Ramifications of Educator Sexual Misconduct
Method of Operation - MO

A relationship between an adult and an adolescent is irrational.  The dysfunctional mind will make irrational

VI. The Sex offender’s MO; the cycle - factors that may contribute to offending

factors that contribute to sexual offending are complex and as varied as are people.  There are no
portals into the sex offender's head, nor are there any signs or flashing lights.  Often the sex offender is in
such dire straits as to the distorted thinking and deviancy, that aside from the obvious confrontation of right
and wrong, there exists a feeling of helplessness in the face of the dysfunction.  An easy escape from

the reality is by justifying the behavior- the attraction to a teenager-as normal. (The pedophiles' deviancy
is a matter for additional study; Ramifications is concerned with and addresses the adolescent population).
Offenders know the difference between right and wrong; that such a relationship is certainly improper and
inappropriate.  There is no consideration given to the ramifications of the behavior upon the victim.  

The behavior is justified when the victim never resists, and the offender visualizes that the victim is acting
of his/her own accord.  The offender fails to see or choses to ignore that the victim is acting under the
influence, the manipulations, and the misplaced support that is offered.  The offender believes that the

victim feels secure, trusts the offender, and has confidence in what is happening.  If the victim has any
doubt about the appropriateness of the relationship, it is overshadowed by assertions that 'everything is
fine'.  The victim is influenced to disregard what s/he knows is wrong, what s/he has been taught at home,
and to follow the lead of an influential adult.  The behavior is a play on the victim's emotions, and the
emotions of affection are powerful.

A. Thoughts and feelings; the pretend-Normal phase
1. Deviant fantasies
2. Distorted thinking

The combination of working hard at the job and working hard at influencing the victim into harmful activities
is identified in sexual offender counseling as the
pretend-Normal phase, a dangerous combination of
thoughts and feelings, and especially behaviors that switch back and forth between a normal life and the
scenario when the offender pretends everything is normal.  It should be obvious that offenders cannot lead a
dual life style without some effort at covering up the undesirable life.  Offenders ‘sandwich’ their offenses
against their victims with the normal activities which people around them are accustomed to seeing.  

Amongst the thoughts are deviant fantasies where offenders envision the behaviors that they wish to
engage in with their young victim.  The facts that victims are minors and years younger should  preclude any
thoughts of a sexual nature. The
distortional thinking facilitates deviant fantasies that need to be addressed
on a professional level.  However, offenders are too ill to recognize that help is needed.  It is easier to find
rationale and to ascribe the feelings to some form of normalcy.

3. Interpersonal relations
4. Stress
5. Deviant stimulus
   a. porno
   b. deviant sexual outlets
   c. addictive behaviors
   d. substance abuse
   e. failure to meet responsibilities

The sex offender can have other contributing factors that make up the entire “package.”  Most of these
factors are part of everyone’s life, such as
interpersonal relations, and stress, which may be job related,
problems in a marriage, or any of a whole bunch of contributing issues.  The sex offender however,
compounds normal everyday living by adding to the mixture
deviant stimuli, such as porno, deviant sexual
outlets, addictive behaviors, substance abuse, and failure to meet responsibilities.
 Are you keeping

How would you (attempt to) monitor your staff if you suspected a sexual abuser?  There is no check list, but
there is a set of behaviors, which unfortunately, also fits the non-sex offender: your other staff.  You would
do a disservice, a grave injustice, were you to start a witch hunt....  If Mr. X, the math teacher, has been seen
walking the malls or driving in the same area on different occasions, is he cruising?  If Ms Y has a

subscription to Playgirl, is she using porno?  Are these attributes of sex offenders?

B. Acting out; Pre-assault phase
1. grooming
   a. flirtations
   b. gaining trust and confidence

The sex offender “model” suggests a long history of offending or a history of deviant activities prior to
offending.  The Pretend-Normal phase is followed by the phase identified as the acting out  
.  This is the period of time when the offender attempts to put his fantasies into action.  The victim is
subjected to a
grooming process which includes, amongst other things, flirtations with the intent of gaining
trust and confidence.
    The flirtations may be overt or subtle; in the case of teachers, it more or less has to
be subtle, for to be a lewd in flirting would most certainly bring attention.  Students are quick to pick up and
share the rumors about the 'perv' teacher.

2. cruising                
   a. arcades, malls, gathering spots for potential victims
   b. baby sitting
   c. playgrounds, schools

Sex offenders may also employ
cruising, visiting arcades, malls, and  gathering spots for potential victims,
though teachers have, before, and around them, a potential pool of victims.  Cruising would be a difficult MO
to monitor and might very well be relegated to the rumor control center, and the rumbling of the rumor
mill is
a weak platform from which to work.  Pedophiles also resort to seeking victims through

baby sitting and cruising/hanging around playgrounds, and schools.  School personnel should be aware of
unidentified persons lingering in the vicinity of the schools and should notify the administration.  And as
always, the students should be reminded constantly about the “strangers among us.”

3. proximity to victims
   a. positions of authority; teachers, clergy, group leaders (scouts, little league, etc.)
   b. level of influence/ power
   c. Offending phase

proximity to victims and the positions of authority that teachers, clergy, group leaders (scouts, little
league coaches, etc.)
have, coupled with a high level of influence/ power inherent in this positions, create a
dangerous combination.  That there are not more offenses committed is “But for the grace of God.”  It is
certainly speculated, and I have reason to believe, that there are more offenses throughout our society that
have gone-and are going on- unreported.  If from this information even one offense is prevented or
uncovered, the gain will be substantial.

4. methods of victimizing
     a. isolation
     b. coercion and manipulation

Acting upon the deviant fantasies and distorted thinking of the pretend-normal phase and working through
the acting out/pre-assault phase, the sex offender moves on to the
Offending phase where the fantasies are
acted upon the victim.  Again, the MO is generally the same with each offender following their own personal
quirks. A common  method of victimizing is to get the victim into
isolation by having him/her visit the
classroom before and after school, and during periods in which the offender has no duties or classes.  Less
obvious manipulations are seeing the victim outside of the school environment.  It is strongly suggested that
teachers not give students rides homes or to other places.  The sex offender rationalizes these behaviors by
‘helping’ the student and providing additional support.
More troublesome is the act of
coercion; making promises or threatening, thereby using a profound and
perhaps even illegal method to
manipulate the victim’s  behavior.   

5. rationalization and transitory guilt
   a. distorted views of the victim
   b. distorted views of self
   c. unresolved guilt

The “how” of the victimization and “how” sex offenders ‘live with themselves’ is tied together in the
rationalization and transitory guilt that is felt.  It must be the same of all sex offenders, unless it can be
visualized that there can be an absolute void of feeling and compassion for the victim (and that is an area of
research that I have not as yet pursued).  The rationalization is found in the
distorted views of the victim.  
The sex offender may believe that s/he is in love with their victim; that the victim is in love with them.  That
makes it alright to sexually abuse. It makes it ‘alright’ because the sex offender does not recognize or accept
that it is abuse. The rationalization and justification can be taken to their finite definition by repeatedly asking
- and thereby assuring the offender - the victim if the behavior is what s/he wants, does s/he fell “trapped”
by the behavior, does  s/he want “to go her/his own way.”  If the victim answers in the affirmative the
offender will completely disregard the fact that the influence will allow no other answer!  The offender will
take all of the victim’s behaviors as reinforcement for the sexual abuse, behaviors that are influenced by the
perception of ‘adolescent’ love for the offender and the position as a teacher, her “best friend,” and constant
source of support.
The “how” of the offending is further strengthened by the
distorted views of self.   While this is a whole field
in itself- the study of self-  there are common threads that run through the profiles of sex offenders.  In an
educational setting, intellect, arrogance, and an envelope of false security within the community empower

the offender.  Case studies point out that offending teachers are generally well-liked in the community,
above average in their professional demeanor, and very visible in terms of contributing beyond the classroom.

VII. Ramifications of inappropriate relationships
A. Upon the victim
1. loss of trust, confidence
   a. in self
   b. in others, esp. adults
2. feelings of betrayal
3. physical health
   a. sleep
   b. eating
4. psychological
   a. loss of self-esteem
   b. depression
   c. suicide ideation
B. Upon the victim’s family and social structure
C. Upon the offender
D. Upon the offender’s family  and social structure
E. Upon the community/organization (scouts, schools, church, etc.)

The ramifications of inappropriate relationships are long lasting, profound, far reaching from
the victim, to
their families, the offenders and their families, and the community, and especially the work place of the
offender, be it in the school, the little league, or the athletic team, and the damage is irreversible.  Time may
be often referred to as the all time great healer, but there are always reminders of the past. Offenders will
allude to the fact that the distance that exists between family members and themselves and the loss of
teaching for which they spend great time and resources are constant reminders.  And there are dozens of

less obvious reminders.
The impact upon the victim is much greater.  There will be, first and foremost, a
loss of trust and confidence,
in themselves and especially in adults. There may be feelings of betrayal in the face of the assault from a
trusted adult and perhaps even about the system, school, scouts, little league, youth group, etc.  The victim’s

physical health
may be placed in jeopardy through a loss or interruption of sleep and the development of
eating disorders.  There are far ranging and long lasting psychological trauma including loss of self-esteem,
depression, and suicide ideation.   
The impact upon the victim’s family and social structure further highlights the damage caused by
inappropriate behavior upon children and teens.  Victims may experience loss of trust from family members.   
Their integrity may be questioned, especially if the offender was highly visible and respected in the
community.  This unintentional victimization finds its roots in bias and lack of information.  The victim needs

to be treated as a victim; regardless of the dynamics of the abuse, teachers must maintain the boundaries and
there can by no justification for crossing them. The effects are domino-like; from the victim, through her
family, and through the community.
Certainly to no minor consideration, the effect
upon the offender, the offender’s family and social structure,
and upon the community/organization
(scouts, schools, church, etc.) is no less tragic.  The feelings of guilt,
embarrassment, betrayal, and hurt are but a few of the feelings, although some of the feelings are part

of the deviant cycle and of the distorted thinking.  It is a given that the offender will never teach in the
public schools again and other doors are also closed due to the felony conviction.   

Page ten describes the attributes of the teacher sex offender from a self analysis point of view; Signs Along
The Way.  
Page 6