A1. Principles of Care
While these recommendations are primarily for health care providers involved in caring for prepubescent child sexual abuse victims, they should be considered by all professionals who have a role in the initial response to child sexual abuse. Implementation of these principles requires collaboration across involved disciplines and entities.
Provide interventions that are child-focused, victim-centered, and trauma-informed. These terms are explained below as they are used in the protocol:
- CHILD-FOCUSED: An approach to care that is developmentally, linguistically, and culturally appropriate for prepubescent children; designed with their needs, abilities, and best interests in mind; and intended to reduce potentially traumatic effects of the exam process.
- VICTIM-CENTERED: An approach to care that is grounded in an awareness of and commitment to addressing the needs of victims of sexual abuse during the exam process. It is informed by the victim’s circumstance (See A2. Adapting Care for Each Child). A victim-centered approach recognizes that victims deserve timely, compassionate, respectful, and appropriate care to promote their healing, as well as information to support their decision making. This approach encourages choice for victims whenever possible, as fitting their developmental level and applicable laws. Medical personnel may refer to victim-centered care as patient-centered care.
- TRAUMA-INFORMED: An approach to care that seeks to support the healing and growth of children who have experienced sexual abuse, while avoiding their retraumatization (National Sexual Assault Coalition Resource Sharing Project [RSP] & NSVRC, 2013).[1] A trauma-informed approach considers and evaluates all interventions in light of a basic understanding of the role that violence plays in the lives of victims (Harris & Fallot, 2001), as well as integrates an understanding of the child’s history and the context of their experience (RSP & NSVRC, 2013).[2] It recognizes the effects that trauma can have on children’s behavior, coping strategies, relationships, and ability to interact with health care providers, law enforcement, and other professionals.
In addition to interventions directed at victims, a child-focused, victim-centered, trauma-informed approach to prepubescent child sexual abuse also seeks to assist caregivers in developing strategies and skills to protect, reassure, and support child victims, as well as cope with their own distress.[3] Community interventions that build upon children’s strengths, along with a protective, reassuring, and supportive response by caregivers, can help lessen the abuse’s negative impact on children (WCSAP, 2009, 2015a).
In each case, responders need to assess the child’s developmental level and communication skills as these factors can impact the nature of their interactions. (See A2. Adapting Care for Each Child) Especially with younger children, caregivers play a primary role in providing and receiving information during the exam process. In the protocol, note the need for this assessment whenever the phrases “child and caregiver” is used in the context of communicating information to them or decision making.
Uphold guiding principles of care. Below are seven principles and key actions that responders can take to support child-focused, victim-centered, trauma-informed care for prepubescent children who disclose sexual abuse or are suspected of being sexually abused (adapted in part from Day & Pierce-Weeks, 2013; United Nations High Commissioner for Refugees, 1995).
Guiding Principles of Care for Prepubescent Children
Principle 1: Provide children with timely access to examinations, trained examiners, and quality care.
Principle 2: Secure the physical and emotional safety of children.
Principle 3: Recognize each child has unique capacities and strengths to heal.
Principle 4: Offer comfort, encouragement, and support.
Principle 5: Provide information about the exam process and links to resources to further address needs.
Principle 6: Involve children in decision making, to the extent possible.
Principle 7: Ensure appropriate confidentiality.
Guiding Principles of Care — Prepubescent Children |
Principle 1: Provide children with timely access to examinations, trained examiners, and quality care. |
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Principle 2: Secure the physical and emotional safety of children. |
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Principle 3: Recognize each child has unique capacities and strengths to heal. |
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Principle 4: Offer comfort, encouragement, and support. |
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Principle 5: Provide information about the exam process and links to resources to further address needs. |
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Principle 6: Involve children in decision making, to the extent possible. (See B1. Consent to Care) |
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Principle 7: Ensure appropriate confidentiality. (See A5b. Confidentiality and Release of Information) |
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In addition to the specific references to other protocol chapters, the above principles of care are woven throughout all the chapters of this protocol.
Provide prepubescent child victims and their families with timely access to victim advocacy services during the exam process. This access is important to upholding the above principles of care in individual cases. Victim advocates typically function to aid victims and their families in getting help to cope with the impact of sexual victimization in their lives and to promote healing. They may also encourage coordination and collaboration among responders so that interventions are child-focused, trauma-informed, and victim-centered. Victim advocates who serve prepubescent child sexual abuse victims and their caregivers should receive specialized training for working with these populations.
In many jurisdictions, advocates who serve child sexual abuse victims and their families (via community-based sexual assault victim advocacy programs, children’s advocacy centers, criminal justice system victim-witness offices at the local, state, territorial, tribal, and federal levels,[8] military family advocacy programs, tribal social services, and others) may be available to assist children and/or caregivers during the exam process. Some, community-based sexual assault victim advocacy programs in particular, offer children and/or caregivers accompaniment during the examination, providing crisis intervention, emotional support, help in voicing their concerns, short-term safety planning, information, and/or referrals. Outside of the exam process, victim advocacy programs may offer assistance with longer-term safety planning, counseling/referrals to counselors, support groups for nonoffending caregivers, assistance with applications for victim compensation programs, and accompaniment during related medical appointments and legal proceedings. In communities where community-based sexual assault victim advocacy programs exist but are not involved in the exam process in prepubescent child sexual abuse cases, responding entities are urged to partner with them to engage advocates in this process (See A3. Coordinated Team Approach).
In jurisdictions where victim advocacy programs are not available to provide children and/or caregivers services in these cases, exam facility staff (e.g., child life specialists,[9] social workers, chaplains, and/or behavioral health staff) may be enlisted to provide them with support during the exam process. Like advocates, facility staff that provide such support should receive specialized training to prepare them to address the support needs of child sexual abuse victims and their caregivers.
and Western regional children’s advocacy centers).
Table of Contents | A2. Adapting Care for Each Child |
[1] Trauma begins when the experience overwhelms normal coping mechanisms; in response to the traumatic event, the child may have a range of physical and psychological reactions (RSP & NSVRC, 2013). Retraumatization can occur when environmental cues related to the trauma (e.g., sound or smell) trigger a fight, flight, or freeze response (Proffitt, 2010).
[2] See RSP and NSVRC (2013) at www.nsvrc.org/sites/default/files/publications_nsvrc_guides_building-cultures-of-care.pdf for more on trauma-informed care. This resource offers an ecological model of trauma that illustrates how a child’s reaction to sexual abuse is influenced by circumstances surrounding the abuse and the child’s life experiences. The attributes of the community to which the child belongs also can influence how she/he is affected by the abuse. Implementing trauma-informed care involves striving to understand victims within their familial, social, and community context and experience (Proffitt, 2010; RSP & NSVRC, 2013). Core principles of trauma-informed care include (Proffitt, 2010; RSP & NSVRC, 2013): physical and emotional safety of victims; trust (with providers striving to maximize their trustworthiness to victims, make clear tasks, seek consent, maintain appropriate boundaries, etc.), choice (supporting victims’ choices and control during the healing process); collaboration between victims and those providing care; empowerment (identifying the child’s strengths and prioritizing building skills that promote healing and growth); and cultural competency (ensuring cultural applicability of care and options, as well as sensitivity to the role of culture in the child’s experience and decision making).
[3] Examples of related resources: Yamamoto (2015) at www.nsvrc.org/sites/default/files/publications_nsvrc_guides_the-advocates-guide-working-with-parents-of-children-who-have-been-sexually-assaulted.pdf offers an advocate guide for working with caregivers of child victims. It includes parent tip sheets. The National Child Traumatic Stress Network (2009) at www.nctsn.org/sites/default/files/assets/pdfs/caring_for_kids.pdf offers a guide on what caregivers of sexually abused children need to know. WCSAP offers a parent survivor brochure at www.wcsap.org/parent-survivors. Caregiver resources are also offered at www.nctsn.org/resources/audiences/parents-caregivers (National Child Traumatic Stress Network) and www.stopitnow.org/ohc-content/resources-for-parents-of-survivors (Stop it NOW!).
[4] Federal law prohibits recipients of federal financial assistance from discriminating based upon a person’s membership in a protected class. Protections vary by statute, but generally speaking, recipients must comply with the prohibition against race, color, and national origin discrimination contained in Title VI of the Civil Rights Act (Title VI) of 1964, as amended, 42 U.S.C. § 2000d; the prohibition against disability discrimination contained in Section 504 of the Rehabilitation Act (Section 504) of 1973, as amended, 29 U.S.C. § 794; the prohibition against age discrimination contained in the Age Discrimination Act (Age Act) of 1975, as amended, 42 U.S.C. § 6102; and the prohibition against sex discrimination in education programs contained in Title IX of the Education Amendments (Title IX) of 1972, as amended, 20 U.S.C. § 1681. Certain funding statutes also contain prohibitions on discrimination, and recipients of funds made available under those statutes must comply with requirements of those statutes. Recipients of funds made available under the Omnibus Crime Control and Safe Streets Act (Safe Streets Act) of 1968, as amended, 42 U.S.C. § 3789d(c); the Juvenile Justice and Delinquency Prevention Act (JJDPA) of 1974, as amended, 42 U.S.C. § 5672(b); and the Victims of Crime Act (VOCA) of 1984, as amended, 42 U.S.C. § 10604(e) are prohibited from discriminating on the basis of race, color, national origin, religion or sex. Recipients of funds under the VAWA of 1994, as amended, 42 U.S.C. § 13925(b)(13), are prohibited from discriminating on the basis of race, color, national origin, religion, sex, disability, sexual orientation, or gender identity.
[5] See NSVRC (2014) for Bringing Hope: Responding to Disclosures of Child Sexual Abuse (online course).
[6] Rheingold et al. (2013) found that child and caregiver understanding of the examination and caregiver response to the disclosure of sexual abuse were associated with caregiver and child anxiety. In addition to providing information about the examination to reduce their distress and providing advocate support during the exam process, caregivers who experience high levels of anxiety can be referred to advocacy programs for individual and group support services, as well as for mental health counseling.
[7] All states and the District of Columbia allow minors 12 and above to consent to certain health care services without permission of parents/guardians—see www.guttmacher.org/statecenter/spibs/spib_OMCL.pdf (Guttmacher Institute, 2015) for examples. Some may also allow minors to seek or receive these services without parental/guardian notification. However, in most jurisdictions, prepubescent children do not have these rights. Responders should become familiar with the applicable related laws of their jurisdiction.
[8] Note that criminal justice system-based advocates/victim service providers, such as those in law enforcement or prosecution offices, generally cannot offer confidential services, while community-based advocates/victim service providers generally provide confidential services (to the extent permissible by jurisdictional law and their program policies).
[9] Child life specialists are professionals trained in child development who help children cope with the stress and uncertainty of illness, injury, disability, and hospitalization. They most commonly work in hospital pediatric programs. (This explanation was drawn from Child Life Council (n.d.).)