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Many children who disclose Sexual Abuse, do so simply because they want the abuse to stop. The disclosure of sexual abuse can generate a series of emotionally overwhelming experiences, which involves statutory agencies, including the police, intrusive medical examinations and significant disruption.  Children may be removed from home and the crises can leave some children wishing they had never said anything.

Retractions are common and more likely when: -

• The child is not believed and supported by a protective parent.
• A child is placed in care, away from family support at a time of huge personal crises.
• The child's siblings blame him or her.
• A child feels that the disclosure has broken up the family
• The child has an emotional attachment to the perpetrator and is afraid of the consequences for the perpetrator.
• The child feels that the disclosure has brought shame to the family and will have consequences for others.
• Maintaining the disclosure will result in a loss of significant relationships.

Conclusive forensic evidence in cases of child sexual abuse is rare. As the allocated social worker, you have to form a view about the likelihood of sexual abuse.  You can do this by analysing the available information. You will have to justify how you reached your conclusions about the probability of sexual abuse.

These 12 questions provide a framework to analyse the validity of the disclosure. In some cases, the analyses may indicate that the available evidence does not support a high probability of abuse having taken place. In such instances, you   must not conclude that the child has lied. All you can say is, you do not have the evidence to initiate proceedings or proceed to a child protection conference. 

Intervention may involve supporting the child with  'Keeping Safe  ' work. You may also  talk to the  non abusing parent of about preventative actions. A referral for therapeutic assessment and support may  also be appropriate.

You will need to consider the child's age , development, and  learning difficulties when answering these questions. If there is an ABE interview , go back and see it again . If the child has not given an ABE interview, review written records of the child's disclosure.

1. Does the account make sense? Is it coherent?
2. Is the account spontaneous or does it come out like a rehearsed script? Spontaneous accounts are usually less structured and the information is scattered through out the child's account. ( Malicious allegations are almost always well rehearsed ).
3. Does the account contain details about time , place, persons and objects related to the event being described? Some children talk about time in other ways. They may not be able to say what time it was,  but can indicate time by referring to parallel events, such as a particular television programme being  on. Others may give information about 'time windows 'by saying  that it occurred between typical family activities such as after breakfast but before school etc.    (More likely to have been abused if these details are present)
4. If the abuse is repeated over a period of time, the child may not be  specific about some particulars, such as what people were wearing at the time. However in such cases, the child will be more able to talk about  routines or rituals surrounding the abuse. They may say more about the perpetrator's way of operating - e.g. 'he always made sure I stayed back when  mum took my sisters to the shops'. These children are more likely to admit gaps in their recollection and will typically say, I cant remember if it was Thursday or Friday, but....' ( We all find it harder to recall details about frequent events, but find it much easier to do so when talking about an  exceptional occurrence.  For example,  you are more likely to recall your wedding dress  in  exact detail as opposed to what you wore to work last Monday).
5. Does the child provide a context to the abuse ? For example; 'He asked me to go with him to clean the new shop which Uncle Fred is opening.'  Can the child describe the interaction that took place before the abuse? Can they reproduce the conversations that took place during  the abuse ? Does the account include any unusual complications such as interruptions, e.g., my mother came back early from work?' Is the child able to say what happened after the sexual act had ended? ( More likely to be describing a real event if these details are present)
6. Does the child give any unnecessary details - not directly connected to the sexual abuse; such as 'the curtains were drawn, the light was on etc. (More likely to have been abused as the child is recalling a real scene).
7. Does the child relay sexual descriptions or ideas that the perpetrator may not have carried out but spoken about or shown to the child ? Abusers sometimes suggest sexual acts or show pornography.
8. Is the child able to describe the event in relation to the 5 senses, of taste, sound, sight, smell , touch ? If children have experienced a real event, they are more able to describe the abuse in relation to the senses.  
9. Is the child able to talk about how they felt at the time and how the  perpetrator appeared to them, angry , crying etc.
10. Does the child correct themselves or another person's understanding of what occurred, spontaneously? If they do , the child is more likely to have been abused as they want to be accurate about what has happened to them.
11. If a child has a significant relationship with the perpetrator ,  a child may try to minimise the fault of the perpetrator and blame themselves. 'I should not have been there ...  ( more likely to have been abused)
12. Does the child use language to describe the event,  in line with his/ her age and cognitive ability? For example semen being described as white pee. ( More likely to have been abused).

If the outcome of your analysis is that the child is more likely have been abused, you need to record this in your assessment and talk to your line manager about further protective action. This may be convening a Child Protection Conference or a Legal Planning Meeting.

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