"Pay Attention! Pay Attention! Pay Attention!!!": The Pivotal Role of Educators and the Educational System as Experienced by Survivors of Child Sexual Abuse.

Educational institutions and educators are significant in children's lives, and they have a crucial role in implementing policies, practices, and sexual education to enhance children's safety. Such policies and practices should be based on the voices of CSA survivors. This study explored child sexual abuse (CSA) survivors' viewpoints on their past experiences with educators and the educational system. A qualitative thematic approach was used to analyze 61 written testimonies collected in 2020-2021 by the Israeli Independent Public Inquiry on CSA. Two interrelated themes arose: (1) CSA survivors' retrospective perspectives of educators and the educational system's responses to signs of their CSA, described as ranging from abusive to life-saving. Specifically, they shared three types of responses: (a) harmful and hurtful; (b) dismissive and ignoring; and (c) accepting and attending. (2) The second theme described the survivors' messages to educators to promote constructive change. The survivors conveyed expectations that educators should play a central role in CSA prevention, detection, and intervention and, specifically, the need for educators to receive professional training, provide beneficial sexual education, and identify and respond to CSA. The findings promoted moving beyond individual-level interventions to focus on improving educational institutional and organizational cultures related to CSA in both national and international contexts.

"Today, I Say It's Mine!": Professional Identity Construction among Jewish and Arab School Counselors Coping with CSA Disclosure in Israel.

School counselors play a crucial role in preventing, disclosing, and intervening in child sexual abuse cases (CSA) and in maintaining safe and protected school environments. However, research on their experiences coping with CSA remains limited. The purpose of the present study was to describe and analyze the coping experiences of Israeli Jewish and Arab school counselors with CSA disclosure, particularly the consequences for their processes of professional identity construction (the ongoing process through which they develop and refine their sense of self in their profession). Semi-structured interviews were conducted with 21 Israeli Jewish and Arab school counselors working in elementary schools (grades 1-6) with significant experience in coping with CSA. Two themes surfaced, reflecting the counselors' professional identity construction: (1) Counselors' professional identity transformation following encounters with CSA among their students; (2) Integrating professional knowledge, attitudes, and engagement behaviors into professional identity. The findings describe a trajectory of transformation and professional development among the counselors, beginning with defining and refining their professional roles and followed by the integration of professional knowledge, attitudes, and behaviors into their professional routines. Arab counselors also highlighted specific sociocultural challenges within this process, relating to the gap between cultural values and role expectations. Implications for future research, policy, and practice are discussed.

'A kindergarten teacher must have 100 eyes and 100 ears!': Kindergarten teachers' experiences coping with child sexual abuse and problematic sexual behavior.

BACKGROUND: Child sexual abuse (CSA) and problematic sexual behavior (PSB) are worldwide phenomena that occur across all ages. Kindergarten teachers' proactive involvement can be crucial to the prevention, disclosure and intervention of CSA and PSB. However, research on their experiences of contending with CSA and PSB remains limited. OBJECTIVE: This study examines kindergarten teachers' experiences in Israel with the CSA and PSB of their students. PARTICIPANTS AND SETTING: Semi-structured interviews were conducted with 31 teachers: 11 secular Jewish, seven religious Jewish, nine Druze Arab, and four Muslim Arab. METHODS: A qualitative analysis was conducted using the interview transcripts as data. RESULTS: The analysis revealed three themes illustrating teachers' professional transformations regarding their knowledge of these phenomena: 1) initial shock, uncertainty and sense of responsibility when exposed to CSA and PSB due to missing knowledge, 2) implementation of prevention and intervention strategies regarding CSA and PSB, and 3) embracing a social role to disseminate CSA and PSB knowledge. The findings indicated that the majority of the teachers went from overwhelming shock and fear due to a lack of knowledge in coping with CSA and PSB to a sense of responsibility as a community leader. CONCLUSIONS: The fragmentation of the Israeli education system isolates kindergartens, and the lack of training and education for the teachers left them alone when contending with the CSA and PSB of their students. Nevertheless, the participants exhibited remarkable agency and resourcefulness, gaining the necessary knowledge and acting as knowledge agents within their communities.

"We Need to Raise Awareness and Never Give Up": Israeli Druze and Muslim Arab Kindergarten Teachers' Proactivity When Facing the Sexual Abuse of Their Students.

Kindergarten teachers are expected to lead the intervention process in cases of child sexual abuse (CSA) in their kindergarten. This study examines the proactive role of Druze and Muslim Arab kindergarten teachers in addressing and coping with the CSA of their kindergarten students in Israel. A qualitative thematic analysis was used to investigate the semi-structured interviews conducted with eight Druze Arab and six Muslim Arab kindergarten teachers. Three distinct themes were revealed. The first theme described the participants' fear and concern for their personal children and themselves when dealing with CSA incidents involving their students. The second and third themes described their proactive coping on two fronts: (1) inside their homes to protect their own children and (2) as educators within religious communities, using professional and religious principles to support CSA survivors and raise awareness among parents. The results emphasized the personal burden on kindergarten teachers coping with CSA in their kindergarten and, as mainly expressed by Druze kindergarten teachers, the contribution of religious values to CSA intervention and prevention processes among their students and communities. Thus, there is a need for comprehensive support that considers ethnic and religious characteristics and will be available to kindergarten teachers facing CSA in their kindergarten.

Sexual Abuse of Children With Disabilities: Key Lessons and Future Directions Based on a Scoping Review.

In recent years there has been a growing public and professional interest in situations of risk, abuse, and exploitation of children with disabilities (CWDs). Despite the increasing awareness of CWDs experiencing child sexual abuse (CSA) at high rates, research in this area is still in its infancy. The current study seeks to identify, map, and thoroughly analyze the existing knowledge to better inform future research, policy, and practice. A scoping review was conducted using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, identifying 35 articles addressing CSA among CWDs based on self-report surveys, official report data, and qualitative interviews. The findings addressed the phenomenon's epidemiology, disclosure, identification patterns, and consequences. Studies showed that CWDs experience CSA two to four times more often than children without disabilities and that they suffer longer and harsher abuse due to factors that complicate the identification of CSA of CWDs. This review highlights the diverse methodologies, producing a high variance in phenomenon rates, as well as unique methodological strategies for addressing challenges in CSA and disability research. Future research should focus on qualitative-retrospective studies of the perceptions of survivors and significant others in their lives (e.g., parents). Moreover, an intersectionality paradigm must be adopted in future studies to address the diverse contexts that construct the phenomenon (including sociocultural contexts). There is also a need to develop integrative interventions to allow higher accessibility of services, adaptive identification mechanisms, and more effective collaboration between professionals and CWDs.

"We Try to Fix Things Quietly, and We Do Not Take Revenge": Christian Arab Teachers' Experiences Coping with Child Sexual Abuse Among Their Pupils in Israel.

Teachers are at the frontlines of the fight to identify and cope with child sexual abuse (CSA) among their pupils. Their methods of coping with CSA cases, both personally and professionally, are strongly influenced by their socio-cultural contexts and religious beliefs. The purpose of the present study was to investigate the experiences of Christian Arab teachers in Israel coping with the CSA of their pupils. Twelve Christian Arab elementary school teachers in Israel were recruited for the study. Semi-structured interviews were conducted, and a qualitative thematic analysis was employed based on a descriptive phenomenological-psychological approach. Two key themes emerged from the analysis: (a) The teachers' intense emotional reactions regarding the CSA of their students and the empowerment some found in handling such difficult situations, and (b) The teachers' Christian beliefs and identity strongly affected their understanding of CSA and their approach to intervention. The findings indicated the dialectical position of the teachers' religio-cultural context, particularly the duality of the Christian value of forgiveness, a powerful resource for their coping, yet with adverse implications for children's vulnerability. This unique risk should inform training teachers regarding CSA matters. Teachers must also have systems that support them and allow them to reflectively examine their coping styles.

Not a happy story. A love story: Professional perceptions of love in families with child sexual abuse in two US mid-Atlantic Child Advocacy Centers.

BACKGROUND: Although research on child sexual abuse (CSA) has greatly evolved, studies revealing survivors' conflicting feelings towards their perpetrators and family members are scarce. Professionals' perceptions of love in intrafamilial CSA are often overlooked. OBJECTIVE: The current study examined the perceptions of professionals working on CSA multidisciplinary teams (MDT). The research questions were: (1) How do professionals define love in families with CSA? (2) What are professionals' perceptions of parental love in families with CSA? (3) What are professionals' perceptions of love from the abused child towards their parents and siblings? (4) What are the differences between professionals' perceptions of love and those of the families they serve, and how do professionals deal with these different perceptions during interventions? METHOD: Five focus groups with a total of 34 child advocacy center (CAC) and MDT professionals from two CACs in the US mid-Atlantic region were conducted virtually and analyzed using a thematic approach. RESULTS: The findings indicated that professionals recognized parental love at the center of familial child sexual abuse (FCSA) cases and its range from benevolent and healthy to maladaptive, offensive love. Professionals also recognized the mechanisms enabling children's love for both offending and non-offending parents and complex expressions of love between siblings, even when one sibling sexually abused another. CONCLUSIONS: This study highlights the importance of promoting discourse on love in cases of intrafamilial CSA. Recognizing and embracing the complexity of love bonds may empower the abused child and support their need to believe in their parents' love.

School principals coping with child sexual abuse in their schools.

BACKGROUND: Schools serve a central role in prevention, disclosure and intervention in cases of child sexual abuse (CSA). As school principals often face CSA cases in their daily work, they may hold the key to making social change on this front. However, research on principals' experiences of contending with CSA remains limited. OBJECTIVE: The current study is part of a larger qualitative research project examining various Israeli educators' coping with CSA among their students in diverse cultural contexts. In this study, we specifically focused on principals. The research questions were: (1) What are the unique ways in which school principals cope with cases of CSA during their course of daily work? (2) Do their cultural contexts and cultural affiliations shape their coping, and if so, how? METHODS: In-depth interviews were conducted with 25 principals from multiple cultural groups (secular, religious and ultra-Orthodox Jews, and Arab-Muslims), which were analyzed using a thematic approach. RESULTS: The findings indicated that principals demonstrate three types of coping strategies in response to encounters with CSA in the course of their work: they may act as "navigators" (exclusively responsible); "sharers" (rely on teamwork); or "balancers" (negotiating between cultural and legal demands). Furthermore, two contextual factors affected their construction of coping: ongoing professional experience in cases of CSA and personal experiences, including being a CSA survivor. CONCLUSIONS: This study highlights the importance of principals in identifying and leading interventions for CSA cases. It also raises the need for training to combine reflective, experience-based practice alongside evidence-informed practice.

Child Sexual Abuse by Religious Authority Figures in Germany and Israel: The Experiences and Perceptions of Adult Survivors.

The current study is based on an in-depth thematic analysis of 20 interviews with German and Israeli adult survivors of child sexual abuse (CSA) by religious authority figures (RAF). This paper aims to explore survivors' experiences within the Jewish ultra-Orthodox and Christian communities, as well as to draw comparisons between the abusive structures and disclosure in these two contexts. The results point to the complexity of CSA by RAF, which is embedded in the survivors' perceptions of themselves as emotionally and cognitively captured by the perpetrators who are a symbol of a parent or God and faith. The participants expressed great concern regarding disclosing the abuse against the backdrop of familial, cultural, and community inhibitors, such as fear of social stigmatization, inability to recognize the abuse, and the taboo of sexuality discourse. The survivors' traumatic experiences were intensified in light of negative social responses to disclosure and encounters with insensitive officials. A comparison of the cultures revealed differences regarding the nature of community life and educational institutions, which may have shaped the disclosure and recognition of the abuse. The study highlights the importance of comparative follow-up studies related to this phenomenon in order to examine its universal and unique cultural contexts.

"Yes, My Uncle, I'll Do Whatever You Say": Experiences of Israeli Muslim Arab Children During Forensic Interviews Following Child Sexual Abuse.

Children from Arab society in Israel have been overlooked in previous studies and efforts in the area of forensic interviews. The current study provides an in-depth thematic analysis of 30 forensic interviews with Israeli Muslim Arab children following child sexual abuse (CSA), all conducted by Arab forensic interviewers. In multicultural Israeli society, Muslim Arabs make up 18% of the population. In addition to the religious and cultural difference, this minority is involved in an ongoing conflict with the majority Jewish society in Israel and tends to have low trust of government authorities. This background necessarily affects the area of forensic interviews with children. The research explores the unique encounter between maltreated children from Israeli Muslim Arab society and forensic interviewers, highlighting its particular characteristics and challenges. Data analysis revealed a central theme of a clash of worlds. The forensic interviewers, although hailing from a similar background as the children, followed best practices developed in western societies. The children, on the other hand, faced enormous conflict in addressing CSA terminology and complying with the requirements of the forensic world in ways that are forbidden to the them in their own. Moreover, having been educated to accept the authority of adults unquestioningly, the children were torn between the difficulty of disclosing the abuse to someone outside the family, and the obligation to communicate candidly with the adult interviewer as required in the forensic context. The findings highlight the urgent need to reform the services these children receive and to dedicate future efforts to further assessment of cultural context and its impact on maltreated children, particularly in the forensic context.

Public Attitudes Toward Institutional Child Sexual Abuse in Israel: The Case of Malka Leifer.

This study examined Israeli public perceptions of institutional child sexual abuse (CSA) in the Malka Leifer case. Leifer is a Jewish ultra-Orthodox former Melbourne school principal who is wanted in Australia on CSA charges, after fleeing to Israel. Based on a qualitative analysis of 2,451 reader comments retrieved from four Israeli news websites and six public Facebook pages, the findings indicated diverse attitudes toward the alleged perpetrator, the ultra-Orthodox Jewish community, state authorities, and victims. All parties involved were criticized, but less so the victims. Criticisms included sociopolitical and gender stereotypes, and demonic attributions. Positive comments were directed at all involved, even the alleged perpetrator, and especially the victims. The results demonstrate the need to better understand CSA portrayals in cyberspace, as they affect both public and policymaker attitudes, and the importance of fighting prejudicial discourse about the ultra-Orthodox community, especially in light of its changing attitudes regarding CSA.

"A Little Bit of Light Dispels a Lot of Darkness": Online Disclosure of Child Sexual Abuse by Authority Figures in the Ultraorthodox Jewish Community in Israel.

Social media sites such as Facebook have become popular platforms for promoting public awareness of sexual abuse by encouraging user engagement around this issue. There is, therefore, currently emerging research on the functions and implications of social media as a platform for sexual abuse disclosure. However, as yet, no study has examined this phenomenon specifically through a religious-cultural lens. This study explores perceptions of, barriers to, and motives underlying online disclosure of child sexual abuse (CSA) by religious authority figures (RAFs) in ultraorthodox Jewish society in Israel. The data were gleaned from the popular Facebook page of a nonprofit devoted to raising awareness of CSA in the ultraorthodox community. The analysis was based on admins' posts, anonymous and nonanonymous survivors' shares, users' comments, and in-depth interviews of eight page users. The findings suggest a culture-oriented model of online CSA disclosure (OCSAD), identifying four primary factors (safety, benefit, relevance, and legitimacy) that, weighed against cultural barriers, influence the decision to engage in online CSA disclosure. This context-informed understanding highlights the importance of social media as an alternative platform for CSA disclosure in an isolated but changing cultural arena such as the ultraorthodox community in Israel. The theoretical model is of international interest for its conceptualization of the unique characteristics and perceptions of OCSAD within religious-cultural contexts.

"Maybe what happened is actually OK?" Child sexual abuse by authority figures in the ultra-orthodox community in Israel: Survivors' perceptions of their relationships with the perpetrator.

BACKGROUND: Child sexual abuse (CSA) by authority figures in a religious community (AFRCs) has been studied extensively among the Catholic clergy, and to a limited extent among Orthodox Jewish communities in the United States and Australia. However, less attention has been devoted to the phenomenon within the Israeli context. OBJECTIVE: This article examines the perceptions of survivors within the ultra-Orthodox Jewish community in Israel of their relationships with authority figures in the community who sexually abused them. METHODS: 21 in-depth interviews were conducted with men who were abused by authority figures within ultra-Orthodox institutions, which were analyzed based on a thematic approach (Braun & Clarke, 2006). RESULTS: The results indicated that in childhood, almost none of the participants recognized that they were sexually abused. Their relationships with the authority figures were instead perceived as one of four variations: (1) normative-educative; (2) mutual; (3) an episode in a hypersexual routine; or (4) abusive punitive. Perceptions later shifted, mostly in adulthood, towards a recognition of the sexual abuse and its personal consequences. CONCLUSIONS: The findings stress the importance of contextual factors (such as perceptions of sexuality, community structures, and cultural norms) in how ultra-Orthodox children experience abuse by authority figures in the community and its aftermath, with implications for successful prevention and intervention efforts.

Sexual Abuse in the Orthodox Jewish Community: A Literature Review.

Sexual abuse is a cross-cultural phenomenon related to multiple cultural contexts including religious affiliation. The Haredi, or Orthodox Jewish community (OJC), constitutes a significant minority group of the worldwide Jewish population, characterized by cultural conservatism, steadfast loyalty to the community, and strict religious behavioral codes. To date, only few empirical studies (as opposed to multiple media reports) have dealt with the issue of sexual abuse within the OJC. Using Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, we conducted a systematic review of the literature on sexual abuse within the OJC and its subgroups that addresses experiences and reports of victims, perpetrators, the Jewish and general community, and professionals in the North America, Israel, and Australia. Articles were collected from peer-reviewed databases and bibliographies; 13 quantitative and qualitative articles were included in the final sample. Three themes emerged: disclosure of sexual abuse, perceptions and attitudes toward the abuse, and its implications. Results indicated that alongside several findings that were specifically grounded in the context of closed collective or religious societies and the OJC in particular, most essentially reflected universal aspects of sexual abuse. The results suggest promoting context-informed interventions based on community knowledge and resilience, together with appropriate training in order to better understand the needs of the OJC and of closed communities in general.