This particular group of young people is particularly challenging to deal with (Calder, 2009; Patricelli, 2009; and Rich, 2009).
In order to identify and treat youth who sexually offend, certain actions must be carried out. There are approaches, techniques, research, and a theoretical overview that must be followed. The following must be taken into consideration:
Furthermore, a comprehensive overview will include quite a bit of work on the part of those affected. This includes surveying literature on recidivism, evaluating the effectiveness of treatment, theoretical issues, characteristics, comparing male offenders against female offenders using an etiological model, assessing sexually abusive youth, using a multidimensional framework to treat subtypes after differentiating youth who sexually abuse, risk assessment, emerging strategies, treatment, working with parents, cognitive-behavioral treatment, an integrated experiential approach to treatment, multi-family group therapy, residential therapy and current practices therein, effectiveness of treatment, recidivism, resilience, and investigating successfully treated youth sexual offenders (Franey, 2009).
“Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling. Among others Albert Bandura is considered the leading proponent of this theory.” (Ormrod, 1999). There are certain general principles that social learning theory follows, and these are:
Cognitive factors in social learning include learning without performance, learning while processing cognitively, expectations about the consequences of certain actions, reciprocal causation, and modeling. Social learning theory offers a vast array of implications for its use. “Students often learn a great deal simply by observing other people.