Best Practices for Addressing
Problem Sexual Behavior in Youth
An Academic Certificate Training
In one year’s time it is estimated that people remember:
10% of what they hear,
15% of what they see,
20% of what they see and hear,
40% of what they discuss with others,
80% of what they directly experience and practice, and
90% of what they teach to another person.
-Louisville Science Center
Louisville, Kentucky
September 13 – 18, 2015
Sunday 3:00 – 6:00 pm
Monday thru Friday 8:30 am – 5:00 pm
Winston-Salem, North Carolina
Joann Schladale, M.S., L.M.F.T.
Resources for Resolving Violence, Inc.
28 Marshview Drive, Freeport, Maine 04032
207-232-3195
schladale@me.com
resourcesforresolvingviolence.com
Syllabus and Course Requirements
This course provides an intensive didactic and experiential approach for addressing
sexual harm by youth. The content includes a comprehensive overview of a full
continuum of care highlighting a clearly defined treatment process.
By the end of this training participants will be able to:
 Coordinate services and collaborate across systems of care through Wraparound
 Meet the intellectual capacity of each client
 Engage youth and reduce resistance to change through Motivational Interviewing
 Facilitate comprehensive evaluations and ongoing assessment
 Plan a clearly defined empirically-based treatment process for each youth and family
 Use educational resources to promote change
Successful completion requires:
 Attendance and active participation in all course activity
 Completion of daily reading outlines assigned in the course schedule
 Written self-evaluation
Texts:
Calder, M. (2011). Contemporary Practice with Young People Who
Sexually Abuse: Evidence-based Developments. NEARI Press
Schladale, J. & Langan, T. (2012). Stop It! A Practical Guide for Youth
Violence Prevention. Resources for Resolving Violence, Inc.
Schladale, J. (2010). The T.O.P.* Workbook For Sexual Health. Resources
for Resolving Violence, Inc.
Schladale, J. (2002). The T.O.P.* Workbook For Taming Violence and
Sexual Aggression. Resources for Resolving Violence, Inc.
Electronic Reading Assignments:
Association for Treatment of Sexual Abusers (ATSA). (2006). Report of the Task Force on
Children With Sexual Behavior Problems.
Cook, A., Blaustein, M., Spinazzola, J. & van der Kolk, B. (2003). Complex Trauma in
Children and Adolescents. White Paper from the National Child Traumatic Stress
Network.
Cox, A. (2006). Lost in Electronica. Psychotherapy Networker.
Evaluation Folder (Multiple Documents)
Office of Justice Program (2014). Sex Offender management Assessment and Planning
Initiative (SMART-SO Document: Juvenile Section)
Prescott, D. (2013). The Rashomon Dilemma: Perspectives on and Dilemmas in EvidenceBased Practice. International Journal of Behavioral Consultation and Therapy. 8:34, 43-48.
Schladale, J. (2013). A Trauma Informed Approach for Adolescent Sexual Health.
Schladale, J. (2012). Making Amends After Sexual Harm by Youth.
Schladale, J. (2010). The T.O.P.* Workbook For Sexual Health Facilitator’s Manual.
Schladale, J. (2008). Empirically Driven Assessment of Juvenile Sex Offenders.
Schladale, J. (2002). The T.O.P.* Workbook For Taming Violence and Sexual Aggression
Facilitator’s Manual.
Schladale, J., Langan, T., Barnett, P., Nunez, J. Fredricks, K., Moylan-Trigiano, J. & Brown,
D. (2007). Community-Based Standards For Addressing Sexual Harm By Youth.
Stemple, L. & Meyer, I. (2014). The Sexual Victimization of Men in America: New Data
Challenge Old Assumptions. American Journal of Public Health 104:e19-e26.
Evaluation Scale:
Class Participation
Reading Outlines
Final Evaluation
Total Points
Points
35
30
35
100
(75% required for successful completion)
Preliminary Readings
Outlines are due Sunday Afternoon
Book Chapters:
Calder, M. (2011).
Chapter 5: Specialist Intervention Services for Young People: Where Are We Now
and Where Can We Go
Chapter 6: Working Effectively With At Risk Youth: A Strength-Based Approach
Chapter 11: Responding to Adolescent Sexual Offending: Recommendations for a
Coordinated and Integrated Systemic Response
Chapter 19: Reducing Shame and Increasing Guilt and Responsibility With
Adolescents Who Have Offended Sexually: A CBT-Based Treatment Approach
Chapter 20: A Brief CBT Programme for Low Risk Adolescent Sex Offenders
Schladale, J. & Langan, T. (2012)
Chapter 1: Working Together for Community Safety
Chapter 3: The Facts, Ma’am, Just the Facts: Research That Informs Services
Chapter 6: Working Toward Success
Chapter 10: Taking Good Care of Ourselves.
Articles:
Association for Treatment of Sexual Abusers (ATSA). (2006). Report of the Task Force on
Children With Sexual Behavior Problems.
Chaffin, M. (2008). Our Minds Are Made Up-Don’t Confuse Us With the Facts:
Commentary on Policies Concerning Children With Sexual Behavior Problems and
Juvenile Sex Offenders.
Office of Justice Program (2014). Sex Offender management Assessment and Planning
Initiative (SMART-SO Document: Juvenile Section))
Prescott, D. (2013). The Rashomon Dilemma: Perspectives on and Dilemmas in EvidenceBased Practice. International Journal of Behavioral Consultation and Therapy. 8:34, 43-48.
Schladale, J., Langan, T., Barnett, P., Nunez, J. Fredricks, K., Moylan-Trigiano, J. & Brown,
D. (2007). Community-Based Standards For Addressing Sexual Harm By Youth.
Schladale, J. (2012). A treatment Process Addressing Problem Sexual Behavior in Youth.
Stemple, L. & Meyer, I. (2014). The Sexual Victimization of Men in America: New Data
Challenge Old Assumptions. American Journal of Public Health 104:e19-e26.
Course Outline
Sunday Afternoon: Introduction and Creating a Foundation for Collaboration
This course Involves intensive focus on sexual harm by youth. In order to maximize
learning the training parallels a treatment process. It begins with global issues relating
to sexual harm by youth and moves into specifics of empirically based interventions.
Monday Morning: Guiding Principles for Treatment
Working with this population necessitates interventions based on strengths,
competencies, and resources of each family. Empirically based practices that focus on
motivation for change provide the means for achieving treatment goals.
Monday Afternoon: Understanding the Context of Sexual Abuse
Social attitudes regarding sexuality and gender influence attitudes and behavior.
Cultural and family values can contribute to risk for sexual abuse or protect against it.
Understanding such influences informs intervention.
Readings:
Cox, A. (2006). Lost in Electronica. Psychotherapy Networker.
Schladale, J. & Langan, T. (2012). Chapter 2. Growing Up Physically,
Emotionally, and Sexually Healthy
Tuesday Morning: Therapeutic Engagement and Inviting Client Responsibility
The goal for all intervention is to support youth in taking responsibility for their actions
in order to prevent future harm. The first priority is to engage all participants so they
are motivated to integrate positive change into their lives.
Readings:
Calder, M. (2011). Chapter 7: Meaningful Engagement of Adolescents in
Change
Schladale, J. & Langan, T. (2012). Chapter 4: Connecting with Kids and
Families
Schladale, J. & Langan, T. (2012). Chapter 8: Everyone’s Not the Same:
Addressing Uniqueness in Families
Tuesday Afternoon: Evaluation and Assessment
The focus of both evaluation and assessment are to explore how a youth came to cause
sexual harm; what family strengths and vulnerabilities can influence outcomes; risk
factors for re-offense; and protective factors that mitigate risk.
Readings:
Calder, M. (2011). Chapter 1: Examining Risk of Youth who Sexually
Offend
Schladale, J. (2007). Empirically Driven Assessment of Juvenile Sex
Offenders.
Schladale, J. & Langan, T. (2012). Chapter 5: Assessing Family Strengths
and Needs
Wednesday Morning: The Impact of Trauma on Problem Sexual Harmful Behavior
Problem sexual behavior may reflect harmful copies strategies created in response to
childhood trauma. Neuroscience is providing vital information to enhance successful
outcomes.
Readings:
Cook, A., Blaustein, M., Spinazzola, J. & van der Kolk, B. (2003). Complex
Trauma in Children and Adolescents. White Paper from the National Child
Traumatic Stress Network.
Wednesday Afternoon: Providing A Trauma-Informed Approach to Stop Harm
Service delivery involves a trauma informed approach to balance healing with
accountability for harmful behavior. Youth explore how they came to respond to
difficulties this way and how it affects their victims, others, and themselves.
Readings:
Schladale, J. (2002). The T.O.P.* Workbook.
Schladale, J. (2007). The T.O.P.* Workbook Facilitator’s Manual.
Thursday Morning: Sexual Health and Development
Understanding human sexual development is a complex, life long journey. Teaching
children about sexual health creates a vision for sexual health and well being.
Readings:
Cohen, K. (2005). Psychotherapy With Same-Sex Attracted Youth. Family
Therapy Magazine, November/December, 42-45.
Nolan, T & Nucua, A. (2005). “Throwaways” Lesbian, Gay, Bisexual, and
Transgender Youth in Crisis. Family Therapy Magazine
November/December, 34-37.
Schladale, J. (2013). A Trauma-Informed Approach for Adolescent Sexual
Health.
Schladale, J. (2010). The T.O.P.* Workbook For Sexual Health.
Schladale, J. (2010). The T.O.P.* Workbook For Sexual Health Facilitator’s
Manual.
Thursday Afternoon: Eliminating Harm
Affect regulation is the key to stopping problem sexual behavior. Youth are supported in
learning how thoughts, feelings, physiological reactions, and behavior influence sexual
decision making. Through repetitive practice with corrective feedback they can stop it.
Readings:
Schladale, J. & Langan, T. (2012). Chapter 7: Stopping Violence for Good
Schladale, J. & Langan, T. (2012). Chapter 9: When All Else Fails… Out of
Home Placement
Friday Morning: Promoting Ongoing Change & Planning for Continued Success
Youth, and family members are taught to manage difficult situations by practicing multisensory coping strategies. A detailed plan for self-intervention becomes the foundation
for transition planning and aftercare.
Readings:
Schladale, J. (2012). Making Amends After Sexual Harm by Youth.
.
Friday Afternoon: Wrap Up and Self-Evaluation
Reflecting on all aspects of the course allows service providers an opportunity to
organize thinking, enhance memory retention, and plan for practical implementation.
© Copyright 2015
Resources for Resolving Violence, Inc.
Joann Schladale, M.S., L.M.F.T.
28 Marshview Drive
Freeport, Maine 04032
(207)-232-3195