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Understanding the Line Between Art and Abuse: How Generative AI Changes the Landscape of Child Sexual Abuse Materials
(Catholic University Journal of Law and Technology, 2024) Trivison, A.
Is Child Maltreatment Painful? An Exploration of Peritraumatic Pain in Child Maltreatment
(Journal of Child & Adolescent Trauma, 2025) Tsur, N., Katz, C., & Shemesh, N
Substantial fndings point to the risk of chronic pain following child maltreatment (CM). However, a coherent explanation
for the mechanisms underlying pain following CM is lacking. Although peritraumatic pain may encompass a signifcant
role in these processes, a systematic quantifcation of peritraumatic pain in CM has never been conducted. This study was
conducted to provide an initial exploration of peritraumatic pain characteristics in CM, and its links with CM characteristics,
pain expression, and later posttraumatic outcomes. Two samples of adult CM survivors (N=160 and N=120, respectively)
flled out self-report questionnaires assessing peritraumatic pain characteristics, CM characteristics, peritraumatic dissociation, and complex posttraumatic-stress symptoms (cPTSD). Peritraumatic pain was reported by 42.2% (76 participants)
and 57% (69 participants) in Samples 1 and 2, respectively. While pain was most prevalent in physical abuse (90%), it was
also prevalent in sexual (63%) and emotional abuse (37.5%; X2
(3)=14.65, p=.002). Peritraumatic pain was most prevalent
when the perpetrator was a family member (X2
(3)=14.65, p=.002), longer CM duration (p<.001), and in fght-or-fight
peritraumatic responses (X2
(2)=7.13, p=.028). Peritraumatic pain expression did not difer for CM type (p>.083), and
most participants reported that the perpetrator ignored their pain (73.9%). Explicit and concealing expressions of pain
were associated with later cPTSD symptoms (p<.047). The fndings provide an initial understanding of peritraumatic pain
characteristics and phenomenology, demonstrating that pain is a substantial constituent of CM experiences and potential
posttraumatic outcomes.
Human Trafficking Incidents Reported by Law Enforcement, 2022 – Statistical Tables
(U.S. Department of Justice Office of Justice Programs Bureau of Justice Statistics, 2024) Lizabeth Remrey, Andrea Gardner
In 2022, there were an estimated 2,950
incidents of human trafficking involving an
estimated 3,570 victimizations reported to
the FBI’s National Incident-Based Reporting
System (NIBRS). Human trafficking is a crime
that involves the exploitation of a person for the
purpose of compelled sex (i.e., sex trafficking) or
involuntary servitude (i.e., labor trafficking). Sex
trafficking made up the majority of both human or more victims, criminal offenses, or alleged
offenders. Victimizations reflect the total number
of times that persons were victims of crime.
trafficking incidents (81%) and human trafficking
victimizations (78%) in 2022 (figure 1).
Findings are based on crime known to law
enforcement that was reported to the FBI via
NIBRS. Imputation and weighting procedures
were applied to develop national estimates
of reported human trafficking incidents and
victimizations that account for nonresponse and
missing data. An incident is one or more criminal
offenses committed by the same offender, or a
group of offenders acting in concert, at the same
time and place. An incident may involve one or more victims, criminal offenses, or alleged
offenders. Victimizations reflect the total number
of times that persons were victims of crime.
The School Counselors Role in Supporting Teachers Working with Children who Have Experienced Trauma: Lessons Learned
(Journal of Child & Adolescent Trauma, 2025) Perryman, K. L., TJ, T., & Frost, H. T.
Teachers are dealing with the challenges of educating students who have been exposed to Adverse Childhood Experiences (ACEs) at an increasing rate (Brunzell et al., 2021; Mayor, 2021). Often their education has not prepared them for recognizing and mitigating the behaviors associated with ACE exposures. This article offers a review of current research regarding the role of the school counselor in supporting teachers. A case study provides insight into this support through a university partnership with a trauma-focused charter school. Suggestions are offered for teacher training and policy changes based on the author's experiences in working with a trauma-focused school. Specifically, there are many areas where school counselors can provide advocacy and support through efforts within their role in the areas of defining, managing, delivering, and assessing ASCA (2024). Partnering with a university can provide needed services for schools while simultaneously offering learning opportunities for students.
Primary prevention of harmful sexual behaviors by children and young people: A systematic review and narrative synthesis
(Aggression and Violent Behavior, 2025) Russell, D. H., Trew, S., Smith, R., John, D., & Walsh, K.
From a public health perspective, strategies for addressing children's harmful sexual behaviors often focus on secondary or tertiary prevention rather than primary prevention. Prevention efforts have also typically focused on preventing victimization by adults; yet a high proportion of child sexual abuse is perpetrated by other children and young people. We systematically reviewed the research on primary prevention strategies for harmful sexual behaviors in children and young people. We searched 6 databases, extracted data relating to program setting and focus, participant demographics, outcomes measured, and program success., We conducted a narrative synthesis in line with the SwiM guidelines (Popay et al., c2006), and conducted individual quality assessments of the included studies. 20 studies met our inclusion criteria. Primary prevention strategies were typically implemented in schools with primary/elementary, middle, and high school aged students. All programs included harmful sexual behavior within broader abuse prevention programs. Program effects were mixed. Primary-level prevention of harmful sexual behavior is typically addressed through broader sexual violence prevention programs. Around three-quarters of studies evaluating program efficacy found improvements in the outcomes measured, including some behavioral outcomes. Important to program success was who facilitated the program, as well as students' feeling of school connections. We found no evaluations of programs aimed at reducing harmful sexual behavior perpetrated online. Important new directions in program development will be to: (i) address the needs of younger children, as well as youth with disabilities, neurocognitive differences, and who are gender or sexually diverse; (ii) introduce and reinforce the concept that sexual behaviors exist on a continuum from healthy to harmful, providing clear examples; (iii) focus on both preventing perpetration and victimization; (iv) address strategies to support safe environments—in homes, organizations, communities, and online; and (e) identify essential elements for successful harmful sexual behavior prevention and align prevention programs with these features.