Abstract:
The rampant conflation between having a sexual interest in children and engaging in
acts of sexual abuse contributes substantially to high levels of stigma directed towards people
living with a sexual interest in children. Stigmatization and societal punitiveness surrounding
people living with these interests can impact their wellbeing, obstruct help-seeking, and
potentially increase risk of offending behavior. The stigmatization of people with pedophilia
was previously identified as a “blind spot” in stigma research. Part One of the current
research comprises of a systematic review, which aims to understand (i) factors contributing
to stigma towards people with sexual interest in children, (ii) experiences of stigma, and (iii)
how stigma can be challenged and reduced. Thematic synthesis was used to analyze data
from 35 international, mixed methods studies. Findings highlighted substantial prevalence of
stigma towards and amongst people with sexual interest in children, and methodological
limitations of extant research, which are addressed in Part Two and Three. Previous research
employing stigma intervention strategies have shown promising results in reducing
stigmatizing attitudes towards this population, particularly regarding presentations of lived-experience narratives. Part Two (incorporating Studies One and Two) sought to examine the
effectiveness of humanizing narrative (lived experience of an individual with sexual interest
in children) and informative (fact-based information about sexual interest in children) anti-stigma interventions on members of the general public. Study One used a repeated measures
experimental design; participants (N = 694) were randomly assigned one of two intervention
videos as part of an anonymous online survey. Attitudes towards people with sexual interest
in children (including cognitive, affective, and behavioral responses) were assessed pre- and
post- intervention, using scales modified for valence framing effects and researcher
developed items. Both interventions were associated with reductions on all measured aspects
of stigma, with the exception of perceptions of controllability, which neither intervention influenced. Although effects between interventions were similar, the informative intervention
was associated with greater reductions in perceptions of dangerousness and increased
understanding that sexual interest in children is not a choice. Study Two investigated the
cognitive and affective responses to the intervention material through a mixed methods
analysis of two open-ended survey questions. Part Three (incorporating Studies Three and
Four) sought to expand on quantitative research findings by qualitatively exploring the
impact of intervention material, and facilitators and barriers to understanding and accepting
people living with sexual interest in children. Thirty participants were interviewed following
completion of the online stigma intervention study. Participants were asked about their
attitudinal responses to the earlier study, and how personal and professional experiences
contributed to shaping their attitudes surrounding people living with a sexual interest in
children. Utilizing thematic analysis, Study Three found mixed cognitive, affective, and
behavioral responses to the intervention material. Study Four found the significance of
exposure to alternative narratives emerged across several themes which facilitated
understanding and acceptance of people who have a sexual interest in children. Themes
which reflected barriers to understanding included difficulty comprehending alternate
narratives, parental concern, and reinforcement of current stereotypes. Together, findings
from the present research advance our understanding of the efficacy of antistigma
interventions, as well as the cognitive, affective, personal characteristics and experiences
which underpin attitudes surrounding people with a sexual interest in children. Moreover,
findings offer important insights into how future research and interventions can be designed
and developed more effectively.