Sentences with phrase «sexual abuse to authorities»

Not exact matches

Some are likening Michigan State to Penn State University, where three senior officials, including the school's president, were sentenced to jail last year for failing to tell authorities about a sexual abuse allegation involving coach Jerry Sandusky.

According to the book, the Vatican had knowledge of multiple cases of sexual abuse committed by Maciel decades ago, but church authorities chose to do nothing about it.

Priests who fail to tell police about suspected child sexual abuse should face criminal charges, even if they learn of abuse during a confidential religious confession, Australia's most powerful investigative authority has recommended.

Four young men have filed civil lawsuits accusing him of abusing his spiritual authority to coerce them into sexual relationships, allegations he has denied in a statement issued by his attorney.

Thus, any claim that we must follow the Matthew 18 progressive confrontation process before reporting disclosures of child sexual abuse to the civil authorities is simply wrongheaded: God's minister's — the civil authorities — must be informed first!

As a consequence, this passage is used as a justification for 1) not reporting abuse disclosures to the civil authorities and 2) convincing sexual abuse victims to privately confront their perpetrators.

And both allegedly dealt with accusations of sexual abuse of children internally, without going to law enforcement authorities.

Child sexual abuse has been deemed to be criminal by the civil authorities deserving of just punishment.

Well, I think it's because far too many Christians just don't know how to spot and respond to the signs of abuse — be it spiritual abuse, abuse of authority, or even the physical / emotional / sexual abuse of women and children.

would you believe St Ignatius de Loyola, back in the 15oohnds went to the civil authorities to make a law protecting the young from sexual abuse.

The BBC have also failed to report on the biggest news story to hit South Yorkshire since the failure of the media, police, and local authorities to report on the mass rape of white girls by predominantly Pakistani Muslims, and BBC failure in tackling the sexual abuse within its own organisation.

In the wake of the Penn State sexual abuse cover - up scandal, state Assemblyman Ed Braunstein (D - Bayside) is renewing his call for passage of a bill that would require New York colleges and universities to report on - campus violent crimes immediately to the authorities.

It is widely known that more than half of all survivors of sexual abuse do not report it to authorities or seek help.

Too long people in positions of power have abused their celebrity or authority to gratify their sexual needs.

If you've been paying attention to the news, it's almost impossible to watch «Patrick Melrose» outside of the current context and conversations about sexual abuse and authority.

The report, entitled «Protecting children from harm», follows a major enquiry from police forces across England which suggests that as few as one in eight victims of child sexual abuse come to the attention of authorities.

Officials of the Buckingham Browne & Nichols Schooladopted the guidelines after the school's headmaster was fined for failing to inform state authorities about sexual - abuse allegations against one of its teachers.

The U.S. Supreme Court has agreed to decide whether authorities seeking to question students at school about possible sexual abuse at home require a warrant or parental consent.

(a) the agreement is expressed by the words or conduct of a person other than the complainant; (b) the complainant is incapable of consenting to the activity; (c) the accused induces the complainant to engage in the activity by abusing a position of trust, power or authority; (d) the complainant expresses, by words or conduct, a lack of agreement to engage in the activity; or (e) the complainant, having consented to engage in sexual activity, expresses, by words or conduct, a lack of agreement to continue to engage in the activity.

The recent sexual harassment allegations have made us question whether or not such cases are rising, but the dismissed concept is that nothing has really changed; the powerful will continue to have the option of abusing their authority, victims will always feel humiliated and sexual harassment claims will remain a «he said, she said» battle.

To suggest that exploitation is a requirement for the offence belies: the scheme of the Code, which already prohibits sexual exploitation (s. 153) and sexual activity where «consent» is procured through abuse of trust, power or authority (s. 273.1 (2)(c)-RRB-; Parliament's recognition that adult / youth sexual relationships are inherently exploitative.

SB v A Local Authority & Ors [2012] EWCA Civ 1269: Responding to a father's appeal against findings of sexual abuse perpetrated on his daughter with learning disabilities.

X and Y (Children)[2018] EWHC 451 (Fam)(8 March 2018), Knowles J — Severe sexual abuse by girls» father: local authority permitted not to consult with him or to disclose information to him.

Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / AwarenesAbuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / AwarenesAbuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awarenesabuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awarenesabuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)

The court also has authority to restrict visitation if one of the limiting factors in RCW 26.09.191 is shown (e.g. physical, sexual or emotional abuse, abandonment, or a history of acts of domestic violence).

Our girls have often manifested one or more of the following types of behaviors or unhealthy coping mechanisms: withdrawal and isolation from family and friends; trouble maintaining friendships; discontinuation of previously enjoyable activities; excessive anger or verbal aggression; defiance toward authority or unwillingness to follow directions; school avoidance or refusal; substance experimentation or abuse; risky sexual activity; self - harm; suicidal ideation or gestures; Internet obsession or addiction; leaving home without permission for significant periods of time; frequent dishonest communication; and declining academic performance.