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CHILD VICTIMS OF CRIME

CHILD VICTIMS OF CRIME. Mindy F. Mitnick, Ed.M., M.A. Licensed Psychologist 5100 Eden Avenue Suite 122 Edina, MN 55436 952-927-5111. DEVELOPMENTAL VICTIMIZATION SURVEY. Ages 2 to 17 One year incidence estimates of childhood victimizations: Child maltreatment

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CHILD VICTIMS OF CRIME

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  1. CHILD VICTIMS OF CRIME Mindy F. Mitnick, Ed.M., M.A. Licensed Psychologist 5100 Eden Avenue Suite 122 Edina, MN 55436 952-927-5111 MITNICK '10

  2. DEVELOPMENTAL VICTIMIZATION SURVEY • Ages 2 to 17 • One year incidence estimates of childhood victimizations: • Child maltreatment • Peer & sibling victimization • Sexual assault • Witnessing & indirect victimization • Conventional crime MITNICK '10

  3. PHYSICAL ASSAULTS • Just more than 50% experienced in the course of a year • 1 in 10 assaulted also injured • Physical assaults higher for elem. grades • Most assaults by family members • Dating violence > 3% of teens (13-17 y.o.) MITNICK '10

  4. SEXUAL VICTIMIZATION • 1 in 12 were sexually victimized • Rape & attempted rape • Sexual harassment • Being flashed • Statutory sex offenses • More often to teenagers MITNICK '10

  5. CHILD MALTREATMENT • A little more than 1 in 7 • Emotional abuse most frequent • Lower rate for preschoolers (they were not the informants) MITNICK '10

  6. PROPERTY VICTIMIZATION • > 1 in 4 experienced robbery, vandalism and theft • Boys had more experiences than girls • Rate lower among preschoolers MITNICK '10

  7. WITNESSED & INDIRECT VICTIMIZATION • 1 in 3 witnessed the victimization of someone else • Domestic violence • Abuse of a sibling • Assault • Murder • Riot or war MITNICK '10

  8. MULTIPLE VICTIMIZATIONS • Average number of experiences for those victimized: 3 different ways in separate incidents • 31% had only one experience, 2% had > 10 incidents • 97% who had any sexual victimization had additional victimizations MITNICK '10

  9. MULTIPLE VICTIMIZATIONS • Most associated with: • Dating violence w/ injury • Completed or attempted rape • Being flashed by a peer • Sex assault by stranger • Bias attack • Witnessing murder MITNICK '10

  10. Exposure to war • Statutory sex offenses • Attempted or completed kidnapping • Being flashed by an adult MITNICK '10

  11. ERIKSON’S MODEL • Biology, psychology & the environment • Sequential • Critical times • Building blocks • Psychological strengths or • Opposite of strengths MITNICK '10

  12. IMPACT IS TWO-FOLD • Can derail development from the age of experience(s) forward • Can retroactively undermine already accomplished tasks MITNICK '10

  13. TRUST vs. MISTRUST(Birth to 1 Year) • Security • Mutuality • Responsiveness of caregiver • Positive vs. negative caregiving • Secure, anxious or avoidant attachment MITNICK '10

  14. TRUST vs. MISTRUST • Abuse/violence is first and foremost a violation of trust • Victimization teaches the world is not safe • Victimized children and children who witness violence learn mistrust MITNICK '10

  15. ISSUES IN INTERVENTION • Does not trust others • May not believe you • Does not expect to be believed • Suspicious of “helpers” MITNICK '10

  16. AUTONOMY vs. SHAME & DOUBT (1 TO 3 Years) • Power, control and will • Choices • Developmental milestones • Oppositionality develops • Exploration is necessary MITNICK '10

  17. AUTONOMY vs. SHAME & DOUBT • Abuse/violence is a violation of the child’s need for control • Victims of crime feel shame • Shame-based children become sneaky, manipulative • Victimized children believe they are bad • Victimized children doubt themselves MITNICK '10

  18. ISSUES IN INTERVENTION • Feel ashamed and don’t want to talk about it • Need to control overwhelmed by “system” • Afraid of looking stupid • May not describe how they “felt” MITNICK '10

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  20. INITIATIVE vs. GUILT(3 to 6 Years) • Exploration • Fantasy • Conscience development • Gender role development MITNICK '10

  21. INITIATIVE vs. GUILT • Victimization discourages curiosity • Physical abuse encourages retaliation • Sexual abuse confuses sex and affection, sex and aggression • Secrecy about abuse/witnessing may over-generalize • Guilt may over-generalize MITNICK '10

  22. ISSUES IN INTERVENTION • Won’t offer information • Will feel guilty about breaking secret(s) • Guilt may lead to recantation MITNICK '10

  23. INDUSTRY vs. INFERIORITY (6 TO 14 Years) • Learning, mastery and competence • Roles and rules, competition, cooperation • Puberty and normal sexual feelings MITNICK '10

  24. INDUSTRY vs. INFERIORITY • Victimized children become guilty bearers of secret • Victimized children blame selves • Victimized children hide injuries – physical & emotional • Victimized children feel different, dirty • Victimized children fell isolated MITNICK '10

  25. INDUSTRY vs. INFERIORITY Coping mechanisms include: • Depression • Learning problems • Psychosomatic complaints • Sexual behavior problems • Aggression/passivity • Acting out MITNICK '10

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  27. ISSUES IN INTERVENTION • May feign not knowing or remembering • Need to feel competent • Need to know not alone • Need not to be blamed • May recant if threatened or intimidated MITNICK '10

  28. IDENTITY vs. ROLE CONFUSION (14-24 Years) • Identity formation • Independence • Rebellion/risk taking • Revisit old problems MITNICK '10

  29. IDENTITY vs. ROLE CONFUSION (14-24 Years) • Premature emancipation • Retaliation • Self-injurious behavior • Internalizing pain • Sexual problems • Problems with authority figures • Negative identity formation MITNICK '10

  30. ISSUES IN INTERVENTION • Require patience • Need help reporting embarrassing, disgusting details • Need not to be talked down to • Need to be kept informed • Need to understand own reactions MITNICK '10

  31. ISSUES W/ “COMPLIANT” VICTIMS • Don’t see self as “victim”  minimize/deny • Believe can cope w/ situation • Self-blame due to “consent” • Believe they are “in love”/special • May disclose because relationship ended, not to end relationship MITNICK '10

  32. EXPECT • Denial • Minimization • Incomplete account • “I forget” • Claim of consent • Exaggeration • Blaming self, others, not offender • Lying MITNICK '10

  33. ROADBLOCKS • Assumptions • How teen felt and feels now • Who initiated • Why it ended • Why child did or did not disclose • Why child makes contradictory statements • How caregiver(s) reacted MITNICK '10

  34. WORKING WITH ADOLESCENT VICTIMS • Check yourself for: • Anger • Mistrust • Feeling pressured • Blaming the victim MITNICK '10

  35. REMEMBER • Many victims have co-occurring problems • Poverty • Dysfunctional family relationships • Absent father/mother • Mental health issues • Poor performance in school • Previous abuse/neglect MITNICK '10

  36. INTERVENTIONS • Social service and mental health screening should always ask about other forms of victimization when one type is reported or known – within the past year and for the teen’s lifetime • Screening should always look for co-occurring psychological maltreatment MITNICK '10

  37. INTERVENTIONS • Polyvictims should receive mental health assessments with experienced professional MITNICK '10

  38. INTERVENTION • Prevention efforts for teens should move beyond “Stranger danger” • Prevention efforts should focus on • Statutory relationships • Internet victimization • Other exploitation MITNICK '10

  39. INTERVENTION • Foensic interviews should be expanded to include questions about computers, pornography and the Internet regardless of relationship with suspected/known offender(s) • All interviews should not confuse victim/perpetrator dynamics MITNICK '10

  40. INTERVENTION • Interviewers should not expect younger teens to be able to understand consequences of choices • Interventions should not “out” teen’s sexual orientation • Interventions should not be hostile or coercive MITNICK '10

  41. FACTORS THAT AFFECT THE IMPACT OF CRIME • Temperament • Past experiences • Interpretation of event(s) • Stage of development • Intensity of the event • Support system • Problem-solving skills MITNICK '10

  42. FACTORS THAT AFFECT THE IMPACT OF CRIME • Others’ responses to event • Extent of exposure to event • Likelihood of recurrence • Role of the child in the event MITNICK '10

  43. REMEMBER • It’s not the event, but how the child processes the event, that causes damage. MITNICK '10

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