University of Minnesota, Twin Cities

School of Social Work

SW 5312 Children with Sexual Behavior Issues
Summer Session 2011

Jane F. Gilgun, Ph.D., LICSW 267 Peters Hall

Phone: 612/624-3643 jgilgun@umn.edu
Fax: 612/624-3744 Office Hours:
toll-free 1 800 779 8636 by appointment
jgilgun@umn.edu

Course Syllabus

“We see what we look for; we look for what we know.” Goethe

This course focuses on assessments and interventions with children and their families
when the children have sexual behavior issues. The continuum of sexual behaviors to be covered
includes age-appropriate sexual experimentation and inquisitiveness, socially inappropriate
sexual behaviors, molestation of other children, and the coercion of other children into sexual
activity. Half of the course will be spent on assessment issues that include the social and familial
contexts of children with sexual issues and the second half will be spent on effective
interventions. The framework for the course is research and theory on risk, resilience, and
protective factors and on the NEATS (neurobiology, executive function, attachment, trauma, and
self-regulation).

This course assumes that sexual development is one of several developmental processes
that children experience as they grow and change. Sexual development requires the same care
and consideration as other aspects of development such as emotional, cognitive, physical, and
social development. Sexual development is connected to the other areas of development. Just as
there are threats and protective processes in children’s other developmental trajectories, so there
are risks and protective processes to children’s sexual development. For the purposes of this
course, children are young people from birth to age 12. All course projects must focus on
children with sexual behavior issues and who are 12 and younger.

Purpose of the Course

This course identifies both risk and protective processes characteristic of children with
sexual behavior issues and will show how professionals can become part of the protective
processes that guide children toward healthy sexual development and expression. Risks and
protective processes are assumed to reside in families, communities, and other contexts in which
children live their lives. In addition, children and their families also have personal qualities that
they can marshal to help them to manage their risks and promote their protective processes. The
NEATS in ecological and developmental perspectives represent the five areas in which risks and
protective processes are found.
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The purposes of this course are to build student skills in

• assessing risk and protective processes related to children’s sexual behavior issues;
• understanding the roles of neurobiology, executive function, attachment, trauma and self
regulation in ecological and developmental perspectives in children’s sexual
development;
• identifying the level of interventions that children and their families require;
• developing effective interventions for children and their families when children have
sexual behavior issues; and
• evaluating the effectiveness of their interventions.

By the end of the course, students will have skills in assessment, intervention, and evaluation
with children and their families where children have sexual behavior issues.

Plan of the Course

The course meets for two days on June 1 and 2 from 9:00 am to 5 pm. Each day, there
will be an hour break for lunch between 12 and 1:00 pm and two 15 minute breaks, one in the
morning and one in the afternoon. Class sessions include lectures, small group discussions, and
individual and group activities.

Readings

There are no required readings for this course, although you are required to apply a
minimum of six articles or book chapters from the course readings to your course project. This
is a requirement because I want you to demonstrate your mastery of course material. A mark of
excellence is to use more than six relevant articles.In consultation with your instructor, you may
substitute some of the course readings for readings you find through e-journals that the
University of Minnesota supports and from such databases as Social Work Abstracts, PsychInfo,
SocAbstracts, and CINHAL. You may also substitute an interview with a knowledgeable
professional for one of your readings, again after consulting with the instructor. Be sure that
your topic is children with sexual behavior issues and not a topic related to the broader issues of
child sexual abuse and its prevention.

In multiply authored projects, additional readings are required -- at least three more
articles or book chapters per additional author. The project that you design guides your selection
of readings. In addition, you may use other readings in addition to course readings. This is a sign
of excellent scholarship. Use material from the internet only when it is from a reputable source
such as NASW, APA, SIECUS, and governmental agencies. Please check with your instructor
before using material off the internet. Course handouts do not count as readings but you may
use them freely in your projects as long as you acknowledge them as your sources.

The following books contain important information for work with children and families
where the children have sexual behavior issues. I draw upon many of them in this course. Please
use material from at least one of these books in designing/writing your course project. You may
but them from the bookstore on the St. Paul campus or order them from Barnes and Noble,
Amazon, or at the places indicated below.

Burton, Jan Ellen et al (1998). Treating children with sexually abusive behavior
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problems: Guidelines for child and parent. New York: Haworth.

Calder, Martin C. (2004). Children and young people who sexually abuse: New theory,
research, and practice developments. Dorset, England: Russell House. This book can be
ordered through Amazon.com and alibris.com.
Friedrich, William N. (2007). Children with sexual behavior problems: Family-based
attachment-focused therapy. New York: Norton.
Gil, Eliana & Toni Cavanagh Johnson (l993). Sexualized children: Assessment and
treatment of sexualized children and children who molest. Rockville, MD: Launch Press.
Hindman, Jan (1998). A very touching book...for little people and big people (rev. ed.)
Baker City, OR: Alexandria Associates.
Hoyle, Sally G. (2000). The sexualized child in foster care: A guide for foster parents
and other professionals. Washington, D.C.: Child Welfare League of America.

In addition, two pamphlets are available on-line. They are

Johnson, Toni Cavanagh (2009). Helping children with sexual behavior problems: A
guidebook for parents and substitute caregivers (4th ed.). www.TCavJohn.com
Johnson, Toni Cavanagh (2009). Understanding children’s sexual behaviors: What’s
natural and healthy. www.TCavJohn.com

Students may find two books that I wrote to be important to their understanding of
children with sexual behavior issues and their families. These books are

Gilgun, Jane F. (2010). Do abused children become abusers? In Jane F. Gilgun, Child
sexual abuse: From harsh realities to hope (pp. 132-140). Other sections also are relevant to
children with sexual behavior issues. http://www.scribd.com/doc/16484981/Child-Sexual-Abuse-
From-Harsh-Realities-to-Hope
Gilgun, Jane F. (2010). The NEATS: A child and family assessment.
http://www.scribd.com/doc/16496944/The-NEATS-A-Child-Family-Assessment

I have emailed these books to you.

I have many other free readings on the Internet related to children with sexual behavior
issues. Search term: “Jane Gilgun child sexual abuse.” Remember, though, to focus your project
on children with sexual behavior issues and not on child sexual abuse.

Course Requirements

Besides participating in class discussion and other activities, students are expected to
complete a course project. The project is an opportunity to develop and demonstrate students’
abilities to apply course learnings.

The project is due on or before Monday, August 1, 2011. You may e-mail them to me at
jgilgun@umn.edu. Students may hand in their projects earlier if they wish. I will read and grade
them in time for any graduation deadlines.

The following are descriptions of possible projects.

Students have a choice of projects. One is to design an in-service on children with sexual
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behavior issues you would like to give at your agency. This ideally would be an in-service or
workshop that you would actually give. The in-service would include a power point
presentation, handouts, and a brief (3-5 page) paper that shows the research base of the in-
service. I have a handout that describes the structure of an in-service. Students must adhere to
the guidelines in this handout. If they do not, they will lose points on their grade.

Another possible project is to design an education program for parents where children
have sexual behavior issues. The program would include a power point presentation, handouts,
and a brief (3-5 page) paper that shows the research base of the program. I have a handout that
describes the structure of an in-service. Students must adhere to the guidelines in this handout.
If they do not, they will lose points on their grade.

A third possible project is to present a case study of your work with a child with sexual
behavior issues. This can be based on a case you had in the past and would like to do again
based on the knowledge gained in this course, an account of a case you are working with at
present, or a simulation of a case based on your work or the work of others. This project will
require a paper that has an introductory section that provides an overview of typical issues and
interventions in work with children with sexual behavior problems, a description of the case, and
the assessments, interventions, and outcomes of the case. Sometimes there are significant
barriers to your effectiveness, such as lack of services or lack of funding to pay for services. A
brief account of barriers you’ve encountered and ideas for dealing with them down would be a
mark of excellence.

A fourth choice is to design a case plan for a child who has sexual behavior issues. The
case plan would be in the form of a paper that has an introductory section that provides an
overview of typical issues involved in case planning for children who have sexual behavior
issues, a description of the child and the child’s family situation, the various services that you
would access for the child and family, and your planning for the evaluation of the effectiveness
of these services.

A fifth choice would be to do a literature review on one issue related to children with
sexual behavior issues. Since this is a social work course and social work is an applied discipline,
this project would be required to have a section on policy implications and/or on practice
implications.

A sixth choice is to design an action plan for advocacy on a topic directly related to
children with sexual behavior issues. I recommend this only to persons who have taken courses
in advocacy, systems change, and community organizing and/or have substantial experience in
these areas. This project also requires the use of at least six course readings.

Another set of choices is for students to design a project that fits their interests and goals.
Please work with your instructor if you are interested in this option. Examples include non-
traditional projects, such as puppet shows, games, and children's books. If you chose this option,
you will be required to write a short paper of four to six to seven pages showing the research and
practice bases of your project.

Students may work collaboratively with other students in the class on all projects. The
scope of the project would necessarily be enlarged under these circumstances. Students are
required to write a statement that documents the contribution of each collaborator.
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In addition, students may choose to do an optional class journal. This journal will record
you thoughts and feelings related to classroom discussions and presentations and reflections on
readings. It must be between five and seven pages long, and it has three parts. It is due on June
6.

The format for the journal is the following. Please follow this format carefully. Part 1 is a
description of class discussion/lecture/presentation/activity and/or readings that you discuss. Part
2 are your reflections on Part 1 that could include how course activities such as classroom
presentations, discussions, activities, and readings changed or enlarged your thinking, how this
material could apply to your practice, and what interventions/programs could help improve this
situation. Part 3 are only conclusions or closing remarks students would like to make.

Students are free to share whatever responses they've had, but I strongly advise not
disclosing highly sensitive, personal information unless you've already processed it with
therapists and support groups. Students are free not to do this assignment. If they do the
assignment, it will be worth 10 points and the required project will be worth 10 less points, or 75
total points instead of 85 points.

If you use material from your practice in this course, please remember that as
professionals, we have an ethical responsibility to maintain client confidentiality. I will disguise
the identities of clients in my presentations and discussions, and I expect your professional
caution in this regard.

Expectations

The expectations for this course are generally those of any University of Minnesota
course. They are

1. Submission of work that is not one's own will result in a failing grade for the course. This is
in accordance with strict policies of the School of Social Work and the University Student
Conduct Code regarding intellectual honesty and plagiarism. Plagiarism means putting one’s
own name on the work of others. It is theft of intellectual property. Do not cut and paste material
from the Internet into course projects. That is plagiarism.
2. Active participation in class discussions and activities are expected. Class participation
includes discussions, willingness to ask questions and offer opinions, demonstrations of
understanding of the readings, and responsiveness to in-class exercises. Students also are
expected to regulate their own behaviors in terms of not monopolizing class discussion time.
Talking “too much” cuts other students off from active class participation and is disruptive to the
atmosphere of the course.
3. Incompletes are strongly discouraged and are given only in extraordinary circumstances. If
you think you might need an incomplete, you are required to make this request before the course
project is due. As part of this request, you will make a written contract with the instructor that
states when the project will be completed.
4. The course project is to be submitted on time. If it is not, students’ grades will be lowered out
of fairness to students who did submit their projects on time.
5. Students are expected to notify the instructor--in advance, whenever possible--regarding
absences. Persistent absence, lateness to class, and lateness in submitting papers will result in a
lowered grade. Please keep in mind that coming to class late is disruptive to other students and to
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the instructor and can detract from the quality of the class experience for other students. Since
this is a two-day class, any absences will result in a lowered grade, unless there is documented
medical circumstances. Any missed work will have to be made up.
6. The projects are to be typed and in non-sexist language. Papers should be turned in with no
errors in spelling, punctuation, and grammar. The format of the paper is that of the Publication
Manual of the American Psychological Association, most recent edition.
7. Please do not eat in class. If eating is necessary for health reasons, refrain from eating food
that crunches and snaps or whose packaging crunches and snaps or otherwise makes noises that
are distracting.
8. Do not text in class. Each time I see students texting, they will lose two points from their class
participation grade. More than one instance of texting will result in my holding the phone until
the end of class day. Do not use the Internet by phone, blackberry, iPad, computer, or any other
internet device. Do not end or receive e-mails. Each time I see students using any electronic
device in class will result in the loss of two points from their class participation grade. I also will
hold the device until the end of class.
9. Students are expected to offer the instructor clear constructive feedback regarding course
content and teaching methods. Students are expected to complete confidential evaluations of the
course using the University's standardized form at the end of the course.

Grading

Course project 85 points due August 1

Optional journal 10 points due June 6
Class participation 15 points

If you do the journal, the course project is worth 75 points.

Papers will be graded on organization, ability to write clearly and to communicate ideas,
ability to demonstrate knowledge of theory and research learned in class; ability to apply theory
and research learned in class to practice; support and illustration of general ideas with examples,
ability to demonstrate critical thinking; and ability to apply social work principles, ethics, and
empathy to described work. If students are unclear or dissatisfied with grading, conversations
about grading standards and expectations are welcome. Information on what critical thinking
involves is widely available through Internet searches.

Journals will be graded on the basis of how students demonstrate critical thinking and
how well students followed the format for the journal as outlined earlier. Critical thinking
involves what is in the previous paragraph.

Grading for class participation is based on the students’ contribution to the class’s
learning environment. Activities associated with class participation include sharing experiences
relevant to the course, comments and insights on course content, questions whose purpose is to
foster students’ understanding, soliciting the points of view of other students, actively listening
to the points of view of others, showing respect for the points of view of others, and active
participation in small group discussions. Full attention to class activities is another aspect of
class participation. Texting and the use of electronic devices detract from the learning
environment. Therefore use of any electronic device during class time is not allowed.

Some students may have difficulty speaking in groups. The instructor encourages
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students with this issue to tell the instructor at the earliest possible moment. The development of
a supportive learning environment is fundamental to this course. Learning takes place in the free
exchange of ideas. In such a course, listening to and appreciating the points of view of others,
eliciting ideas from others, and articulating your own points of view will foster a supportive
learning environment.

The non-traditional projects will be graded in terms of how well they connect with
children's experiences, their relevance to prevention, treatment, and/or education regarding
children with sexual behavior issues and their families, their use of relevant research and theory,
and in general being well-thought out and executed.

Your instructor may request a copy of your paper or project for the purpose of providing
examples for future classes on the various projects that students do for this course. Students are
free not to provide a copy of their work; their freedom of choice and autonomy are essential.
There is no penalty from declining to give permission to the instructor to use your paper or
project as an example. However, if students would like to share their work, the instructor will
provide a written agreement specifying the conditions under which the paper will be used.

For this course, the grade of A denotes superior performance that is both consistent and
outstanding. A's are given when the point range is between 100 and 93.
A-'s are given when the point range is between 92 and 90. The grade of B denotes good,
steady adequate performance, with some of the plus values that make for an A. B+'s
are given when the point range is between 89 and 88. B's are given when the points are between
87 and 83. B-'s are given when the points range from 82 to 80. The B student shows
understanding and ability to integrate learning and ends the course with a comprehensive grasp
of the material. The grade of C denotes a performance that is barely acceptable. C+'s are given
when the point range is between 78 and 79. C's are given when the points range between 77 and
73. C-'s, are for grades between 72 and 70. The grade of D denotes unacceptable work and some
comprehension of course material and no probability of being able to complete the next course in
a sequence. The grade of D is given when the point range is between 60 and 69. The grade of F
denotes failure--that is, unacceptable performance: an inability to understand the material. F's
are given when the total points are 59 or below. S denotes a grade of A to C+. A C or C- is not
a satisfactory grade in this class.

Supportive Learning Environments

As said earlier, the development of a supportive environment is fundamental to learning.

Learning takes place in the free exchange of ideas. In such a course, listening to and
appreciating the points of view of others, eliciting ideas from others, and articulating your own
points of view will foster a supportive learning environment. Some enthusiastic students may
talk to the point where other students feel shut out from the discussion. Please monitor yourself
so that other students in the class have opportunities to speak and be heard.

We all have been exposed to sexist, racist, homophobic, classist, and ableist ideas and
practices. We cannot be blamed for misinformation we have absorbed, but we will be held
responsible for being open to alternative points of view. In addition, we will be held accountable
for repeating misinformation once we have learned otherwise. Finally, we each have obligations
to combat the myths and stereotypes about our own groups and other groups so that we can turn
walls into bridges and thus promote the common welfare. These values are deeply embedded in
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the NASW Code of Ethics.

Please refrain from wearing scented personal care products when in this classroom.
Several persons who are part of the School of Social Work community become extremely ill, and
sometimes their reactions could be life-threatening when exposed to a wide variety of scents. I
will ask persons who wear scented products in classrooms or other enclosed areas to leave if
there are persons with chemical sensitivities in that area. Persons with environmental illnesses
greatly appreciate your efforts.

This syllabus is available in alternative formats (Braille, large print, tape, electronic)
upon request. Every effort will be made to facilitate the learning of students with disabilities.
Please contact Disabilities Service Office, 624-8281.

COURSE TOPICS AND READINGS

Wednesday, June 1

Introductions
Overview of Course
The Continuum of Child Sexual Behaviors
Typologies of Children with Sexual Behavior Issues
Family Issues Related to Children’s Sexual Behaviors
Risks and Protective Factors Related to Children’s Sexual Behavior Issues
Attachment, Self-Regulation, and Trauma

Readings:

These readings are relevant to today’s topics. Please choose a minimum of three to read,
based on your interests and your plans for your course project. The journal articles are available
electronically at www.lib.umn.edu.

Brilleslijper-Kater, Sonja N., William N. Friedrich, & David L. Corwin (2004). Sexual
knowledge and emotional reaction as indicators of sexual abuse in young children: Theory and
research challenges. Child Abuse & Neglect, 28, 1007-1017.
Burton et al: Chapter 1: Sexually abusive behavior problems: Definitions and current
knowledge.
Friedrich, William. N., Fisher, J., Dittner, C., Acton, R., Berliner, L., Butler, J., et al.
(2001). Child sexual behavior inventory: Normative, psychiatric, and sexual abuse comparisons.
Child Maltreatment, 6(1), 37-49.
Friedrich, William. N. (2007). Part 1: Theory & therapeutic strategies.
Gil & Johnson. Age-appropriate sex play versus problematic sexual behaviors, chapter 2;
Sexual behaviors: A continuum, chapter 3; Sexualized children, chapter 6; Family dynamics,
chapter 7.
Gilgun, Jane F. (2011). A NEATS analysis of children with sexual behavior issues and
their families. Find at http://www.scribd.com/doc/56718185/A-NEATS-Analysis-of-Children-
with-Sexual-Behavior-Issues-Their-Families
Gilgun, Jane F. (2005). Evidence-based practice, descriptive research, and the resilience-
schema-gender-brain (RSGB) assessment. British Journal of Social Work. 35 (6), 843-862. Find at
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http://www.scribd.com/doc/56714661/Evidence-Based-Practice-and-the-Importance-of-
Assessments
Gilgun, Jane F. (2009). Do abused children become abusers? In Jane F. Gilgun, Shame,
blame, and child sexual abuse (pp. 132-140). Morrisstown, NC: Lulu. Available from instructor.
Other sections also are relevant to children with sexual behavior issues.
Gilgun, Jane F. (2009). The NEATS: A child and family assessment. Morrisstown, NC:
Lulu. Available at http://stores.lulu.com/jgilgun
Gilgun, Jane F. (2006). Children and adolescents with problematic sexual behaviors:
Lessons from research on risk and resilience. In Robert Longo (Ed), Work with children and
adolescents with sexual behavior issues (pp. 383-394). Holyoke, MA: Neari Press. Available at
http://www.scribd.com/doc/21896410/Children-With-Problematic-Sexual-Behaviors-
Lessons-From-Research-on-Resilience
Gilgun, Jane F., Kay Rice, & Danette Jones (2005). Emotion-focused therapy and
children with problematic sexual behaviors. In Martin C. Calder (Ed.), Children and young
people who sexually abuse: New theory, research, and practice developments (pp. 231-244).
Dorset, England: Russell House. Read Part 1: Assessment issues and a typology. Find at
http://www.scribd.com/doc/56713865/Emotion-Focused-Therapy-and-Children-with-
Problematic-Sexual-Behaviors
Hoyle: Chapter 1: Sex and sexuality; Chapter 2: What is “normal” sexual behavior? Chapter
3: Signs and symptoms of sexual abuse; Hoyle: Chapter 4: Assessment of sexual abuse; Chapter 6:
Sexually aggressive children in foster care.
Gil & Johnson: Childhood sexuality, chapter 1; Preliminary findings, chapter 5. Clinical
evaluation, chapter 9.
Johnson, Toni Cavanaugh (2009). Understanding children’s sexual behaviors: What’s
natural and healthy.
Johnson, Toni Cavanaugh & Ronda Doonan (2005). Children with sexual behaviour
problems : What have we learned in the last two decades? In Martin C. Calder (Ed). Children
and young people who sexually abuse: New theory, research, and practice developments (pp. 32-
58). Dorset, England: Russell House.
Ryan, Gail (2000). Childhood sexuality: A decade of study. Part I — Research and
curriculum development. Child Abuse & Neglect, 24(1), 33-48.
Sandnabba, N. Kenneth, Pekka Santtilla, Malin Wannas, & Katja Krook (2003). Age and
gender specific sexual behaviors in children. Child Abuse and Neglect, 27, 579-605.
Silovksy, J.E., & L. Niec (2002). Characteristics of preschool children with sexual
behavior problems: Results from a pilot study. Child Maltreatment, 7, 187-197.

Thursday, June 2

Group Treatment & Psychoeducation: Children with Sexual Behavior Issues

Treatment Exercises
Family and Couples Therapy and Their Relevance to Children’s Sexual Issues
Indicators that Children are Learning to Manage Their Sexual Behaviors
Indicators of Change in Parenting Styles
Emotional Costs of Work with Families Where Children Have Sexual Behavior Issues
Readings:
These readings are relevant to today’s topics. Please choose a minimum of three to read,
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based on your interests and your plans for your course project.

Bonner, Barbara L., C. Eugene Walker, & Lucy Berliner (1999). Children with sexual
behavior problems: Assessment and treatment. Final Report. National Clearinghouse on Child
Abuse and Neglect. Available on the world-wide web.
Burton et al. Part II: Treatment exercises
Carpentier, Melissa Y., Jane F. Silovsky, & Mark Chaffin (2006). Randomized trial of
treatment for children with sexual behavior problems: Ten-Year Follow-Up. Journal of
Consulting and Clinical Psychology, 74(3), 482-488.
Cohen, Judith A., Anthony A. Mannarino, & Kraig Knudsen (2005). Treating sexually
abused children: 1 year follow-up of a randomized controlled trial. Child Abuse & Neglect, 29,
135-145.
French, Lesley (2005). Assessment and treatment strategies for children with sexually
abusive behaviours: A review of cognitive, developmental and outcome considerations. In
Martin C. Calder (Ed.). Children and young people who sexually abuse: New theory, research,
and practice developments (pp. 138-146). Dorset, England: Russell House.
Friedrich, William. H. (2007). Part 2: Assessment & treatment manual.
Gil & Johnson: Group therapy, chapter 11; Family treatment, chapter 12; Transference
and countertransference, chapter 14.
Gilgun, Jane F. Kay Rice, & Danette Jones (2005). Emotion-focused therapy and children
with problematic sexual behaviors. In Martin C. Calder (Ed.), Children and young people who
sexually abuse: New theory, research, and practice developments. Dorset, England: Russell
House. Find at http://www.scribd.com/doc/56713865/Emotion-Focused-Therapy-and-Children-
with-Problematic-Sexual-Behaviors
Hindman, Jan. (1998). A very touching book...for little people and big people. Available
from the Jan Hindman Foundation at janhindman.com.
Hughes, Dan (2004) An attachment-based treatment of maltreated children and young
people. Attachment & Human Development, 6(3) 263-278.
Hoyle, Chapter 7: The emotional costs of working with families where children have
sexual behavior problems
Johnson, Toni Cavanagh (2009). Helping children with sexual behavior problems: A
guidebook for parents and substitute caregivers.

***Projects due Monday, August 1, time marked by 12 midnight***