Roots of Sexual Abuse: A Pathway Model for Adolescents Who Offend.

Theoretical models implicate insecure attachment, peer isolation, hostile masculinity, and the use of sex for coping in sexual perpetration against children. This study builds on previous research and tests the direct and indirect effects of attachment, interpersonal and sexual control problems, and masculine adequacy to explain sex offending against children in adolescents. Structural equation modeling was used to conduct a path analysis using 464 adolescent males. A significant path model was fitted that identified three paths between anxious attachment, social isolation, sexual dyscontrol, masculine adequacy, and offending against a child. The model partially confirms previous research on adolescents who commit sexual abuse. The best fitting model indicates a direct path from anxious attachment to sexual offending against a child, but also indicates two indirect paths, where anxious attachment and committing child sexual abuse was partially mediated by social isolation and masculine adequacy, which, in turn, were negatively associated with each other, and a path including sexual dyscontrol, which was positively associated with both social isolation and masculine adequacy. The results suggest that commission of child sexual abuse by adolescent males is related to individual proclivities, social experiences, and attitudes toward sexuality and masculinity.

Sexual Health and Integrative Pleasure (SHIP) Model: Using a clinical case example to guide assessment and treatment.

This manuscript presents a conceptual model-the Sexual Health and Integrative Pleasure (SHIP) Model-for the clinical assessment and intervention of sexual health concerns. The model was developed by a group of couple/marital family therapy and psychologists who specialize in the treatment of sexual problems. The model consists of five philosophical foundations (systems framework, intersectionality, biopsychosocial model, lifespan approach, and empiricism) and five core therapeutic components (sexual literacy, sexual adaptation and resilience, relational intimacy, pleasure-oriented positive sexuality, and multidisciplinary care). We define each foundation and component, and compare and contrast the SHIP model with other existing sexual health models. Finally, we demonstrate how the SHIP model was used to provide individual and couple therapy with a cis/heterosexual couple in a university-based sexual health clinic and make recommendations for additional clinical applications of the model.

A new computer application for teaching sexual history taking to medical students: innovation and evaluation in the UfaceMETM program.

Background: We developed an app (UfaceME) which simultaneously allows patient and clinician to be viewed on a split screen, then replayed and rated on a series of semantic differential scales and the ratings of the clinician of their own response to the interview, and the patient's response, displayed on a graph. Method: We evaluated the app with trials with 14 medical student volunteers who alternated the roles of patient and clinician, using 2 randomly allocated sexual case histories. Semantic differentials for 10 adjectives were examined pre- and post-exercise. There were significant differences in 8 of the 10 adjectives. A focus group with the 14 subjects was also carried out and transcribed. The exercise was repeated with all 175 first-year medical students taking a sexual history. Results: Qualitative data indicated themes of being surprised and educated by non-verbal and verbal responses; seeing how the patient rated their responses; rating and watching discomfort; differences in clinician/patient perceptions and response; and the advantage of feedback. Quantitative data comparing self vs "patient" showed low correlations between perceptions of being "at ease", moderate for appearing "distracted", and high for appearing "engaged". Conclusion: UfaceME was easily understood and used, and the opportunity to replay and rate performance on key semantic scales, and watch and assess verbal and non-verbal performance, including patient rating, provided valuable insight.

Sex Offender Supervision: Communication, Training, and Mutual Respect Are Necessary for Effective Collaboration Between Probation Officers and Therapists.

Developed with the goal of preventing recidivism, contemporary sex offender supervision models focus on collaboration between probation officers and therapists. This exploratory study used focus groups to examine the working relationships between probation officers and therapists from two large U.S. urban probation departments. Overall, both probation officers and therapists were quite positive about their working relationships; they valued each others' roles and agreed that regular, accurate, and timely communication occurred frequently. Not all relationships, however, were effective. Several probation officers and therapists expressed dissatisfaction with poor communication, conflicts between the goals of therapy and probation, a lack of resources, and deficits in the policies they needed to adequately implement components of their supervision model (the containment model). Our findings suggest ways to structure sexual offender supervision that integrate the distinct orientations of probation officers and therapists into a collaboration that promotes public safety and work well for all.

Discovery and Broad Relevance May Be Insignificant Components of Course-Based Undergraduate Research Experiences (CUREs) for Non-Biology Majors.

Course-based undergraduate research experiences (CUREs) are a type of laboratory learning environment associated with a science course, in which undergraduates participate in novel research. According to Auchincloss et al. (CBE Life Sci Educ 2104; 13:29-40), CUREs are distinct from other laboratory learning environments because they possess five core design components, and while national calls to improve STEM education have led to an increase in CURE programs nationally, less work has specifically focused on which core components are critical to achieving desired student outcomes. Here we use a backward elimination experimental design to test the importance of two CURE components for a population of non-biology majors: the experience of discovery and the production of data broadly relevant to the scientific or local community. We found nonsignificant impacts of either laboratory component on students' academic performance, science self-efficacy, sense of project ownership, and perceived value of the laboratory experience. Our results challenge the assumption that all core components of CUREs are essential to achieve positive student outcomes when applied at scale.