“Society Must Hold Offenders Responsible, Not Punish Victims” (By: Michele Babcock-Nice)

Mother Nature Crying (Retrieved from http://www.free-hdwallpapers.com/wallpaper/abstract/mother-nature-crying/22445, January 11, 2014)

Mother Nature Crying (Retrieved from http://www.free-hdwallpapers.com/wallpaper/abstract/mother-nature-crying/22445, January 11, 2014)

Very often in our society, we are informed of criminal offenders who are held responsible and accountable for their actions.  There are those in our society who work hard to see to it that perpetrators of crimes are brought to justice, that they are removed from the greater society for a period of time, and so that, potentially, they do not commit the same or similar types of crimes in the future.  There are many people, such as a police officers, attorneys, prosecutors, and judges whose hearts and minds are in the right place when it comes to holding responsible and accountable those who commit crimes, particularly violent crimes, including sex crimes.

Conversely, there are also times when people who have committed crimes are not held responsible or accountable for their crimes, nor are they ever required to answer for their criminal actions.  In these situations, there may or may not be extenuating circumstances in which evidence has been removed or destroyed by the perpetrators and/or accomplices; corroboration and/or substantiation of facts regarding the crime may not be obtained; confessions of those who committed the crimes were not secured; evidence and/or facts regarding the crime were concealed or never located; and other reasons.

Sometimes, in cases involving child sexual abuse, there is the possibility that police, attorneys, prosecutors, and/or parents do not desire to place children on the stand in court to testify against the person(s) who assaulted them.  In other situations, it is possible that a particular network of people, such as athletes or fraternity brothers in a college, promote and live a culture of disrespect and/or violence, covering up for each other when sexual assaults are committed.  Or, has often occurred in the Roman Catholic Church when religious have committed sex crimes, they may be protected by higher authorities in the Church.

Many years ago, a local pediatrician in my area informed me that preschools are commonly places where young children are sexually abused.  I have always remembered that, and have often wondered why doctors do not do more to inform about this and/or take measures aimed at protecting children.  Too often, physicians are more interested in treating a problem or issue after it arises rather than seeking to inform, educate, protect, and prevent such things from occurring in the first place.

In 2007, there were two police reports made regarding a preschool teacher at Sola Fide Lutheran Church Preschool in Lawrenceville, Georgia, describing her repeated sexual abuse of children, aged 2-4, who were in her care.  Four children were identified as having been repeatedly emotionally, physically, and sexually abused by the preschool teacher.  All four children were interviewed by a special investigator with the county police department.  Out of fear, three of the four children denied any sexual abuse by the teacher.  Without corroboration, evidence, or a confession by the accused, the case was unable to be substantiated and was closed.  Without a formal charge or conviction against the teacher, the case was never made public.

One of the children who had been identified as having been abused was the school principal’s two-year-old daughter, who regularly participated in classes with the three and four-year-olds that were taught by the teacher.  In these classes, there was an assistant teacher, as well as a volunteer.  The lead teacher perpetrated the abuse that was ignored and overlooked by the other two women.  Abuse was perpetrated in the bathroom, storage room, and empty classroom in the trailer that was used for classrooms.  During the investigation, the principal destroyed evidence related to the abuse so that it was never identified or recovered by police.  Following the close of the investigation, the school promoted the lead teacher who had perpetrated the abuse by providing her with her own classroom and extending the hours of her classes.  Two years later, the principal got another job, and he and his family left the school.

Child Angel Statue Crying (Retrieved from http://www.watchmanscry.com/article-get-your%20house-in-order.html, January 11, 2014)

Child Angel Statue Crying (Retrieved from http://www.watchmanscry.com/article-get-your%20house-in-order.html, January 11, 2014)

In 1995, a rape was reported to campus police at the University at Buffalo that had occurred in 1992 on the Amherst Campus.  The rape was committed by a male student against a female student.  Both students had been arranged by mutual friends to have a date.  The man took the woman to a local bar, and entered the bar and drank though he was underage, having used an inauthentic driver’s license to enter the establishment.  During the date, the man persistently encouraged the woman to drink, though she drank little.  Following the date and because the student lounge of the woman’s dormitory was a shambles, the woman invited the man in to her dorm room, where he proceeded to deceive her into trusting him, and raped her.  The action was against the woman’s will as the man held her down and caused internal injuries to her while raping her.  The attack was extremely traumatic for the victim who told her friends about it, and they did nothing, in effect becoming accessories to the crime.  In fact, those “friends” never spoke to the survivor again.  No one helped the survivor at her university; she coped the best that she could on her own.

When the rape was reported in 1995 to the campus police at the university, one of the police chiefs laughed about it, demoralizing and dehumanizing the survivor.  The case went to the county district attorney’s office, but was conveniently found to have exceeded the statute of limitations for the category in which the crime was placed.  No support or understanding was offered or provided to the survivor at the university or through the district attorney’s office.  Worse, the district attorney who handled the case told the survivor that she had not been raped, thus blaming and revictimizing the victim.  The offender got away with his crime, was never required to answer for it, and ended up being protected by the DA’s office and the university police by not being brought to justice for it.  Several years following the closure of the case, the perpetrator’s name was deleted from the police report by the campus police, as was the description of the crime that had occurred.  Neither the description of the crime, nor the offender’s name were maintained by campus police in the police report, essentially absolving him of the crime and revictimizing the victim.

These are two examples of crimes in which the perpetrators got away with their offenses.  They were not held accountable, charged, or prosecuted by the very individuals and agencies that are supposed to be protective against crimes, including sex crimes.  While these are just two examples of such situations, there are many more that occur in society every day, and from which perpetrators walk away.

It is important that society be sensitive, understanding, and insightful about victims and survivors of crimes and trauma, including sex crimes.  It seems that most people, because they have not been properly trained in relating with crime victims and trauma survivors, stigmatize and revictimize survivors by blaming, shaming, and punishing them.  Those who should be held accountable and responsible are the perpetrators, themselves, however and often, people make incorrect assumptions and judgments regarding appearances and surface information without knowing all of the details and information that is confidential.

Jesus was also a person who was inaccurately judged by many.  He was a good and merciful person of whom many in power positions were jealous.  Jesus was also different in his goodness, different in that he was so good that he tended not to fit in and was, therefore, ostracized and resented by many.  Jesus was a person who died as a result of jealousy, hated, and evil of those who were unable to tolerate a good and merciful person, a person who was unique and unsurpassable in his goodness and mercy.

Therefore it follows that it is important for people not to inaccurately judge and/or make incorrect assumptions about each other, especially without having all of the details or confidential information.  It is also important that people not stigmatize, blame, punish, and revictimize survivors and victims of crimes, simply out of their own fear, and lack of both insight and understanding.  As people, we should strive to be understanding, helpful, and supportive to each other, as well as forgiving, even in the worst of circumstances, yet also stand up for ourselves and the truth, whether or not we are blamed, stigmatized, punished, or revictimized.

Silence protects and empowers the perpetrators of crimes.  We must seek to speak out about crimes so that criminals are not protected, and so that the greater society is informed and educated about them.

References:

American Psychological Association (2014).  “Understanding child sexual abuse: Education, prevention, and recovery.  What are the effects of child sexual abuse?”  Washington, DC: American Psychological Association.   http://www.apa.org/pubs/info/brochures/sex-abuse.aspx?item=4.  Retrieved January 11, 2014.

Babcock-Nice, M. (November 23, 2013).  “Trauma-focused group therapy proposal for adult female rape survivors.” Atlanta, GA: Argosy University, Atlanta.

Baldor, L.C. (January 10, 2014).  “‘Culture of disrespect’ fuels academy sex assaults.”  MSN.com.   http://news.msn.com/us/culture-of-disrespect-fuels-academy-sex-assaults.  Retrieved January 10, 2014.

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“Completed Suicide Risk Highest Within First Six Months After Incomplete Suicide” (By: Michele Babcock-Nice)

Child mental health is becoming an area of ever-increasing concern and research, including within the area of child sexual abuse, depression, anxiety, suicidality, and bullying that lead to suicide.  Recently, within the past two months, I had opportunities to visit a large metropolitan hospital in Atlanta at which mental health care is provided on an inpatient and outpatient basis for people of all ages.  I primarily made observations in the children’s mental health unit in which children from ages 4-12 were hospitalized as inpatients.

Since making my observations, I have done much research in the area of medicine and counseling related to depression, anxiety, suicidality, and bullying that ultimately ends in the suicide of the victim.  I have also consulted with many professionals in these areas, including pediatricians, psychiatrists, psychologists, and licensed professional counselors.  Further, I have communicated with school teachers, school administrators, school mental health professionals, school system administrators, and religious about these issues.  This blog article will share some of what I discovered related to these critically important issues in mental health care.

At the hospital in Atlanta at which I made my observations regarding inpatient child mental healthcare, the most significant part about it that was very noticeable was that most of the children were boys.  On one particular day, there were 16 children housed in the unit, and 12 of them were boys, with the majority of the boys being African-American.  Of the girls present, the majority of them were Caucasian.  It was also my understanding that the majority of the boys were hospitalized due to suicidality (and/or other mental health concerns related to it, such as depression, anxiety, and/or sexual and/or physical abuse or neglect).

To me as an untrained observer, I found this to be very significant because my personal expectation was to observe there to be a greater number of girls than boys present in the unit.  Because there were significantly fewer girls than boys present in the unit over a period of several days, it became important to me to understand the reasons for it.  I got to thinking about several possibilities to explain this reality.

Perhaps girls are more open about their feelings and experiences, and/or a depressed or otherwise upset mood in girls may be more visible to others.  Perhaps boys are keeping their feelings too much to themselves due to the societal and cultural expectations for them to “be a man,” and thus, not to show their feelings.  Possibly, adults were unable to recognize signs of suicidality or depression in boys compared to girls.

Further, it may be possible that adults did not view boys’ depression or suicidality to be as serious as that of girls until a crisis point was reached.  Culturally, it is also significant that most of the children housed in the unit were African-American boys.  Specifically related to cultural or ethnic differences, I do not yet have particular potential explanations for this.  Additionally, perhaps there are other general explanations and reasons that I have not thought of for there being significantly more boys in the unit than girls.

As I stated previously, since the time of my observations of the children’s mental health unit in the metro Atlanta hospital, I have researched several issues relating to child mental health, and I have consulted with many professionals in the field.  In a study completed by Cynthia R. Pfeffer (2001, p. 1057), she stated that during prospective follow-up into adulthood of children at risk for suicide showed that a “history of sexual abuse (RR: 5.71, 95%; CI: 1.9-16.7) imparted the greatest risk” for it.  Reading this was saddening and disheartening for me because it appears that most suicide attempters and commiters have internalized their pain and suffering, are taking it out on themselves, and appear not to be able to successfully cope.  They were hurt, have lost hope and trust, and are now hurting themselves, possibly in efforts to make the painful memories disappear.  For them, suicide seems to be the only answer for removing and escaping the emotional pain.

In a study by Stanley, Brown, Brent, Wells, Poling, Curry, Kennard, Wagner, Cwik, Klomek, Goldstein, Vitiello, Barnett, Daniel, and Hughes (2009, p. 1005), the researchers reported that individuals who attempted incomplete suicide are at the greatest risk for repeat attempts and/or actually committing suicide within the first six months following the incomplete attempt (as this study particularly relates to adolescents, aged 13-19 years old).  This is extremely important to understand because those who are untrained in this area do not understand the seriousness or severity of it, or are, perhaps, in denial that the situation is serious or severe.  Regarding children, I believe this particularly applies to those in education, including teachers, administrators, and other staff because they are not equipped with the knowledge and understanding about the manner in which to best support students who have been suicidal.

And sometimes, those adults in education who are bullies toward children truly have absolutely no understanding or compassion toward students who made an incomplete attempt at suicide because they simply do not seem to care.  In fact, those type of adults may even do more damage to the child through their insensitivity and failure to understand the situation by being even more punitive or retaliatory toward the student because the issue is one with which they, themselves, are unable to successfully cope.  It remains easier for such adult bullies of students in education to bully, blame, and revictimize the student victim.

Also unhelpful are the student peer bullies with whom the suicide attempt survivor must cope.  Student peer bullies of the victim seem to bully the survivor even more because they are aware of the emotional vulnerability of the survivor, and they capitalize on that because it makes them feel good.  Therefore, in a school environment in which bullying goes unchecked, unresolved, and not corrected, suicide attempt survivors are at an even greater risk for a future successful suicide attempt because they experience bullying from adults and peers.

Additionally, O’Connor, Gaynes, Burda, Soh, and Whitlock (2012, p. 15) reported in their study that “psychotherapy did not reduce the risk for suicide attempts in adolescents in contrast to adults.”  They (O’Connor, Gaynes, Burda, Soh, and Whitlock, 2012, p. 11) further reported that “psychotherapy did not reduce suicide attempts in adolescents at 6 to 18 months” into a suicide prevention treatment program.  They (O’Connor, Gaynes, Burda, Soh, and Whitlock, 2012, p. 11) also stated that “psychotherapy had no beneficial effect on suicide ideation beyond usual care” in adolescents.  These findings are shocking, disturbing, and disheartening, particularly when there may be the extant societal belief that counseling and psychotheraphy benefit individuals with emotional disturbances and/or self-destructive ideations.  If psychotherapy is not beneficial to adolescents who have attempted suicide and/or who have suicidal ideation, what benefit is psychotherapy to children who have had similar experiences and/or beliefs?

A professional friend of mine who is a psychiatrist provided me with an article written by a women who is a sexual abuse survivor, and who was hospitalized on three occasions throughout her life due to depression and suicidality related to her traumatic experiences.  The article, “How ‘Person-Centered’ Care Helped Guide me Toward Recovery from Mental Illness,” by Ashley R. Clayton (2013), was extremely helpful to me in better-understanding what is going through someone’s mind when they are hospitalized for a mental health crisis.  The article was further assistive to me because, as a graduate student in counseling who is working on my second master’s degree, it was important for me to perceive and understand the great value of Person-Centered Therapy in counseling suicide and sexual abuse survivors.

Because so much hope and trust has been lost in survivors of sexual abuse and suicide, it is obviously critically important for others, including mental health professionals, to be as sensitive and supportive as possible of them.  The author shared that she experienced the greatest improvement through the person-centered approach and caring relationship that a particular nurse developed with her.  This is something important for me to remember and put into practice in my own counseling of trauma survivors.

Further regarding children’s mental health in relation to surviving trauma and suicide attempts, as well as those areas in relation to children’s school attendance, I spoke with two pediatricians regarding the issues.  Both pediatricians took the issues seriously, however, they did not desire to take responsibility for children who were suicidal because they stated they were not trained or highly-experienced in those areas.  Both pediatricians also desired for parents to work with the expectations of schools, even though such expectations, stresses, and pressures may be too overwhelming for some children.  Regarding the experience of child sexual abuse, both pediatricians believed that counseling was needed for child survivors, however they both believed that medication to manage the child survivors’ moods were necessary as long as they believed the child was “functioning.”

For me, the perspectives of both pediatricians – both of whom are Caucasian women with many years of experience in pediatrics – were discouraging in many areas.  First, both doctors appeared to be very quick in the desire to refer suicidal patients to other medical professionals.  While that has advantages and disadvantages, it places those at risk in the position of believing that their doctors are unable to properly care for or understand them.  Both also believed that child survivors of sexual abuse need not be medicated if they were “functioning.”  I believe that it is one thing to survive, and quite another thing to thrive.  Merely “functioning” is not fully living or thriving, to me.  And also, both pediatricians appeared to also be too quick to go along with schools’ expectations for students, including maintaining the same academic and/or disciplinary standards for students who are trauma survivors.  As an individual who is an experienced teacher, I know that students have different learning styles; placing everyone in the same category is detrimental to those who have suffered trauma.

Both a psychologist and a licensed professional counselor (LPC) with whom I consulted about difficult, damaging, challenging, and/or overly stressful and overwhelming school experiences of child trauma survivors both believed that people in education are or may be unable and/or unwilling to change in a manner that is more supportive, understanding, and compassionate toward them.  The psychologist believed there is not likely any school that would be able to meet the needs of a child who is a trauma survivor.  And, both the psychologist and the LPC believed that schools are part of the problem in not successfully supporting and understanding trauma survivors and their needs.  Those who are in education – perhaps including school counselors and school psychologists – may be unequipped in schools at being able to fully or successfully support children who are trauma survivors; this can and does have devastating effects on such children.

Of all those in the medical and mental health fields, I believe those who are most fully trained and equipped to successfully both treat and understand trauma survivors – in particular, those who have experienced sexual trauma, depression, anxiety, and suicide attempts – are psychiatrists.  Psychiatrists are in the best position to provide urgent and necessary medical and mental health care to suicide attempters, including hospitalization, evaluations, medical care, and medications.

I assume that the psychiatrists are those who most often see patients who are suicide attempters; and they see them at their lowest points, emotionally.  Therefore, psychiatrists who truly have what is best for their patients in mind seem to help suicide attempters and trauma survivors become stabilized and recover as quickly as possible.  Psychiatrists are in a wonderful position with their patients to be supportive, understanding, and compassionate; and to inform and educate society, in general, about the medical issues and needs experienced by suicide attempters and other trauma survivors.

In communicating with several people who are education professionals regarding survivors of sexual trauma, suicide attempts, and bullying (both by peers and adults in school), I have largely encountered  biases against the survivors, as well as an incredible absence of sensitivity toward them.  Such refusals of understanding, sensitivity, and compassion toward survivors by the majority of education professionals with whom I communicated can possibly be attributed to a lack of or refusal toward being educated and informed about the needs of the survivors.  Such outright insensitivity by the education professionals – the majority of those who were insensitive toward survivors were administrators – could also be attributed to a denial about the seriousness or severity, or fear due to stigmas or the unknown, regarding the issues related to survivors.

In some situations of communicating with administrators, upper administrators, and school psychologists of schools and school systems related to student survivors of sexual trauma, anxiety, depression, suicide attempts, and bullying, I also encountered not only insensitivity and a lack of understanding toward the survivors, but also inconsistencies in their behaviors toward them.  In most school and/or school system administrative personnel and school psychologists with whom I communicated, I encountered adult bullying by them toward the child survivors that was sadistic.  In such education professionals, it appeared that their incredible harshness toward the survivors was something that they wanted to occur, regardless of the outcome or effects that may or may not have resulted in actual suicide.

In other situations in communicating with education professionals about such survivors, however, I encountered empathy, compassion, understanding, and sensitivity toward them.  Such supportive actions were those exhibited by other particular school system administrative personnel and/or educators and counselors.  Such desparities in the treatment of survivors by various school personnel reflects that education professionals must be on the same page in order to consistently understand and support, as well as be compassionate and sensitive toward survivors.  This appears to be direly and desperately needed in education in order that students who are trauma and suicide attempt survivors receive the greatest possible support and understanding in their educational environments.

Therefore, it was personally extremely shocking and disturbing to me in a life-changing manner that some of the very leaders of schools and school systems not only do not support said survivors, but are actually bullying and sadistic toward them.  In these situations, I believe it would take not less than a miracle to convince such individuals to even consider a different and more positive and understanding perspective toward said survivors.

In regard to particular religious leaders with whom I have communicated about issues related to survivors of child sexual abuse, anxiety, depression, suicide attempts, and bullying, I have – thus far – experienced their compassion, kindness, and prayers toward survivors.  I have also learned, however, to carefully choose which religious to approach; not all religious are as understanding and supportive as others.  And, I am further aware that there are those religious who would take such information and use it against the victims and/or survivors in order to revictimize them.  Presently, however, that is not what I have experienced in my recent and present communications with particular religious about these issues related to survivors; and I am thankful for and relieved about that.

I believe that society has come a long way in supporting and understanding the experiences and needs of trauma survivors, including those who have experienced sexual abuse, depression, anxiety, trauma, bullying, and suicide attempts, however there is still much more progress to be made.  Those who best-recover from traumatic experiences are those who have positive, stable support in their lives.  Stressful and overwhelming situations are serious set-backs that only cause them to regress, and to continue not to hope or trust.

It is so critically important for sexual abuse survivors and suicide attempt survivors to have the consistent and unconditional support of those around them, including family members, community members, those who are in education, and others.  Without such support, compassion, and understanding – and, in fact, if the survivor experiences the opposite of those – he or she could make a future suicide attempt that is successful.  Such tragedies are avoidable and preventable if everyone practiced more patient, respect, appreciation, and compassion toward each other, particularly trauma survivors who have attempted suicide.

References

Clayton, A.R. (2013).  “How ‘Person-Centered’ care helped guide me toward recovery from mental illness.”  Health Affairs, 32 (3), pp. 622-626.

O’Connor, E., Gaynes, B.N., Burda, B.U., Soh, C., & Whitlock, E.P. (2012).  “Screening for and treatment of suicide risk relevant to primary care.”  Annals of Internal Medicine, pp. 1-22; pp. W-1 – W-5.

Pfeffer, C.R. (2001).  “Diagnosis of childhood and adolescent suicidal behavior: Unmet needs for suicide prevention.”  Society of Biological Psychiatry, 49, pp. 1055-1061.

Stanley, B., Brown, G., Brent, D.A., Wells, K., Poling, K., Curry, J., Kennard, B.D., Wagner, A., Cwik, M.F., Klomek, A.B., Goldstein, T., Vitiello, B., Barnett, S., Daniel, S., & Hughes, J. (2009).  “Cognitive-Behavioral Therapy for suicide prevention (CBT-SP): Treatment model feasibility, and acceptability.”  Journal of the American Academy of Child and Adolescent Psychiatry, 48 (10), pp. 1005-1013.

Comments on Child Sexual Abuse; and Book Review of “Fred the Fox Shouts ‘NO!'” By Tatiana Matthews (Commentary and Review By Michele Babcock-Nice)

“Fred the Fox Shouts ‘NO!'” By Tatiana Y. Kisil Matthews

Child sexual abuse is sadly and tragically much too prevalent and common in our society.  Infants, toddlers, children, youth, and teens – minors of all ages and backgrounds – may experience sexual abuse and/or sexual assault before they turn 18. 

In statistics provided by the website titled, “Parents for Megan’s Law and The Crime Victim’s Center,” we know that one in three girls and one in six boys are sexually abused or assaulted while they are minors; the average age of those children experiencing sexual abuse or assault is between 9 to 10 years old; and less than 10% of sexual abuse or assault involving children is reported to police.

Additionally, statistics from the website state that child sexual abuse or assault usually occurs in a long-term interation between the offender and the child, with four years being the average length of time of the interaction.  Also, only about 1% of child sexual abuse and assault cases are considered to be false reports.  So, that means that 99% of the reports are true and genuine!

Readers must also be aware that much of this information is based on reported child sexual abuse and assault cases.  Therefore, child sexual abuse and assault is likely much more common and occurs more often than the statistics show since so many cases go unreported. 

In a conversation that I had with a metro Atlanta county special victims unit police investigator many years ago about child sexual abuse, he stated to me that offenders can be anyone – yes, anyone!  He shared with me that the professions of some of those whom he arrested included police officers, clergy, scout leaders, teachers, marines, and others. 

In a conversation that I had with a pediatrician, also many years ago in the same metro Atlanta county in Georgia, she shared with me that child sexual abuse and assault in day care centers and preschools is common!  If it is so common, why is there not more being done to educate the public about it and to eliminate it from occurring?

From my own research on the issue, it appears that the younger the victim or survivor is, the more vulnerable they are, and the more difficult it is to gain evidence against and prosecute the offender.

Knowing this information, understanding the statistics, realizing that offenders can be anyone, and that child sexual abuse and assault are common in day cares and preschools, as well as perpetrated by those who are known to the child, we, as a society, must do more. 

We must do more to educate and protect our children, and be sure that our children are safe where ever they are and in whatever they’re doing.  We must also do whatever we can to eliminate the stigma that often surrounds victims and survivors of sex crimes, and instead, place responsibility and seek justice for these crimes rightly on the offenders.

One way of educating toddlers and children about the privacy of their bodies, their right and need to say, “No” to others who exploit or who attempt to exploit them, and the necessity of reporting the situation to trusted adult(s) is by teaching them about acceptable and unacceptable touch (by anyone) and how to react should they experience unacceptable touch.

Tatiana Matthews’ book, Fred the Fox Shouts “NO!” is one such excellent example of a book by which parents of children – or other trusted adults – can teach children through the books’ character, Fred the Fox, about their bodily privacy, their private parts, what constitutes acceptable and unacceptable touch, as well as instruct them – and have them practice – yelling, “NO!” to the offender.  Children must also be taught to get away from the offender if possible, and to inform a trusted adult about the situation. 

Mrs. Matthews also presents through her book with Fred’s character that children must be taught not to keep the secrets of the offender.  It is good for children to learn not to keep secrets, especially since doing so may be designed by the offender to protect the perpetrator and harm the child. 

Mrs. Matthew’s further shares in her book through Fred that simply because someone may be older or bigger than a child, does not mean they have the right to say or do whatever they want to the child.  Those who are most vulnerable must be the most protected and kept the most safe.

As a licensed professional counselor who works with adolescents and adults, Mrs. Matthews has 15 years of experience in providing therapy to victims and survivors of sexual abuse and assault.  Mrs. Matthews’ book, Fred the Fox Shouts “NO!”, is written in easy-to-understand language that is helpful to youngsters about this issue.  Her book is also beautifully and creatively-illustrated with drawings provided by Mrs. Allison Fears, showing Fred the Fox and his family discussing what Fred should do and how he should protect himself from unacceptable touch.

Fred the Fox Shouts “NO!” is a must-read, and an important and useful tool by which to teach children about their right to bodily privacy, what constitutes acceptable and unacceptable touch, and ways in which children can respond and react to those who exploit or attempt to exploit them.  This is a book that should definitely be read in every day care center, every preschool, and every elementary school. 

All children and youth should be educated about how to protect themselves from child sexual assault and abuse.  And, every one of us should be interested in keeping our children and youth safe from sexual predators.  Fred the Fox Shouts “NO!” is an excellent tool by which to achieve this endeavor.

References

Fred the Fox Shouts “NO!”.  June 5, 2012.  www.fredthefox.com.

Matthews, T.Y.K. (2010).  Fred the Fox Shouts “NO!”.  Tatiana Y. Kisil Matthews: Charleston, South Carolina.

Parents for Megan’s Law and The Crime Victim’s Center.  June 5, 2012.  http://www.parentsformeganslaw.org/public/statistics_childSexualAbuse.html.