Expertise and Sexual Offending: A Preliminary Empirical Model

Autor/inn/en	Bourke, Patrice; Ward, Tony; Rose, Chelsea
Titel	Expertise and Sexual Offending: A Preliminary Empirical Model
Quelle	In: Journal of Interpersonal Violence, 27 (2012) 12, S.2391-2414 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0886-2605
DOI	10.1177/0886260511433513
Schlagwörter	Decision Making; Foreign Countries; Grounded Theory; Sexual Abuse; Expertise; Rehabilitation; Therapy; Intervention; Victims; Semi Structured Interviews; Criminals; Males; Child Abuse; Models; Skill Development; New Zealand + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Ausland; Sexueller Missbrauch; Expert appraisal; Therapie; Victim; Opfer; Straftäter; Male; Männliches Geschlecht; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Analogiemodell; Kompetenzentwicklung; Qualifikationsentwicklung; Neuseeland
Abstract	Rehabilitation and treatment perspectives and interventions have concentrated efforts on areas where perpetrators of sexual abuse are deficient, neglecting those where offenders actively seek and strategically plan sexual offence situations and scenarios. Whereas sexual offenders may display deficiencies in some aspects of their lives, there are domain-relevant competencies such as the selection and manipulation of victims, decision making and problem solving, and eluding detection, in which some individuals appear to excel. Semistructured interviews are conducted with 47 male child sexual offenders in New Zealand, and data are analyzed using grounded theory to generate a model of offence-specific decision making. The outcome of the research is a descriptive model of expertise-related competency (ERC) of child sexual offending. The model identifies and emphasizes the variability of knowledge and skill acquisition among offenders. (Contains 1 figure.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10