Sentences with phrase «risk of sexual abuse»

Obama must know, or should know, that the «father deficit» is the single most reliable predictor for children's diminished self - esteem, behavioural problems, poor grades and truancy, early school dropout, juvenile delinquency (85 % of youth in prison have an absent father), gang membership, promiscuity, teen pregnancy, risk of sexual abuse, substance abuse and homelessness.

Exhaustive peer - reviewed research confirms that the absence of a father is the single most reliable predictor for a whole roster of negative outcomes: low self - esteem, parental alienation, high school dropout (71 % are fatherless), truancy, early sexual activity, promiscuity, teen pregnancy, gang membership, imprisonment (85 % of jailed youth are fatherless), drug abuse, homelessness (90 % of runaway children have an absent father), a 40 times higher risk of sexual abuse and 100 times higher risk of fatal abuse.

Unless you have some specific reason to suspect otherwise (such as finding child - oriented pornography), your children aren't at risk of sexual abuse by an addicted parent.

Javed Khan, Barnardo's Chief Executive, said: «All children are at risk of sexual abuse, whether they're on the internet, in the playground, or in their own bedroom.

Not exact matches

«If an employer knows a particular person's abusive conduct places employees at unreasonable risk of sexual harassment,» the judges wrote, «the employer can not escape responsibility to protect a likely future employee victim merely because the person has not previously abused that particular employee.»

Those most at risk in our province are our youth aged 16 to 24 who have fled physical, emotional and / or sexual abuse; those who have been forced from their homes; and those who have aged out of foster care.

Lynn, dressed in all black and wearing a priest collar, listened intently as Coelho argued that he knowingly covered up incidents of sexual abuse, including alleged acts by Brennan, and «ignored common sense and placed children at risk.»

Did you know that people who are transgender are at the highest risk of all kinds of abuse — including sexual abuse?

When investigations of sexual abuse by church leaders are handled internally, we risk missing the truth in the first place.

The other thing I want you to know is about a very disturbing statistic, that children who live in a home with a non-biologically related male - your boyfriend, a stepfather, a stepbrother, have 11 times the risk of sexual, physical or emotional abuse.

The agency determined the child's living situation constituted sexual molestation and risk of harm, but Einhorn quickly ruled out sexual abuse and framed the case around whether the boy was being used to serve his mother's needs, potentially at his expense.

In the wake of yet another sex abuse scandal in sports, here are some steps experts say parents can take to minimize the risk that their child, or a teammate will be a victim of sexual abuse or harassment.

Lucie BryantJuly 29, 2016birth story, birth trauma, breastfeeding, cascade of interventions, emergency c - section, epidural risks, HBAC, home birth, hospital birth, informed consent, midwives, Pitocin, sexual abuse, VBAC

Adult survivors of childhood sexual abuse have a four - time higher lifetime risk of depression than do their non-abused counterparts (Briere & Elliot, 1994).

Adult survivors of sexual abuse are also more at - risk to experience anxiety disorders, panic disorders, phobias, and obsessive - compulsive disorder (OCD).

«We are clear that the yardsticks for testing the credibility and reliability of victims in sexual abuse cases do not serve the police or prosecutors well and risk leaving an identifiable group of vulnerable victims unprotected by the criminal law.

The effects of child sexual abuse include increased risk for development of severe mental, physical and behavioral health disorders; sexually transmitted diseases; self - inflicted injury, substance abuse and violence; and subsequent victimization and criminal offending.

The study findings also associate several other factors with an increased risk of developing BD, including preterm birth, head injury, drug exposures (especially cocaine), physical or sexual abuse, and other forms of stress.

Based on what we know so far, we can draw provisional conclusions about particular types of childhood trauma that are linked to increased risk for psychosis: bullying, sexual abuse, and emotional neglect.

«We found that genetic susceptibility to BD can increase the risk for suicide attempt, but only among those who also have experienced traumatic stress such as bullying, sexual abuse, and domestic violence,» said lead author Holly Wilcox, PhD, an associate professor at the Johns Hopkins Bloomberg School of Public Health.

Studies show it can increase the risk of addiction, and also trigger violence, other drug use, alcohol abuse, and sexual risk - taking.

Child Sexual Abuse as a Risk Factor for Teen Dating... — Child Sexual Abuse as a Risk Factor for Teen Dating Violence: Findings from a Representative Sample of Quebec Youth

Child Sexual Abuse as a Risk Factor for Teen Dating... — Child Sexual Abuse as a Risk Factor for Teen Dating Violence: Findings from a Representative Sample of Quebec Youth First Dating Messages That Get a GREAT Response:... — Hookup Dating Scams: How To Avoid Scams Online; Should You Use Free Hookup Dating Read More...

The film's biggest moment is a deeply harrowing, unfathomably moving scene where Brenda helps a group of at - risk high school girls to talk about their sexual abuse as a children, and it's there that the skill, power and importance of Longinotto's film is cemented.

As the principal of Black Rock Continuation High School on the edge of California's Mojave Desert, Ms. V — as she's known to her 121 at - risk students — has heard countless stories of personal or familial alcohol or drug addiction, chronic truancy, and physical and sexual abuse.

The recommendations made by the Royal Commission into Institutional Responses to Child Sexual Abuse demonstrate the need for every organisation with exposure to young people to ensure they are taking an active response to reduce potential risks of harm to children.

A former police detective, she has worked in CID and specialised in roles dealing with vulnerable victims, high - risk victims of domestic abuse, and serious sexual offences.

A more risk adverse approach is to draft nondisclosure and non-disparagement provisions in separation agreements that expressly exclude claims of sexual harassment and sexual abuse.

If you are a victim of, or feel you may be at risk of domestic violence, sexual abuse or assault, stalking, cyber-stalking, or any other form of violent crime, AVOICE

If you are a victim of, or feel you may be at risk of domestic violence, sexual abuse or assault, stalking, cyber-stalking, or any other form of violent crime, AVOICE ® lawyers can offer you legal advice, safety planning, pro se assistance, and legal representation.

Practical Tips to Help Survivors of Sexual Abuse Minimize the Risk of Being Sued for Defamation.

Women coming forward in the wake of new harassment allegations against the U.S. presidential candidate should be aware of the risk of defamation, warns Toronto civil sexual abuse lawyer Elizabeth Grace.

The Law Firm of Ford, Dean & Rotundo, P.A. in Aventura, Florida continues to fight vigorously to protect elderly, infirm, at risk nursing home and assisted living facility residents from abuse, neglect and sexual attacks.

However, it also highlights positive developments in this area of law, including the fact that standards for parents and guardians have evolved over time as society has developed a better understanding of the impact of sexual abuse and the risks relating to when abuse may occur.

Indeed, partners pose the greatest risk of violence for women — be it for physical, sexual or emotional abuse.

Poverty, living in homes and / or communities in which violence, drugs, and other negative risk factors are present, abuse, violent or delinquent behavior, low self - efficacy, academic failure, truancy / suspension from school, avoidance of reading or other «academic» endeavors, depression, short attention span, withdrawal, lack of appropriate social skills, anger, substance use, aggression, sexual activity / teen pregnancy, and grief

Married women generally enjoy the following (as compared with unmarried peers): * More satisfying relationships with their spouse / partner and children * Greater emotional happiness with less depression * More financial resources / less likely to end up in poverty * Decreased risk of domestic violence, sexual assault, or other violent crimes * Decreased risk of drug and alcohol abuse * Better physical health * Longer life

These include: * Improved physical health * Faster recuperation from illness * Longer life * Better emotional wellbeing * Improved relationships with children * More satisfying sexual relationship with their wives * Wealthier * Higher wages and greater employment stability * Decreased risk of drug and alcohol abuse * Less likely to commit violent crimes * Less likely to contract a sexually transmitted disease

Risk and protective factors found in high frequency were those common to the mainstream community (for example, level of education, employment and income, experience of childhood sexual abuse and trauma in adulthood)(and possibly at higher rates to the general population), as well as those unique to the GLBQ community (for example experience of homophobia and «questioning» transition)

Across all prisons, Human Rights Watch found that prisoners with disabilities are viewed as easy targets and as a result are at serious risk of violence and abuse, including bullying and harassment, and verbal, physical, and sexual violence.

Assessing allegations of sexual abuse as part of a child custody evaluation is particularly challenging because of the risk if the evaluator is right or wrong.

The Impact of Sexual Abuse in the Lives of Young Women Involved or at Risk of Involvement With the Juvenile Justice System Goodkind, Ng, & Sarri Violence Against Women, 12, 2006 View Abstract Analyzes young females at risk of being involved in the juvenile justice system to determine the relationship between previous sexual abuse and placement in the sSexual Abuse in the Lives of Young Women Involved or at Risk of Involvement With the Juvenile Justice System Goodkind, Ng, & Sarri Violence Against Women, 12, 2006 View Abstract Analyzes young females at risk of being involved in the juvenile justice system to determine the relationship between previous sexual abuse and placement in the syAbuse in the Lives of Young Women Involved or at Risk of Involvement With the Juvenile Justice System Goodkind, Ng, & Sarri Violence Against Women, 12, 2006 View Abstract Analyzes young females at risk of being involved in the juvenile justice system to determine the relationship between previous sexual abuse and placement in the sysRisk of Involvement With the Juvenile Justice System Goodkind, Ng, & Sarri Violence Against Women, 12, 2006 View Abstract Analyzes young females at risk of being involved in the juvenile justice system to determine the relationship between previous sexual abuse and placement in the sysrisk of being involved in the juvenile justice system to determine the relationship between previous sexual abuse and placement in the ssexual abuse and placement in the syabuse and placement in the system.

Children and adolescents exposed to traumatic events, such as sexual abuse and rape, are at risk of developing post-traumatic stress disorder (PTSD).

In fact, childhood stressors such as abuse, witnessing domestic violence, and other forms of household dysfunction are highly interrelated23, 24 and have a graded relationship to numerous health and social problems.23 - 28 We examined the relationship of 8 adverse childhood experiences (childhood abuse [emotional, physical, and sexual], witnessing domestic violence, parental separation or divorce, and living with substance - abusing, mentally ill, or criminal household members) to the lifetime risk of suicide attempts.

Boyhood exposure to physical abuse, sexual abuse, or to a battered mother is associated with an increased risk of impregnating a teenage girl, which likely contributes to the intergenerational transmission of these experiences.

Kahn, T. J. & Chambers, H.J. (1991) Assessing reoffense risk with juvenile sexual offenders, Child Welfare, LXX (3), pp. 333 - 345 Kobayashi, J. Sales, B. D., Becker, J. V. Figueredo, A. J. & Kaplan, M. S. (1995) perceived parental deviance, parent child - bonding, child - abuse, and child sexual aggression, Sexual Abuse: A Journal of Research and Treatment, 7 (1), pp. 25 - 43 Rasmussen, L. A. (1999) Factors related to recidivism among juvenile sexual offenders, Sexual Abuse: A Journal of Research and Treatment, 11, pp. 6sexual offenders, Child Welfare, LXX (3), pp. 333 - 345 Kobayashi, J. Sales, B. D., Becker, J. V. Figueredo, A. J. & Kaplan, M. S. (1995) perceived parental deviance, parent child - bonding, child - abuse, and child sexual aggression, Sexual Abuse: A Journal of Research and Treatment, 7 (1), pp. 25 - 43 Rasmussen, L. A. (1999) Factors related to recidivism among juvenile sexual offenders, Sexual Abuse: A Journal of Research and Treatment, 11, pp. 69abuse, and child sexual aggression, Sexual Abuse: A Journal of Research and Treatment, 7 (1), pp. 25 - 43 Rasmussen, L. A. (1999) Factors related to recidivism among juvenile sexual offenders, Sexual Abuse: A Journal of Research and Treatment, 11, pp. 6sexual aggression, Sexual Abuse: A Journal of Research and Treatment, 7 (1), pp. 25 - 43 Rasmussen, L. A. (1999) Factors related to recidivism among juvenile sexual offenders, Sexual Abuse: A Journal of Research and Treatment, 11, pp. 6Sexual Abuse: A Journal of Research and Treatment, 7 (1), pp. 25 - 43 Rasmussen, L. A. (1999) Factors related to recidivism among juvenile sexual offenders, Sexual Abuse: A Journal of Research and Treatment, 11, pp. 69Abuse: A Journal of Research and Treatment, 7 (1), pp. 25 - 43 Rasmussen, L. A. (1999) Factors related to recidivism among juvenile sexual offenders, Sexual Abuse: A Journal of Research and Treatment, 11, pp. 6sexual offenders, Sexual Abuse: A Journal of Research and Treatment, 11, pp. 6Sexual Abuse: A Journal of Research and Treatment, 11, pp. 69Abuse: A Journal of Research and Treatment, 11, pp. 69 - 85

These findings are supported by studies on abused children and adolescents at high risk for suicidal behaviors.16, 42 The immediacy of the stress and the pain of physical, emotional, or sexual abuse or witnessing domestic violence are experiences not easily escaped by children and adolescents, which may make suicide appear to be the only solution.

Felitti and colleagues1 first described ACEs and defined it as exposure to psychological, physical or sexual abuse, and household dysfunction including substance abuse (problem drinking / alcoholic and / or street drugs), mental illness, a mother treated violently and criminal behaviour in the household.1 Along with the initial ACE study, other studies have characterised ACEs as neglect, parental separation, loss of family members or friends, long - term financial adversity and witness to violence.2 3 From the original cohort of 9508 American adults, more than half of respondents (52 %) experienced at least one adverse childhood event.1 Since the original cohort, ACE exposures have been investigated globally revealing comparable prevalence to the original cohort.4 5 More recently in 2014, a survey of 4000 American children found that 60.8 % of children had at least one form of direct experience of violence, crime or abuse.6 The ACE study precipitated interest in the health conditions of adults maltreated as children as it revealed links to chronic diseases such as obesity, autoimmune diseases, heart, lung and liver diseases, and cancer in adulthood.1 Since then, further evidence has revealed relationships between ACEs and physical and mental health outcomes, such as increased risk of substance abuse, suicide and premature mortality.4 7

/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vSexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vSexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vSexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vsexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /

Children with a history of physical, sexual or emotional abuse are more at risk of breakdown than neglected children (Barber et al., 2001; Webster et al., 2000).