin, all over her body. I’m feeling her breasts.”
“I’ve tied a girl down in the park. I’m hurting her, just
beating her up.”
“I’m having sex with a pretty 15 year old girl. We really
like each other.”
“My girlfriend is rubbing my penis. I feel it getting hard as
she tells me how much she loves me.”
(Becker & Kaplan, 1988)
MOLEST Scale:
Example Items




“Sometimes, touching a child sexually is a
way to show love and affection”
“Sexual activity with a child can help the child
learn about sex”
“If a person does not use force to have
sexual activity with a child, it will not harm
the child as much”
“Some children are willing and eager to have
sexual activity with adults”
(Bumby, 1996)
RAPE Scale:
Example Items





“Women who get raped probably deserve it”
“If women did not sleep around so much, they
would be less likely to get raped”
“Victims of rape are usually a little bit to blame for
what happens”
“A lot of times when women say ‘no,’ they are just
playing hard-to-get and really mean ‘yes’ ”
“Many women have a secret desire to be forced
into having sex”
(Bumby, 1996)
Multiphasic Sex InventoryJuvenile version: Example Items




“I am too shy to even talk to a girl my age”
“I am too embarrassed and ashamed to even
try to have sex with a girl my age”
“I am [not] sexually attractive”
“After I date a person, they often do not want
to go out with me again”
(Nichols & Molinder)
Wilson Sex Fantasy Questionnaire:
Example Items

Indicate how often you fantasize about the
following themes…
– Being forced to do something
– Receiving oral sex
– Watching others have sex
– Tying someone up
– Being excited by material or clothing (e.g., rubber, leather,
underwear)
– Exposing yourself provocatively
– Having incestuous sexual relations
(Wilson, 1978)
Assessment of Sexual Arousal,
Interest, or Preference

Sexual arousal patterns not necessarily established fully
for all adolescents; fluidity exists

Validity and reliability of physiological measures may be
impacted by age, maturity, and development

Use selectively and cautiously
– With older (> =14) male clients with more extensive offending
histories and/or self-reported deviant interests and arousal
– With clients who admit offenses
– With full informed consent of client, parent/guardian, referral
source
Assessment of Sexual Arousal,
Interest, or Preference (cont.)




Generally, should use auditory stimuli designed
for the juvenile population
Not to be used to determine innocence or guilt
May be useful for identifying juveniles with
emergent paraphilic disorders
May help juveniles to gain awareness of their
sexually deviant behaviors and patterns and
strengthen their non-deviant sexual interests
Polygraph for Assessment





Often used to facilitate disclosure of sexual
history
Used more frequently with adults than juveniles
Little research on its reliability and validity for
juvenile offenders
Research suggests results can be influenced by
client’s age and intelligence, physical and
emotional state, examiner’s training
Utilization with juveniles should be selective and
cautious, with informed consent of youth and
parents
Risk Assessment
Risk Assessment

Clinical Judgment
– Based on clinical experience and individual practices

Empirically Guided
– Rate a fixed list of factors which are indicated by research to be
associated with offending; review of item ratings leads to an
overall determination of risk

Actuarial
– Fixed number of statistically derived factors are evaluated using
a structured and objective rating system; items summed to
yield an overall risk score associated with defined level of risk
Risk Prediction Challenges for
Juvenile Offenders



Low base rates of recidivism (typically 10%
or lower)
Lack of controlled, empirical studies
pertaining to risk prediction/assessment of
juveniles
Limited tools specifically for juveniles
– J-SOAP-II
– ERASOR
J-SOAP-II
(Prentky & Righthand)



Empirically guided risk assessment tool
Considers both static and dynamic
elements
28 items, 4 subscales
– Sexual drive/preoccupation (static)
– Impulsive, antisocial behavior (static)
– Intervention (dynamic)
– Community stability/adjustment (dynamic)
J-SOAP-II:
Examples of Static Items

Prior legally charged sex offenses

Number of sexual abuse victims

Degree of planning in sexual offense(s)

Caregiver consistency

Pervasive anger

School behavior problems

Juvenile antisocial behavior
J-SOAP-II:
Examples of Dynamic Items

Accepting responsibility for offense(s)

Empathy

Cognitive distortions

Quality of peer relationships

Management of sexual urges and desire

Stability of current living situation

Stability in school

Evidence of support systems
ERASOR
(Worling & Curwen)



Empirically guided tool
Considers both static and dynamic
elements
5 broad factors
– Sexual interests, attitudes, behaviors (static
and dynamic)
– Historical sexual assaults (static)
– Psychosocial functioning (dynamic)
– Family environmental functioning (dynamic)
– Treatment (dynamic)
Summary/Recommendations
Should Include:





Review of PSI data
Attitude toward treatment;
amenability

Dangerousness to self/others

Treatment needs/targets

Degree of accountability
Type and chronicity of sexual
behavior
Degree of paraphilic interest
and arousal

Behavioral health needs

Capacity for empathy

Environmental suitability

Family functioning/needs



Responsivity
considerations/special needs
Level of risk
Least restrictive placement
options
Strengths and assets
– Individual, family, and
environmental

Resource availability
Pre-Sentence Investigation
Psychosexual Evaluation
and Risk Assessment
Ongoing,
Multi-Disciplinary
Assessment
How do the Following Individuals
Contribute to the Ongoing
Assessment Process?
School officials/teachers
Juvenile probation/parole officers
Family members
Family therapists
Victim therapists
Treatment providers
Employers
Mentors
Ongoing, Multi-Disciplinary
Assessment



Should occur throughout the treatment and supervision process
Provides for formal and informal reviews of treatment
progress/needs
Informs changes to the level of supervision and the specific
conditions/expectations
– Need to be able to adjust structure appropriately as risk and needs
increase or decrease

Promotes evaluation and monitoring of the family, environment,
and other support systems
– Strengths and concerns

Facilitates collaboration and critical information sharing and
informs decisionmaking at many levels
Assessment During Residential or
Institutional Placement


Primary assessment goal is readiness for community
reentry
Focus is generally on dynamic, changeable factors
– Denial, cognitive distortions, empathy, disclosure
– Emotional management
– Healthy communication
– Awareness of risk factors, offense cycles
– Development and effective use of coping skills
– Family/environmental readiness
Multidisciplinary Assessment
in the Community

Primary assessment goals are stability and community
risk/safety
– Overall stability and adjustment
– Ongoing awareness of risk factors, offense cycles
– Avoidance of high risks, effective use of coping skills
– Adherence to relapse prevention plan
– Disclosure of concerns, communication with supports
– Family/environmental stability, support systems
– School/employment performance
– Changes in affect or behavior
– Adherence to supervision conditions
– Need for sanctioning

Suitability of family/caregiver, environment

Utilization of available resources
Assessment of the
Family/Caregiver

Needs assessment
– Family violence, mental health difficulties, substance abuse
– Structure, discipline
– Availability of pornography, weapons, alcohol




Acknowledgment of the concern vs. denial of the
problem
Response to system involvement
Willingness and ability to participate in – and support
fully – treatment and supervision interventions
Strengths and assets
Environmental Assessment

Home and community

Access to pornography, alcohol, drugs

Victim presence

Access to potential victims

School

Peers
Assessments Promote
Informed Decisionmaking
Pre-Sentence
Investigation
INFORMED
DECISIONMAKING
Sentencing
Placement
considerations
Psychosexual
Evaluation & Risk
Assessment
Ongoing, MultiDisciplinary
Assessment
Case management
strategies
Clinical treatment
planning
Supervision conditions
and approaches
Transition and reentry
planning
VICTIM AND
COMMUNITY
SAFETY