Overview of Technology-Assisted HSB Practice Guidance. Richard Swann, Social Worker and Associate AIM Project, UK.

Transcription

1 Overview of Technology-Assisted HSB Practice Guidance Richard Swann, Social Worker and Associate AIM Project, UK.

2 Session aims Consider the research findings which support the TA-HSB Practice Guidance, Explore the implications for the assessment of TA-HSB Provide brief overview of TA-HSB Practice Guidance, 2017.

3 Two Key NSPCC research publications by Vicki Hollis and Emma Belton, NSPCC.

4 Research questions This literature review aimed to explore three key questions regarding: The developmental appropriateness of children and young people accessing IIOC; If children and young people who display online HSB differ to those displaying of offline HSB; and The cross-over between online and offline HSB among children and young people.

5 Further research questions This case study research therefore aimed to: Explore the prevalence of the TA-HSB displayed by 275 children and young people being assessed for the NSPCC s Turn the Page harmful sexual behaviour service, Explore the range of TA-HSB displayed by young males accessing this service and compare the backgrounds and characteristics of those with TA-HSB only (n=21), offline HSB only (n=35), and dual TA and offline HSB (n=35); Investigate the association between TA- HSB and offline HSB; and Investigate professional involvement with, and response to, TA-HSB.

6 Implications of both studies First literature review in this field, Most comprehensive study of TA-HSB in the UK, Raises further questions about practice and research

7 TA-HSB Practice Guidance (2017) How can we help practitioners shape their assessment? What are the practice implications? Literature Review + Case Study Findings

8 Even experienced HSB practitioners missed the TA element!

9 Key finding 1:Prevalence and range of TA-HSB displayed by children and young people. 9

10 TA-HSB Continuum TA-HSB is harmful for the child/yp and may directly or indirectly harm another person TA-HSB is likely to directly harm another person Developmentally inappropriate use of adult pornography (DIP) Harmful to self Showing another young person developmentally inappropriate pornography Sexting Possessing, making and distributing indecent images of children (IIOC) Technologyassisted sexual grooming Sexual harassment and sexual solicitation Sexual abuse of children online Other forms of TA-(H)SB May include the writing of sexually explicit stories which are inappropriate for the child/young person s developmental stage and/or have been shared using technology. May also include other developmentally inappropriate behaviours such as phoning adult sex lines.

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12 Traditional HSB assessment tools would use this as a mitigating factor!

13 Key Finding: The level of association between TA-HSB and offline HSB is variable Research suggests a slight overlap between IIOC and contact HSB, for instance: Aebi et al. (2014) 6 of 168 young males with contact sexual offence also had IIOC offence. Stevens et al. (2013) 1 of 184 young males with contact sexual offence reoffended with IIOC offence Moultrie (2006) 2 of 7 young males with IIOC offence had other offline HSB including contact, but a further 3 found to engage in risky sexual behaviours in community. 13

14 Key Finding: The level of association between TA-HSB and offline HSB is variable The DiP appears to be more closely related to offline HSB than other forms of TA-HSB, and was identified as a trigger for offline HSB in more than half of the dual cases. In contrast, other forms of TA-HSB were more likely to follow on from offline HSB and occurred, on average, three years later.

15 Key Finding: Professional involvement with, and response to, TA-HSB Dr. Vicki Hollis,

16 Three stages of the TA-HSB Practice Guidance 1. Information Gathering 2. Developing a case formulation HSB factors? Harm to self & harm to others Family factors? Developmental factors? Environmental factors? 1. Childhood (online/offline) 2. Adolescence (online/offline) 3. Neuropsychology 4. Vulnerability 5. Why now? 6. Facilitation 7. HSBs 8. Persistence 9. Desistence. 3. Safety Planning Factors that increase % of persistence? Factors that increase % of desistence? Supervision: restrictions & enhancements. Monitoring: identification of early warning signs. Interventions NB If new information shared then re-evaluate the case formulation NB How does any new formulation change the safety plan?

17 Stage 1: Information gathering Collect and collate relevant information, using the TA-HSB information gathering sheets, which in turn are sub-divided into four TA-HSB domains: Domain 1: TA-HSB factors (harm to self and harm to others) Domain 2: developmental factors Domain 3: family factors, Domain 4: environmental factors

18 Stage 2: Developing a case formulation. Involves the practitioner synthesising relevant information to a more precise format in order to express ideas about a young person s TA-HSB risk potential. HSB Framework (2016) already supports the need to individualise assessment and treatment approaches, therefore case formulation provides the basis for understanding the young person s circumstances, both historically and dynamically, and it s likely trajectory, as well as interventions which may act to dissuade a risk trajectory, towards a new and safer prognosis.

19 Stage 2: Developing a case formulation. Without a case formulation the practitioner will be merely predicting TA-HSBs without understanding them. Unstructured (unguided) risk assessment - As good as guessing Actuarial assessment formulaic Structured professional judgement case formulation

20 1. Childhood 2. Adolescence Offline Online 3. Neuropsychology Offline Online 5. Why now? 4. Vulnerability 6. Facilitation Offline Online 7. HSB Thought Action Feeling 8a. Persistence 8b. Desistence Concerns Positive Consequences Eastman, Hanson & Swann, Negative Consequences Strengths

21 Stage 3: Safety planning The Safety Planning and Interventions Stage involves the practitioner deriving from the formulation: 1. Hypotheses about what will promote future safety. The rationale for building resilience and encouraging desistance from TA-HSB, this should be the focus of interventions. 2. Hypotheses about what will hinder future safety. The rationale for what might escalate the young person s TA-HSB risk potential, creating a greater probability of persistence, should be the focus of supervision and monitoring.

22 6. Facilitation Online Offline Victim vulnerability anxiety: I won t get caught no-ones watching guilt: I m in a bubble it doesn t feel real I m not harming anyone. shame: I can say or do what I want, I can be who I want they ll never know its me effort: I don t even have to get changed or leave my bedroom Victim access, opportunity: I can contact 100s of girls in minutes it s like fishing, eventually someone will bite Arousal: In an aroused state following pornography use? Lack of online supervision Alcohol/substances Low mood Anger (feeling wronged, sense of entitlement) Premature sexualisation? Sex as currency for meeting other needs? Seeking out love, affection, validation immediate availability of respondents online Online naivety, lack of understanding of risks and online safety Lack of parental/carer supervision Confidence/boldness: I won t get rejected. I won t get caught.

23 Mange takk! Questions?