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MODEL GUIDELINES FOR SEXUAL OFFENCE CASES IN THE CARIBBEAN REGION
e. Life-skills training including respect for sexual and reproductive rights of others and learning about
their own rights.
f. Parenting empowerment programs that may be needed for the parents of the child offender.
8. Typically, these conditions are combined to ensure that the child offender involved in restorative justice
5
is accountable and receives skills in the following three areas (based on cognitive behavior therapy ):
a. Skills-training (behavioral component) - social skills training, being a curriculum of prosocial,
interpersonal skills, showing what to do instead of aggression, and dealing with anger-provoking
events.
b. Anger management training (affective component) - teaching children what not to do if provoked and
self-control competencies.
c. Moral responsibility training (cognitive component) - promoting values that respect the rights of
others, raising a level of sense of fairness and justice, therefore helping children use interpersonal
and anger management skills taught.
9. The court should also ensure that the requisite therapeutic and rehabilitative services are being provided
to the complainant and where the complainant is a child should consider any child protection orders that
may need to be made in respect of the child including supervision or care orders where necessary.
10. To prevent and minimize recidivism, the court may order offenders to be subject to an assessment of
the danger posed by the offenders and the possible risks of future further sexual offences, in particular
against children. The arrangements for such assessment, such as who should do the assessment and
directions for what to include in a pre-sentence report can also be made by the court.
5 Becker, J.V. & Hunter, J.A. (1997). Understanding and treating child and adolescent sexual offenders. In
T.H. Ollendick and R.J. Prinz (Eds.), Advances in Clinical Child Psychology 19. New York: Plenum Press
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