Epstein Secrets

ors were used on boys versus girls. In addition, most of the grooming literature reviewed discussed male offenders. Identifying Potential Victims Elliott and colleagues (1995) interviewed 91 child sex offenders about the strategies they used when committing their offenses. They found that 33% of the

t the student should not be underestimated. Rewards from a teacher may have a crucial impact on the student's motivation and cognitions" (p. 376). Budin and Johnson (1989) interviewed 72 sex offenders about methods they used to gain access to and abuse their victims. When asked what they did to gain

grooming processes may differ in important ways, as there are some behaviors that are not possible online (e.g., providing the victim with alcohol; Elliott, 2017) and thus, the present study will focus solely on in-person grooming behaviors. It should also be noted that individuals who sexually abuse c

els of Sexual Grooming. Source Sgrol (1982) Stages of Sexual Grooming Corresponding Stage of Current Model of Grooming Lang and Frenzel (19881 Budin and Johnson (19891 Conte et al. (1989) Christiansen and Blake (19901 Applies to lathy-daughter grooming Berliner and Conte (1990) Elliott et

ns of the offender and consequently, the offender-victim interaction that follows when a crime is committed (Tedeschi & Felson, 1994). For example, Elliott, Browne. and Kilcoyne (1995) found that 39% of sexual offenders in their sample said that they would use threats or violence to overcome child resi

. Elsmia Inc. All rights reserved. 3502-032 Page 2 of 8 EFTA_00001656 EFTA00156997 8. (mie' er et /Aggickson end Volenr &how" w (2009) 5-12 7 Budin and Johnson (1989) Cluishatisen and Blake (1990) Conte et al. (1989) Elliott et al (1995) Kaufman. Orts et al (1996) Kaufman. Wallace. Johns

ors were used on boys versus girls. In addition, most of the grooming literature reviewed discussed male offenders. Identifying Potential Victims Elliott and colleagues (1995) interviewed 91 child sex offenders about the strategies they used when committing their offenses. They found that 33% of the

t the student should not be underestimated. Rewards from a teacher may have a crucial impact on the student's motivation and cognitions" (p. 376). Budin and Johnson (1989) interviewed 72 sex offenders about methods they used to gain access to and abuse their victims. When asked what they did to gain