Die identifisering van seksuele molestering by kinders: 'n kruis-kulturele studie

English:The identification of child sexual abuse is a challenging task, particularly as erroneous decisions could have far-reaching implications - not only for the alleged victim, but also for the accused. The task is especially impeded it there are no concrete indicators such as medical proof, evidence of an eyewitness, or confession of the perpetrator. Sexually abused children are also not a heterogeneous group. The implication is that the disclosure of sexual abuse could be influenced by a variety of factors. In this regard the most important variables are the context of abuse (e.g. relationship with the perpetrator, frequency of the offence, and support systems), the competencies of the child (e.g. cognitive skills and suggestibility), as well as the characteristics of the evaluation process itself (e.g. questioning techniques and emotional contexts). These complexities have increasingly compelled forensic evaluators to find methods and techniques to differentiate between abused and non-abused children. The dilemma, however, is that there is no single existing psychometric instrument that meets these requirements. Psychologists and other forensic evaluators are therefore inclined to use miscellaneous measuring instruments and techniques for this task. Mostly these techniques have not been empirically validated for child sexual abuse assessment. The primary goal of this study was to investigate the suitability of a number of measuring instruments that are widely used by South African forensic evaluators in the assessment of sexual abuse. A second goal was to investigate the applicability of these instruments in the South African multi-cultural context. The participants were 150 children of whom 83 were abused and 67 non-abused. There were 52 white and 31 black children in the abused group, and 41 white and 26 black children in the non-abused group. The ages varied between 7 and 16 (the average of the abused and nonabused children were 11,6 and 12,02 years respectively.) The children were assessed on both indirect and direct levels. On the indirect level projective techniques such as drawing techniques (HTP/DAP) and picture tests (CAT,TAT, RATC and PST-C) were used. On the direct level, techniques to explore touching (anatomical drawings and anatomical dolls) and a self-report inventory (TSCC) were administered. Collateral information was also obtained from the parents (via the CSBI and CBCL, parent form) and teachers (CBCL, teacher form). The results indicate that no single measuring instrument can differentiate between abused and non-abused children. A multi-dimensional model is proposed to assess the child on various levels. This will not only present a total picture of the child, but also facilitate the decisionmaking process regarding the status of abuse. More specifically: • Standardised and structured projective techniques such as the House- Tree-Person/Drawa- person (HTP/DAP) and the Roberts Apperception Test for Children (RATC) present more objective measures than, for example, the CAT and TAT. • The Projective Story Telling Cards (PST-C) could be considered to mainly explore themes regarding sexuality. However, due to the potential sexual nature of this technique, the results should be interpreted with the necessary caution. • The use of anatomical drawings and anatomical dolls as techniques to explore touching is also recommended. However, it should be used according to the recommended procedure. These drawings and dolls are especially valuable as anatomical models, and as methods to explore touching. Additionally, the dolls are also suitable as a demonstration technique. • Self-report inventories such as the Trauma Symptom Checklist for Children (TSCC) could be used to assess sexual trauma, as well as other clinically relevant symptomatology. • Behaviour checklists, specifically the Child Sexual Behavior Inventory (CSBI) and the Child Behavior Checklists (CBCL) (parent and teacher forms), could be used to obtain information regarding problems of a sexual nature as well as the child's general functioning. • Assessment techniques should be used in a specific sequence: From the least threatening (i.e. non-sexual content) to the more threatening (more sexual content) techniques. This procedure does not only put the child at ease, but could also facilitate disclosure. Cl The afore-mentioned techniques should, however, not be administered in a vacuum but should form an integral part of the interviewing process. It is therefore necessary that forensic evaluators should not only be trained in the relevant psychometric techniques, but also in the correct forensic interviewing procedure. It seems that especially the TSCC, CSBI and CBCL could be applied in a cross-cultural setting. The reliability of these techniques also seems to be satisfactory. Regarding the projective techniques, the PST-C, the HTP/DAP and RATC (and to a lesser degree the CAT and TAT) are recommended. The anatomical drawings and dolls appear to be cross-culturally applicable. However, it should be taken into account that, although certain responses are more prevalent in abused than non-abused children, they are also present in non-abused children. Furthermore, some sexually abused children are asymptomatic. Concentrating only on certain responses or problems as indicators of sexual abuse, could lead to either an overinterpretation or under-interpretation of the child's abuse status.