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A case study of an infant with mental, physical and medical conditions
A case study of an infant with mental, physical and medical conditions
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Development disability Victims, are most vulnerable to mental disorders and are in dire need of special attention for the purpose of adapting to the complexities of this modern world. Family members, relatives and friends have a role to play, to give them hope, help them feel accepted, treasured and loved despite their predicaments. Development disability is a condition that results in physical or mental disabilities with substantial effects on their functioning. Some research has also reviewed a possibility of biochemical and genetic abnormalities that are linked with some of the vital metal disabilities, such as autism and diabetes.
Michael is a ten year boy of Caucasian heritage, currently a third grade student at hillside school. He is one of the few unfortunate kids with a physical, medical and mental condition. His parents, Mr. & Mrs. Madison are very loving and responsible parents who have vowed to help Michael walk past the odds. Being a financially stable couple, all the care and attention that Michael needs is given to make him live a normal lifestyle. Mrs. Miller; his grandmother has been very instrumental and helpful in Michael’s progress both in his adverse mental and medical conditions.
After a normal pregnancy with no prenatal complications, Michael was seen to be in blooming health with no serious medical conditions. It was at the age of five when his parents noticed some stranger behaviors in him and after consultations from specialists, he was diagnosed with some acute mental conditions; autism. This was a big blow to his parents who vowed to assist him adjust despite the devastating news from doctors, that Michael might not recover fully from his mental condition. Autism spectrum disorder is a neurological disorder that affects development of infants targeting their communication skills and their social relationship with others. At the age of six, his health conditions did get worse. Excess fats were seen to shape his once lean body which physicians blamed it on type 2 diabetes after serious medical examinations. As if fate was not done with him yet, he did break his knee after slumming his leg in the living room chimney. This repetitive behavior of self-inflicting injuries whenever he got enraged almost made him loose his leg.
Michael had to undergo a 3-hour surgery on his knee but did not fully recuperate. The chief surgeon advised his parents to take him to some physical therapy sessions for as long as they can to make sure his condition improves. As for the mean time, he would have to use some leg support to help him walk.
Apart from the physical therapy sessions, he would frequent the hospitals to check his blood sugar and receive oral medications, strictly on a particular drug known as metformin, which he would only take a 500mg doze twice a day. His grandmother was very helpful and supportive to make sure Michael did not skip his prescription. On addition to his health problem, he also had a very serious allergy on peanut and his body would get pale and swollen whenever he came into contact with peanut. This forced his parents and the school fraternity to adhere to a special diet of peanut-free foods and low-caloric foods, particularly on plant produce. Type 2 diabetes was not something new in that family. His grandfather was also a victim and according to the family doctor’s opinion, Michael was vulnerable to inherit it because of his mental disability.
Rarely would Michael tour the town as he continuously enjoyed his own company. His physical condition would also restrict him but he had no problem running his errands. He used to feed on his own, take a shower or even visit the washroom without any form of assistance. He had a normal daily routine just like many of the other kids, despite his inequities. Michael could now communicate to others without so much trouble as opposed to his autism incubation period, when communication was a problem. Earlier, he used to communicate by pointing at things but after a series of communication therapies, as advised by their doctor, Michael managed to recover his speech confidence. No harm had been done to his intellectual status and so he had no problem attending hillside school.
He got into the school bus every morning on his own but a special seat was reserved only for him. Hillside school was one of the best performing private schools where academic excellence was highly upheld. Absenteeism was never condoned even to children with special needs unless under unavoidable circumstances that resulted to absenteeism. Teachers highly appreciated every child and they gave special attention to needy children.
In class, Michael would rarely concentrate in class activities. He would concentrate in his skillful drawings instead. At one point, his was asked by his math teacher to stop drawing during class activities. Indeed, he stopped, flipped the paper and stashed it in his back pocket. Few seconds later, he fished it out and continued drawing. Michael only responded when given one-on-one attention by the teachers. Apart from his inactive contribution to class activities, most of the teachers were intrigued by his drawings and even devised ways to help him nurture his talents. He drew almost anything out of his imaginations. His classmates also did receive advices and updates on his condition and how much Michael needs their support. They accepted and supported him to their abilities. This support helps him realize that folks were friendly and ready to assist.
At school, his teachers were updated on his medical prescription and cautioned on the side effects such as diarrhea and vomiting if he took an excess dosage .They had to make sure he did his medication on time. Michael had to bring his metformin with him and an insulin shot was also made available at the school health center to be administered whenever mild diabetic attacks came by. The school clinic also did some frequent blood test to keep an eye on his glycogen level and by this, they helped reduce unpredicted future attacks on his sugar level. They even presided over his school meals to ensure his special diet is followed to the latter.
His social relationship with others was not that perfect but improving. He would not socialize much with other students unless he wants to. On several occasions, he concentrated on his drawings and delighted in them. Whenever anyone intruded his privacy without his consent and permission, he would get enraged and destroy anything at his disposal, even his fascinating drawings. Apart from his social problems, he seemed to enjoy his physical education class and the company of Mr. Brooke, his physical education teacher. He would get exceedingly happy around him as he tried hard to participate in exercises despite his fractured knee.
Nowadays freely interacts with his parents and he tells them everything that happened in school. Earlier, he would even hurt himself and never say anything to them. His parents are currently very pleased with the improvements of Michael and are very optimistic that their child will fully recover. During the weekends, Mr. & Mrs. Madison take Michael for a walk and even assist him in home therapies to help him recover. This has made Michael have a positive perspective of life and has greatly contributed to his recovery.
It is important to understand that a classroom setup with a supportive environment is essential in supporting children with autism and diabetes. This classroom setting creates an atmosphere of social interactions that can help such students learn how to appreciate the existence of others and recognize them. The society should also learn to appreciate the range of other abilities in such victims and help them mobilize their abilities into strengths.
References
DiLavore, P. C., Lord, C., & Rutter, M. (1995) The Pre-Linguistic Autism Diagnostic
Observations Schedule. Unpublished manuscript
Lewy, A., & Dawson, G. (1992). Social stimulation and joint attention deficits in young autistic
Children. Journal of Abnormal Child Psychology, 20, 555–566
Smith, I., & Bryson, S. (1994). Imitation and action in autism: A critical review.
Psychological Bulletin, 116, 259–273.
Tait, K. & Purdie, N. (2000). Attitudes toward disability: Teacher education for inclusive
environments. International Journal of Disability, Development and Education, 47(1), 25-38
Ward, J., Center, Y. & Bochner, S. (1994). A question of attitudes: Integrating children with
disabilities into regular classrooms? British Journal of Special Education, 21, 34-39.
A case study of an infant with Autism.
A case study of an infant with Autism.
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Tutor
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According to center of disease control and prevention, statistics have shown that development disability has been on the constant rise in the recent years. Victims who fall under this category are most vulnerable to mental disorders and are in dire need of special attention for the purpose of adapting to the complexities of this modern world. Their ability to get a proper education, a proper lifestyle and social skills are constantly under threat and will significantly affect them. Family members, relatives and friends have a role to play, to give them hope, help them feel accepted, treasured and loved despite their predicaments. Development disability is a medical condition that results to physical or mental disabilities with substantial effects on their functioning.
After a normal pregnancy and delivery, Mr. & Mrs. Renorld gave birth to a bouncing baby boy with no complications recorded. At first, Mitch was seen to be in blooming health. He could stay awake for long at the comfort of his cot and you could hardly notice his presence. Mitch seemed not to be puzzled or scared by all the relatives and friends who came to visit him. Occasionally, he would seem not to be bothered by the presence of his parents. This felt a bit odd to his parents but they were delighted simply because they did not have to take turns trying to lure him into sleep. He never was a problem to them. At the age of two, Mitch could independently walk and Mr. and Mrs. Renorld decided to host a birthday party for their son. To their surprise, Mitch never seemed to be occupied or amused by the large number of neighbors and relatives who turned up to celebrate him. He acted oblivious of all the activities that were taking place at their home and he would walk past the audience and went over on his daily routine, playing with his toys and would not even care of the delicacies in place of his honor. He seemed to be so much into himself and would care less of the company of others. Mr. & Mrs. Renorld were worried about such strange behaviors and at first thought that Mitch would grow up to ignore them and his friends. To even great lengths, they could call Mitch who would not even blink back as a sign of responding.
To find out if this was a medical condition or simply behavioral, they decided to visit a pediatrician who ruled against any medical conditions and reassured them that all will soon be right. Mitch continuously became even more dependent to his toys and less concerned about anyone in the vicinity, spending an inordinate time making a palatial outlay of all his toys and on each day, he would perfectly make similar arrangements on his toys. His situation took a different turn, Mitch would self-inflict injuries on his body and would not even wail about it as the way a normal kid would do. His parents got even more worried and despite the reassurances from the pediatrician, they decided to visit a specialist who diagnosed Mitch with autism. He assured them, despite this development disorder, his intellectual abilities were normal and should not worry much about how this condition will impair his ability to develop intellectually.
Autism spectrum disorder is a development disorder associated with neurological disorders affecting communication skills of an individual and his development towards social interactions. As much as the parents would try to teach Mitch some basic linguistic gestures, he would not even speak back to them and only made some strange sounds without saying a word. Mrs. Renorld agonized at his condition and she would instead guess the need of her child just in case Mitch failed to indicate what he wanted. The specialist advised them to take Mitch to a special daycare where he would receive special therapy that would help him speak.
With this help, Mitch began to speak complete sentence though in a strange manner. He could repeat every word his parents uttered instead of giving an answer whenever he was questioned. Though with progress in his speech therapy, other interesting habits come along. Mitch became highly fascinated on the sound of their car engine. He would get exceptionally happy whenever he heard the car engine roar and the turbines belch. He would always get up in time to watch his father start the car engine, marvel about it as he jumped with vigor. Furthermore, he was so amused by running water and he would occasionally sneak in the bathroom, turn the water taps on and off. Mitch would get wild and would throw tantrums whenever anyone tried to stop him from his daily routine. His days out were always an ordeal, He would grab other people’s belongings without even fussing about it. He had the audacity to do that even to grow up men. At one point, he snatched a bottled drink from a lady in the streets while at the company of his parents, without even blinking. His parents found this embarrassing but Mitch seemed not to be carried away by this.
At the age of five, Mitch had no problem getting to and from school using the St. Patrick’s school bus. He would get in and sit in one particular chair and would talk to no-one. In school, Mitch had difficulties in learning but took great pleasure in drawing. He at one time surprised his teacher by drawing a car engine in a mathematics class and would not even listen to anything his teacher said in class. His teacher would ask him to stop drawing but he would fold the paper and stuff it in his back pocket but some few moments later, he would fish it out, unfold it and go on with his drawings. He was so lost in his own world.
Whenever his teacher gave out a class activity, Mitch would show no interest and would only give a positive response to activities directed to him in person. He seemed to get into action only when personal attention was directed to him. Mitch was unable to make friends at school since he lacked the social skills. Most of the time, he would be seen to delight in his drawings and would care less about the activities around him.
In school, Mitch would get very emotional and turn violent whenever he got bothered by other children who tried to forcefully infringe his privacy. He would get pale, his eyes popped out, his fore veins pressing hard on his forehead, shake involuntarily and destroy anything at his disposal. With these conditions, the teachers had to be keen on him, giving him the necessary special attention to help him perform and exist peacefully with other children. Despite such behaviors, Mitch had no other form of medical complication above it, except the constant medication prescribed by the school doctor to help him cool down, slow down his heart rate after turning violent.
At the age of 8, his parents decided to take him to a special school for children with autism where they thought special care and attention would be directed to him as they hoped to see him recover. Fortunately, while at school, he was seen to experience progressive developments as he would socialize though not entirely with other kids. His obsession in drawing was natured into a hobby as his tutors helped him capitalize in it. He would make simple conversations and give appropriate responses. He would gladly read some simple writings and books and would even take time to listen to his teachers.
It is important to understand that a classroom setup with a supportive environment is essential in supporting children with autism. This classroom setting creates an atmosphere of social interactions that can help such students learn how to appreciate the existence of others and recognize them. The society should also learn to appreciate the range of other abilities in such victims and help them mobilize their abilities into strengths. In addition, much research should be done on other non-verbal ways of communication that students of autism use to help understand their thought process.
Reference
Smith, I., & Bryson, S. (1994). Imitation and action in autism: A critical review.
Psychological Bulletin, 116, 259–273.
Lewy, A., & Dawson, G. (1992). Social stimulation and joint attention deficits in young autistic children.Journal of Abnormal Child Psychology, 20, 555–566
Ward, J., Center, Y. & Bochner, S. (1994). A question of attitudes: Integrating children with disabilities into regular classrooms? British Journal of Special Education, 21, 34-39.
Tait, K. & Purdie, N. (2000). Attitudes toward disability: Teacher education for inclusive
environments. International Journal of Disability, Development and Education, 47(1), 25-38
DiLavore, P. C., Lord, C., & Rutter, M. (1995) The Pre-Linguistic Autism Diagnostic ObservationsSchedule.Unpublished manuscript
Kandice Barber Sex Crime Case
Kandice Barber Sex Crime Case
Institutional Affiliation
Date
Kandice Barber Sex Crime Case
Introduction to the Criminal Case
The criminal case selected for this task is a recent UK-based sex crime involving a teacher and a pupil. The crime perpetrator, Kandice Barber, is a 35-year-old married female Buckinghamshire teacher. The victim is a 15-year-old schoolboy, a pupil at Princes Risborough School (BBC, 2021; Merrifield, 2021). The court hearing occurred in September 2020 at Aylesbury Crown Court. BBC (2020) established that a retrial on January 18 2021 under twelve judges was occurred because the juries did not reach verdicts on three counts in the initial trial.
Historical Context of the Crime
This crime dates back to 2018 when Barber beguilingly borrowed the boy’s mobile phone, added her details on his Snapchat account, and began messaging him (Christodoulou, 2020). Continued messaging included messages about having a bath and meeting up with the boy. Later, she began sending explicit images and videos. Specifically, she sent a topless photo of herself, images of herself amidst sex toys while performing a sex act on herself, and a video of herself masturbating (Aoraha, 2021; Christodoulou, 2020). The jury established all these action as adequately planned acts tantamount to grooming the boy.
The school’s headmaster saw one of these X-rated pictures in November 2018, but they were not enough to warrant her arrest then because the boy denied engaging in sexual actions with her. Later, upon interview by the police, the boy revealed that he initially lied, but panic began to trounce him after Barber told him she would be pregnant with his child. He further revealed that she had threatened to bring him down with her by false rape allegations if he dared to report her, a fact the court affirmed (Aoraha, 2021; Pattinson & Winter, 2021; Williams, 2021). This evidence prompted the police to arrest her months after the X-rated photo leaked.
Following her arrest in March 2020, her first trial, and the retrial of about 10 hours and 40 minutes, the court by a majority of ten judges found Barber guilty of two counts and not guilty on one count. Particularly, she was guilty of one count of exploiting her position of trust to cause a minor to watch a sexual act and one count of sexual communication with a child (BBC, 2021; Daoud, 2021; Quaggin, 2021). However, the court acquitted her of the count of inciting or causing a child to engage in sexual actions as a person in a position of trust. The court deemed Barber’s actions in this sex crime “beyond despicable” (Aoraha, 2021; Merrifield, 2021), accordingly warranting a prison sentence of six years and two months.
Theoretical Analysis of the Crime Event
Barber’s acts qualified her to be registered as a sex offender, requiring her to abide by provisions of a sexual harm prevention order. Besides, she was barred from working with vulnerable adults and children forever while being obliged to submit her details to the police for life (Daoud, 2021; Merrifield, 2021). As a sex offender, the etiological theories of adult sex offending in child sexual abuse contexts that offer the theoretical underpinning her sex crime conceptualization are the routine activity theory and the sexual grooming phenomenon.
The theory of routine activity is a staple model in criminology that posits that three distinctive elements are indispensable requisites for the occurrence of sex offending: a suitable target, a motivated offender, and a lack of guardianship (Kloess et al., 2019; Ropp, 2019). The theory further holds that these elements converge in time and space to enable the manifestation of the criminal event. In 1995, criminology scholars Eck and Weisburd added place as the fourth element to expand the model to four elements deemed necessary for the crime to occur. They suggested that this additionally element is essential because it adds credibility to the impact of the physical place on crime perpetration beyond a mere convergence of the characters involved.
In Barber’s case, she was a motivated sex offender poised to exploit all available avenues, including threats, false allegations, and lies, to induce the schoolboy to her sexual advances. On his part, the boy was a suitable target for Barber because he was gullible of her intensions when she borrowed his phone mobile phone, added herself on his Snapchat, and started messaging him. Additionally, the boy lacked guardianship on dealing with Barber’s advances and subsequent rape allegation threats, plunging him into profound panic. She ensured that the element of place conveniently suited her intentions, as she picked up the schoolboy in her car and drove to a private area of a field (Quaggin, 2021) to accomplish her sexual motive.
Once the sex offender leverages the four elements of the routine activity theory to establish contact with the child, they start engaging in the sexual grooming process. Child sexual grooming is a preparatory process characterizing several stages aimed to overcome the minor’s resistance, augment their compliance, maintain their secrecy, and reinforce their cooperation (Elliott, 2017; Kloess et al., 2019). The presence of child vulnerability is crucial in the grooming process. Essentially, offenders exploit these vulnerabilities to gain access to the child, develop a relationship of trust, and desensitize them to touch (Winters & Jeglic, 2017; Craven et al., 2006).
Evidently, Barber practiced sexual grooming with the boy. Affirming this point, NSPCC spokesperson stated that “she exploited her position of trust to groom and abuse this teenage boy for her own sexual gratification” (Merrifield, 2021, par. 10). She knew that the boy was young enough to neither understand his emotional world properly nor make sane decisions. By leveraging such vulnerabilities, she groomed the schoolboy successfully via mobile and digital communication tools. Kloess et al. (2019) admit that sexual grooming in an online environment is challenging to curtail because significant guardianship and protective surroundings are absent, augmenting minors’ vulnerabilities that the adult sex offender can exploited easily.
Media Involvement and Coverage of the Case
Various media outlets across the UK and elsewhere have comprehensively covered this case since it occurred, covering all its stages from investigation to disposition. Editors and authors from globally recognized media outlets such as BBC, 7 News, The Sun, Metro, and The Mirror, have been involved in reporting this case. Those whose reports informed this paper are Aoraha (2021), Christodoulou (2020), Daoud (2021), Merrifield (2021), Pattinson and Winter (2021), Quaggin (2021), and Williams (2021). While these news authors have given different accounts of how this sex crime began, transpired, and progressed to the ultimate verdict, they demonstrate substantial consensuses about the case facts, the judicial deliberations, reasoning, and decisions, and rationales for determinations and verdicts.
Furthermore, a close examination of these media accounts reveal unanimity of these news authors’ points regarding how the case progressed through the eight stages of a criminal case. These stages include investigation, arrest, bail, arraignment, indictment (presentation of evidence), preliminary hearing, trial, and sentencing (Şahin, 2015), with exception of appeal. The defendant did not appeal this case, Pattinson and Winter (2021) confirm. So, it can be said that the media coverage of this criminal case was accurate and reliable. Perhaps this can be attributed to the fact that all these media outlets reported and published information from one verified source of case proceedings: the Aylesbury Crown Court.
The case’s broad coverage by the media provided an overview of the justice process to the public, including the implementation of law enforcement, prosecution, and corrections of adult sex offenders against children. In the United Kingdom and other British Commonwealth countries, the media is restricted by the law to safely report only on the essential facts of a criminal arrest while offering objective and balanced accounts of basic, on-the-record proceedings during trials (Howe, 2021). This further explains why the media coverage and reporting of Barber’s case was consistent among all these news authors.
Perspective on the Media Effect on Case Outcomes
While media coverage of criminal cases and trials poses dilemmas to judicial processes, press presence and attention in such criminal cases occasionally has significant benefits. For instance, media coverage ensures the correct determination of facts from sufficient witnesses, safeguards fair and unbiased criminal case administration due to public scrutiny, and provides informational stimuli for the public to gauge the justice system’s operational effectiveness (Howe, 2021). In Barber’s case, the media operated within the confines of the special restrictions provided by the law in their coverage.
This allowed law enforcement officers (the police) to provide unbiased information to the judges while not altering the behaviours of jurors and witnesses. At the same time, such media coverage ensured the decisions the juries made were fair and unbiased because there was no interference from information in news coverage available about this case before trial. Ultimately, the outcomes of the case were deemed as objective and unprejudiced. An essential aspect of the case’s media coverage is that the identity of Barber’s victim was concealed all along. This was essential in maintaining the case’s legal credibility (BBC, 2020) while eliminating likelihoods of further victimization of the boy.
Concluding Remarks
The media coverage of Barber’s sex crime case played a critical role in bringing its facts to public attention, enlightening other potential victims about sex offenders’ grooming tactics against minors. It also illuminated how the justice system disseminates justice towards promoting the overall welfare of vulnerable children who are oblivious and gullible of sex offenders’ targets. Even so, it is important to recall that press coverage can pose severe challenges, especially the coverage of sensitive victim cases. Publicity in such cases can infuse unfair trials, particularly if the juries and prosecutors act out of administrative expediency. Additionally, media coverage has the potential of exposing some witnesses to threats of reprisals and reputational damage. The principle is to set certain constraints, guidelines, and restrictions that provide the confines within which the media should cover these criminal cases.
References
Aoraha, C. (March 05, 2021). Sex miss caged: Shamed teacher Kandice Barber branded ‘beyond despicable’ by judge as victim says he failed GCSEs after stress of ordeal. The Sun. London, UK. News Group Newspapers Limited. Retrieved October 9, 2021, from https://www.thesun.co.uk/news/14241522/sex-shame-teacher-kandice-barber-jailed-years/.
BBC. (March 05, 2021). Snapchat sex trial: Buckinghamshire teacher Kandice Barber jailed. London, UK. BBC. Retrieved October 9, 2021, from https://www.bbc.com/news/uk-england-beds-bucks-herts-56295671.
BBC. (September 2020). Kandice Barber case: Jury discharged in ‘sex with pupil’ trial. London, UK. BBC. Retrieved October 9, 2021, from https://www.bbc.com/news/uk-england-beds-bucks-herts-54155866.
Christodoulou, H. (September 01, 2020). Perv Miss: Married female teacher, 35, ‘had sex with pupil, 15, in field and sent him topless pic on Snapchat’. The U.S. Sun. The Sun, US, Inc. Retrieved October 9, 2021, from https://www.the-sun.com/news/uk-news/1403441/teacher-sex-pupil-topless-snapchat-buckinghamshire/.
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.
Daoud, E. (March 06, 2021). Married UK teacher Kandice Barber learns fate after being found guilty of grooming student for sex. Australia. 7 News. Retrieved October 9, 2021, fromhttps://7news.com.au/news/world/married-uk-teacher-kandice-barber-learns-fate-after-being-found-guilty-of-grooming-student-for-sex-c-2297654.
Elliott, I. A. (2017). A self-regulation model of sexual grooming. Trauma, Violence, & Abuse, 18(1), 83-97. Doi: 10.1177/1524838015591573.
Howe, S. W. (2021). Publicity in criminal cases: Difficulty for the trial judge in assessing prejudice, judicial rules governing prejudice assessments, overcoming prejudicial publicity. Web Solutions LLC. Retrieved October 9, 2021, from https://law.jrank.org/pages/1894/Publicity-in-Criminal-Cases.html.
Kloess, J. A., Hamilton-Giachritsis, C. E., & Beech, A. R. (2019). Offense processes of online sexual grooming and abuse of children via internet communication platforms. Sexual Abuse, 31(1), 73-96. Doi: 10.1177/1079063217720927.
Merrifield, R. (March 05, 2021). “Beyond despicable” teacher, 35, who had sex with schoolboy, 15, in field jailed. The Mirror. Retrieved October 9, 2021, from https://www.mirror.co.uk/news/uk-news/breaking-married-teacher-35-who-23612495.
Pattinson, R., & Winter A. (April 07, 2021). Jailed Miss: Married teacher Kandice Barber jailed for sex with pupil, 15, won’t appeal sentence – as mum reveals she can’t visit her. The Sun. London, UK. News Group Newspapers Limited. Retrieved October 9, 2021, from https://www.thesun.co.uk/news/14571450/married-teacher-kandice-barber-jailed-sex-pupil-mum/.
Quaggin, L. (January 29, 2021). Married teacher Kandice Barber found guilty of having sex with her 15-year-old student. Australia. 7 News. Retrieved October 9, 2021, from https://7news.com.au/news/world/married-teacher-kandice-barber-found-guilty-of-having-sex-with-student-15-c-2051806.
Ropp, J. (2019). Sexual abuse and assault against minors: A spatial application of routine activity theory (Master’s Thesis; Boise State University).
Şahin, İ. (2015). A brief summary of criminal procedure process at the United States judicial system. Journal of Judgments by the Court of Jurisdictional Disputes, (5), 707-725.
Williams, T. (January 28, 2021). Married teacher guilty of having sex with schoolboy in a field. Metro. Associated Newspapers Limited. Retrieved October 9, 2021, from https://metro.co.uk/2021/01/28/married-buckinghamshire-teacher-guilty-of-having-sex-with-schoolboy-13981868/.
Winters, G. M., & Jeglic, E. L. (2017). Stages of sexual grooming: Recognizing potentially predatory behaviors of child molesters. Deviant behavior, 38(6), 724-733. Doi: 10.1080/01639625.2016.1197656.