David A. McLeod

Female offenders in child sexual abuse cases: a national picture

Female sexual offenders are significantly underrepresented in the literature. Largely due to a failure of our society to recognize women as offenders, we allow them to avoid detection, prosecution, and interventions like tracking, registration, or mandated treatment. This could be partially due to differences that exist in their offending behaviors, victim profiles, and personal characteristics that set them apart from male offenders, to whom our systems have become more attuned. This article features an examination of virtually every substantiated child sexual abuse case reported to child protective services in the United States for 2010. Findings detail observed differences between male and female offenders on multiple domains and affirm female sexual offenders to be distinctly different from their male counterparts.

Moving Social Work Education Forward Through the Application of Neuroscientifically Informed Teaching Practice: A Case Study in Student Engagement Through Art and Multimodal Processing

Modern advances in neuroscience suggest learning occurs through three basic cognition patterns. Higher-level multimodal learning occurs when learning activities contain multiple cognition patterns. This case study details an application of these concepts where fine art, journaling, practicum experiences, and in-class processing were fused to create an active and participatory method of engaging social work students in critical thinking as related to differential impacts of clinical decision-making. The learning activities are described and multimodal learning is explained, along with the findings of a focus group used to assess student feedback. Student experiences and the potential adaptations of this approach are also addressed. The tentative findings of this case study indicate positive learning experiences and suggest a need for further research to explore the opportunities associated with the use of multimodal and art-infused learning techniques in social work courses.

Female Sexual Offenders in Child Sexual Abuse Cases: National Trends Associated with Child Protective Services System Entry, Exit, Utilization, and Socioeconomics

Up to 20% of child sexual abuse cases in the United States involve a female perpetrator in a primary role. However, less than 1% of incarcerated sex offenders in the United States are female. Female offenders appear to be systematically moving on different consequential trajectories than men when it comes to sexual offenses. This project assesses gendered disparities in the ways substantiated child sexual offenders experience the U.S. public child welfare system through an investigation of virtually every substantiated child sexual abuse case in the nation as documented by state level child protective services for 1 year (N = 66,765). Findings detail how during the time substantiated female sexual offenders are involved with child welfare agencies, they receive higher levels of mental health, substance abuse, family centered, and economic based services than comparable male sex offenders. Additional findings and implications are also discussed; including observed differential pathways for child welfare system entry and exit.

Comparing Theoretical Perspectives on Female Sexual Offending Behaviors: Applying a Trauma-Informed Lens

This article provides historical and contemporary perspectives on female sexual offending behavior, divided into three sections. The first section provides background context including incidence, prevalence, and mediating factors in female sex offender (FSO) behavior. The second section overviews the evolution of theories used for understanding the etiology of FSO behaviors including psychodynamic, behaviorist, and trauma-informed perspectives. This discussion includes each theory’s background, key concepts, and application to understanding FSO behavior. The final section focuses on lessons learned from this analysis of theoretical thought on FSO etiology and the state of FSO etiology science today.

Bruised Inside Out: The Adverse and Abusive Life Histories of Incarcerated Women as Pathways to PTSD and Illicit Drug Use

The majority of incarcerated women who suffer from diverse traumatic life histories including abusive home lives and intimate partner violence (IPV), develop post-traumatic stress disorder (PTSD) and struggle with heavy illicit drug use. While many have offered examinations of these relationships, the current study is among the first to utilize an integrated feminist pathways and general strain theory (GST) approach to explain them. Using data from a stratified random sample of all incarcerated women in Oklahoma (N = 334), we explore the links between, adverse childhood experiences, including physical, sexual, emotional, and childhood neglect, IPV, PTSD, and heavy illicit drug use. Our findings indicate that the effects of IPV on heavy illicit drug use are mediated by PTSD symptoms suggesting that PTSD plays a significant role in the pathway to illicit drug use among Oklahoma women prisoners. Implications for the importance of utilizing an integrated feminist pathways and GST approach in future research are offered.

Using arts-based materials to explore the complexities of clinical decision- making in a social work methods course

Abstract High-impact educational practices through use of arts-based materials (ABM) enrich student learning by deepening emotional and cognitive understanding of others, providing new perspectives on issues, and engaging students in critical reflection. As a form of multimodal learning, using ABM in the classroom engages students in visual, verbal, nonverbal, and experiential learning, which has been shown to contribute to improved learning outcomes. This article describes a high-impact, whole-minded, project in an MSW clinical practice course that involved ABM. The authors provide recommendations for others who are interested in incorporating high-impact ABM projects into their teaching.

Life as she knows it: The effects of adverse childhood experiences on intimate partner violence among women prisoners

Most incarcerated women suffer from adverse childhood experiences (ACEs), such as abuse (e.g., physical, sexual, emotional), neglect, (e.g., physical, emotional), and chaotic home environments (e.g., witnessing domestic violence), and adult intimate partner violence (IPV). Yet the majority of research on the relationship between ACEs and IPV has been limited to non-incarcerated populations. Using data from a stratified random sample of all incarcerated women in Oklahoma (n = 355), we explore the relationships between individual, cumulative, and clusters of ACEs as they relate to multiple forms of IPV in adulthood utilizing a feminist life course theory approach. Our findings indicate that individual ACEs, high accumulation of ACEs (five or more), and clusters of ACEs are linked to simple assault, aggravated assault, sexual abuse, and psychological abuse in adult intimate relationships in the pre-prison lives of women prisoners suggesting strong support for the use of a feminist life course theory approach in understanding these relationships.

Examining the Ethical Utility of Social Work Program Rankings in the US: Are We Measuring One Thing and Selling Another?

Social work program rankings are frequently used in the US to communicate program identity, and no ranking structure has become as commonly accepted as the one compiled by US News & World Report. However, the metrics used to assemble these rankings, and what the rankings have been used to communicate, have come under question over recent years. This project details an analysis that was conducted on the relationship between US News rankings for social work programs in the United States (n = 200) and Carnegie research designations for the universities with which those programs are affiliated. Findings suggest that as institutional size increases, so do rankings. This study assesses the strength of that relationship and questions the ethical utility of this ranking system, particularly when used as a tool to recruit students (a common practice in the United States). Additional metrics are suggested to help potential students make more informed decisions in reference to program selection.

Building Capacity to Address the Abuse of Persons with Disabilities

In this Notes from the Field article, we discuss how community-level interventions based on empowerment and capacity building are necessary to fully address the problem of abuse of persons with disabilities. Through an innovative community–university partnership, an empowerment approach was used to build the capacity of stakeholders, concerned about abuse of persons with disabilities, to establish better programs, policies, and practices to serve this population. Stakeholders from various disciplines and consumers with disabilities partnered to implement training for disability service providers and modify policy and practice within criminal justice agencies. Lessons learned and recommendations for others who want to build capacity in this area are provided.