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The prevalence rates of paraphilic interests and disorders in the general population have been understudied, in large part due to the lack of a standardized assessment measure. As a result, the Diagnostic and Statistical Manual of Mental Disorders (DSM)-5 provides little information regarding the prevalence of paraphilic disorders. The present study involved the development of a self-report measure, Paraphilic Interests and Disorders Scale (PIDS), that can be used to assess for the eight paraphilic interests/disorders in the DSM-5 for use with general population samples. Study 1 established the content validity of the PIDS using feedback from 22 experts in the field, and recommendations from these experts were utilized to modify the measure. In Study 2, the PIDS was piloted on 100 individuals in the general population, which supported the feasibility of implementation and its limited-efficacy. While the PIDS requires further psychometric support, the current research suggests the PIDS is a promising tool to gather self-report, population-based data on DSM-5 paraphilic interests and disorders.

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Educator sexual misconduct is a serious problem in the United States (U.S.), with a 2004 Department of Education report estimating that 9.6% of K-12 students in the U.S. had experienced either verbal, visual, or physical educator misconduct at some point during their school career. However, since that report almost 20 years ago, there have been few large-scale studies examining the extent of the problem. As such, the current study, which uses a large sample from recent high school graduates in four U.S. states, offers updated data on the nature and scope of sexual misconduct in educational settings. Overall, 11.7% of the 6632 participants reported having experienced at least one form of educator sexual misconduct during Grades K-12, with 11% reporting sexual comments and less than 1% reporting other forms of sexual misconduct (e.g., receiving sexual photos/messages, being kissed, touched sexually, or engaging in sexual intercourse/oral sex). Those who reported misconduct showed significantly more difficulties in current psychosocial functioning than those who did not report educator misconduct. Academic teachers most often perpetrated the abuse (63%), followed by coaches and gym teachers (20%). Educators who engaged in sexual misconduct were primarily male (85%), whereas students who reported experiencing educator misconduct were primarily female (72%). Rates of disclosure to authorities were very low (4%) and some sexual grooming behaviors like gift giving (12%) and showing special attention (29%) were reported. These findings will be discussed as they pertain to the prevention of sexual misconduct within educational settings.

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Sex offender laws were designed to decrease sexual violence. The current mixed methods study examined attitudes and opinions of parole and probation officers who have supervised individuals convicted of sexual offenses (n = 361) regarding sex offender legislation and how these policies can be most effective in preventing recidivism. About half of the officers reported that registration and notification, sexually violent predator and Halloween laws were largely effective in preventing sexual victimization. Conversely, they perceived residence restriction laws and the tier system to be largely ineffective. A consistent theme that emerged from the qualitative responses was a movement away from blanket approaches towards a case-specific approach, tailoring the laws to individuals based upon their needs and risk level.

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Research suggests that cognitive behavioral therapy (CBT) can decrease recidivism for those who sexually offend. The use of CBT for the treatment of those who sexually offend is recommended as part of the responsivity principle of the risk-needs-responsivity model. However, in recent years there has been a movement in the field to incorporate elements of positive psychology and strengths-based approaches such as the Good Lives Model into correctional treatment to increase motivation, retention, and program engagement. This article will explore how to effectively integrate strengths-based approaches into CBT interventions for individuals who have sexually offended.

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According to official statistics, two percent of those who commit sex crimes are women, most of which involve child victims. However, victimization surveys suggest the true rate of female-perpetrated child sexual abuse is significantly higher than official statistics, and that it is under-detected and under-reported. Compared to men, relatively little is known about the behaviors and tactics that females employ to perpetrate child sexual abuse. While as many as half of male-perpetrated child sexual abuse involves sexual grooming, sexual grooming has not been empirically studied as it pertains to women. Existing literature, case studies, and media reports describe behaviors and strategies of women who abuse minors which may be suggestive of sexual grooming, particularly in cases of child sexual abuse perpetrated by female educators and child sex traffickers. This article explores what is known about female sexual offending, integrating it with the research on sexual grooming to provide a framework for understanding female sexual grooming behaviors. Implications for prevention, policy, and practice will be examined.

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Sexual grooming has been deemed an integral part of the child sexual abuse process. However, there has yet to be a universally accepted model for this process and, as a consequence, there is no clear understanding of which behaviors constitute sexual grooming. One proposed model of in-person sexual grooming outlined five stages of the process: 1) victim selection, 2) gaining access and isolating a child, 3) trust development, 4) desensitization to sexual content and physical contact, and 5) maintenance following the abuse. The present study sought to validate this Sexual Grooming Model (SGM) and identify behaviors that may be employed during each stage of the process. First, a thorough review of the literature was conducted to generate a comprehensive list of sexual grooming behaviors (n = 77). Second, 18 experts in the field completed a survey which asked them to rate the extent to which each of the five stages and potential grooming behaviors were relevant to the sexual grooming process. Results provided support for the SGM and produced 42 behaviors that were considered to be grooming tactics within these stages. From this, the first validated, comprehensive model of in-person sexual grooming is proposed. The article concludes with a discussion of the implications and future directions in the field.

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It is commonly assumed that victims of sexual abuse feel more negatively toward sex offenders and advocate for harsher punishments than individuals who have not been victimized. This belief was examined by comparing attitudes toward sex offenders and their treatment, support of registration, notification, and residence restriction policies, as well as general knowledge about sex offenders between a sample of 129 individuals who reported sexual victimization and a sample of 841 individuals who did not report sexual victimization. Overall, we found that victims of sexual abuse reported more positive attitudes toward sex offenders and were more supportive of mandated treatment compared with nonvictims. However, while victims showed decreased support for the community notification laws, there were no differences in support of residence restrictions laws compared with those who reported no victimization. Finally, knowledge about sex offenders predicted attitudes regardless of victim status. These findings are discussed as they pertain to sex offender treatment and legislation.

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