DOJ-OGR-00006801.pdf

--- Page 1 --- **Document Header** * Case Number: 1:20-cr-00330-PAE * Document Number: 452-1 * Filed Date: 11/12/21 * Page Number: 9 of 43 **Text Content** The document contains two paragraphs of text, with the first paragraph discussing the grooming behaviors used by child sex offenders and the second paragraph discussing the use of attention, bribery, and coercion. **First Paragraph** * The first paragraph discusses the grooming behaviors used by child sex offenders, including: + Grooming with different genders of perpetrator and genders of victim + Not readily distinguished + Grooming literature reviewed did not always provide statistics about which grooming behaviors were used on boys versus girls + Most of the grooming literature reviewed discussed male offenders * The paragraph also mentions that 33% of offenders explicitly worked on becoming welcome in the child's home and 18% offered incentives or threatened their victims to recruit other children and then gave bribes to the recruits * Conte, Wolf, and Smith (1989) interviewed 26 offenders about their crimes and found that offenders often admitted to being able to identify what they considered a vulnerable child - often one who was "needy" and seemed "quiet" * For example, one offender stated that his tactic was to "look for a kid who is easy to manipulate" * They will go along with anything you say * I would approach them by being friendly, letting them think I was someone they could confide in and talk to (Conte et al., 1989, p. 298) * In her review of literature about sexual abuse involving teachers, Shakespeare (2004) noted that selection of a victim is "influenced by the compliance of the student and the likelihood of secrecy" (p. 32) * Teachers usually look to victimize students whom they have control over * Shakespeare also identified factors that make a child vulnerable to educator sexual abuse, such as problems at home with parents, lack of confidence, and participation in other risky behavior * However, it also must be remembered that nonoffending adults could see the same needs in these vulnerable children and want to help them in legitimate ways * Thus the child's vulnerability and needs cannot be a sufficient condition for defining grooming **Second Paragraph** * The second paragraph discusses the use of attention, bribery, and coercion * Elliott and colleagues (1995) found that 53% of the offenders in their sample offered to play games, teach a sport, or teach how to play a musical instrument * Forty-six percent gave bribes, took the child for an outing, or drove the child home * Thirty percent admitted to using affection and love to gain the child's trust * Forty-six percent of the offenders used gifts as bribes in exchange for sexual favors * The offenders interviewed by Conte and colleagues (1989) also claimed they used bribery and coercive strategies prior to sexual contact * For example, one sex offender stated that his specific methods included "play," "look for a kid who is easy to manipulate," "They will go along with anything you say," "I would approach them by being friendly, letting them think I was someone they could confide in and talk to," "In her review of literature about sexual abuse involving teachers, Shakespeare (2004) noted that selection of a victim is 'influenced by the compliance of the student and the likelihood of secrecy' (p. 32)," "Teachers usually look to victimize students whom they have control over," "Shakespeare also identified factors that make a child vulnerable to educator sexual abuse, such as problems at home with parents, lack of confidence, and participation in other risky behavior," "However, it also must be remembered that nonoffending adults could see the same needs in these vulnerable children and want to help them in legitimate ways," "Thus the child's vulnerability and needs cannot be a sufficient condition for defining grooming," and "The Use of Attention, Bribery, and Coercion." **Footer** * DOJ-OGR-00006801 Note: The text content is exactly as it appears in the image, with no summaries or interpretations.