Disclosure Process –
Alleged Sexually Exploited Youths‘
Youths‘ First Hand
Accounts
Funded by the BASPCAN, Nuffield and Jacobs Foundations
2 5 T H A N N I V E RS A I RY C O N F E R E N C E O F „C H I L D A B U S E R E V I E W “
NOVEMBER 18TH 2016, BIRMINGHAM
M A R L E N E KO WA L S K I
Disclosing CSE – A delicate field of research
− First step towards recovery from Child Sexual Exploitation (CSE) (Gilligan, 2015)
− Disclosing CSE is a stressful and ambivalent experience for the young persons
− It important to understand, from the youths’ perspective, under which conditions they
reported exploitation and what they thought could increase their comfort
− Many young persons who were victimized do not report their abuse to the authorities right
away and many do not disclose at all (Coffey, 2014; Barnado´s, 2016)
− Many young persons are not aware of their status as a victim of CSE (Ahern et al., under
review; Pearce, 2009)
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Disclosing CSE – A delicate field of research
What is Child Sexual Exploitation (CSE)?
“Child sexual exploitation is a form of child abuse. It occurs where anyone under the age of 18 is
persuaded, coerced or forced into sexual activity in exchange for, amongst other things, money,
drugs/alcohol, gifts, affection or status. Consent is irrelevant, even where a child may believe
they are voluntarily engaging in sexual activity with the person who is exploiting them. Child
sexual exploitation does not always involve physical contact and may occur online.”
Gov. UK, Department of Education, 2016
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Disclosing CSE – A delicate field of research
− The reasons for non-disclosure vary: young persons may
− feel loyal to their offenders
− feel ashamed
− might consider the perpetrator as their “boyfriend” and naively think they are in a loving
relationship (Pearce, 2009; Berelowitz et al., 2012) reject terms such as “sexual exploitation” or
“abuse” (Gilligan, 2015)
− be embarrassed to report sexual content and intimate details
− fear the consequences of their disclosure (emotional and physical harm)
− have been intimidated and forced to compliance, also through new technologies and social
networks
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THE PRESENT STUDY
− 40 young persons were approached to speak about their experiences with the CSE
investigation process
− Sample: Three young persons who had ultimately testified in British Criminal Court
− Data: Semi-structured interviews with the young persons about their individual experiences
with disclosure and testifying
− As part of a larger study, interviews with 15 practitioners about their thoughts on working
with CSE victims and their personal wellbeing have been conducted
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METHOD
− Method of analysis: Case Study (Stake 2009)
The driving question of case studies is an epistemological one: what specifically can be
learned from a single case. The decision is to concentrate on single cases and to explore what
makes them special.
− Questions that guided the in-depth interpretation of each case:
How did they experience their disclosure process and testifying?
What were their predominant emotions and fears?
Did they feel supported?
− Very few studies have examined CSA or CSE using the case study approach (Katz, 2015;
Brubacher/La Rooy, 2014)
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THE THREE CASES
Taylor
− Disclosed first to a teacher and social
worker
− Delayed disclosure because she was
afraid of suspect: he treated her like
„rubbish“ – felt „isolated“ and
„scared“
− Rumours spread after her disclosure:
had to change school
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Nicole
− Disclosed first to a friend who was
involved with the suspect (then to
teacher)
− Delayed disclosure because she did
not realize the criminal nature of the
suspects behaviour until
investigation (he bought her „all
these things“)
“ALLEGED SEXUALLY EXPLOITED YOUTHS FIRST HAND ACCOUNTS”
Sophie
− Disclosed first to her sister after
suspect broke up with her
− Delayed disclosure because the
suspect told her not to talk about
it
− Had difficulties to realize that she
had been exploited because „it all
seemed real“
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RESULTS: 1) Dynamics and emotions during the disclosure
− Before disclosing to the police, the three young persons disclosed first to another confidant
(teacher, friend, sister)
− They chose carefully their sources of support during the investigation (social worker, child
protection officer, teacher, mother)
− non-police people appeared to have provided the most support
− The young persons perceived rapid questions by the police and social workers as stressful
and preferred rapport building and individualized communication style
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RESULTS: 1) Dynamics and emotions during the disclosure
“[The police] could have taken more time and not pushed it all getting out
there […] like not to try and get answers out of you like really quickly.”
Taylor
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[My teacher and social worker] made me feel safe in what I said in they would
accept anyone. I’d feel like I could tell them anything and they won’t say
anything. [Q: What was it that made you feel safe?] Just like, we had a normal
chat first about schoolwork and stuff like that, then we started talking about
relationships. They didn’t just go straight into it. They first took it as [inaudible]
and then they were talking about their relationships and stuff like that and then I
just hit it out with it.
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RESULTS: 1) Dynamics and emotions during the disclosure
− Constant availability of support persons and support services was emphasized by the young
people, even if the service was never used (e.g., panic button, telephone numbers)
− Young persons insisted on the importance of time during the investigation
− Youths also insisted on the supportive effects of long-lasting relationships with social workers
− All of the young persons feared the consequences of their disclosure in terms of social
exclusion
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RESULTS: 1) Dynamics and emotions during the disclosure
[Q: What could the police have done or said to make you feel more comfortable during that time?]
“I can’t really fault with them what they done when they first come
because they like asked me if I wanted to make a statement, and gave
me a couple of days to think about it and digest that information. So I
can’t really fault with them for that. Because they gave me the choice
as well – they said ‘if you don’t want to you don’t have to and if you do
you can’ but they gave me like a day or two to have a think about it.
Sophie
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RESULTS: 1) Dynamics and emotions during the disclosure
“But the police reassured me that they’d got options, like having a panic
button at home and the police would be straight down or something like
that. But that never actually happened.”
Sophie
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RESULTS: 2) Dynamics in the relationship to the offender
− Each reported thinking they were in loving relationships
− All of them delayed disclosure and struggled to accept their status as a victim
− It took the young persons time and the support of practitioners to realize their victim status
− Imbalance of power and consenting behavior
− Lack of suitable models of positive attachment and relationships
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RESULTS: 2) Dynamics in the relationship to the offender
„[The teacher] was just asking me like how the relationship was going, and
whether like I thought he loved me and I was like „yeah“. He was buying
me all these things and she was kind of like yeah, ´kay and yeah like it was
like awkward because I´ve never had to talk about this stuff to like anyone
before in my life.“
Nicole
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RESULTS: 2) Dynamics in the relationship to the offender
“[The police and social worker] checked up on me sometimes, they
were like on my side and helping me […] They made me feel like they
were on my side because they would tell me that there shouldn´t be
no bad people and that I should open up and not hide it away
because they deserve like a punishment for what they do.”
Nicole
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RESULTS: Testifying in Court
− Witnesses felt extreme pressure to remember events accurately and cared greatly about
being believed
− None of the young persons reported coping strategies that they used to alleviate distress
− Although they felt comforted by professionals, they struggled emotionally (panic, holding
back tears, crying)
− Defense attorney questions were reportedly repetitive, rapid, confusing, and focused on
secondary content rather than the central criminal acts
− Importance of having continued access to supportive workers
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Practical Implications
− young persons need supportive adults in order to overcome trauma and a negative sense of
self (Taylor: „feeling like rubbish“)
− Warm conversations and person-centered behaviour are crucial to young persons to feel
accepted and to finally disclose
− Time
− Autonomy and Choice
− Rapport building
− Disclosure reciprocity
− Modeling of positive attachment in order to build a stronger „inner world“ (Howe, 2005) and
resilience (Coleman, Hagel & Pearce, 2014)
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Practical Implications
− Constant availability and reachability of support persons: invest in long-term relationships
− A variety of close persons and professionals can play key roles in the disclosure of CSE and
become significant adults
− Be aware of other aspects of the young persons life, outside of the investigation (home,
school and broader community)
− Trying to minimize the status as authority and maximize role as a caring adult (Ahern et al.,
2016)
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Take home
− Further studies could enlighten the long-term development of young people who had
disclosed
− Further studies could focus on the concept of habitus (Bourdieu, 1990) analysing the young
persons practices and how those structure their experiences and their disclosure process
− Partnerships between scholars and practitioners
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inspire research to be relevant
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Thank you!
Contact:
Marlene Kowalski, Martin-Luther-University Halle-Wittenberg, Department of School Research,
[email protected]
Elizabeth Ahern, PhD, Cambridge University, Department of Psychology
Prof. Michael Lamb, Cambridge University, Department of Psychology
Art Design:
Pia Algermissen, Leipzig University
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References
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Asquith, S. & Turner, E. (2008). Recovery and Reintegration of Children from the Effects of Sexual Exploitation and Related Trafficking. A
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Barnado´s (2016). ‘It’s not on the radar’ The hidden diversity of children and young people at risk of sexual exploitation in England.
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References
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Brubacher, S., La Rooy, D. (2014). Witness recall across repeated interviews in a case of repeated abuse. Child Abuse Neglect, 38(2):202-211.
doi: 10.1016/j.chiabu.2013.06.010
Coleman, J., Hagel, A. and Pearce, J. (Eds) (2014). Adolescence, Risk and Resilience. John Wiley: Chichester.
Gilligan, P. (2015). Turning It Around: What Do Young Women Say Helps them to Move On from Child Sexual Exploitation? Child Abuse Review,
25, 115–127. doi:10.1002/car.2373
Hill, C., Stull, D. (1982). Disclosure reciprocity: Conceptual and measurement issues. Social Psychology Quarterly, 45(4), 238-244. doi:
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Howe, D. (2005). Child Abuse and Neglect. Attachment, Development and Intervention. Palgrave: Basingstoke.
Katz, C. (2015). ‘Stand by Me’: The Effect of Emotional Support on Children’s Testimonies. British Journal of Social Work, 45, 349–362.
doi:10.1093/bjsw/bct137
Malloy, L.C., Brubacher, S.P., Lamb, M.E., (2011). Expected Consequences of Disclosure Revealed in Investigative Interviews with Suspected
Victims of Child Sexual Abuse. Applied Developmental Science, 15(1), 8-19 doi: 10.1080/108&8691.2011.538616
Pearce, J. J. (2009). Young People and Sexual Exploitation: 'It's Not Hidden, You Just Aren't Looking'. Routledge Falmer: Abingdon
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https://www.nspcc.org.uk/globalassets/documents/research-reports/qualitative-study-children-young-people-sexting-report.pdf
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