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Child Maltreatment
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Attribution Retraining with Sexually Abused Children: Review of Techniques

Marianne Celano

Emory University School of Medicine

Ann Hazzard

Emory University School of Medicine

Susan K. Campbell

Georgia Center for Children

Claudia B. Lang

Emory University School of Medicine

Clinicians increasingly use empirically based cognitive-behavioral techniques in their treatment of child victims of sexual abuse. Attribution retraining is often a primary component of this work, and it involves various techniques aimed at decreasing abuse-related self-blame and encouraging the child to attribute responsibility for the abuse to the perpetrator. This article reviews literature that highlights the complexity of self and other blame for sexually abused children in terms of developmental status, the multifaceted nature and interrelationships of abuse-specific attributions, and the psychological effects of self-blame and perpetrator blame. A review of written attribution retraining techniques developed by diverse authors for use with sexually abused children and their nonoffending parents is provided, including written and verbal techniques and techniques using games and the arts. The relative utility of different approaches with children of various stages of development is discussed, along with the need for empirical research regarding the effectiveness of these techniques.

Child Maltreatment, Vol. 7, No. 1, 64-75 (2002)
DOI: 10.1177/1077559502007001006
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