Epstein Secrets

, 1982), while others try to give abstract properties to capture what the authors take to he the essential properties of grooming (O'Connell, 2003; Spiegel, 2003). Some definitions are fairly brief and more vague (Brackenridge, 2001; Howitt, 1995; Spiegel, 2003), whereas others are much longer and more

groi (1982) Salter (1995) Howitt (1995) Labors (1997) Gallagher (1999) Brackenridge (2001) Gillespie (2002) Berson (2003) O'Connell (2003) Spiegel (2003) Craven, Brown, and Gilchrist (2006) Knoll (2010) "How does Ithe perpetrator' get the child to participate in some type of sexual behavio

raditionally not included as a part of the research method in the social sciences and also because it involves the inherent complexity of language (O'Donohue, 2013). Here, conceptual analysis of the grooming construct is necessary in the research process, as it is a salient example where the complexity o

lter (19951 Definitions of Sexual Grooming Howitt (1995) Leberg (1997) Gallagher (1999) McAlinden (20071 Brackenridge (20011 Gillespie (2002) Spiegel (2003) Craven Brown, &Gilchrist (2006) Sheldon & Howitt (20071 Knoll (2010) McAlinden (20121 Bennett &CYDonohue (2014) ' The establishment (a

n of a universal definition of sexual grooming. 3502-034 Page 7 of 13 EFTA_00001691 EFTA00157032 8 e G. M. WINTERS ET AL. Of note, Bennett and O'Donohue (2014) highlighted the conceptual and measurement issues associated with the construct of sexual grooming of children. The authors outline valuable

rooming, which can be problematic given that sexual grooming strategies can change between different offenders and varying contexts. As Bennett and O'Donohue (2014) noted, a definition must be specific, but not overly inclusive, in order to 3502-034 Page 5 of 13 EFIA_00001689 EFTA00157030 6 G. M. WI

, 1982), while others try to give abstract properties to capture what the authors take to be the essential properties of grooming (O'Connell, 2003; Spiegel, 2003). Some definitions are fairly brief and more vague (Brackenridge, 2001; Howitt, 1995; Spiegel, 2003), whereas others are much longer and more

roi (1982) Salter (1995) 11OVAIE (1995) Lebeig (1997) Gallagher (1999) Brackenridge (2001) Gillespie (2002) Berson (2003) O'Connell (2003) Spiegel (2003) Craven, Brown, and Gilchrist (2000 Knoll (2010) "How does [the perpetrator] get the child to participate in some type of sexual behavior

raditionally not included as a part of the research method in the social sciences and also because it involves the inherent complexity of language (O'Donohue, 2013). Here, conceptual analysis of the grooming construct is necessary in the research process, as it is a salient example where the complexity o