Working with child sexual abuse – 2 days


The course will be run using case examples of offenders speaking candidly about their behaviour to evidence links from practice to academic research and theoretical models. Key theoretical models will be discussed to offer a holistic examination of offender behaviour, with a detailed examination of ‘The 4 Steps to Child Sexual Abuse.’  Case studies will be presented to test delegates’ perceptions and thoughts regarding their own perspectives against knowledge relating to contact offending, internet offending and working with sex offenders within child protection.


  1. To provide a greater knowledge and awareness of sex offender behaviour and how this can be applied within the child protection arena.
  2. To provide clear and consistent methods of dealing with sexual abuse cases that ensures the best interests of children whilst making clear and defensible decisions.

Learning Outcomes:

Participants will be given the opportunity to:

  • Understand the prevalence of Child Sexual Abuse including the latest statistical research.
  • Consider the signs and indicators of CSA – how can it be recognised?
  • Understand the impact of CSA on Victims – The short and long term implications.
  • Understand the impact of CSA on Professionals – Stereotyping, Emotional impact, Safety issues.
  • Use theoretical models to understand the behaviour of Child Sex Offenders – Chronologies, Timelines, Grooming, Victim vulnerabilities, profiling offender behaviour.
  • Consider the risks associated with Child Sexual Abuse and the Internet.
  • Consider Multi-Agency Risk Assessment Tools – What are the differences and how are they relevant?
  • Explore issues relating to the Investigation of Child Sexual Abuse – False allegations and differing burdens of proof.
  • Consider interventions – Working with denial, Protective ability work, SOTP/iSOTP.
  • Consider Child Sexual Abuse and Social Work  – Thresholds of significant harm, Conducting home visits, Progressing CP Plans and casework, Assessments and the Assessment Framework.