Treating Sex Offenders: An Evidence-Based Manual by Jill D. Stinson PhD, Judith V. Becker PhD

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By Jill D. Stinson PhD, Judith V. Becker PhD

This established but versatile guide provides an cutting edge crew remedy process that ambitions deficits in self-regulation—a significant challenge for intercourse offenders. secure criminal thoughts (SOS) includes 10 evidence-based modules that educate individuals the abilities to desist from challenge behaviors, deal with their feelings and impulses, and holiday dangerous dating styles. Motivational enhancement and validation options are woven all through this collaborative remedy. SOS can be utilized with more than a few clients—including high-risk offenders and people with psychological affliction or highbrow disabilities—in institutional or outpatient settings. Fifteen reproducible types and worksheets should be downloaded and revealed in a handy eight 0.5" x eleven" size.

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Extra info for Treating Sex Offenders: An Evidence-Based Manual

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These sections also review new strengths and healthy relationships and boundaries that clients have formed as part of the treatment process. Duration of Modules SOS conceptualizes sex offending behaviors as part of a larger problem: self-­regulatory deficits. Treatment is broadly intended to improve self­regulatory functioning and to modify dysregulated patterns of behavior. Self-­regulation is a major life function. Other behaviors that are considered major lifestyle changes, such as losing weight, improving physical health, quitting smoking or drinking, improving damaged or unhealthy relationships, or even getting out of debt, are presumed to take a significant amount of time to achieve and maintain.

Insufficient, hostile or abusive, inconsistent, or indifferent responses can further exacerbate the distress and will fail to teach healthy regulatory practices. Similar reactions and isolation from peers and other important individuals outside of the primary familial relationship will have a comparable effect. Perceptions of these interactions during critical developmental periods will shape the person’s view of others, impact his or 26 TR E A TIN G S E X O F F E ND E RS her ability to learn from others, and further moderate his or her experiences of emotional distress, problematic beliefs and expectations, and unhealthy relationship behaviors.

Some caregivers may not recognize the increased needs of these reactive or sensitive children. Others may respond inconsistently to the needs of the child, creating an unstable and unpredictable environment in which the child’s distress is at times soothed and at other times unnoticed or ignored. Similarly, caregivers may completely ignore the child’s needs, perhaps due to ignorance or preoccupation with their own distress, and never satisfy the child’s needs for comfort. And finally, some caregivers may respond to the child’s signs of distress in harsh, punitive, hostile, or abusive ways, which fail to address the problem and likely exacerbate it.

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