[Federal Register Volume 65, Number 172 (Tuesday, September 5, 2000)]
[Notices]
[Pages 53880-53884]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 00-22657]



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Part IV





Department of Justice





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Office of Juvenile Justice and Delinquency Prevention



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Program Announcement for the Juvenile Sex Offender Training and 
Technical Assistance Initiative; Notice

  Federal Register / Vol. 65, No. 172 / Tuesday, September 5, 2000 / 
Notices  

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DEPARTMENT OF JUSTICE

Office of Juvenile Justice and Delinquency Prevention

[OJP (OJJDP)-1294]


Program Announcement for the Juvenile Sex Offender Training and 
Technical Assistance Initiative

AGENCY: Office of Justice Programs, Justice.

ACTION: Notice of solicitation.

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SUMMARY: The Office of Juvenile Justice and Delinquency Prevention 
(OJJDP) is requesting applications for the Juvenile Sex Offender 
Training and Technical Assistance Initiative. The purpose of the 
initiative is to provide training and technical assistance support that 
increases the accuracy of information about juvenile sex offending, 
leading to improved prevention, intervention, and treatment services.

DATES: Applications must be received October 23, 2000.

ADDRESSES: All application packages should be mailed or delivered to 
the Office of Juvenile Justice and Delinquency Prevention, c/o Juvenile 
Justice Resource Center, 2277 Research Boulevard, Mail Stop 2K, 
Rockville, MD 20850; 301-519-5535. Faxed or e-mailed applications will 
not be accepted. Interested applicants can obtain the OJJDP Application 
Kit from the Juvenile Justice Clearinghouse at 800-638-8736. The 
application kit is also available at OJJDP's Web site at 
www.ojjdp.ncjrs.org/grants/about.html#kit. (See ``Format'' in the 
program announcement for instructions on application standards.)

FOR FURTHER INFORMATION CONTACT: Gail Olezene, Program Manager, Office 
of Juvenile Justice and Delinquency Prevention, 202-305-9234. [This is 
not a toll-free number.]

SUPPLEMENTARY INFORMATION:

Purpose

    The purpose of this program is to provide States, territories, and 
the District of Columbia with training and technical assistance support 
that increases the accuracy of information about the nature, extent, 
and impact of juvenile sex offending in order to improve the responses 
of elected public officials, public and private agencies and 
organizations, private citizens, and parents to juvenile sex offending.

Background

    Today, the early identification of sexually abusive behaviors poses 
the risk that juveniles will be labeled as ``sex offenders'' for life 
(Hunter, 1996; Ryan, 1995, 1999). One reason for this result is a lack 
of understanding about the frequency, scope, and nature of juvenile sex 
offending. The public and the juvenile justice system often react to 
the term ``juvenile sex offending'' with an intensity usually reserved 
for only the most aggressive sexual acts. Knowledge about adult sex 
offenders is often thought to apply to all sex offenders, regardless of 
the age of the offender or the victim. The very small number of 
behaviors classified as serious or violent juvenile sex offenses 
appears to be disproportionately influencing public policy for all 
juveniles charged with sex offenses. The resulting public policy 
decisions have the potential to be harmful to effective prevention, 
intervention, and treatment for all juvenile sex offenders (JSO's).
    The amount of data on the nature, prevalence, and frequency of 
juvenile sexual offending is limited. According to Dr. J. Shaw, there 
is evidence of a significant increase in the reports of juvenile sexual 
aggression and sexual abuse by juveniles. Sexual assault is one of the 
fastest growing violent crimes in the United States. Approximately one 
out of three women and one out of seven men will be sexually victimized 
before they reach 18 years of age. Studies of adult sex offenders show 
that the majority self-report the onset of sexual offending behavior 
before 18 years of age. Approximately 20 percent of all rapes and 30 to 
50 percent of child molestations are committed by youth under age 18. 
Studies of adolescent sex offenders have shown that the majority commit 
their first sexual offense before they are 15 years old and not 
infrequently before the age of 12, and there are increasing reports of 
preadolescent sexual abusers (Shaw, 2000).
    In some jurisdictions, younger children who engage in sexual abuse 
are falling through the cracks even after they are identified because 
they are considered too young to come under the jurisdiction of the 
juvenile court and the behaviors do not involve family members; thus, 
they do not meet criteria for either law enforcement or family services 
resources (Ryan, 1989, 1998; Ryan and Lane, 1991, 1997; Widom, 1996; 
Williams, 1995). Unfortunately, some jurisdictions are responding to 
these situations by developing new policies and procedures that may not 
be in the best interests of children and families, such as notifying a 
neighborhood that a child of age 7 is a juvenile sex offender.
    The spectrum of sexually inappropriate behaviors ranges from 
various forms of sexual harassment and noncontact sexual behaviors, 
such as obscene phone calls, exhibitionism, and voyeurism, to varying 
degrees of sexual aggression that involve direct sexual contact, 
including frottage, fondling, digital and penile penetration, fellatio, 
sodomy, and other aggressive sexual acts (Shaw, 2000). Given this wide 
range of behaviors, the term ``juvenile sexual offender'' has come to 
include not only these identified behaviors but other behaviors that 
could be classified as ``normal sexual acting out'' based on the 
developmental stage or maturity level of a youth.
    Communities have become much more sensitive to occurrences of 
sexual harassment and abuse among juveniles and are much less tolerant 
of such behavior. Citizens are demanding higher accountability for 
juvenile sexual offenders, and legislation providing stricter penalties 
is being enacted. The public's perception is that juvenile sex 
offenders cannot be successfully treated and that these youth will 
require lifelong management. The reaction to juvenile sex offenders on 
the part of many community groups, such as legislators, health and 
human services personnel, juvenile justice personnel, teachers, and 
other educators, appears to depend on how that group defines a juvenile 
sex offender.
    Children and adolescents sampled in detention centers, residential 
treatment programs, and outpatient clinics report different spectra of 
sexually offensive behavior. Ryan et al. (1996) found in a survey of 
sexually abusive youth from diverse outpatient and residential programs 
that they had participated in a wide range of sexual offenses. Seventy 
percent of the sexual offenses involved penetration and/or oral-genital 
behavior, 35 percent vaginal or anal penetration without oral-genital 
contact, 14.7 percent oral-genital contact, and 18 percent penetration 
and oral-genital contact. Studies of outpatient populations of juvenile 
sexual abusers indicate that the most common sexual offenses are 
fondling or ``indecent liberties'' (40 to 60 percent), rape and/or 
sodomy (20 to 40 percent), and noncontact sexual offenses, (5 to 10 
percent) (Fehrenbach et al., 1986). The average juvenile sex offender 
younger than 18 years of age has committed eight to nine sexual 
offenses and averaged four to seven victims (Abel et al., 1986; Shaw et 
al., 1993). Child-serving institutions have become more aware of the 
occurrence of sexually abusive behaviors in both the general population 
and in at-risk groups of children (Brick et al., 1989; Brick, Montfort, 
and Blume, 1993: Haugaard, 1996; Haugaard and

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Tilley, 1988; Lamb and Coakley, 1993). Generally States are aware of 
the risk that children in State placements with histories of sexually 
abusive behavior pose to other juveniles and make an effort to address 
this risk by implementing various safeguards. Additionally, all 
children in out-of-home care appear to represent a very high-risk group 
because of the convergence of multiple etiological risk factors (Ryan, 
1989, 1998; Ryan and Lane, 1991, 1997; Widom, 1996; Williams, 1995).
    According to Dr. Gail Ryan (1998:649):

    There are at least three distinct categories of juvenile sex 
offenders. Some who might have engaged in sexually abusive behavior 
for a period of time and would have discontinued the behaviors as 
they matured are being discovered and treated. Some are at risk to 
continue these behaviors across the lifespan but will be deterred by 
legal accountability and/or treatment. And a third group is those 
who are likely to continue to pose a risk because we do not yet know 
how to treat them successfully. At present, no empirical measure 
allows a determination of which group a particular youth falls into 
at the point of discovery, although during the treatment process, 
many clinicians develop a sense of which kids are highest risk. As 
treatment providers become better able to distinguish these 
differences, they will become better able to provide a continuum of 
meaningful responses that will shape and guide children in this 
important aspect of their development.

    Early studies of inappropriate sexual behavior by juveniles 
attempted to define a child molester syndrome or profile (Shoor et al., 
1966). However, the complex, multidimensional nature of sexually 
aggressive behavior by a juvenile made it difficult to set up a 
predictable taxonomy. Presently, there is no evidence that any one 
profile or typology is characteristic of juvenile sex offenders (Becker 
and Hunter, 1993; Levin and Stava, 1987).
    As noted by Dr. Barbara Bonner and Dr. Mark Chaffin (1998:314):

    Fifteen years ago when providers began working with adolescent 
sex offenders, treatment providers faced many obstacles. There were 
no treatment models uniquely designed for this population. No true 
experimental research had been used to evaluate the effectiveness of 
either customary or specialized interventions. There were no 
prospective data on the natural course of behavior in these 
youngsters, and there were no prospective data on the risk factors 
for developing the behavior. No empirically derived typologies 
existed and no actuarial risk assessment was available. The need to 
respond to social problems does not wait for better data.

    Thus, the need to address this issue was very much on the minds of 
many practitioners, and ``the treatment community borrowed treatment 
models used with other populations with other problems, they mixed and 
matched, they used informed guesswork, tried to be guided by theory and 
professional standards, and they hoped'' (Bonner and Chaffin, 
1998:314).
    The treatment community has evolved, and a body of conventional 
wisdom about juvenile sex offenders has become accepted as fact. This 
conventional wisdom includes the beliefs that sex-offender-specific 
treatment is the only acceptable and effective approach for teens and 
preteen children who have engaged in inappropriate sexual behavior; 
that a history of personal victimization is usually present in juvenile 
sex offenders, which is a direct cause of abusive sexual behavior and 
must be a focus of treatment; that denial must be overcome; that hard, 
face-to-face confrontation is synonymous with good therapy; and that 
treatment must be long term and involve highly restrictive conditions. 
Other elements of the conventional wisdom about juvenile sex offending 
include the beliefs that deceit and deviant arousal, deviant fantasies, 
and grooming are intrinsic features; that parents and families of 
offenders are generally dysfunctional; that long-term residential 
placement is commonly required; that the behaviors always involve an 
offense cycle or pattern that must be identified; that these teenagers 
and their parents must recognize that they have a compulsive, 
incurable, and life-long disorder; and that these youngsters are such 
dangerous predatory offenders that neighborhoods must be notified of 
their presence. Despite the wide acceptance of these beliefs, it is the 
opinion of Dr. Bonner and other experts that empirical scientific 
support for each of these tenets of conventional wisdom is either 
minimal or nonexistent (Bonner and Chaffin, 1998).
    Policies and practices for preventing, intervening, and treating 
juvenile sex offenders often are implemented based on conventional 
wisdom and accepted beliefs without the benefit of sound, empirical 
knowledge. What should the next step be in this area? It is clear that 
the public, media, practitioners, the juvenile justice community, 
educators, and others need to be better informed about the nature and 
scope of juvenile sex offending so that appropriate steps can be taken 
to effectively address this problem. Accordingly, OJJDP is establishing 
the Juvenile Sex Offender Training and Technical Assistance Initiative. 
This action is authorized under the technical assistance and training 
authority of the Juvenile Justice and Delinquency Prevention Act of 
1974, as amended (42 U.S.C. 5601 et seq.).

Goal

    To increase the accessibility and strategic use of accurate 
information about the nature, extent, and impact of juvenile sex 
offending for the purpose of fostering development of sound policies 
and procedures for the prevention, intervention, and treatment of 
juvenile sex offenders.

Objectives

    The objectives of this training and technical assistance initiative 
will be achieved over a 3-year project period:

Year 1

     Develop a definition for the term ``juvenile sex offender 
(JSO)'' that can serve as the basis for training and technical 
assistance materials to be produced under this initiative.
     Identify portals of entry for juvenile sex offenders into 
the juvenile justice and other human services treatment systems.
     Identify and establish a ``Working Group'' to support and 
collaborate on the content of the training and other aspects of working 
with JSO's.
     Identify key groups and organizations that are not portals 
of entry, but who impact or interact with JSO's.
     Use existing research to inform the preparation of 
educational materials.
     Develop training objectives for each group identified as a 
portal of entry.

Year 2

     Develop a full range of informational materials (Fact 
Sheets, Bulletins, Public Service Announcements, videos, etc.) for 
dissemination to various audiences to help them respond to JSO's in an 
appropriate and constructive manner.
     Conduct a pilot test of educational materials developed 
for all portals of entry groups.
     Develop a standard for collaboration and coordination 
among key players who work with JSO's.

Year 3

     Identify and catalog national organizations that may have 
an impact on addressing juvenile sex offending.
     Collect information on current assessment tools used with 
JSO's.
     Establish collaboratives to continuously disseminate 
current information on this topic.
     Collect and disseminate information about current laws,

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treatment programs, and recently enacted policies that are related, 
either directly or indirectly, to juvenile sex offending.
     Identify the potential for juvenile offender and victim 
impact on local communities given local policies regarding community 
notification.

Program Strategy and Deliverables

    OJJDP will award a single cooperative agreement for an initial 12-
month budget period within a 36-month project period. The purpose of 
this award is to identify and train State and local policymakers and 
practitioners who staff organizations and agencies with responsibility 
for assessing children identified as engaging in sexually inappropriate 
behavior.
    During the first year of the project, the following tasks will be 
accomplished:
     Defining the term ``juvenile sex offender'' based on 
medical, developmental, psychological, legal, and juvenile justice 
guidance.
     Developing a matrix that identifies and categorizes the 
portals of entry in relation to the type of information required by 
each to constructively perform its functions.
     Identifying subject matter experts and key organizations 
to serve on a ``Working Group'' to share current information on JSO's.
     Preparing an inventory of professional organizations and 
practitioners who may have an impact on JSO's.
     Establishing a link with other governmental organizations 
or groups that may inform this initiative.
     Developing training curriculums for each group identified 
as a portal of entry.
    The strategy in year 2 would add the following tasks:
     Preparing and disseminating information products, 
including Fact Sheets, Bulletins, videos, and public service 
announcements that educate the public on key issues related to JSO's.
     Identifying and cataloging current treatment programs and 
assessment instruments and providing contact information.
     Conducting a pilot test of the curriculum for each 
identified portal of entry.
     Developing a standard for coordination and collaboration 
that is user-friendly, easy to follow, and may be implemented at the 
local level.
    Year 3 would require continuation, updating, and completion of all 
tasks identified in the previous 2 years and add the following tasks:
     Developing a network of national organizations that might 
receive and further disseminate information about JSO's.
     Developing memorandums of agreement with organizations to 
address components of this initiative that cannot be fully addressed by 
the selected provider.
     Identifying and cataloging current laws and policies 
enacted by States and local jurisdictions in response to JSO's.
     Identifying the potential impact of JSO's and victims on 
local communities by examining past practices.
     Maintaining a link with other governmental organizations 
or groups whose expertise may help to inform this initiative.
    A detailed implementation plan that outlines major tasks, 
milestones, and deliverables to be undertaken during the first 12 
months of the project must be included with the application. In 
addition to the deliverables listed above and the content of the 
training and technical assistance design, the provider must describe 
how it will address the following:
     A diverse consultant pool with expertise related to 
juvenile sex offending.
     A protocol for the delivery of training and technical 
assistance.
     A plan for making reference and referral resources 
available online.
     A consolidated inventory of training and technical 
assistance materials on JSO's.
     Quarterly status reports in narrative form that address 
the tasks accomplished, pending requests, and major objectives for the 
upcoming quarter.
     An annual report that includes financial and programmatic 
summaries.
     A coordination protocol to facilitate communication, 
shared planning, and scheduling of events related to the other Office 
of Justice Programs JSO grantees.
     A dissemination plan for States and local units of 
government for documents to be prepared.
    Modifications regarding these deliverables may be proposed if 
assessments reveal new or different issues or obstacles or if any 
deliverables are determined not to meet the previously outlined 
objectives as effectively and efficiently as an alternative product 
might.

Guiding Principles

    Training and technical assistance must be developed in a manner 
consistent with the following principles:
     Support empowerment of States and local communities to 
disseminate information.
     Create user-friendly, user-appropriate materials.
     Use uniform protocols for needs assessment, delivery of 
training and technical assistance, evaluation, tracking, and follow-up.
     Base curriculum development on adult learning theory and 
deliver training within the context of an interactive structure.
     Coordinate effective and efficient use of expertise on a 
range of subject matter related to JSO's.

Scope of Work

    The basic elements of the work outlined in the objectives should be 
accomplished under this cooperative agreement. Applicants are expected 
to present a service delivery design that incorporates these elements 
and brings innovation and cohesiveness to a strategy for organizing, 
implementing, and delivering a training and technical assistance 
program.

Eligibility Requirements

    OJJDP invites applications from public and private agencies, 
organizations, institutions, or individuals with demonstrated 
experience in the management of a national training and technical 
assistance effort and the capability to undertake activities related to 
this solicitation. Private, for-profit organizations are eligible to 
apply provided that they agree to waive any profit or fee.

Selection Criteria

    Applicants will be evaluated and rated by a peer review panel on 
the quality of the project design, project management plan, the 
organizational capacity to deliver the activities, and appropriateness 
and cost effectiveness of the budget. OJJDP may conduct onsite 
interviews with up to five applicants submitting the highest scoring 
proposals.

Needs To Be Addressed (20 points)

    Given the broad scope of the issue of juvenile sex offending and 
the critical players from various disciplines, the applicant must 
clearly communicate an understanding and knowledge of the perceived 
needs of the project and their planned response to past perceptions 
created by treatment providers and other experts. The applicant must 
convey an understanding of the expected results of this effort, of 
possible obstacles that need to be overcome to meet or exceed program 
objectives, and of how collaboration will enhance the achievement of 
the performance objectives.

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Goals and Objectives (10 points)

    The applicant must provide succinct statements that demonstrate an 
understanding of each objective and elaborate on the tasks associated 
with each. The strategy to address each objective must be clearly 
defined, expressed in operational terms, and measurable.

Project Design (25 points)

    The applicant must present a project design that constitutes a 
measurable approach to meeting the goals and objectives of this 
program. The design must include a plan that describes how training and 
technical assistance will be implemented and that discusses the 
proposed organizational framework. The applicant should include 
background data that justifies the program design and implementation 
plan.
    The application should include a work plan that describes specific 
tasks, procedures, timelines, milestones, and products to be completed 
as part of the implementation plan. The work plan should include a 
chart that specifies each milestone, related tasks, lead staff 
responsible, incremental benchmarks, and dates for task completion. The 
design must indicate how project objectives will be met and 
deliverables will be produced and how both will be measured. The work 
plan should also include a cohesive, well-developed plan for providing 
knowledge, products, and other materials to key players in this 
initiative. The design must provide protocols for assessing training 
and technical assistance needs and protocols to be used in the actual 
delivery of technical assistance. It must also describe the process and 
structure that will be used in curriculum development and demonstrate 
how adult learning theory will be employed in its design.
    Applicants should identify obstacles to achieving expected results 
and include alternative plans and rationales. OJJDP will consider 
recommendations for modification and enhancement of the products to be 
delivered to accommodate cost considerations. When such recommendations 
are made, justification and alternatives should be proposed. The 
competitiveness of applications will be enhanced when such 
modifications and/or enhancements reflect the concept in a compelling 
and innovative form.

Project Management (25 points)

    In addition to the basic project management structure, applicants 
should specifically describe coordination and collaboration efforts 
related to the project. Applicants must describe an organization 
framework, managerial structure, and staffing approach that has the 
capacity to effectively execute the JSO initiative. Applicants should 
discuss their history of involvement in addressing juvenile sex 
offenders and any other involvement that demonstrates their management 
capabilities. The applicant's management structure and staffing must be 
adequate and appropriate for the successful implementation of the 
project. Competitiveness will be enhanced by applicants who can clearly 
demonstrate previous experience with JSO efforts. Emphasis will be 
placed on applicants' specific descriptions of organizational and 
management capabilities to support the cooperative agreement.

Organizational Capability (10 points)

    The organizational capability should include (1) an established 
track record in delivering training and technical assistance on a 
national level; (2) a demonstrated capability to produce--within a 
short timeframe--a range of general and specific technical resource 
materials that are user-friendly and professional; (3) a base 
consultant pool of experts in juvenile and criminal justice and 
juvenile sex offender issues; (4) a plan for identifying and assigning 
this project, immediately following award of the cooperative agreement, 
to an expert manager who has experience in designing and delivering 
training and technical assistance to juvenile justice, mental health, 
or youth service professionals, and experience with State and local 
agency program delivery structures; (5) a capability for production or 
reproduction of various types of printed materials--or plans for 
contractual access to such capability; and (6) a description of the 
organizational capability to effectively manage a national training and 
technical assistance program, including an indication of where this 
program would be located within the organization's structure and the 
rationale for this placement.

Budget (10 points)

    The budget should be planned over a 12-month project period. 
Applicants must provide a proposed budget and budget narrative that is 
complete, detailed, reasonable, allowable, and cost effective for the 
activities to be undertaken.

Format

    The narrative portion of this application must not exceed 45 pages 
in length (excluding forms, assurances, and appendixes) and must be 
submitted on 8 by 11-inch paper, double spaced on one side of the paper 
in a standard 12-point font. These standards are necessary to maintain 
a fair and uniform standard among all applicants. If the narrative does 
not conform to these standards, the application will be ineligible for 
consideration.

Award Period

    This project will be funded as a cooperative agreement for 36 
months in three 12-month budget periods. Funding after the initial 
budget period will depend on grantee performance, availability of 
funds, and other criteria established at the time of the initial award.

Award Amount

    Up to $350,000 is available to support award of a cooperative 
agreement to a single provider for the initial 12-month budget period.

Delivery Instructions

    All application packages must be mailed or delivered to the Office 
of Juvenile Justice and Delinquency Prevention, c/o Juvenile Justice 
Resource center, 2277 Research Boulevard, Mail Stop 2K, Rockville, MD 
20850; 301-519-5535. Faxed or e-mailed applications will not be 
accepted. Note: In the lower left hand corner of the envelope, 
applicants must clearly write ``Juvenile Sex Offenders Training and 
Technical Assistance Initiative.''

Due Date

    Applicants are responsible for ensuring that the original and three 
copies of the proposal are received by 5 p.m. ET 45 days from date of 
publication in the Federal Register.

Contact

    For further information, contact Gail Olezene, Program Manager, 
Training and Technical Assistance Division, OJJDP, 202-305-9234, or 
send an e-mail query to [email protected].

References

    Abel, G., Rouleau, J., and Cunningham-Rathner, J. 1986. Sexually 
aggressive behavior. In Forensic Psychiatry and Psychology: 
Perspectives and Standards for Interdisciplinary Practice, edited by 
W. Curran, A. McGarry, and S. Shah. Philadelphia, PA: Davis, pp. 
289-313.
    Becker, J.V., and Hunter, J.A. 1993. Aggressive sex offenders. 
Child and Adolescent Psychiatric Clinics of North America 2:477-487.
    Bernet, W., and Dulcan, M.K. 1999. Practice parameters for the 
assessment and treatment of children and adolescents who are 
sexually abusive of others. American

[[Page 53884]]

Academy of Child and Adolescent Psychiatry 38(12)(Supplement):55S-
76S.
    Bonner, B., and Chaffin, M. 1998. Have we gone too far in our 
response to adolescent sexual abusers and children with sexual 
behavior problems? Child Maltreatment: Journal of the American 
Professional Society on the Abuse of Children 3(4):314-317.
    Brick, P., Davis, N., Fischel, M., Lupo, T., Macvicar, A., and 
Marshall, J. 1989. Bodies, Birth and Babies: Sexuality Education in 
Early Childhood Programs. Hackensack, NJ: The Center for Family Life 
Education, Planned Parenthood of Greater Northern New Jersey.
    Brick, P., Montfort, S., and Blume, N. 1993. Healthy 
Foundations: Developing Policies and Programs Regarding Children's 
Learning About Sexuality. Hackensack, NJ: The Center for Family Life 
Education, Planned Parenthood of Greater Northern New Jersey.
    Fehrenbach, P.A., Smith, W., Monastersky, C., and Deisher, R.W. 
1986. Adolescent sexual offenders: Offender and offense 
characteristics. American Journal of Orthopsychiatry 56 (Supplement 
2):225-233.
    Haugaard, J. 1996. Sexual behaviors between children: 
Professionals' opinions and undergraduates' recollections. Families 
in Society: The Journal of Contemporary Human Services 11:81-89.
    Haugaard, J., and Tilley, C. 1988. Characteristics predicting 
children's responses to sexual encounters with other children. Child 
Abuse & Neglect 12: 209-218.
    Hunter, J. 1996. Understanding, impact of trauma on children: 
When victimization leads to victimizing. Paper presented at the 
Eleventh International Congress of the Society for the Prevention of 
Child Abuse and Neglect, Dublin, Ireland.
    Lamb, S., and Coakley, M. 1993. ``Normal'' childhood sexual play 
and games: Differentiating play from abuse. Child Abuse & Neglect 
17:515-526.
    Levin, S.M., and Stava, L. 1987. Personality characteristics of 
sex offenders: a review. Archives of Sexual Behavior 16:57-79.
    National Task Force on Juvenile Sexual Offending. 1993. Revised 
report. Juvenile and Family Court Journal 44(4):1-143.
    Ryan, G. 1995. Treatment of sexually abusive youth: The evolving 
consensus. Paper presented at the International Experts Conference, 
Utrecht, Netherlands.
    Ryan, G. 1999. Treatment of sexually abused youth: The evolving 
consensus. Journal of Interpersonal Violence 12:422-436.
    Ryan, G. 1997 (September) Similarities and differences of 
sexually abusive adults and juveniles. Interchange: Cooperative 
Newsletter of the National Adolescent Perpetration Network.
    Ryan, G. 1998. What is so special about specialized treatment? 
Journal of Interpersonal Violence 13(5):647-652.
    Ryan, G. 1989. Victim to victimizer: Re-thinking victim 
treatment. Journal of Interpersonal Violence 4:325-341.
    Ryan, G. 1998. The relevance of early life experience in the 
treatment of sexually abusive youth. Irish Journal of Psychology 
19:32-48.
    Ryan, G., and Lane, S. 1991. Juvenile Sexual Offending: Causes, 
Consequences and Corrections. Boston, MA: Lexington Books.
    Ryan, G., and Lane, S. 1997. Juvenile Sexual Offending: Causes, 
Consequences and Corrections (2d ed.). San Francisco, CA: Jossey 
Bass.
    Ryan, G., Miyoshi T.J., Metzner J.L., Krugman, R.D., and Fryer 
G.E. 1996. Trends in a national sample of sexually abusive youths. 
Journal of the American Academy of Child and Adolescent Psychiatry 
35:17-25.
    Shaw, J., Campo-Bowen, A.E., and Applegate, B. 1993. Young boys 
who commit serious sexual offenses: demographics, psychometrics, and 
phenomenology. Bulletin of American Academy of Psychiatry Law 
21:399-408.
    Shaw, J. 2000. Summary of the practice parameters for the 
assessment and treatment of children and adolescents who are 
sexually abusive of others. Journal of the American Academy of Child 
and Adolescent Psychiatry 39 (1):127-130.
    Shoor, M., Speed, M.H., and Bartelt, C. 1996. Syndrome of the 
adolescent child molester. American Journal of Psychiatry 122:783-
789.
    Widom, C.S. 1996. Childhood sexual abuse and its criminal 
consequences. Society 33:47-53.
    Williams, L.M. 1995. Juvenile and Adult Offending Behavior and 
Other Outcomes in a Cohort of Sexually Abused Boys: Twenty Years 
Later. Philadelphia, PA: Joseph J. Peters Institute.

    Dated: August 30, 2000.
John J. Wilson,
Acting Administrator, Office of Juvenile Justice and Delinquency 
Prevention.
[FR Doc. 00-22657 Filed 9-1-00; 8:45 am]
BILLING CODE 4410-18-P