A cognitive behavioral model of assessment and treatment for intellectually disabled sexual offenders

Nezu, Christine Maguth; Nezu, Arthur M.; Dudek, Jonathan

doi:10.1016/s1077-7229(98)80020-5

Cited by 48 publications

(47 citation statements)

References 53 publications

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“…Nolley et al (1996) commented on the fate of those who do not receive appropriate therapy and therefore suffer the ''life-long sentence'' of restriction. It seems fitting that this review should end with a tribute to the clinicians and researchers whose successful work with sex offenders with learning disabilities has allowed them greater freedom in their day-to-day lives and in their communities (Haaven et al, 1990;Hill-Tout et al, 1998;Keating, 2000;Lund, 1992;Myers, 1991;Nezu et al, 1998;Nolley et al, 1996;O'Connor, 1996). For the participants of these studies, any other outcome measure probably pales into insignificance compared to the importance of the freedom that they have received as a result of successful intervention.…”

Section: Discussionmentioning

confidence: 99%

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The effectiveness of treatment for male sex offenders with learning disabilities: A review of the literature

Courtney¹,

Rose²

2004

Journal of Sexual Aggression

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Background. A variety of research designs have been employed to explore the efficacy of the wide range of interventions for sex offenders with learning disabilities. This paper reviews these studies to consider the efficacy of such treatments. Methods. Computerized searches and less formal literature gathering led to the identification of 31 studies that reported outcome. Results. Many of the studies are methodologically flawed through failure to use a control group, small sample size, variations in inclusion criteria and definitions of learning disabilities and sexual offending, and lack of standardized outcome measures. Some credible studies have found better and more durable attitudinal change with treatment lasting at least two years. Conclusion. It is suggested that this area of work has still to establish a rigorous evidence base. The review concludes with some suggestions for future research and a consideration of the continued importance of this research.

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Section: Discussionmentioning

confidence: 99%

“…Again, a successful outcome and an offence-free, lengthy follow-up period is reported. Finally, Nezu, Nezu, and Dudek (1998) illustrate their cognitive behavioural multicausality model with two case studies of ''Mike'' and ''David''. Careful assessment and formulation of the particular difficulties of each man is presented.…”

Section: Studiesmentioning

confidence: 99%

The effectiveness of treatment for male sex offenders with learning disabilities: A review of the literature

Courtney¹,

Rose²

2004

Journal of Sexual Aggression

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“…The avoidant-passive offender's behavior is characterised by poor coping and impulsivity, which have both been identified as characteristics of sexual offenders with an intellectual disability (Glaser & Deane, 1999;Lane, 1991;Nezu, Nezu, & Dudek, 1998). The approachautomatic offender also behaves impulsively, with little planning involved in his efforts to offend.…”

Section: Intellectual Disability and Special Needsmentioning

confidence: 99%

A Comparison of the Application of the Self-Regulation Model of the Relapse Process for Mainstream and Special Needs Sexual Offenders

2006

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The self-regulation model of the relapse process (Ward & Hudson, 2000) has been developed and empirically validated on general sexual offender populations (Bickley & Beech, 2002), but not on specific sexual offender populations. This paper aims to investigate whether special needs offenders, as compared to mainstream sexual offenders, can be categorized into the offense pathways described in the model. In addition, this paper aims to evaluate the application of the self-regulation model in highlighting the treatment needs of the special needs group. Special needs sexual offenders are defined as a treatment population that includes individuals with lower functioning, limited social and communication skills, and literacy deficits. Participants were classified into the self-regulation model using a method developed by Bickley and Beech (2002). Demographic and offense information were collected and comparisons made between the special needs and mainstream groups. The results showed that the sexual offenders with special needs could be reliably classified into the offense pathways of the self-regulation model. The largest group of special needs offenders was in the approach-automatic group, followed by the approach-explicit group. The results indicated no significant differences in representation in the offense pathways between the special needs and mainstream sexual offenders. The results also indicate that the special needs group would benefit from a responsive approach to treatment, which incorporates appropriate treatment targets identified by the self-regulation model.

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“…Problem-solving skills have in fact been specifically proposed as important causal pathways to sexual offence behaviour (Hudson, Ward, & McCormack, 1999;Polaschek, Hudson, Ward, & Siegert, 2001), although the exact mechanisms of this relationship are unclear. Nezu, Nezu, and Dudek (1998) suggested that problem-solving deficits may lead offenders to rely more heavily on denial, avoidance and sexually deviant fantasies as habituated means of coping with life stress. Sexual offending behaviour would therefore reflect a limited and destructive solution to the perpetrator's life problems.…”

Section: Introductionmentioning

confidence: 99%

The Psychometric Validation of the Social Problem-Solving Inventory—Revised with UK Incarcerated Sexual Offenders

Wakeling

2007

Sex Abuse

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This study examined the reliability and validity of the Social Problem-Solving Inventory--Revised (SPSI-R; D'Zurilla, Nezu, & Maydeu-Olivares, 2002) with a population of incarcerated sexual offenders. An availability sample of 499 adult male sexual offenders was used. The SPSI-R had good reliability measured by internal consistency and test-retest reliability, and adequate validity. Construct validity was determined via factor analysis. An exploratory factor analysis extracted a two-factor model. This model was then tested against the theory-driven five-factor model using confirmatory factor analysis. The five-factor model was selected as the better fitting of the two, and confirmed the model according to social problem-solving theory (D'Zurilla & Nezu, 1982). The SPSI-R had good convergent validity; significant correlations were found between SPSI-R subscales and measures of self-esteem, impulsivity, and locus of control. SPSI-R subscales were however found to significantly correlate with a measure of socially desirable responding. This finding is discussed in relation to recent research suggesting that impression management may not invalidate self-report measures (e.g. Mills & Kroner, 2005). The SPSI-R was sensitive to sexual offender intervention, with problem-solving improving pre to post-treatment in both rapists and child molesters. The study concludes that the SPSI-R is a reasonably internally valid and appropriate tool to assess problem-solving in sexual offenders. However future research should cross-validate the SPSI-R with other behavioural outcomes to examine the external validity of the measure. Furthermore, future research should utilise a control group to determine treatment impact.

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A cognitive behavioral model of assessment and treatment for intellectually disabled sexual offenders

Cited by 48 publications

References 53 publications

The effectiveness of treatment for male sex offenders with learning disabilities: A review of the literature

The effectiveness of treatment for male sex offenders with learning disabilities: A review of the literature

A Comparison of the Application of the Self-Regulation Model of the Relapse Process for Mainstream and Special Needs Sexual Offenders

The Psychometric Validation of the Social Problem-Solving Inventory—Revised with UK Incarcerated Sexual Offenders

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