Date of Award

Spring 2025

Degree Type

Thesis

Department

Psychology

Director of Thesis

Michelle Brown

Second Reader

Savannah Woods

Abstract

The association between childhood sexual abuse (CSA) and hypersexual behaviors in both juvenile and adult male sexual offenders has been investigated; however, a clear theoretical framework explaining this connection remains debated. This review aims to evaluate which theoretical frameworks—such as Social Learning Theory and Attachment Theory—best explain the link between CSA and hypersexuality in male sexual offenders. A systematic search and analysis of existing literature was conducted, including studies on the psychological, behavioral, and developmental impacts of CSA on hypersexual behaviors. Both Social Learning Theory and Attachment Theory were critically assessed, particularly focusing on the pathways from victimization to offending behavior and the links between hypersexuality, recidivism, and mental health outcomes in male sexual offenders. The findings suggest that while multiple frameworks offer insights, Attachment Theory provides a robust explanation of how childhood victimization leads to the internalization of deviant sexual behaviors and impaired interpersonal relationships in young adulthood. In contrast, Social Learning Theory emphasizes the role of modeled behaviors and environmental reinforcements in shaping these deviant sexual behaviors. CSA is shown to be a significant factor in both hypersexual behaviors and sexual offending, with traumatic experiences shaping long-term behavioral patterns. This review highlights the importance of adopting an integrated theoretical framework to better explain the complex relationship between CSA and sexual offending behaviors.

First Page

1

Last Page

53

Rights

© 2025, Madison R. Rivers

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