CSE/CSA

Critical Perspectives of Child Sexual Exploitation and Abuse (CSE/CSA)


Description
Approximately 15-20 hours of online learning at your own pace

An advanced course exploring the evidence, challenges and critical perspectives of child sexual exploitation and abuse theory, practice and research. Learners will engage with video lectures, slides, notes and reading tasks to increase their critical understanding of CSE and CSA.

Learning Objectives:

- To explore the way the definitions of child sexual exploitation and abuse developed and evolved

- To consider the way language changes the way we perceive victims of CSE and CSA

- To explore research and practice evidence in CSE and CSA practice

Suitable for:
Anyone with an interest in the evidence and theories of child sexual exploitation and abuse practice, approaches and understanding. Members of the public, parents, professionals and volunteers are welcome.

Content
  • Legal Notice.jpg
  • Course Support.jpg
  • Module 1
  • Module 1: Introduction sample
  • Module 1: Video - Warm Up Task Introduction
  • Module 1: Warm Up Task
  • Module 1: Video - Definitions
  • Module 1: Language Matters
  • Module 1: Reflection Point - Language Positioning
  • Module 1: Evolution of Definitions
  • Module 1: Video - 5 Reasons Why Definitions of Abuse are Important
  • Module 1: Reflection Point - Evolution of Definitions
  • Module 1: More Definitions and Key Points
  • Module 1: Reflection Point - More Definitions
  • Module 1: Summary of Learning
  • End of Module 1 Quiz
  • Module 2
  • Module 2: Introduction
  • Module 2: Video - Stereotypes
  • Module 2: Warm Up Task
  • Module 2: Perpetrators
  • Module 2: Reflection Point - Uncomfortable Truth
  • Module 2: Female Sex Offenders
  • Module 2: Motives of Perpetrators
  • Module 2: Reading Task - Damaged Lives and Sanitising Academics by Dr Alec Grant
  • Module 2: Reading Task - Explanations of pedophilia - A four factor model
  • Module 2: Reading Task - Theories of child sex offending
  • Module 2: Question Task - Behaviour of Sex Offenders
  • Module 2: Offenders Offend
  • Module 2: Reflection Point - Vulnerability
  • Module 2: Which children do sex offenders target?
  • Module 2: Different Types of Sexual Abuse of Children
  • Module 2: Question Task - Types of Sexual Abuse
  • Module 2: What is grooming?
  • Module 2: Reflection Point - Thinking about the grooming process
  • Module 2: Grooming to Commit Offenses
  • Module 2: Reflection Point - Rest or Break
  • Module 2: Grooming is Diverse and Not Linear
  • Module 2: Video - Grooming is Normal Human Behaviour
  • Module 2: Reflection Point - The definition of grooming is oversimplified
  • Module 2: Summary of Learning
  • End of Module 2 Quiz
  • Module 3
  • Module 3: Introduction
  • Module 3: Warm Up Task
  • Module 3: The Child's Experience
  • Module 3: Question Task - Support the Child 1
  • Module 3: The Child's Understanding
  • Module 3: Question Task - Support the Child 2
  • Module 3: Romanticisation of Abuse
  • Module 3: Reflection Point - Romanticisation of Abuse and Violence
  • Module 3: Acknowledgement of Abuse
  • Module 3: How Children May Cope with Abuse
  • Module 3: Question Task - Coping Mechanisms
  • Module 3: Coping Mechanisms
  • Module 3: Reflection Point - Purpose of Coping Mechanisms
  • Module 3: Purpose of Coping Mechanisms
  • Module 3: Impact and Trauma Responses
  • Module 3: Reflection Point - Anger towards Abusers
  • Module 3: Pathologisation of Trauma Responses
  • Module 3: Video - Grooming to gain Disclosures
  • Module 3: Understanding Disclosure
  • Module 3: Question Task - Understanding Reasons for Non-Disclosure
  • Module 3: Understanding and Identifying Types of Disclosure
  • Module 3: Reflection Point - Trauma Processing
  • Module 3: Supportive Strategies for Trauma
  • Module 3: Video - Supportive Strategies for Trauma
  • Module 3: Summary of Learning
  • End of Module 3 Quiz
  • Module 4
  • Module 4: Introduction
  • Module 4: Warm Up Task
  • Module 4: What is Victim Blaming?
  • Module 4: Victim Blaming in Practice
  • Module 4: Reflection Point - Why is Victim Blaming so Common?
  • Module 4: Why Do We Victim Blame in CSA?
  • Module 4: Victim Blaming Examples
  • Module 4: Reflection Point - Blaming Children for being Sexually Exploited
  • Module 4: Victim Blaming Children
  • Module 4: Reflection Point - Which Children do Sex Offenders Target?
  • Module 4: Video - Risk in CSA/CSE
  • Module 4: Defining Risk of CSE
  • Module 4: Examples of 'risk' of CSE
  • Module 4: Question Task - Different Risk Indicators
  • Module 4: Evidence of Harm
  • Module 4: Reflection Point - Conceptualisation of 'Risk'
  • Module 4: Video - Vulnerability and CSA/CSE
  • Module 4: Defining Vulnerability
  • Module 4: Video - CSE is not caused by 'vulnerable' children
  • Module 4: Reading Task - ‘We need to talk about CSE toolkits' by Jessica Eaton
  • Module 4: What 'leads' to CSE?
  • Module 4: Reflection Point - Changing and Improving Practice
  • Module 4: Working to Improve or Change Practice
  • Module 4: Medical Model vs Trauma Model
  • Module 4: Reflection Point - Medical Model vs Trauma Model
  • Module 4: Strengths Based vs Deficit Based
  • Module 4: Reflection Point - Strengths Based vs Deficit Based
  • Module 4: Reflection Point - Creating a New Approach to Practice
  • Module 4: Human Rights and Legislative Based Approach
  • Module 4: Harms Caused by CSE Films and Dramas
  • Module 4: After CSE Films- Support Children & Families without Traumatic Imagery
  • Module 4: Reflection Point - Thinking About Personal Accounts
  • Module 4: Summary of Learning
  • End of Module 4 Quiz
  • End of Course
  • End of Course Reflection Point
Completion rules
  • All units must be completed
  • Leads to a certificate with a duration: Forever