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Webinar

Child Sexual Abuse Dynamics: A Child’s Perspective Supported by Research

Total Credits: 1.5 including 1.5 Category I CEs

Categories:
100 Children & Adolescents |  200 Adults, Couples & Families |  Special Offers
Instructor:
Crimson Barocca, LCSW-C
Duration:
1 Hour 30 Minutes
Dates
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Description

This presentation explores child sexual abuse dynamics from the child’s developmental and psychological perspective, integrating research on disclosure, trauma responses and grooming. Designed for clinicians and social workers who may receive disclosures outside of investigative settings, the session examines why children often delay, minimize, or recant abuse disclosures and why emotional responses may not align with adult expectations. Participants will gain a deeper understanding of developmental stages, caregiver reactions, family systems, and offender manipulation shape children’s communication about abuse. Emphasis is placed on strengthening trauma-informed, developmentally responsive clinical responses that support safety, reduce self-blame, and prevent unintentional harm when children disclose. 

Instructor

Crimson Barocca, LCSW-C Related Seminars and Products

Crimson Barocca is a trauma-informed clinician based in Baltimore with over two decades of experience supporting children, families, and adult survivors in healing from the effects of trauma, abuse, and violence. Their work is grounded in evidence-based approaches that promote memory integration, resilience, and recovery. Crimson primarily works with adult survivors, children ages 8 and older, adolescents, and LGBTQIA young adults seeking therapy in Maryland or the Baltimore area.

Crimson brings extensive training and a deep understanding of trauma dynamics, with particular expertise in working with children and adult survivors. They are trained in Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), EMDR, somatic approaches, and nature-based therapy. Sessions are offered both virtually and in person and are paced to meet each client’s comfort level. When appropriate, Crimson also incorporates outdoor or walking therapy to support emotional regulation, healthy attachment, and overall well-being.

Crimson is committed to creating a therapeutic space where clients feel heard, supported, and empowered to lead their own growth. Their approach integrates mindfulness, attachment-informed care, TF-CBT, and somatic practices. Crimson offers a complimentary 20-minute consultation and welcomes inquiries.

Learning Objectives

Learning Objectives: 

  1. Identify research supported factors that influence children’s disclosure of sexual abuse, including developmental stage, trauma responses, caregiver reactions, relational dynamics, and family context. 

  1. Recognize and differentiate common disclosure patterns (e.g., delayed, partial, gradual, accidental, recantation) and explain how these patterns align with normative child development. 

  1. Explain the role of grooming and manipulation in child sexual abuse and assess how grooming impacts children’s emotional regulation, secrecy, self-blame, and help-seeking behaviors. 

Bibliography & References

BIBLIOGRAPHY & REFERENCE

Bottoms, B., Rudnick, A., & Epstein, A. (2007). A retrospective study of factors affecting the disclosure of childhood sexual abuse and physical abuse. In M. Pipe, M. E. Lamb, Y. Orbach, & A. Cederborg (Eds.), Child sexual abuse: Disclosure, delay, and denial (pp. 175-194).  

Mahwah, NJ: Lawrence Erlbaum Associates. Craven, S., Brown, S., & Gilchrist, E. (2006). Sexual grooming of children: Review of literature and theoretical considerations. Journal of Sexual Aggression, 12(3), 287–299. 

Cross, T.P., Jones, L.M., Walsh, W.A., Simone, M., & Kolko, D.J. (2007). Child forensic interviewing in children’s advocacy centers: Empirical data on a practice model. Child Abuse and Neglect, 31, 1031-1052. 

Goodman-Brown, T., Edelstein, R., Goodman, G., Jones, D., & Gordon, D. (2002). Why children tell: A model of children’s disclosure of sexual abuse. Child Abuse & Neglect, 27, 525-540. doi:10.1016/S0145-2134(03)00037-1 

Herbert, J. L., & Bromfield, L. M. (2020). A quasi-experimental study of the Multi-Agency Investigation & Support Team (MIST): A collaborative response to child sexual abuse. Child Abuse & Neglect. 

Hershkowitz, I., Lanes, O., & Lamb, M. (2007). Exploring the disclosure of child sexual abuse with alleged victims and their parents. Child Abuse & Neglect, 31(2), 111-123. doi: 10.1016/j.chiabu.2006.09.004 

Jeglic, E. L., Winters, G. M., & Johnson, B. N. (2023). Identification of red flag child sexual grooming behaviors. The International Journal,138. https://doi.org/10.1016/j.chiabu.2022.105998. 

 

London, K., Bruck, M., Ceci, S., & Shuman, D. (2005). Disclosure of child sexual abuse: What 

does the research tell us about the ways that children tell? Psychology, Public Policy,and Law, 11(1), 194. doi: 10.1037/1076-8971.11.1.194 

 

London, K., Bruck, M., Wright, D., & Ceci, S. (2008). Review of the contemporary literature on 

how children report sexual abuse to others: Findings, methodological issues, and implications for forensic interviewers. Memory,16(1), 29-47. 

Lyon, T. (2007). False denials: Overcoming methodological biases in abuse disclosure research. In M. Pipe, M. Lamb, Y. Orbach, & A. Cederborg (Eds.), Disclosing Abuse: Delays, Denials, Retractions and Incomplete Accounts, 41-62. Mahwah, NJ: Erlbaum. 

Lyon, T. (2009). Abuse disclosure: What adults can tell. In B.L. Bottoms, C.J. Najdowski & G.S. Goodman (Eds.), Children As Victims, Witnesses, and Offenders: Psychological Science and The Law, 19-35. New York: Guilford. 

Lyon, T., & Ahern, E. (2011). Disclosure of child sexual abuse. In J.E.B. Myers (Ed.), The APSAC Handbook on Child Maltreatment, (3rd ed., pp. 233-252). Newbury Park, CA: Sage. 

Malloy, L., & Lyon, T. (2006). Caregiver support and child sexual abuse: Why does it matter? Journal of child sexual abuse, 15(4), 97-103. 

Malloy, L., Quas, J., Lyon, T., & Ahern, E. (2014). Disclosing adult wrongdoing: Maltreated and non-maltreated children’s expectations and preferences. Journal of experimental child psychology, 124, 78-96. 

McElvaney, R. (2013). Disclosure of Child Sexual Abuse: Delays, Non-disclosure and Partial Disclosure. What the Research Tells Us and Implications for Practice. Child Abuse Review, 24, 159-169. doi: 10.1002/car.2280 

Sayfan, L., Mitchell, E. B., Goodman, G. S., Eisen, M. L., & Qin, J. (2008). Children’s expressed  emotions when disclosing maltreatment. Child Abuse & Neglect, 32(11), 1026–1036. https://doi.org/10.1016/j.chiabu.2008.03.004 

Winters, G. M., & Jeglic, E. L. (2016a). Stages of sexual grooming: Recognizing potential predatory behaviors of child molesters. Deviant Behavior, 38, 724-733.

Late Fees and Refunds

The base price is $30, which includes CE credit.  

Late Fee: On March 10, 2026, a non-refundable late fee of $20 is added to the base price. Late fees cannot be refunded or applied to account credit.  

Refunds are not eligible for this course.

For more information, please read the general policies on our website.  

 

Course Completion & CE Information

Category I Maryland BSWE Requirement

The Office of Continuing Professional Education at the University of Maryland School of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 1.5 Category I Continuing Education Units. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education. 

 

ASWB Information 

University of Maryland School of Social Work Office of Continuing Professional Education, #1611, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 2/11/2024-2/11/2027.  

To receive ACE credit, full attendance is required; no partial credits will be given for partial attendance. 

 

Certificate Access

To access the evaluation and certificate, click on the orange certificate button in your CPE account. Once you complete the evaluation, access to the certificate will be available.  

Live Interactive Webinars (Cat I) and Live Webinars (Cat II) - Allow up to 30 minutes post-training for attendance to be verified, then you will be able to access the evaluation and certificate. 

In Person Trainings - Please allow five (5) business days post-training for attendance to be verified, then you will be able to access the evaluation and certificate. 

 

Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters. Contact our office at cpe@ssw.umaryland.edu for more information.  

Evaluation

Participants will have access to the evaluation after attendance has been verified. Evaluations will be available for one (1) week after the workshop has ended.  

After one (1) week, participants will no longer have access to the evaluation and will have to contact CPE about reactivation.

Target Audience

Social Workers, LCPCs, and Psychologists

We welcome anyone interested in the topic!

 

Live Interactive Webinar Platforms

LIVE INTERACTIVE WEBINAR PLATFORMS

The Office of Continuing Professional Education hosts Live Interactive Webinars through Zoom. This platform offers a high quality and user-friendly webinar platform for our registrants.

System Requirements:

  • Operating Systems: Windows XP or higher; MacOS 9 or higher; Android 4.0 or higher.
  • Internet Browser: Google Chrome; Firefox 10.0 or higher.

Our system is not compatible with the Safari web browser.

  • Broadband Internet Connection: Cable, High-speed DSL and any other medium that is internet accessible.

**Please have your device charging at all times to ensure that your device does not lose power during the webinar.

Course Interaction Requirements:

To participate in Live Interactive Webinars, you MUST have a device that allows you to view the presentation on screen and hear the instructor at all times. We do not allow participants to call-in from their phones or mobile devices and solely listen to the presentation. Participation in Live Interactive Webinars is mandatory.

Our webinar policies can be found on our website by clicking here.

Webinar Policies & FAQs

Click The Link to View The Webinar Policies & FAQs

https://umbsswcpe.ce21.com/Page/live-interactive-webinar-procedures-policies-4129

 

 

Code of Conduct

The Office of Continuing Professional Education at the University of Maryland School of Social Work adheres to the NASW Code of Ethics. This policy is to ensure that the training environment for social work professionals remains respectful, productive, and conducive to learning. Disruptive behavior that interferes with the learning process, disrupts the training experience for others, or undermines the integrity of the program will not be tolerated.

 

Expectations for Participant Engagement:

In alignment with the NASW Code of Ethics and the University of Maryland Baltimore Code of Conduct, participants are expected to demonstrate professionalism, which includes respecting confidentiality, maintaining a collaborative and respectful tone, and contributing positively to the group dynamic. Disclosures made during the training (e.g., case studies or personal reflections) must be handled with care and in accordance with ethical and legal guidelines.

All participants in the training program are expected to:

  • Engage actively in the learning process and show respect for the opinions and contributions of others.
  • Demonstrate professionalism in both attitude and behavior, maintaining respect for instructors, peers, and the training environment.
  • Maintain open communication by expressing concerns or disagreements constructively and respectfully.
  • Follow the guidelines and expectations provided by instructors and facilitators.
  • Support a collaborative learning environment where all participants feel valued and safe to contribute.

 

Instructors and CPE staff reserve the right to dismiss participants who do not adhere to ethical/professional principles and standards. If removed, CEs will be adjusted to reflect the time attended, unless otherwise specified. 

ADA Accommodations

To request ADA accommodations:

Please email our office at least four (4) weeks before the workshop. Late requests may not be accommodated.

Our email address is cpe@ssw.umaryland.edu.  

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