DOCSLIB.ORG

Rapid Evidence Assessment: What Can Be Learnt from Other Jurisdictions About Preventing and Responding to Child Sexual Abuse

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Rapid Evidence Assessment: What Can Be Learnt from Other Jurisdictions About Preventing and Responding to Child Sexual Abuse Rapid Evidence Assessment: What can be learnt from other jurisdictions about preventing and responding to child sexual abuse Lorraine Radford, Helen Richardson Foster, Christine Barter & Nicky Stanley Connect Centre for International Research on Interpersonal Violence School of Social Work, Care & Community, University of Central Lancashire Disclaimer This is a Rapid Evidence Assessment prepared at IICSA's request. The views expressed in this report are those of the authors alone. Contents List of tables and figures 4 Tables 4 Figures 4 Glossary of acronyms and abbreviations 5 Definitions 7 Executive Summary 9 1. Introduction 14 1.1 Background 14 1.2 Methodology 15 1.3 Challenges in demonstrating ‘what works’ 24 1.4 Report structure 26 2. Overview of the evidence and research literature 27 3. Primary prevention 30 3.1 National policy responses 31 3.2 Regional and Inter-national policy 35 3.3 Multi sector coordinated responses 36 3.4 Justice system 36 3.5 Education 39 3.6 Health and mental health 42 3.7 Child welfare 42 3.8 Voluntary sector, faith based organisations and independent services 44 3.9 Online 49 3.10 Research gaps 50 3.11 Description of evidence on primary prevention 51 4. Identification, disclosure and reporting 60 4.1 National policy responses 62 4.2 Regional and Inter-national policy 64 4.3 Multi sector coordinated responses 65 4.5 Justice system 69 4.6 Education 70 4.7 Health and mental health 71 4.8 Child welfare 73 4.9 Voluntary sector, faith based organisations and independent services 74 4.10 Online 76 2 4.11 Gaps 77 4.12 Description of evidence on disclosure, identification and reporting 78 5. Protection response and reducing re-offending 88 5.1 National policy responses 89 5.2 Regional and Inter-national policy 90 5.3 Multi sector coordinated responses 91 5.4 Justice system 91 5.5 Education 98 5.6 Health and mental health 99 5.7 Child welfare 99 5.8 Voluntary sector, faith based organisations and independent services 99 5.9 Online 100 5.10 Research gaps 100 5.11 Description of evidence on the control and management of offenders 101 6. Support for victims and survivors 116 6.1 National policy responses 118 6.2 Regional and International policy 119 6.3 Multi sector coordinated responses 119 6.4 Justice system 120 6.5 Education 122 6.6 Health and Mental health 122 6.7 Child welfare 129 6.8 Voluntary sector, faith based organisations and independent services 130 6.9 Online 131 6.10 Gaps in the research 131 6.11 Description of the evidence on support for victims and survivors 132 7. What works? - messages and lessons for England & Wales 141 8. Conclusion 157 References 158 Appendices 186 Appendix A: Search strategy 186 Appendix B: Quality assessment and data extraction forms 195 3 List of tables and figures Tables Table Number Heading Page Table 1 Outcomes framework 19 Table 2 Prevention papers 51 Table 3 Identification, disclosure, reporting and protection 79 papers Table 4 Control and management of offenders papers 102 Table 5 Support for Victims and Survivors papers 133 Figures Figure Number Heading Page Figure 1 Jurisdiction for the research studies included in 28 the review Figure 2 Type of response addressed by the research 28 studies included in the review Figure 3 Organisational context for research studies 29 included in the review 4 Glossary of acronyms and abbreviations ACPO Association of Chief Police Officers ASO Adult sex offender BAMER Black, Asian, minority ethnic and refugee CBT Cognitive behavioural therapy CEOP Child Exploitation and Online Protection Centre CoSA Circles of Support and Accountability CSA Child sexual abuse CSE Child sexual exploitation DfE Department for Education EC European Community ECPAT End Child Prostitution, Child Pornography and Trafficking of Children for Sexual Purposes ELA Empowerment and Livelihood for Adolescents project EMDR Eye movement desensitivisation and reprocessing eNASCO European NGO Alliance for Child Safety Online ESO Education for sex offenders EU European Union HMIC Her Majesty’s Inspectorate of Constabulary IICSA Independent Inquiry into Child Sexual Abuse IWF Internet Watch Foundation LGBT Lesbian, gay, bisexual and transgender MAPPA Multi Agency Public Protection Arrangements MST Multi systemic therapy NCA National Crime Agency NGO Non-Governmental Organisation NOMS National Offender Management Service NSPCC National Society for the Protectio of Children PACE Parents Against Child Sexual Exploitation PTSD Post traumatic stress disorder 5 REA Rapid evidence assessment RCT Randomised controlled trial RNR Risk, needs and responsivity SARC Sexual assault referral centre SBP Sexual behaviour problems SORN Sex offender registration and notification policy TF-CBT Trauma focused cognitive behavioural therapy UNCRC United Nations Convention on the Rights of the Child UNICEF United Nations WHO World Health Organisation 6 Definitions A ‘child’ is any person under the age of 18, as defined by the United Nations Convention on the Rights of the Child, 1989. ‘Sexual abuse of children’ involves forcing or enticing a child or young person to take part in sexual activities. The activities may include physical contact and non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse including via the internet. Child sexual abuse includes child sexual exploitation (DfE, 2009). ‘Sexual exploitation of children’ is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology (DfE, 2017, p.5). ‘Other jurisdiction’ is a jurisdiction outside England and Wales, that is similar to the jurisdiction of England and Wales but may have different models of cooperation, funding arrangements, information sharing and departmental structures designed to protect children from sexual abuse and exploitation. ‘Similar’ jurisdictions have been interpreted broadly to include other countries within the United Kingdom and Ireland (Scotland, Ireland, Northern Ireland), high income English speaking nations commonly included in comparative cross national research on child protection (such as the USA, Canada, New Zealand, Australia), members of the EU 28 and Scandinavian nations (Iceland and Norway). ‘Institution’ or ‘organisation’, as defined by the Independent Inquiry into Child Sexual Abuse (IICSA), covers the state and non-state organisations with responsibility for preventing and responding to child sexual abuse and exploitation. These cover a wide range of organisations across the different sectors of health, education, welfare and social care, law and justice, including local authorities, children’s homes, police, prisons, young offender institutions, health and mental health treatment services, schools, colleges, special schools, residential schools, early years provision, charities, faith based organisations, armed forces and the private sector. ‘Prevention’ is understood to mean prevention and response, covering primary prevention (preventing child sexual abuse and sexual exploitation happening in the first place through universal or targeted interventions), secondary prevention (immediate 7 responses taken after child sexual abuse or exploitation has happened to deal with the consequences and prevent further victimisation, this includes identification and assessment of victims and survivors, child protection responses, prosecution or management of offenders) and tertiary prevention (long term responses to deal with the lasting consequences and future offending, this includes rehabilitation, therapy and treatment for victims and survivors and offenders) (Centers for Disease Control and Prevention, 2004). The term ‘victims and survivors’ is used throughout the report to indicate those who have experienced child sexual abuse or exploitation, unless an alternative phrase has been specifically used in the research referenced or where a police or court response is discussed. 8 Executive Summary Introduction This Rapid Evidence Assessment was commissioned by the Independent Inquiry into Child Sexual Abuse in England and Wales which is investigating whether public bodies and other non-state institutions have taken seriously their duties to care for and protect children and young people from child sexual abuse and exploitation. The question for the review was: What can be learnt from jurisdictions, outside of England and Wales, about the role of institutions, including accountable state and non-state organisations with responsibility for children in preventing and responding to child sexual abuse and exploitation? Key messages ● No jurisdiction has everything ‘right’. While overall robust research on what is effective is limited, there is plenty of promising evidence that can be developed further to inform work in England and Wales. ● Adequately resourced, comprehensive, multi sector approaches that aim to prevent and respond to child sexual abuse and exploitation are likely to be the most effective approaches.
Load more

Recommended publications
  • Operation Hydrant SIO Advice
    Operation Hydrant SIO advice November 2016 ™ BetterProfessionals forBetterPolicing college.police.uk College of Policing OFFICIAL In the absence of specifi authorised professional practice (APP) in this area, this publication provides a mechanism to share the operational experience of SIOs who have been running such cases. The purpose is to support SIOs to deliver a consistent and effective investigation. Many of the points included provide a framework for dealing with other types of investigation involving domestic abuse, honour-based violence, stalking and harassment, female genital mutilation and human traffic This advice draws on the experience of SIOs who have led investigations of this type and experts who specialise in this area of investigation. Further advice can be obtained from the National Coordinator’s Office. Telephone: S31(1)(a)(b) Email: S31(1)(a)(b) © College of Policing Limited (2016) This publication (excluding all images and logos) is licensed under the terms of the Non-Commercial College Licence v1.1 except where otherwise stated. To view this licence visit http://www.college.police.uk/Legal/Documents/Non_ Commercial_College_Licence.pdf Where we have identified any third-party copyright information you will need to obtain permission from the copyright holders concerned. Any enquiries regarding this publication should be sent to us at [email protected] ii Operation Hydrant OFFICIAL OFFICIAL College of Policing Contents Foreword by Chief Constable Simon Bailey 03 Preface 04 1 Receiving a report 05 1.1
    [Show full text]
  • FM Refresher Trainers Notes
    Creating Safer Space Foundation Module Refresher 2016 Edition Before the start of the training You should be well prepared to deliver this Refresher course and be familiar with its contents, some of which differ markedly from the original Foundation Module (FM). The FM course preparation instructions also apply and you should remind yourself of these. Indicative timings are included, so with a 10-minute coffee break the whole session lasts 2.5 hours. If you are working with a large group then you are likely to need longer. You may wish to send participants the course aims and learning agreement in advance. The course does not specifically focus on themes relating to diversity – language, culture, ethnicity, disability etc. Trainers will be expected to use practice or case examples to illustrate issues of diversity in safeguarding practice. There is a revised and updated Foundation Module and Foundation Module Refresher Handbook, 2016 Edition which should be given to participants. We have aimed to make it more local church focused with examples and case studies, so please encourage participants to read it. Course title and training personnel introduction Slide 1 Slide 2 2 Section 1: Welcome and devotions Slides 3–8 (15 minutes) Welcome participants who completed the FM at some point in the last five years and trust that they will be able to reflect on that learning and their experiences during this course. Some attending may have thought that the earlier FM training was a required ‘one off’, so may need encouragement to be open to new ideas and thinking. Describe how recent events have pushed safeguarding higher up the national agenda, and that the Church remains strongly committed to ensuring that all our churches are safe spaces for all.
    [Show full text]
  • Annual Security Report & Drug and Alcohol Abuse Prevention Program
    Annual Security Report2020 & Drug and Alcohol Abuse Prevention Program / Fire Safety Report LOCATION: Ottawa, Kansas Annual Security Report INTRODUCTION For further information on notice of non-discrimination, please contact: Kansas City Office Ottawa University was founded in 1865 after receiving a 20,000-acre land grant of Kansas prairie from the Ottawa Indians in recognition of the service Office for Civil Rights provided by early Baptist missionaries. Ottawa University continues to serve U.S. Department of Education on the frontier of learning through innovative, high-quality, personalized One Petticoat Lane programs of study. 1010 Walnut Street, 3rd floor, Suite 320 Kansas City, MO 64106 Ottawa University is a comprehensive, not-for-profit coeducational institution affiliated with the American Baptist Churches USA. Ottawa’s educational mission brings together residential campuses in Ottawa, Kansas and Sur- Telephone: 816-268-0550 prise, Arizona; and adult campuses in Overland Park, Kansas; Phoenix, FAX: 816-268-0599; TDD: 800-877-8339 Arizona; Brookfield, Wisconsin; as well as online. Email: [email protected] Ottawa University is committed to providing a safe and secure environment for students, faculty, staff and guests to all its campuses. CAMPUS SAFETY AND SECURITY The Annual Security Report (“ASR” or “Report”) is prepared each year by the Ottawa University is committed to providing student, faculty, staff, and Associate Vice President of Compliance and his or her designees, working in visitors with as safe and enjoyable a college experience as possible. Your collaboration with local security officials and local police as necessary. The safety is a joint effort between students, faculty, staff, local police and/or Associate Vice President of Compliance, working with the designees from on-site security, and you.
    [Show full text]
  • TECHNICAL APPENDIX to ENDING CHILD SEXUAL ABUSE and EXPLOITATION: a REVIEW of the EVIDENCE • 2020 About the Authors
    TECHNICAL APPENDIX TO ENDING CHILD SEXUAL ABUSE AND EXPLOITATION: A REVIEW OF THE EVIDENCE • 2020 About the authors Lorraine Radford is Emeritus Professor of Social Policy and Social Work at the University of Central Lancashire, UK; Debbie Allnock is Senior Research Fellow at the International Centre, University of Bedfordshire, UK; Patricia Hynes is Reader in Forced Migration in the School of Applied Social Sciences, University of Bedfordshire, UK; Sarah Shorrock is Research Officer at the Institute of Citizenship, Society & Change at the University of Central Lancashire, UK This publication has been produced with financial support from the End Violence Fund. However, the opinions, findings, conclusions, and recommendations expressed herein do not necessarily reflect those of the End Violence Fund. Published by UNICEF Child Protection Section Programme Division 3 United Nations Plaza New York, NY 10017 Email: [email protected] Website: www.unicef.org © United Nations Children’s Fund (UNICEF) December 2020. Permission is required to reproduce any part of this publication. Permission will be freely granted to educational or non-profit organizations. For more information on usage rights, please contact: [email protected] Cover Photo: © UNICEF/UN0156399/Haque Click on section bars to CONTENTS navigate publication 1. Methodology ....................................................................................................................... 4 Background and Purpose...................................................................................................................................4
    [Show full text]
  • 2. We and They
    2. We and They Democracy is becoming rather than being. It can easily be lost, but never is fully won. Its essence is eternal struggle. WILLIAM H. HASTIE OVERVIEW Chapter 1 focused on factors that shape an individual’s identity. It also described how those factors are sometimes used to exclude people from membership in various groups. Chapter 2 considers the ways a nation’s identity is defined. That definition has enormous significance. It indicates who holds power in the nation. And it determines who is a part of its “universe of obligation” – the name Helen Fein has given to the circle of individuals and groups “toward whom obligations are owed, to whom rules apply, and whose injuries call for [amends].”1 For much of world history, birth determined who was a part of a group’s “universe of obligation” and who was not. As Jacob Bronowski once explained, “The distinction [between self and other] emerges in prehistory in hunting cultures, where competition for limited numbers of food sources requires a clear demarcation between your group and the other group, and this is transferred to agricultural communities in the development of history. Historically this distinction becomes a comparative category in which one judges how like us, or unlike us, is the other, thus enabling people symbolically to organize and divide up their worlds and structure reality.”2 This chapter explores the power of those classifications and labels. As legal scholar Martha Minow has pointed out, “When we identify one thing as like the others, we are not merely classifying the world; we are investing particular classifications with consequences and positioning ourselves in relation to those meanings.
    [Show full text]
  • Prototypicality Among Metaphors: on the Relative Frequency of Personification and Spatial Metaphors in Literature Written for Children Versus Adults
    METAPHOR AND SYMBOLIC ACTIVITY, 1(2), 87-107 Copyright © 1986, Lawrence Erlbaum Associates, Inc. Prototypicality Among Metaphors: On the Relative Frequency of Personification and Spatial Metaphors in Literature Written for Children Versus Adults Donald G. MacKay University ofCalifornia This paper argues that personification is the prototypical metaphor and that it occurs more frequently than other metaphors, especially during the early stages of child development. The paper also argues that personification comes dis­ guised in many other figurative devices (metonymy, spatial metaphors, and container metaphors) and syntactic expressions (frozen word orders and the nominal gender marking that is obligatory in languages such as French and Ger­ man) and that it pervades many other aspects of human cognition (including fundamental philosophical frameworks such as objectivism and subjectivism). The main source of data is a frequency analysis of personification and spatial metaphors in two samples of poetry: one written for adults, the other for chil­ dren. I categorized the topic and vehicle of each metaphor as either human or nonhuman and spatial or nonspatial and found that spatial topics and vehicles were relatively infrequent. Personifications (nonhuman topic-human vehicle) were much more common in both samples and were relatively more frequent in the sample written for children. Explanations of this developmental difference are proposed, based on the cognitive and social functions of personification in literature written for children versus adults. The importance of studying the comprehension and use of metaphor is by now widely recognized. As Lakoff and Johnson (1980) pointed out, meta­ phor is so pervasive in everyday language, thought, and action that the con­ ceptual system by which we perceive, think, and act must be fundamentally Requests for reprints should be sent to Donald G.
    [Show full text]
  • A God Worth Worshiping: Toward a Critical Race Theology
    Marquette University e-Publications@Marquette Dissertations, Theses, and Professional Dissertations (1934 -) Projects A God Worth Worshiping: Toward a Critical Race Theology Duane Terrence Loynes Sr. Marquette University Follow this and additional works at: https://epublications.marquette.edu/dissertations_mu Part of the Christianity Commons, and the Ethnic Studies Commons Recommended Citation Loynes, Duane Terrence Sr., "A God Worth Worshiping: Toward a Critical Race Theology" (2017). Dissertations (1934 -). 738. https://epublications.marquette.edu/dissertations_mu/738 A GOD WORTH WORSHIPING: TOWARD A CRITICAL RACE THEOLOGY by Duane Terrence Loynes Sr., B.A., M.A., M.A. A Dissertation submitted to the Faculty of the Graduate School, Marquette University, in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Milwaukee, Wisconsin August 2017 ABSTRACT A GOD WORTH WORSHIPING: TOWARD A CRITICAL RACE THEOLOGY Duane Terrence Loynes Sr., B.A., M.A., M.A. Marquette University, 2017 Theologian James Cone has declared that White supremacy is the American Church’s greatest, original, and most persistent sin. Although the Church has engaged in numerous attempts to remedy racism, theology still seems to witness to a God that stands relatively unopposed to the status quo of racial injustice and marginalization. This dissertation begins with the claim that Christian theology still operates from the normativity of whiteness. I will argue that, although the Church has made admirable progress with regard to racial justice, the attempts have been at the surface: the underlying structural logic of White supremacy remains intact. My thesis will be that the systemic problem in North American Christianity of a persistent “White privileged theology” or “normalized whiteness” can best be eliminated by constructing a theological response in classical categories—theodicy, anthropology, and epistemology.
    [Show full text]
  • SENATE BILL No. 172 WHEREAS, the Provisions of This Act Protect The
    SENATE BILL No. 172 AN ACT concerning crimes, punishment and criminal procedure; creating the crimes of trespassing on a critical infrastructure facility and criminal damage to a critical infrastructure facility; eliminating the crime of tampering with a pipeline; requiring payment of restitution; amending K.S.A. 2020 Supp. 21-5818, 21-6328 and 21-6604 and repealing the existing sections. WHEREAS, The provisions of this act protect the right to peacefully protest for all Kansans and citizens of the four sovereign nations within the state's borders while also protecting the critical infrastructure located within the state. Now, therefore: Be it enacted by the Legislature of the State of Kansas: Section 1. K.S.A. 2020 Supp. 21-5818 is hereby amended to read as follows: 21-5818. (a) Tampering with a pipeline is the knowing and unauthorized alteration of or interference with any part of a pipeline Trespassing on a critical infrastructure facility is, without consent of the owner or the owner's agent, knowingly entering or remaining in: (1) A critical infrastructure facility; or (2) any property containing a critical infrastructure facility, if such property is completely enclosed by a fence or other physical barrier that is obviously designed to exclude intruders or is clearly marked with a sign or signs that are posted on the property that are reasonably likely to come to the attention of intruders and indicate that entry is forbidden without site authorization. (b) Tampering with a pipeline is a severity level 6, nonperson felony Aggravated
    [Show full text]
  • Evaluating the Effectiveness of Sex Offender Registration and Notification Policies for Reducing Sexual Violence Against Women
    The author(s) shown below used Federal funds provided by the U.S. Department of Justice and prepared the following final report: Document Title: Evaluating the Effectiveness of Sex Offender Registration and Notification Policies for Reducing Sexual Violence against Women Author: Elizabeth J. Letourneau, Ph.D., Jill S. Levenson, Ph.D., Dipankar Bandyopadhyay, Ph.D., Debajyoti Sinha, Ph.D., Kevin S. Armstrong Document No.: 231989 Date Received: September 2010 Award Number: 2006-WG-BX-0002 This report has not been published by the U.S. Department of Justice. To provide better customer service, NCJRS has made this Federally- funded grant final report available electronically in addition to traditional paper copies. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Evaluating the Effectiveness of Sex Offender Registration and Notification Policies for Reducing Sexual Violence against Women Final Report for National Institute of Justice Grant Award # 2006-WG-BX-0002 Elizabeth J. Letourneau, Ph.D. Principal Investigator MUSC Jill S. Levenson, Ph.D. Co-investigator Lynn University Dipankar Bandyopadhyay, Ph.D. Statistician Debajyoti Sinha, Ph.D. Senior Statistician Kevin S. Armstrong Data Manager This document is a research report submitted to the U.S.
    [Show full text]
  • 6. Hess and Talbot
    Action, Criticism, and Theory for Music Education March 2019. Vol 18 (1): 89–116. doi:10.22176/act18.1.89 Going for Broke: A Talk to Music Teachers Juliet Hess Michigan State University, USA Brent C. Talbot Gettysburg College, USA In 1963—a racially-charged time in the United States—James Baldwin delivered “A Talk to Teachers,” urging educators to engage youth in difficult conversations about current events. We concur with Giroux (2011, 2019) that political forces influence our educational spaces and that classrooms should not be viewed as apolitical, but instead seen as sites for engagement, where educators and artists alike can “go for broke.” Drawing upon A Tribe Called Quest’s 2017 Grammy performance of “We the People...” as an example of the role of the arts in troubled times, we consider ways to work alongside youth in schools to respond, consider, and process current events through music. Keywords: James Baldwin, A Tribe Called Quest, activism, music education, social change Let’s begin by saying that we are living through a very dangerous time… The societ[ies] in which we live [are] desperately menaced, not by [outside forces], but from within. To any citizen … who figures [one]self as responsible—and particularly those of [us] who deal with the minds and hearts of young people—must be prepared to “go for broke.” Or to put it another way, [we] must understand that in the attempt to correct so many generations of bad faith and cruelty, when it is operating not only in the classroom but in society, [we] will meet the most fantastic, the most brutal, and the most determined resistance.
    [Show full text]
  • If You Have Issues Viewing Or Accessing This File Contact Us at NCJRS.Gov
    If you have issues viewing or accessing this file contact us at NCJRS.gov. I t t JUVENILE ~~ICIDE: ANNOTATED BrpLIOGRAPHY* I J.--~ , I J. Kreisman and R. Seiden University of California (Berkeley) ) *This study was funded by a grant from the State of California Office of Criminal , Justice Planning .\, 1 -1- Adams, K. A. The child who murders: a review of theory and research. ~riminal Justice and Behavior, 1974, !(1):5l-61. In this paper, the author reviews some of the existing literature on "child murderers." The author also examines legal reactions to and treatment of child murderers, and ends with a discussion of treatment and prevention. Bender, L. Children and adolescents who have killed. American Journal of Psychiatry, December 1959, 11~(6):5l0-5i~---- The author presents the results of a brief study of 33 boys and girls who, before they were 16 years of age, had been associated with the death of another person either by causing or being blamed for a death by themselves or others. 14 of these youths were involved in "accidental homicide"--they neither intended nor 1 expected the death that was the consequence of their activities. A majority of these youths became mentally disturbed after the accident, and prior to the accident there 'vas evidence of a very disturbed family background, as well as personal and social disorders. Of the 19 youths who committed intentional homicide, the majority demonstrated evidence of psychotic disturbances before the murders. ., The author cites the following significant psychiatric factors as " "danger symptoms"--organic brain damage, childhood schizophrenia, compulsive fire-setting, reading disability, extremely unfavorable home conditions and life experiences, and past history of exposure to violent death.
    [Show full text]
  • Report of the Oregon Supreme Court Task Force on Racial/Ethnic Issues in the Judicial System
    If you have issues viewing or accessing this file contact us at NCJRS.gov. Report of the Oregon Supreme Court Task Force on Racial/Ethnic Issues in the Judicial System May 1994 Office of the State Court Administrator Oregon Judicial Department An act passed by the Oregon territorial legislature in 1849 provided: ~ tBiff to prevent Nf,groes anti 9YluCatioes to come to or reside in Oregon. whereas, situatei as the peopfe of Oreg(Jft are, in the mUfst of an Imfian popuCation, it 'UJouU be hig{y iangerous to a{{o'UJ free negroes ani muCattoes to resUfe in the territory or to intermb( with the ltuiians! instiffing into their mitufs feefings of hostifity against tft.e white race, therefore: 'Be it enactei by the .Legis{ati'lJe .9lssemE{y ofthe territory of Oreg(Jft, that it sha{{ not be Cawfu{ for any negroe or muCattoe to come into or resUfe within the fimits of this territory ... Source: Office of the Secretary of State, Archives Division, Territorial Document #3666, pp. 181-82 153720 u.s. Department of JusticE' National Institute of Justice This document has been reproduced exactly as received from the person or organization originating it. Points of view or opinions stated in :IJ this document are those of the authors and do not necessarily represent ;teD the offiCial position or policies of the National Institute of Justice. tJ)\l Permission to reploduce this copyrighted material has been graf£i:ce of the State Court ~O o """t Adminjstrato~/Oregon Judicial Dept. _. 0 0 85 to the National Criminal Justice Reference Service (NCJRS).
    [Show full text]