\r\n\tThus, we call for research and review papers on the chemistry and physics of dyes, pigments, and their intermediates, including chemical constituents, spectroscopic aspects, surface, solution, crystal formation, photochemical, and ecological or biological properties. The book will be of interest to a wide variety of researchers worldwide whose work involves various fields of activity such as dyes and pigment synthesis, imaging, sensor, energy, medicine, polymers, food product, toxicological properties, etc.
",isbn:"978-1-83768-114-3",printIsbn:"978-1-83768-113-6",pdfIsbn:"978-1-83768-115-0",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,isNomenclature:!1,hash:"fcd069956c2e931195925b19a74ce9a3",bookSignature:"Dr. Brajesh Kumar",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/12081.jpg",keywords:"Heterocycles Pigments, Azo, Nitro, Indigo, Alizarin, Chromophores, Chromophores, Photochemical, Sulphonation, Diazotisation, UV-Vis Spectroscopy, Metal-Ligand",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"May 19th 2022",dateEndSecondStepPublish:"June 16th 2022",dateEndThirdStepPublish:"August 15th 2022",dateEndFourthStepPublish:"November 3rd 2022",dateEndFifthStepPublish:"January 2nd 2023",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"19 days",secondStepPassed:!1,areRegistrationsClosed:!1,currentStepOfPublishingProcess:2,editedByType:null,kuFlag:!1,biosketch:"Dr. Brajesh Kumar has worked as a faculty member in various universities in India, Ecuador, and South Korea. He has published numerous SCI/SCIE/Scopus research articles and is an active reviewer of more than 50 Journals. Dr. Kumar is a member of the American Chemical Society, the Indian Society of Chemists and Biologists, and the Indian Science Congress Association and holder of two registered patents. He is included in the top 2% of the scientist list prepared by experts at Stanford University,",coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"176093",title:"Dr.",name:"Brajesh",middleName:null,surname:"Kumar",slug:"brajesh-kumar",fullName:"Brajesh Kumar",profilePictureURL:"https://mts.intechopen.com/storage/users/176093/images/system/176093.JPG",biography:"Dr. Brajesh Kumar is currently working as an Assistant Professor and Head in the Post Graduate Department of Chemistry, TATA College, Chaibasa, India. He received a Ph.D. in Chemistry from the University of Delhi, India. His research interest is in the development of sustainable and eco-friendly techniques for (a) nanoparticles synthesis and their applications for environmental remediation, (b) active films of organic solar cells, (c) nanomedicine, (d) sensors, (e) natural product extraction, purification, and analysis,(f) natural polymers, (g) peptide chemistry, (h) microwave and ultrasound-assisted organic synthesis and (i) organic synthesis. Dr. Brajesh Kumar has been credited for different national and international fellowships and he has also worked as a faculty member in various universities of India, Ecuador, and South Korea. He has also published numerous SCI/ SCIE/ Scopus research articles (h index = 28, Citations 2690) and is also an active reviewer of more than 50 Journals. He is also included in the top 2% of the scientist list prepared by experts at Stanford University, USA.",institutionString:"TATA College, Kolhan University",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"3",totalChapterViews:"0",totalEditedBooks:"2",institution:null}],coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"8",title:"Chemistry",slug:"chemistry"}],chapters:null,productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},personalPublishingAssistant:{id:"444318",firstName:"Nika",lastName:"Karamatic",middleName:null,title:"Ms.",imageUrl:"https://mts.intechopen.com/storage/users/444318/images/20011_n.jpg",email:"nika@intechopen.com",biography:"As an Author Service Manager, my responsibilities include monitoring and facilitating all publishing activities for authors and editors. From chapter submission and review to approval and revision, copyediting and design, until final publication, I work closely with authors and editors to ensure a simple and easy publishing process. I maintain constant and effective communication with authors, editors and reviewers, which allows for a level of personal support that enables contributors to fully commit and concentrate on the chapters they are writing, editing, or reviewing. I assist authors in the preparation of their full chapter submissions and track important deadlines and ensure they are met. I help to coordinate internal processes such as linguistic review, and monitor the technical aspects of the process. As an ASM I am also involved in the acquisition of editors. 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\n\t\t\t
1. Introduction
\n\t\t\t
In the modern world, transparent conductive films (TCF) are extremely common and critically important in electrical devices. In our homes or offices, they are found in flat panel displays such as in TVs, laptops and in touch panels, of phones, tablet computers, E-readers and digital cameras [1]. Besides, they are also used as the electrodes for photovotaic devices such as solar cells [2] and organic light-emitting diodes (OLEDs) [3]. Liquid crystal display (LCD) is by far the largest user of transparent conductive films but many devices are showing rapid growth in popularity such as touch panels (362 million units in 2010 with annual growth of 20% through 2013), E-paper (30 fold growth expected from 2008 to 2014), and thin film solar cells (expected sales of over $13 billion by 2017) [4].
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The dominant transparent conductive material used today is tin doped indium oxide (ITO) with a demand growing at 20% per annum [5]. ITO has been studied and refined for over 70 years, and as a result, the material offers many beneficial properties. However, ITO has certain drawbacks, mainly reflected on the depleted supply of raw material and their brittleness. The supply of indium is constrained by both mining and geo-political issues, which leads to dramatic price fluctuations over the last decades, from $100-$900, as shown in Figure 1. The high price of indium determined the high cost of ITO, since they compose nearly 75wt % of a typical ITO film [6]. In addition to the raw materials, the expense of setting up and maintaining a sputtering deposition line, as well as the low deposition yield (3-30%) [7] also increases the cost of ITO. Though current devices are typically based on rigid substrates, there is a continued trend toward flexible devices. As ITO tend to fracture at strains of 2%, they are completely unsuitable for using in flexible electronics. Therefore, new transparent electrode materials have rapidly emerged in recent years, including carbon nanotubes (CNTs), graphene and metal nanowires. The intrinsically high conductivity coupled with high aspect ratio yields films with high transmittance, adequately low sheet resistance, and superior mechanical flexibility. These material properties, combined with inexpensive material and deposition costs make these emerging nanomaterials very attractive for as transparent electrodes. Of the three dominant nanoscale materials, CNTs are perhaps the most promising and mature intensively investigated.
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Figure 1.
(a) Global demand for resistive style touch panels by area; (b) Average price of Indium over the last several decades; Reprinted with permission from reference [4] copyright 2011 Wiley.
\n\t\t\t
This review will focus on transparent electrode made of CNTs, and six main parts will be covered.
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At first, some basic theories and parameters for characterizing transparent conductive materials will be presented so that the following parts of the review can be profoundly understood.
CNTs prepared from different methods or modified under various conditions have diverse physical and chemical properties, which will yield films with distinct performance. Therefore, in the second part, CNTs of different types will be investigated, and the performance of the as prepared thin films will be compared.
One of the major advantages in using CNTs is their ability to be applied to substrates from solution, which opens up many alternative deposition techniques. Therefore, one of the primary research areas for making transparent conductive films is to process the CNT material into printable inks.The third part will outline major approaches to disperse CNTs and focus on the most important details with regards to making transparent conductive films.
In the fourth part, a variety of techniques for making transparent conductive CNT films will be presented and evaluated.
During the solubilization step, non-conducting dispersants are induced, which sacrifice the conductance of the films a lot. Therefore, post-treatment needs to be done to remove them for enhancing the performance of the films. In the fifth part, various methods used to improve the performance of the transparent conductive films after their preparation will be discussed.
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Finally, the latest progress on CNT transparent conductive films and their applications on electrical devices will be summarized.
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\n\t\t\t
2. Optoelectronic properties
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The two most important features for a transparent conductingmaterial are its sheet resistance ( Rs ) and optical transparency. The sheet resistance is defined as Rs = R(W/L), where R is DC resistance, W and L are width and length of the film. Grüner et al. [8] developed a suitable merit, the DC conductivity/optical conductivity (σdc/σop), to compare the performance of various transparent conductors based on the standard percolation theory, in which each bundle of nanotubes was counted as one conducting stick. They assumed the conductivity ratio σdc/σop remains constant for nanotube networks with different densities in the measured optical frequency range. By plotting RsvsT and fitting the data to equation 1, one can estimate the value ofσdc/σop. This value is often used as a Figure of Merit for transparent conductors since high values of σdc/σop leads to films with high T and low Rs.
Geng et al. [9] found that this equation can be fitted well to the curve of single-walled carbon nanotube TCFs, nevertheless can not be fitted well with carbon nanotubes of other types. They modified the equation as follows:
The parameter t may represent the optical property of CNT films. A high t value gives a high transmittance for the CNT films. The t value of SWCNT films is 0.999, while that of MWCNT is much lower, around 0.884.
\n\t\t\t
Recently, Coleman et al. [5] modified this model to evaluate thinner (more transparent) films. They found that the data tend to deviate severely from the fits for thinner films, as seen from Figure 2. This deviation has been observed before [10-12] and tends to occur for films with T between 50% and 92%.Thus,σdc/σac fails to describe the relationship between T and Rsin the relevant regime. The deviation from bulk-like behavior as described in Equation1, can be explained by percolation effects [13]. Such effects become important for very sparse networks of nano conductors. When the number of nanoconductors per unit isvery low, a continuous conducting path from one side of the sample to the other will generally not exist.
\n\t\t\t
Figure 2.
Typical graph of transmittance (generally measured at 550 nm) plotted versus sheet resistance for thin films of nanostructured materials. Reprinted with permission from reference [5] copyright MRS.
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As more nanoconductors are added, at some point (the percolation threshold) the first conducting path will be formed. As more material is added, more conductive paths are formed, and the conductivity of the network increases rapidly. Eventually it reached a “bulk-like” value above which it remains constant. Percolation theory describes how the dc conductivity of sparse networks depends on network thickness and predicts a non-linear, power law dependence:
where tis the estimated thickness of the network, tc is the thickness associated with the percolation thres hold, and nis the percolation exponent. This leads to a new relationship between T and Rs, which applies to thin, transparent networks:
Here, tmin is the thickness below which the dc conductivity becomes thickness dependent. It scales closely with the nanostructures’ smallest demision, tmin ≈ 2.33 D. The high Tportion of data in Figure 1 was fitted using Equation 4, and good fits allow the calculation of both nand Π. Analysis of these equations shows that large values of Π but low values of nare desirable to achieve low Rs coupled with high T, which are used to evaluate the performance of CNT films with high performance.
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In addition to their sheet resistance and optical transparency, the stability and mechanical durability are also critical criteria to evaluate the performance of transparent conductors. Undoped CNT films exhibit excellent stability upon exposure to atmospheric conditions, as seen in Figure 3 [14]. Doping with nitric acid or SOCl2 could decrease the sheet resistance significantly, however at the expense of sacrificing their stability [15-17]. The sheet resistance of undoped SWCNT films decreases slightly with increasing temperature, which is consistent with the electrical behavior of semiconductors. Thermal stability of doped CNTs is dependent on dopants since elevated temperatures may increase chemical reactions or enhance the desorption of dopants out of the films. CNT-PET thin films are significantly more flexible than commercial ITO/PET films. They can be bent all the way to 180o without a significant change in resistance, [18] and the conductivity of the films can be retained after 500 bending cycles [19].
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Figure 3.
Absolute sheet resistance versus time in air of four SWNT films. Reprinted with permission from reference [14] copyright Wiley.
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\n\t\t\t
3. The choice of Carbon Nanotubes
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Carbon nanotubes synthesized from different methods or processes have diverse material qualities, such as the degree of purity, the defects, their length and diameters, and the chiralities, which are presumably important factors in determining the film performance.Therefore, the choice of CNTs as well as their further treatment is markedly important. Young Hee Lee group [9,20] did systematical analysis to investigate the CNT quality dependence. In their work, single-walled carbon nanotubes (SWCNT), double-walled carbon nanotubes (DWCNT), thin multiwalled carbon nanotubes (t-MWCNT) and multiwalled carbon nanotubes (MWCNT) powders were separately dispersed in deionized water with sodium dodecyl sulfate (SDS) and dichloroethane (DCE) by sonication and sprayed onto poly (ethylene terephthalate) (PET) substrates to fabricate thin films. The sheet resistance and transmittance of each film was measured and compared. As seen in Figure 4, the film’s performance changes dramatically for different types of CNTs dispersed in deionized water with SDS, as well as in DCE. The TCFs fabricated with SWCNTs show the best film performance among all the selected CNTs. The trends of film performances are similar for the TCFs fabricated by using the CNT solution dispersed in deionized water and in DCE, which is SWCNTTCF>DWCNTTCF> t-MWCNTTCF>MWCNTTCF. Furthermore, they analyzed the defects and metallicity by Raman spectra, and found that CNTs with fewer defects and high content of metallic tubes leads to TCFs with higher conductivity. Nevertheless, in Li’s report, [21]. MWCNTTCFs exhibit better performance than SWCNTTCFs. They indicated that MWCNT have more conductive π channels than SWCNTs does, therefore MWCNTs have better electronic transportability. In the case of a MWCNT where conduction occurs through the outer most shell, the large diameter of the outernanotube causes the gap to approach 0 eV and the nanotubeto become basically metallic. On the contrary, 2/3 of SWCNTs are semiconducting. The other reason they mentioned is that the MWCNTs they used are longer than SWCNTs, which could decrease the contacts numbers. Another point needs to be addressed is that dimethylformamide (DMF) which was chosen as the solvent in their work is actually not efficient to exfoliate SWCNTs. Therefore, SWCNTs bundled together which would open up an energy gap or pseudo gap owing to intertube interactions. We believe this is a critical reason for the worse performance of SWCNTTCFs in their work.
\n\t\t\t
Figure 4.
Characteristic sheet resistance-transmittance curves for various CNT-films. Each curve contains several data points from films with different numbers of sprays by a CNT solution dispersed in (a) deionized water with SDS and (b) DCE without dispersant. Reprinted with permission from reference [9].
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SWCNTs synthesized by different methods such as arc discharge (Arc), catalytic chemical vapor deposition (CVD), high pressure carbon monoxide (Hipco), and laser ablation (Laser) were also analyzed systematically [20]. After the SWCNT powder was characterized, each of them was dispersed in deionized water with sodiumdodecyl sulfate (SDS) by sonication followed by aspray process to fabricate the SWCNT film onto PET substrates.By analyzing the SWCNT film performance varying with the SWCNT parameters, they found that the metallicity of the SWCNTsextracted from G’-band intensity of Raman spectros copy and the degree of dispersion in the solutionare the most decisive factors in determining the film performance. Figure 5 shows that the film performance changes dramatically with different types of SWCNTs. The TCFs fabricated with Arc SWCNTs result in the best film performance, consistent with previous report [22]. The sheet resistance of the Arc TCF is ~160Ω/sq at a transmittance of 80%, which can be used in a wide range of applications from touch panels to electrodes for future flexible displays.
\n\t\t\t
Figure 5.
Characteristic curves of sheet resistance-transmittance of TCFs fabricated by various SWCNTs. Reprinted with permission from Ref. [20].
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In order to investigate the underlying reason, CNTs were characterized with SEM, TEM, TGA and Rama spectra. TEM analysis showed that the diameter of individual nanotube synthesized with CVD and Hipco process were about 1nm, smaller than those (~1.4 nm) of Laser and Arc SWCNTs. The CVDSWCNTs had the smallest average bundle size, as estimated from the SEM images, where as the Laser sample exhibited the largest average bundle size among samples. Carbonaceous particleson the SWCNT bundles are present in the CVDSWCNTs. The Arc SWCNTs have relatively well-defined crystallinity without amorphous carbonson the tube walls, although the bundle size of the Arc sample is smaller than that of the Laser sample. Figure 6 disclosed that the influence of the purity of the SWCNT is less deterministic, particularlyin CVD and HiPCOSWCNTs, where as the diameter has a strong correlation to the sheet conductance of SWCNT film. The sheet conductance of the film increases consistently with increasing diameters of nanotubes, as shown in Figure 6. This can be attributed to the decreasing band gap with increasing diameters of semi-conducting SWCNTs. Although individual metallic tubes are independent of the diameters, there are usually a pseudogap induced by tube-tube interactions, which is also inversely proportional to thetube diameter. Thus, the conductivityof the metallic nanotubes reveals the similar diameter dependence to semiconducting ones.
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The radical breathing modes (RBM) of Raman spectra were used to characterize the metallicity of SWCNTs [20]. At 514 nm, the Laserand Arc SWCNTs reveal the semiconducting behavior exclusively, on the other hand, CVD and HiPCOSWCNTs containboth metallic and semiconducting nanotubes. At 633 nm, the Laser and Arc SWCNTs pick up mostly metallic SWCNTs, where as the CVDSWCNTs retain mostly semiconducting properties (less prominent Fano line) and the HiPCOSWCNTscontain both the metallic and the semiconducting behaviors. Other than RBM mode, the G’-band intensity is strongly correlated with the metallicity of SWCNTs. Despite the abundance of metallicity, the presence of defects on then anotube walls that may act as scattering centersdegrades the conductivity of the SWCNT network [23]. The intensity of the D-band indicates the amount of defects on the nanotube walls. Therefore, anappropriate parameter to express conductivity of nanotubes for SWCNTs is the intensity ratio, G’-band/D-band. High content of metallicity and few defects on the nanotube walls will be desired for high conductivity of the SWCNT films.
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Figure 6.
The sheet conductance of TCFs at transmittance of 70% and 80% versus (a) purity and (b) diameter of SWCNT powders. Reprinted with permission from Ref. [20].
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The purity affects the conductivity.The diameter contributes to the conductivity via bandgap described in the previous paragraph. More defects reduce the mean free path of carriers and decrease the mobility of carriers in nanotubes.The conductivity is proportional to the metallicity of nanotubes and inversely proportional to the number of scattering centers or defects [24-26]. Considering all these factors, a material quality factor Qm was defined to govern the conductivity of SWCNTs:
where Eg = 0.82/D (eV), Epg = 0.105/D (eV), D is the average diameter of individual SWCNTs, P is the purity of the sample, Eiis the intrinsic Fermi Level, Ef is the Fermi Level for the extrinsic semiconductors, kB is the Boltzmann constant and T is the temperature of the system. Here IS (IM) is defined as
where AS(AM) is the areal intensity of semiconducting (metallic) peaks of RBMs from Raman shift. After calculation, it was observed that the sheet conductance reveals a linear relationship with the material quality factor. Although this empirical formula is not rigorous, it can provide atleast a means to estimate material quality that governs the conductivity of the SWCNTTCFs. Forinstance, large diameter, higher purity, less defects (lower intensity of D-band), and more metallic nanotubes (higher intensity of G’-band) will give better conductivity of the SWCNTTC. From this point of view, the Arc TCF is the best sample providing the highest conductivity in comparison toTCFs made by other types of SWCNTs.
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In addition to the material parameters discussed above, the length of SWCNTs is also crucial to the TCF performance. According to the percolation theory, a conducting path could be formed at a lower density for longer nanotubes, which means at the same sheet resistance, TCFs prepared with longer nanotubes should exhibit higher optical transparency. This conjecture has been confirmed by experiments [27,28]. In order to optimize the CNTs quality, such as their purity, their dispersibility and the content of metallic tubes, some pretreatments need to be done. Several attempts have been tried to purify the CNT powders.Generally, Gas phase reaction or thermal annealing in air or oxygen atmosphere is used to remove amorphous carbon [29,30]. The key idea with these approaches is a selective oxidative etching processes, based on the fact that the etching rate of amorphous carbons is faster than that of CNTs. Since the edge of the CNTs can be etched away as well as carbonaceous particles during the annealing, itis crucial to have a keen control of annealing temperatures and annealing times to obtain high yield. Liquid-phasereactions in various acids are always conducted to remove the transitionmetal catalysts [31-33]. Hydrochloric acid, nitric acid and sulfuric acid are the most commonly used acid, and the purification effect is dependent on the concentration, the reaction temperature and the reaction time. In addition to their reaction with metal catalysts, nitric acid and sulfuric acid could induce some carboxyl or hydroxyl groups onto the walls of nanotubes, which will improve their dispersibility in water [34,35]. However, some damages were introduced during this process. Therefore, subsequent annealing or ammonium treatment was sometimes carried out to repair the wall structures of the nanotubes to fulfill some special requests.[36]. In order to enhance the content of metallic tubes, discriminated adsorption and separation or ion change chromatography was generally used.
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4. CNT Ink Preparation
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One of the major advantages in using CNTs overmore conventional metal oxides is their ability to be applied to substrates from solution, which opens up many alternative deposition techniques. Therefore, one of the primary areas of research for making transparent conductive films is finding ways to process the CNT materials into printableinks.The first part of the ink making process is in finding suitable ways to disperse the CNT materialinto solution. Commercial SWCNTs always aggregated into thick bundles due to their high surface energy and strong van der Waals force between tubes. However, the conductivity of the SWCNTTCFs is inversely proportional to the bundle size considering tube-tube junction resistance [37]. Therefore, it is crucial to exfoliate SWCNT thick bundles into thinner or even individual ones.
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There are three major approaches to dispersing CNTs:
dispersing CNTs in aqueous media with the assistant of dispersing agents such as surfactants and biomolecules [40];
introducing functional groups which will help draw the CNTs into solution [41].
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Each of these methods have advantages and disadvantages in terms of making processable CNT based inks.
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Direct solubilization of CNTs in a suitable solvent is perhaps the simplest and the most favorable method from a manufacturing point of view, since there are no solubilization agents involved which could create processing issues during manufacturing,and also lead to decreased conductivity in the as deposited film. A range of solvents have been tried to exfoliate SWCNTs, and exhibit tremendous differences on the efficiency. The major issue with using these organic solvents has beenthe inability to disperse CNTs at a concentration high enough to be useful for industrial applications ( >0.1 g/L). Recently, workby Prof. Coleman’s group [42] has shown that the solvent cyclohexylpyrrolidone (CHP) can disperse CNTs up to 3.5 g/L with high levels of individual tubes or small bundles and can keep stable for at least one month. However, the high boiling point of this solvent may be an issuein high speed roll-to-roll manufacturing on plastic. Continuing to search for optimal solvents which can disperse CNTs at high concentrations and have a reasonably low boiling point (150 oCor below) could lead to a facile manufacturing process for high performance transparent conductive films.
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Over the years, significant efforts have been devoted to finding a suitable parameter to guide the selection of good solvents. Three major theories have been proposed, which are non-hydrogen Lewis base theory, [43] polar π system and optimal geometry theory [44] and Hansen parameter [42]. According to non-hydrogen Lewis base theory, all of the solvents can be divided into three groups on the basis of their properties. Class 1consists of the best solvents, N-methylpyrrolidone (NMP),N,N-dimethylformamide (DMF), hexamethylphosphoramide(HMPA), cyclopentanone, tetramethylenesulfoxide andε-caprolactone (listed in decreasing order of optical densityof the dispersions), which readily disperse SWNTs, forminglight-grey, slightly scattering liquid phases. All ofthese solvents are characterized by high values for electron-pair donicityβ[45], negligible values for H-bond donation parameter α,[46] and high values for solvochromic parameterπ∗. Thus, Lewis basicity (availability of a free electronpair) without H-donors is key to good solvation of SWNTs.Class 2 contains the good solvents, toluene, 1,2-dimethylbenzene (DMB),CS2, 1-methylnaphthalene, iodobenzene,CHCl3, bromobenzene and 1,2-DCB. They show α ≈ β ≈ 0 and high valueof π∗. Class 3 entails the badsolvents, n-hexane, ethylisothiocyanate, acrylonitrile, dimethyl sulfoxide (DMSO),water and 4-chloroanisole. Badsolvents would have α = β = π∗ ≈ 0. However, the high electron-pair donicity alone has proven tobe insufficient, as dimethyl sulfoxide (DMSO) is not an effectivesolvent for SWNTs even though it contains three lone pairs [47]. A systematic study of the efficiency of a series of amide solvents to disperse as-produced and purified laser-generated SWNTssuggested that the favorable interaction between SWNTs andalkyl amide solvents is attributable to the highly polar π systemand optimal geometries (appropriate bond lengths and bondangles) of the solvent structures [48]. However, this conclusion is some what undermined by the poor solubility of SWNTs intoluene [47]. Recently, Coleman et al found that the dispersibility of SWCNTs was intimately related with the Hansen parameters of the solvents and it is more sensitive to the dispersive Hansen parameter than thepolar or H-bonding Hansen parameter. The dispersion, polar, and hydrogen bonding Hansenparameter for the nanotubes is estimated to be<δD> = 17.8 MPa1/2,<δP> = 7.5 MPa1/2, and<δH> = 7.6 MPa1/2. Success ful solvents exist in only a small volume of Hansen space, which is 17 <δD< 19 MPa1/2, 5 <δP< 14 MPa1/2, 3 <δH< 11 MPa1/2. Hansen parameters have been used successfully to aid solvent discovery. Unfortunately they are not perfect. A number of non-solvents exist in the region of Hansen parameter space close to the solubility parameters of nanotubes.
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Compared with organic solvent, it is more efficient to exfoliate SWCNTs into thin bundles or even individual tubes with the assistant of dispersants. The most common dispersants used in TCFs are anionic surfactants including sodium dodecyl sulphate (SDS) and sodium dodecylbenzenesulphonate (SDBS). They are preferable dispersants because nanotubes can be highly exfoliated by them at rather high concentrations [49]. Besides, they nearly have no absorption over the visible spectrum region. However, they are not without disadvantage. Large amount of them is needed to exfoliate nanotubes into thin bundles; usually the CMC (critical micelle concentration) value should be reached [50]. Their residue will increase the sheet resistance of nanotube films significantly since they are nonconductive. In recent years, a lot of research has been done on the dispersion of CNTs with biomolecules such as DNA and RNA [51-54]. There are a number of advantages using them as dispersants.First, they can coat, separate, and solubilize CNTs more effectively with their phosphate backbones interacting with water and many bases binding to CNTs [55]. DNA wrapped around CNTs helically and there were strong π-π interactions between them [56]. Charges were transferred from the bases of DNA to CNTs leading to the change of their electron structures and electrical property [57]. 1 mgDNA could disperse an equal amount of as-producedHiPCOCNT in 1 ml water, yielding 0.2 to 0.4 mg/ml CNT solution after removal of non-soluble material by centrifugation. Such a CNTsolution could be further concentrated by ten-fold to give a concentration as high as 4 mg/ml [52]. Jeynes’s research disclosed that total cellular RNA showed better dispersion ability than dT(30) which was the most effective oligonucleotide dispersants in previous reports [54]. Second, the amount of DNA needed to exfoliate CNTs into thin bundles was much less than common surfactants such as SDS. In Zheng’s work, the weight ratio between SWCNTs and DNA was 1:1 [52] while the dosage of RNA in Jeynes’s work was lower, only half amount of the nanotubes [54]. By contrast, ten fold of SDS was needed to exfoliate SWCNTs efficiently [11,58]. High dosage of dispersant is not preferred since they are nonconductive and their residue will decrease the conductivity of the films significantly. Third, they have little absorption over the visible range and will not decrease the transmittance of CNT films. Last but not least, as biomolecules, they are easily degraded and removed by acid, base or appropriate enzyme. Jeynes et al [54] have used RNA to disperse CNTs and digested them by RNase effectively.
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Figure 7.
Effects of sonication on SWNT bundle length anddiameter. (a) and (b) AFMimage of SWNTs absorbed on a silicon waferafter (a) 1 h and (b) 21 h of sonication time. (c) Histogram of bundle length distribution taken from several AFM images for 1 h (black) and 21 h (red) of sonication. Plot of the (d) average bundle diameter and (e) average bundlelength for various sonication times measured from AFM images. Reprinted from Ref. [37] copyright AIP.
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The final solubilization approach involves functionalizing CNT walls with covalently bonded molecules. The most commonly used process is introducing carboxyl groups by reacting with concentrated acid, such as nitric acid and sulfuric acid [59]. Although thismethod has been proven to lead to CNT solutions with high concentrations of thin bundles, the films made from these tubes tend to have extremely low conductivity values, as the functionalization procedure inducesdefects into the pristine CNTsp2 bond structure.
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For all solubilization approaches, energy must be imparted to the system to break the strong van der Wall force between tubes. This is commonly done by mixing techniques such as high-shear mixing, rotor-stator, three-roll milling, ball milling, homogenizers, and ultrasonication. Among these, ultrasonication is the most commonly used and the most efficient technique to prepare SWCNT water solution. The vibration of the sonicationtip in the solution causes pressure waves which expand and collapse dissolved gas in the liquid; the collapse of these bubbles causes temperature of local zones exceeding 10 000 oC, [60] which can impart enough energy to separate CNTs from each other, long enough for surfactants to surround the tubes and prevent them from aggregating. However, such high energy of sonication would introduce defects onto the walls of CNTs or even shorten them [37]. As seen from Figure 7, the diameter of the bundles decreases sharply from 5 to 3 nm in the first 5 min of sonication, and then remains 2-3 nm after that. However, the length of the tubes decreases exponentially with sonication time from 4μm initially, to 0.4μm after about 21 h of sonication. Therefore, suitable sonication powder and time needs to be chosen to make SWCNT inks with thin bundles and long length.
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Figure 8.
Freestanding SACNT film drawn out from a230-mm-high SACNT array on an 8-inch silicon wafer. The film in the visualfield is about 18cm wide and 30cm long. b) SEM image of the SACNT array on the silicon wafer in side view. c) SEM image of an SACNT film intop view. Reprinted with permission from Ref. [63] copyright Wiley
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5. Film Fabrication
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Many techniques have been developed to prepare CNT thin films, including both dry and solution-based methods. Although solution-based techniques are the mostly commonly used and industry preferred, dry method is negligible for preparing high performance TCFs. Direct growth of CNT films is one of the typical dry method. CVD can grow CNT films either randomly distributed or aligned by controlling the gas flow, catalyst patterns, or by using a substrate with a defined lattice structure [61]. Compared with a solution-based process, the direct growth method leads to films with individually separated tubes with fewer defects and better CNT-CNT contact, which leads to highly conductive films [62]. However, films directly grown on a substrate may have significant amounts of residual catalyst, imprecise density control, and substrate incompatibility for device integration. Furthermore,CVD is a high vacuum, high temperature process and is not compatible with substrates used in the emerging plastic electronics field.
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Figure 9.
Production and performance of SACNTTCFs. a) Illustration of the roll-to-roll setup for producing composite TCFs. b) A reel of SACNT/PE composite TCF produced by the roll-to-rollsetup. The grey central region of the reel is the SACNT/PE composite TCF. Reprinted with permission from Ref. [63] copyright Wiley.
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In 2002, a method was pioneered by Dr Fan’s group [63] and involves drawing out MWCNT films directly fromas-grown super aligned CNT (SACNT) arrays. An example of such process and films are shown in Figure 8. An SACNT array is a special kind of vertically aligned MWCNT array having a higher surface density and better alignment of MWCNTs than an ordinary one.Typically, an SACNT array with an area of 0.01 m2 can be totally converted to a SACNT film of ~6–10 m2, depending on the height of the SACNT array. Unlike the solution-based process, an entire SACNT array can be converted to films without any significant loss by the drawing process, which will lower the cost. Another crucial advantage of this solution-free process is that it can be straight forwardly incorporated into a roll-to-roll process to make SACNT/polymer-sheet composite films. In a roll-to-roll process as shown in Figure 9a, aSACNT film is drawn out, then sandwiched by a release layer and a substrate layer, and pressed by two close rollers tightly, forming an SACNT/substrate composite film. The release layer, suchas a slick paper, protects the SACNT film from sticking to the roller, and can be peeled off when using the film.Figure 9b shows a reel of SACNT/polyethylene (PE) compositefilmthat is produced from anentire wafer of SACNT array. The width of the film in this reel is about 8 cm, and the length can be over 60 m. In principle, by periodically inserting a new SACNT source wafer, the composite film can be produced continuously by the roll-to-roll process. Unfortunately, the performance of such as-drawn films is far below our expectation. In order to improve their performance, the SACNTarrays were trimmed by the oxygen plasma to reduce their height, since lower arrays give rise to films without large bundles. Besides, the SACNT films were trimmed by lasers to burn the outmost CNTs of the bundles and to make the bundles thinner. After treatment, films with excellent performance (24 Ω/sq @ 83.4%, 208 Ω/sq @ 90%) were obtained, and successfully used as touch panels.
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Compared with dry method, solution-based method is much easier to prepare CNT films with high reproducibility. Perhaps the simplest way to make CNT films is by filtering the solution of dispersed tubes over a porous filter membrane. Filtration leads to highly uniform and reproducible films, and has precisely control over density [64]. Therefore, this method is often used to evaluate CNT materials and dispersion quality. Deposition method does not have the issues on the wetting on various substrates and it works well with extremely dilute CNT solutions. Another merit deserve to be addressed is that some excess dispersants could be washed away during the filtering process, which could enhance the conductance of the films. To our experience, films prepared with filtration method always show higher conductance than films prepared with spray coating or rod-coating method, since all of the dispersants resided in the films in the later methods. Since the films are deposited onto filters, a transfer from filters to other substrates is generally needed. Accordingly, transfer methods such as PDMS method [65]. Laser transfer method and microwave assisted method were developed [66]. The limitation of this method is that the size of the films is constrained by the filter, and is difficult to scale up. It is likely that this method will continue to be restricted to academic research.
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In addition to vacuum assisted filtration, there are other deposition techniques that are useful for small scalelab testing. These include spray coating, [11] spin coating, [67] dipcoating, [68] and draw-downs using a Mayer rod or Slot Die [69]. Spray coating is a simple and quick method to deposit CNT films. Typically, CNT ink is sprayed onto a heated substrate. The substrate is heated to facilitate the drying of the liquid. The set temperature for the substrate is adjusted by the choice ofsolvent. By using diluted solution and multiple spray coating steps, homogeneous films can be obtained. Bundling mayhappen during the drying process after the sprayed mist of CNT has hit the PET substrate. Thus, it is difficult to get good film uniformity. The most widespread deposition method involves depositing solution on a substrate by Mayer Rod or Slot Die, followed by controlled drying. Aheating bar is used to control the drying process.This technique can be used to coat directly onto polyethylene terephthalate (PET), glass, and other substrates at room temperature and in a scalable way. Inkjet printing is an old and popular technology due to its ability to print fine and easily controllable patterns, noncontact injection, solution saving, and high repeatability [62]. It is very prevalent inprinted electronics. In a typical ink jet printing process, the droplet size is around~10 pL and, on the substrate, has a diameter of around 20-50 μm. Printing on paper is much easier than printing on a plastic or glass substrate, due to the high liquid absorption of the paper, which avoids the dewetting of the liquid on substrates. The liquid droplet and substrate interactionis crucial for uniform drying of the liquid. The most useful deposition technique is roll to roll coating of CNT inks onto continuous rolls of plastics. This technique can coat film up to 2 m wide at speeds up to 500 m/min.One such roll-to-roll coating line running continuously would have the equivalent output of 30 traditional sputter coaters, and could produce enough film to satisfy half of the available touch panel market. Examples of various film fabrication methods were shown in Figure 10.
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Figure 10.
a) Transparent CNT film pulled from vertically grown CNT forest; b) CNT film transferred to PET using PDMS stamp. c) CNT film spray coated onto large areaplastic; d) Mayer rodcoating schematic. e) Image of CNT film being coated by slot die f) Roll of printed CNTfilm. g) Inkjet printed CNT lines. Reprinted with permissions from Ref. [4] copyright Wiley
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6. Post-Treatment of CNT Films
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During the preparation of CNT water solutions, dispersants are always introduced to assistant the exfoliation of CNT bundles. Since these dispersants are insulating, their residue decrease the conductance of CNT films significantly. Hence, post-treatments to remove these dispersants are necessary for preparing TCFs with high performance. In addition to remove the dispersants, doping is the other goal of post-treatment. In addition to rinsing with water, acid treatment is the most commonly used method to post-treat CNT films. As reported by Geng,11 the sheet resistance of CNT films reduced by a factor of 2.5 times after treatment in concentrated nitric acid owing to the removal of surfactants SDS. Except their function on removing dispersants, concentrated nitric acid is often used to p-dope CNTs and enhances their conductivity [70]. Although nitric acid was effective to remove dispersants, they induced p-doping of CNTs, which will lead to instability of the films [71]. Besides, PET substrates will turn brittle after long time acid treatment. To solve this problem, Dr Sun’s group developed a novel technique combing base treatment and short time acid treatment [72]. In their work, biomolecule RNA was chosen was the dispersant since they are easily degraded by base, acid and RNase. After depositing CNT films onto a PET substrate, they were immersed in the 5 wt% NaOH solution for one hour, and then treated with nitric acid for 10 min. The sheet resistance decreased significantly after treatment with NaOH solution owing to the removal of RNA molecules. After treatment with nitric acid, the RNA molecules were removed further and SWCNTs were slightly doped, therefore, the sheet resistance was reduced further. Base treatment combining short time acid treatment could remove RNA molecules efficiently as well as retaining the flexibility of PET substrates and the stability of the films.
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7. Application of CNTTCFs
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CNTTCFs have found a range of applications, among which we focus on the touch screens, plat panel displays, solar cells and OLEDs.
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Touch screen is almost omnipresent in our daily life, such as in cell phones, tablet computers and many other electronics. Transparent electrodes are an essential component in most types of touch screens. High optical transmittance (>85%) and low sheet resistance Rs (<500 Ω/sq) are normally needed for touch screens. Meanwhile, extremely excellent durability, flexibility, and mechanical robustness are required given that the touch screen may be under indentation for millions of times. The mechanical robustness demonstrated by CNT touch panels give promises for increasing the lifetime and durability of current touch screens. There are a variety of touchscreen technologies that sense touch in different ways.Figure 11a shows the basic device structure and the transparent conductor arrangement for a 4-wire analog resistive touchpanel. These panels use two continuous electrodes separated by hemispheres of polymeric “spacer dots” that are10–100 μm in radius and 1–2.5 mm apart. Only at the edges (where electrode attachment occurs) is the transparent electrode patterned. Surface capacitive devices share the same type of continuous conductor whereas the projected capacitive deviceuses transparent conductors with specific patterning into predefined geometries. Resistive touch panels function by current driven measurements andcapacitive devices depend on capacitive coupling with the input device. Both panel types utilize signal processing controllers todetermine X-Y and sometimes Z position of inputs.
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The mechanical durability of the transparent conductors is very important for resistive touch panels, since it involves compressive, sheer, and tensile stress every time it works. Their working process can be summarized as [4]:
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Deformation of the touchside electrode–compressive, tensile
Contact of the touch sideand device side–compressive, shear
Contact of touch sideelectrode with spacer dots–compressive, shear
Extreme deformationof touch side electrode near edge seal–high tensile.
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Compressive stress is not required to activatethe projected capacitive (ProCap) touch panels (of which theiPhone is a prime example). The ProCap touch panels are activated by a capacitive coupling with a suitable input device. Thus, there willnot be the mechanical flexing issues in ProCap devices. Still, the mechanical properties of the conducting layer are important since the conductors may be patterned to a size assmall as 10 μm in width. Metal oxides patterned to such small dimension become susceptible to cracking, fractures,and thermal cycling stress.
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Figure 11.
a) Schematic of four-wire resistive touch panel operation and functional layers; b) Schematic of the contact resistance experienced at the interface between two rough conductive layers separated by a very thin dielectric; c) Photograph of touch panel utilizing CNT film as touch electrode. Reprinted with permission form Ref. [4] copyright Wiley
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Display panels are produced at nearly 1.7 billion unitsannually (1.2 billion mobile phones, 200 million televisions,150 million laptops, and 200 million desktop, machine interfaces, monitors etc. There are four common types of displays, which are electrowetting displays (EWD), electrochromic displays (ECD), electrophoretic displays (EPD) and liquid crystal displays (LCD). Currently, LCD devicesare manufactured in the greatest number and will be the mainsubject of this section. A transparent conductor’smajor role in LCD/EPD devices is to serve as pixel and common electrodes. An interesting advantage of using CNT films for LCD is the ability to use them possibly as both the transparent electrode and the alignment layer [73]. Recently, Lee et al demonstrated high performance TN-LC cells with ultra-thin and solution-processible SWNT/PS-b-PPP nanocomposite alignmentlayers. At an optimized SWNT density, a nanocompositegave rise to low power operation with a super-fast LC responsetime of 3.8 ms, which is more than four times faster than thaton a commercial polyimide layer due to the locally enhancedelectric field around individually networked SWNTs. Furthermore,TN-LC cells with their SWNT nanocomposite layers exhibited high thermal stability up to 200 oC without capacitance hysteresis.
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Transparent electrodes are the essential components forphotovoltaic devices. The traditional electrodes for photovoltaic devices is ITO, which has high transmittance and low sheet resistance (~10-20 Ω/aq with the transmittance of 90%). However, their application was constrained by the high price of indium. Besides, the brittleness of ITO limited their usage in flexible devices, which will be a developing trend in the future. Therefore, replacing materials need to be developed. Carbon nanotubes are promising candidates since they have extremely high conductivity, high work function of 4.7-5.2 eV, relatively low cost and excellent flexibility. Besides, they are easy to be deposited into film via solution based process. Glatkowskiet al. [74] reported on the application of transparent CNT electrodesand found a PEDOT:PSS coating dramatically improves the device efficiency from 0.47% to 1.5%. The thin layer of PEDOT:PSS can smooth the CNT surface and enhance the charge transfer according to their investigation. In Hu’s work, [75] flexible transparent electrodes were fabricated by printing SWCNT solutions on plastic substrates. The SWCNT films have a sheet resistance of 200 Ω/sq with a transmittance of 85%. The achieved efficiency of 2.5% (AM1.5G) approaches that of the controldevice made with ITO/glass (3%). Furthermore, the flexibility is far superior to devices using ITO coated on the same flexible substrate material. However, there are several aspects that need to be solved for CNT based electrodes.
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Long termelectrical stability;
Occasional shorting betweenthe cathode and anode due to protruding CNTs;
Relatively high sheet resistance.
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Light emitting diodes have an opposite light electricity coupling process as solar cells. Applications of nanoscale materials based transparent electrodes are mainly focused on organic light emitting diodes which hold great promise for the future electronics. In Aguirre’s work, carbon nanotube anodes were implemented in small molecule OLED devices and achieved performance comparable to ITO-based anodes [76]. Recently, Feng et al [77] proposed a single walled carbon nanotubes-based anodes for organic light-emitting diodes (OLEDs) by spray-coating process without any use of surfactant or acid treatment. A layer of DMSO doped PEDOT:PSS was spray-coated on the SWCNT sheets to not only lessen the surface roughness to an acceptable level, but also improve the conductivity by more than three orders of magnitude. For the produced SWCNT-based OLEDs, a maximum luminance 4224 cd/m2 and current efficiency 3.12 cd/A were achieved, which is close to the efficiency of ITO-based OLEDs.
State Key Lab of High Performance Ceramics and Superfine Microstructure, Shanghai Institute of Ceramics, Chinese Academy of Sciences, China
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1. Introduction
The shared knowledge of educators about the etiology of sexual abuse of students by school employees – what to look for, how to respond, and what actions might reduce risk – is simply inadequate to the scope of the harm. A report from the United States Government Accountability Office (GAO), Child Welfare Federal Agencies Can Better Support State Efforts to Prevent and Respond to Sexual Abuse by School Personnel [1], noted the lack of research on the patterns of sexual abuse in schools. Additionally, an earlier GAO report, K-12 Education Selected Cases of Public and Private Schools that Hired or Retained Individuals with Histories of Sexual Misconduct [2], reached similar conclusions.
The problem is three-fold. (1) Ten percent of public school students report being sexually abused by a school employee [3]. (2) There is little in the existing research that identifies and describes the school culture, patterns, and conditions in which educator sexual misconduct occurs. (3) Because no one has systematically documented the school culture and the behaviors and patterns of adults who sexually abuse children in schools, school professionals fail to understand what patterns and behaviors should trigger concern, supervision, investigation, and/or reporting.
Stopping sexual misconduct directed toward students means understanding the process that adults use to prepare students to be abused so that they do not tell, do not fight, and acquiesce. This process, called grooming, has the purpose of gaining student trust, as well as the trust of parents and colleagues.
2. Review of the literature
Grooming behaviors and patterns are red flags, signaling that something is not quite right and that attention and monitoring, and supervision are needed. Most employee to student sexual misconduct in educational organizations involves a pattern of “preparing” the student for the misconduct so that the student trusts the employee. Rarely does the misconduct begin with unwanted sexual touching, although that occurs later in the process.
Sexual misconduct in schools and other youth serving organizations nearly always begins with grooming. Kenneth Lanning, retired supervisory Special Agent from the FBI and a seminal researcher of criminal sexual behavior since the 1970’s, describes grooming as “specific nonviolent techniques used by some child molesters to gain access to and control of their child victims” [4]. The patterns, now referred to as grooming, were at one time referred to as seduction within the prevention community. That label changed overtime as researchers learned more about how children are persuaded into targets. The change in terminology had more to do with the perception of the words than the actual behaviors. Lanning and others use the words interchangeably to describe “patterned behavior designed to create opportunities for sexual assault, minimize victim resistance or withdrawal, and reduce disclosure or belief.” [4].
Jim Tanner and Stephen Brake [5] developed a framework for understanding the grooming process. They make a distinction between grooming the individual and grooming the “environment. Because offenders need to find potential targets, gain their trust, reduce discovery by others, and reduce the target’s credibility if discovered, they groom victims to “overcome resistance, maintain access, and minimize disclosure” [5]. Offenders need access to targets, need to be desirable to targets, and need to convince the target that everything that is happening is normal. The goal is compliance from the child, often misinterpreted as consent. Children aren’t legally or emotionally able to consent – this is not an equal interaction – therefore compliance is used by the offender as a stand-in for consent, drawing the child into a belief system that the child has control or power when that is not the case.
Offenders must not only gain the trust of the victim, but also that of the community in which he or she works as well as the environment of the child. Typically, the offender grooms the work and community environment first, then grooms potential victims, then the actual victim or victim’s family. Prior to physical sexual abuse of the potential target, the offender seeks to be someone admired by colleagues, recognized in the community as a productive and valuable member, and appreciated by parents as someone who is helpful to the success of their children.
Environmental and individual grooming can occur at the same time, but commonly the offender has first established his or herself as a highly regarded education and/or coaching professional. Tanner and Brake [5] have summarized this process, displayed in Table 1.
Purpose of victim grooming
Overcome resistance, maintain access, and minimized disclosure
Target of victim grooming
Emotionally vulnerable child
Goals of victim grooming
Access/affiliate Allure/accept Alibi/assure
Actions of victim grooming
Gaining trust, access, relationship
Bond
Form a special bond, keep secrets, special lures
Reliance
Push and pull of victim. Make victim need offender
Attenuate
Reduce resistance through slow progression and explanation of normalcy
Trap
Prevent disclosure through grooming, threats, guilt, and fear
Environmental Grooming
Purpose of Environmental Grooming
Find victims and reduce the probability of being reported or victim being believed
Target of Environmental Grooming
Parents/family, teachers, social organizations, peers, significant others, etc.
Goals of environmental grooming
Access: provide entrée Allure: create interest Alibi: minimize risk
Actions of environmental grooming
Position
Social, Personal
Charm
Personality
Power
Political, fiscal, absolute
Celebrity
Fame
Table 1.
Tanner and Blake’s summary of child victim grooming.
Grooming is rarely perceived as a violent act. Instead, it consists of actions that bond the target to the offender such as time spent together, secrets, gifts, special attention. The process presents the offender to the child as kind, gentle, understanding, caring, generous, charming, and accessible. A goal of the offender is to be desirable, needed, and wanted by the child. As the child is progressively drawn-in to this “special” bond, the offender assures the child that the relationship is “normal”, often by telling the target that he or she is more mature than the other students, or smarter, or extra special. The more an offender can minimize the nature of the offense and shape it into an acceptable relationship -- counselor, teacher who cares, friend, father figure, peer -- the more the student is led to believe that what is happening is acceptable.
Generally, the only time the offender uses threatening methods are when the student tries to stop the predator after the grooming period and well into the physical or emotional sexual misconduct. At this point the offender uses threats, guilt and fear to keep the student involved. Most grooming and sexual misconduct toward students by adults occurs right in the school: in empty classrooms, in hallways, in offices. Sometimes the abuse is played out in front of other students. It is not unusual for a teacher to take a student into a storage room attached to the classroom and have sexual intercourse while the rest of the class does seat work. Recess and lunch are prime offending times.
Preventing sexual misconduct and abuse directed toward students requires adult bystanders and other students to understand the “red flags” of grooming behavior. The purpose of this study was to identify and describe grooming behaviors that school employees use in their quest to cross sexual boundaries with students.
3. Methods
3.1 Description of the study
If we could (or would) do postmortem examinations each time a student is sexually abused by an adult in a school, we might be able to identify the places where policies, training, supervision, and reporting failed to prevent the abuse. These are sensitive issues for school administrators and communities and, most of the time, the stakeholders just want to put the ugly incident behind them, a response which does little to prevent future abuse. However valuable direct inquiry might be, it turns out not to be feasible to get permission to interview students, teachers, administrators, victims, parents of victims, and predators when an employee has sexually abused a student. Very few, if any, organizations allow such scrutiny.
3.2 Methodological framework
This study uses documents from civil litigation where a parent or child has filed a suit against a school district for not preventing the abuse of the child by a school employee and where the school employee predator has been convicted in a criminal trial of sexually abusing a student. These documents provide the range, detail, and putative accuracy of case evidence that is otherwise unavailable to researchers. Specifically, we analyzed expert witness reports that were developed from civil legal documents. The use of civil legal documents introduces a methodological dimension that is not often deployed in education research, and thus provides an additional approach to education research. These documents provide robust documentation for undertaking these multiple case studies which allow for individual incident descriptions as well as a synthesis of variables across cases. Court and legal records are not uncommon sources of data in social science and historical research [6], but rarely used in non-legal education research.
The documents on which the expert reports used for this study came were based on multiple case records used in civil litigation that the senior author read and analyzed to produce an expert witness report. In each case, the expert report included the same topics and format and produced a report between 50 and 100 pages. It is the report that the researchers in this study used to identify red flags of grooming.
3.3 Sample
The sample was drawn from 220 expert reports written by the senior author between 2004 and 2020 as expert reports in civil litigation. Essentially, the reports represent case study descriptions of the patterns and behaviors of grooming and sexual misconduct as well as the extent that school organizations met prevention protocols. The purpose of this study was to identify red flags of grooming across cases, red flags which were described in the report.
There were six parameters for selection of the reports to be included in this study (1) a student has been sexually abused by an employee of the school district; (2) the employee has admitted the sexual abuse and been found guilty in criminal court; (3) the school is a PK12 school; (4) the report included information on grooming red flags; (5) consent for use of documents has been given by the plaintiff attorneys; and (6) the criminal and civil cases were closed.
Although this sample is not random (a technique not available in these circumstances), it is a purposeful selection that has characteristics of both snowball and judgment sampling. The cases initially reviewed are varied and are from 33 states; represent both state and federal complaints; include elementary and secondary student plaintiffs; represent urban, rural, and suburban school districts; contain both high- and low-income schools; incorporate schools that serve predominantly white, predominantly black or Latina/o, or mixed race student enrollments. The victims in these cases are both males and females and the predators are both males and females. Thus, the sample replicates the socio-demographic properties of school districts and plaintiffs from the country as a whole.
3.4 Data sources
Litigation and trial data are commonly used in other disciplines, but rarely in education research. Never-the-less the public has a “qualified right of access to court proceedings and records, rooted in the common law. The First Amendment also confers on the public a qualified right of access”, including in civil trials [7]. Among the data points for analysis that are included in civil case documentation are school district policies, training materials and requirements, hiring policies and practices, personnel files, student files, medical/mental health files, environmental scans of the school buildings, police files from the criminal prosecution, and pictures of classrooms.
Depositions, as sworn testimony, are as close to that person’s “truth” as is likely to be available. People being deposed swear an oath to tell the truth and the penalties of perjury apply, just as they would in trial testimony. In the cases analyzed, there are depositions from the victim, family members, the abuser, members of the abuser’s family, classmates of the victim, and school personnel – teachers, coaches, custodians, school lunch monitors, teacher aids, building administrators, district administrators, and school board members. This is a broad and inclusive group of people who are “telling the story” in the civil cases/settings/contexts of sexual abuse.
3.5 Coding
We developed a set of codes that were descriptive of red flag behavior by an adult directed toward a child in these cases. Coding was done on documents in which all identifiers were removed. No school district names or names of people involved were available to coders. They were replaced with role identifiers (for instance, “principal”, “2nd grade teacher, student target). Codes aligned with Tanner and Blake’s grooming categories.
The authors coded the documents in pairs with the senior author serving as a third coder where there were differences in coding decisions.
4. Findings
Red flag grooming strategies to gain trust of targets, colleagues, or parents are described with examples from cases. Pseudonyms are used in all descriptions.
4.1 Who gets groomed?
In K-12 school settings there is a good deal of variation when it comes to the characteristics of students who are targeted for sexual misconduct by predators and in what types of school these violations occur. In other words: students of all genders, races, academic backgrounds, and personalities are groomed and are targets of sexual misconduct in all kinds of schools at all levels. In this study, we are reporting examples of grooming from both independent and public schools in the United States where elementary, middle, and high school females and males have been targeted with sexualized behavior by school employees. The majority of the cases were male employees grooming female students and others in the environment, followed by male employees grooming male students, then female employees grooming male students. We did not have any cases of female employees grooming female students.
Not all school employees who were grooming a student engaged in grooming the environment, but most who crossed sexual boundaries with students also needed parents and their colleagues to trust and like them, and, therefore, worked to gain their trust. Before actual sexual misconduct can occur, boundaries have to be crossed. Boundary violations occur in public, in front of others. Once boundaries are crossed and trust is gained, much of the abuse occurs in private settings such as closed classrooms, cars, or via social media interactions.
4.2 Tanner and Blake grooming categories
We examined the expert witness documents for examples of the grooming patterns described by Tanner and Blake and found examples of all in these cases with bonding, reliance, and attenuation (or normalization) the most prevalent.
4.2.1 Bonding
Bonding boundary crossing is what most bystanders see and it rarely announces as sexual abuse. School employees who targeted students often start out by identifying a special bond, “you aren’t like other students”, “you are so mature”, “I can talk to you” are all phrases that were used to make students feel special. Female students often reported that male employees would talk about their personal emotional and sexual lives with a wife or girlfriend. “He told me he wasn’t happy in his marriage and that his wife didn’t understand him. He said I was different.” Bonding also came through secrets that could not be shared, “no one can know about us” and comparisons “when I was your age, I had the same problems with my mother.”
In many cases where boundaries are crossed and grooming occurs, students, parents, and other educators and administrators mistook these actions that crossed professional and appropriate boundaries as “prosocial behavior” (Tanner & Brake, 2013). Typically, prosocial behavior, such as compliments and direct attention in the classroom, are seen as positive educator behaviors when attempting to mentor students or forge beneficial educator-student relationships for the purpose of improving child learning. Thus, school employees often used tutorial help as a way to bond. A not uncommon pattern is for a teacher to talk with the student or the parent and describe the student as bright and capable, but falling behind. The teacher then offers to help the student catch up and advance. Students reported they felt special and liked the extra attention. Parents reported they were grateful for the extra time given to their child.
But the differences between prosocial and bonding grooming behaviors is the focus of this behavior –behaviors directed toward all or most students vs. a specific student. Teachers who offer to help lots of students, in open settings, are very different from teachers helping a select student in a regularly closed environment.
A similar pattern revolves around food. A targeted student is invited to have lunch with the teacher in the classroom and the teacher brings the food. Other students are not invited or allowed. Intensity and repetition of these behaviors with a single student moves this from pro-social to boundary crossing and grooming. These boundary violations are carefully planned transgressions that scale in boldness relative to how often the predator can get away with the behavior in the presence of bystanders.
Use of personal – not school sanctioned and monitored -- social media is a common vehicle for bonding grooming. Using a private platform is much like being alone with a student behind a closed locked door. There is no way to monitor and the interactions are hidden and private. For example, in one school, observers frequently reported that a teacher, “was communicating with his 6th grade students via Facebook,” thus establishing a private, personal, out of school communication pathway to groom students. When grooming through social media, direct or private messages can escalate quickly due to the relative ease of access predators have to students who may view it as normal behavior because that is how they communicate with their peers. Back and forth texts escalate into more intimate and private conversations and often include exchanges of photos of body parts or other sexual displays. It is not uncommon for hundreds of text messages to be exchanged in a school day, with intimate, connecting, and escalating messages.
4.2.2 Reliance
Another way that victims are groomed is to increase their reliance on the school employee. Sometimes that relates to grades, as in trading grades for time, “I didn’t have to do my homework. As long as I spent time with him, he would give me a grade.” Sometimes it translates into legitimate help when the school employee is tutoring and teaching a student, but withholds that learning if the student does not comply. Sometimes it is providing food or transportation. Gifts and money are also used in the reliance process, offering students things they do not have. Often those things are cell phones and iPads that provide the adult with easy access to the student. Other times students are given trendy clothes and accessories. But in all cases, the adult is using this grooming strategy as a way to tie the student to him or her, to increase the student’s reliance on the adult.
4.2.3 Attenuate: Normalize
Predators work to normalize boundary crossing behavior. They are aided in this by schools that (1) do not teach students or other adults about what is acceptable adult to student behavior and that (2) fail to train students and adult bystanders how and when to report.
Boundary violations in the public eye, for example over public forums on social media or in full classrooms, are often defined by their subtlety--the goal of which is to progressively make children feel that these violations are “normal” or par for the course. Child targets often do not know how to code these actions, having not been taught about what is acceptable behavior from a school employee. As a result, they do not report these behaviors to authority figures who could intervene to interrupt the grooming process. For instance, a student bystander noted that a male teacher would rub up against female students: “…he [teacher] made her uncomfortable and … he would rub his penis against her back while touching her shoulder.” Students often reported that the teacher “hugged” all the girls or “hung out” with a group of students all the time. Sometimes the normalcy of boundary crossing blinds bystander employees to the reality of the violation. Violating school employees may give student victim rides to and from school or to other locations and are often seen by both adults and students leaving the school. And yet, this misconduct goes largely unreported even though in most schools it is an explicitly prohibited action. When queried about these actions, both students and adults would report that “I just assumed it was OK. No one said anything about it.”
Adult conversations with students – often in the classroom or to groups of students during lunch or other non-class times – include sexual topics, personal disclosure of adult sexual activity and preferences, and questions to students about their sexual lives. These are disguised as “normal” interactions and topics with students, but they are grooming behaviors that seek to normalize sexual talk. These behaviors often go uninterrupted or only lightly reprimanded by other employees who overhear the boundary crossing conversations.
Normalizing also occurs when the adult behaves the same way as the student, acting as a peer. This is often presented as romance, leading other students to believe (either overtly or covertly) that it is OK for adults who work in the school to date a student. Bystander students, as a result, see sexualized behavior between the adult and, in most cases, a high school student, and explain it as ‘normal’ romantic behavior: “They are dating…They are boyfriend and girlfriend…[the predator] didn’t molest [the victim], they were just making out.”
For instance, a male teacher who had been grooming a female student reacted when she threw a Jell-O cup he had given her onto the floor. The teacher intruded on another class the student was in and threw what was described as a tantrum, “throwing things around…slamm[ing the door]…and star[ing] at [the student].” The bystander teacher of the current class period should have recognized and reported the obvious red flags indicating teacher-student boundary violations. The behavior of the abuser resembled an angry tantrum reminiscent of teenage lovers having a fall out, rather than a teacher simply being angry at a student misbehaving. Students described these behaviors as typical boyfriend/girlfriend actions, indicating how the adult had normalized these behaviors so that they were not seen as inappropriate, but, rather, indications of normal romance.
Those who groom students look for ways to touch students. In one middle school, two female students were in a classroom with a male teacher-predator talking about “getting away from someone that’s trying to hurt you.” The teacher grabbed one of the victims by the arm and said he did it “to show…that it’s not as easy to get away from someone as you think.” After the teacher was arrested, the girls were questioned and related what had happened. They explained that although they thought it was inappropriate behavior, they did not report the teacher, assuming that it was something teachers could do and that they thought they would not be believed.
Hugs are often normalized. For example, a teacher in an elementary school who hugs students in the hallway between classes and “when the kids would come in from recess” broadcasts an image of friendliness when the intent is to normalize inappropriate touching of children. The teachers who do this often portray this behavior as giving students extra support, “letting them know we care”, a rationalization that is accepted by students, parents, and colleagues. In middle and high school, hugs are normalized across all students as praise or reward. That practice camouflages hugs for sexual purposes.
Students make sense of these boundary crossings and potentially illegal behavior from their own frame of reference. They do this because the adults in the school have not taught them another lesson, the policies of behavior (if they exist) have not been explained, and the culture of the school encourages everyone to look the other way, rather than teaching what the appropriate teacher-student boundaries are and what to do if they see them being violated.
4.2.4 Trap
When school employees were suspected of sexual misconduct and questioned by school leadership or law enforcement, many sent messages – usually through texts – to the students they had targeted warning them not to “tell”. The messages often reminded the students that “I could go to jail if you tell.” “You would be hurting my family if you tell”. “You will get in trouble if you tell”. Although not common, some student targets reported that abusers threatened their family members – “He said he would kill my mother if I told.” “He said he would kill my sister if I told.” “I was afraid he would hurt my family.” More often, though, the employee abuser played on the student’s feelings for the abuser, “He told me he would go to jail. I didn’t want him to go to jail. I just wanted it to stop.”
4.3 Overall patterns across grooming actions
Some patterns were used across the victim grooming categories of Tanner and Blake.
4.3.1 Isolation
It is said that grooming occurs in public and sexual abuse in isolation. For the most part, that is true. But grooming can also occur in isolation. Bonding, reliance, and attenuation happen in public spaces and isolated environments. Isolation is not only a tactic to keep actions hidden, but also a strategy to remove the target from friends and family, leaving the employer abuser as the only person the student can confide in.
Isolation is a type of red flag that can go unnoticed due to its nature in being seen as “helpful” or “beneficial” to the victim from an outside perspective, or simply going unnoticed. Isolation is a way that gives the abuser access to the victim, without any suspicion or detection from outside environments. This can take many forms such as having individual coaching sessions, private tutoring, or one-on-one help after school in a classroom.
In one school a teacher, Mr. Park, offered to tutor a student, Jane Doe. This gave him access to her without other students and behind closed doors. Mr. Park began pressuring Jane Doe to meet him outside of school. Jane Doe described this pattern: “If I found a way to make it happen, he would find a place.” Jane Doe finally agreed, and they decided to meet. Mr. Park picked up Jane Doe at the 99 Cent Store” and they went to his house, where sexual activity occurred. Jane Doe was receiving tutoring from Mr. Park, which eventually allowed him to isolate her in his home away from other outside environments and interference. Isolating a victim can be especially dangerous because it can lead to sexual abuse and misconduct due to the fact that it goes unnoticed by other faculty and administrators.
There are also instances where isolation occurs on school grounds during the school day. When J.L. did not return to the classroom in a timely manner, her teacher went to look for her and found her with the male classroom aid. They were both stepping out of a dark recessed area outside an empty classroom. The male aid told J.L’s teacher that J.L. was afraid to go to the restroom alone. The aid would watch J.L. in the classroom, looking for ways to isolate her in the building that could be explained as “helping”. J.L.’s teacher noticed that whenever J.L. left the classroom, the aid left soon after with a variety of excuses. The teacher also noticed that whenever this happened the aid and J.L. returned to the classroom at the same time. And yet, J.L.’s teacher did not report these behaviors.
A similar scenario occurred in an elementary school when a male paraprofessional targeted a first grade boy. He isolated the male student by driving the student around in his car, which the student thought was fun. The time spent on these drives provided an opportunity to form a bond. By offering to help the family with transportation when the male student stayed late for tutoring or activities, the teacher built the trust of the parents which developed into a strong connection to this family. The boy’s parents described the teacher as one of the family and reported that they were so happy the teacher was helping their son.
4.3.2 Gifts
Providing resources or gifts are very common grooming tactics used to pressure victims into gratitude for receiving this specific kind of attention from an authority figure. Gift giving is used to gain trust and make the victim feel indebted to the adult predator. Gifts serve both a bonding and a reliance function.
An example of gift giving occurred in a middle school between a teacher and an eighth grade student. Mr. Toledo targeted a female student for sexual activity and began a full on “courtship”, buying her gifts and providing her with things she would not otherwise have. One day, for instance, he texted her and told her that he put a “surprise in her locker”. When S.G. went to her locker, she found a pink iPad mini. And she was delighted and excited to have it. When she took it home, her mother questioned her about it. Finally, S.G. broke down and told her mother that Mr. Toledo had given it to her. S.G. felt special when she got this gift. And she wanted to keep it. And it made her like Mr. Toledo even more. Mr. Toledo counted on that. He knew that an expensive and lavish gift would escalate his access to S.G. and make it less likely that S.G. would rebuff his next steps. This gift bonded S.G. to him and also increased her reliance on him.
Gift giving to girls as a grooming step is not uncommon. But, depending upon the gift, it may be more likely to raise concerns from parents. Parents aren’t aware of food and candy and privilege handouts to their child from an adult employee in the school, but they are likely to notice “things” that get brought home. For instance, teacher Park targeted Marianna and began giving her extra school supplies. When she brought these home, her mother noted them, but assumed they were part of the school package. Even when she realized that they were not given to all children, Marianna’s mother treated the supplies as a way the teacher was helping her child succeed in school. However, when Marianne came home with a new purse, given to her by Mr. Park, her mother knew immediately that this was an inappropriate gift. A realization came to too late to stop Mr. Park from sexual activity with her daughter. The extra school supplies given to Marianna allowed Mr. Park to groom Marianna and make her feel special, portraying the grooming as “helping”. Typically, parents and administrators would not question who supplied school supplies to a student whose family could not afford them. And yet, they served the same purpose as the gift of the purse: gaining the trust and good feelings of a child while crossing boundaries and manipulating a child’s affections.
4.4 Environmental grooming
In many of these cases, parents were groomed to trust the teacher, usually because the teacher was providing their child with academic support. “We were really grateful that [the teacher] was helping our daughter with her math.” Often parents commented on how friendly the teacher was. In other cases, the teacher befriended the parent, usually a single mother, and provided support such as stopping by with dinner and conversation or, in some cases offering to babysit when the parent needed help.
A not atypical pattern was a male school employee targeting a male student who was the child of a female single parent. The teacher would contact the mother, expressing concern about her son’s academic work. The teacher usually praised the boy as being bright, but who needed some extra guidance to get on track. The teacher then offered to tutor the child. The teacher would inject himself into the household, offering to bring the boy (and often siblings) home from school, provide little extras to the household – food, movies, toys – and become a confidant to the mother. The mother described the experience as a dream come true. Worried about the effects of raising a male child in a fatherless home, she felt grateful that “the teacher everyone hoped their child would get” was helping her son learn and providing her son with a good role model. The grooming of the mother was an essential part of this pattern.
Colleagues were also actively groomed by abusers. After a teacher had been arrested or convicted, colleagues reported how surprised they were. The following were typical of comments colleagues made. “He was always so helpful, offering to take care of things after school so that I could get home to my kids.” “I just couldn’t believe it. He was the nicest person. Always there to help and focused on the well-being of students.” “He was teacher of the year in our school district.”
5. Conclusions
In Fall of 2019, an estimated 56.6 million children in the United States entered classrooms with 3.7 million teachers, 938,000 administrators, and other staff members (NCES.ed.gov; Department for Professional Employees, 2019). The most recent generalizable available data collected at the student level of victimization document that seven percent of students report being the target of physical abuse by a school employee, most often a teacher or coach [3]. When multiple forms of assault are combined – verbal sexual misconduct (sexual stories or talk about a student’s or teacher’s sex life) and visual sexual misconduct (pornography, masturbating in front of students) – 10% of students report being victims nationally. Thus, 5.66 million students report sexual abuse by employees in schools.
Prevention of school employee sexual misconduct requires that bystanders [school staff, parents, other students] understand the behaviors by abusers that would indicate that a student is being targeted for sexual misconduct. These behaviors are referred to as grooming and are red flags that should signal boundary crossing and possible sexual misconduct by an employee.
Documenting and describing these behaviors is a step toward prevention. The more able bystanders are to recognize boundary crossing and grooming – and report what they see – the safer students are from school employee sexual misconduct and abuse in school.
All of the cases reviewed for this chapter include grooming behaviors by the school employee directed toward the student. Abusers used tactics to bond with the student by forming special relationships, keeping secrets, receiving special gifts, and one-on-one attention. Abusers also worked to keep the student reliant on the abuser for emotional support as well as for academic help and gifts Abusers worked hard to normalize boundary crossing so that these grooming behaviors would go unreported. When they were reported, abusers used traps and threats to prevent disclosure.
Individual targets were not the only ones groomed, however. Parents, siblings, and colleagues were also groomed to like and trust the abuser in an attempt to ensure that the grooming and sexual misconduct directed toward the student would go unreported. While understanding what grooming looks like will not stop all sexual exploitation of students, knowing the warning signs and red flags and reporting them immediately will go a long way in preventing sexual misconduct.
Conflict of interest
The authors declare no conflict of interest.
\n',keywords:"sexual abuse, students, grooming, sexual misconduct, schools",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/77769.pdf",chapterXML:"https://mts.intechopen.com/source/xml/77769.xml",downloadPdfUrl:"/chapter/pdf-download/77769",previewPdfUrl:"/chapter/pdf-preview/77769",totalDownloads:131,totalViews:0,totalCrossrefCites:0,dateSubmitted:"May 22nd 2021",dateReviewed:"July 5th 2021",datePrePublished:"August 2nd 2021",datePublished:"May 25th 2022",dateFinished:"August 2nd 2021",readingETA:"0",abstract:"The sexual exploitation of students is a worldwide problem. In the U.S., the problem is three-fold: (1) Ten percent of public school students report being sexually abused by a school employee. (2) There is little in the existing research that identifies and describes the school culture, patterns, and conditions in which educator sexual misconduct occurs. (3) Because no one has systematically documented the school culture and the behaviors and patterns of adults who sexually abuse children in schools, school professionals fail to understand what patterns and behaviors should trigger concern, supervision, investigation, and/or reporting. Stopping sexual misconduct directed toward students means understanding the process that adults use to prepare students to be abused so that they do not tell, do not fight, and acquiesce. This process, called grooming, has the purpose of gaining student trust, as well as the trust of parents and colleagues. This study examines school employee sexual misconduct toward students in school in the United States and is based upon an analysis of 222 cases of school employee sexual misconduct toward a student where a school employee was convicted of student sexual abuse. The findings identify red flag grooming patterns used with students, colleagues, and parents.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/77769",risUrl:"/chapter/ris/77769",signatures:"Charol Shakeshaft, Mitchell Parry, Eve Chong, Syeda Saima and Najia Lindh",book:{id:"10207",type:"book",title:"Sexual Abuse",subtitle:"An Interdisciplinary Approach",fullTitle:"Sexual Abuse - An Interdisciplinary Approach",slug:"sexual-abuse-an-interdisciplinary-approach",publishedDate:"May 25th 2022",bookSignature:"Ersi Kalfoğlu and Sotirios Kalfoglou",coverURL:"https://cdn.intechopen.com/books/images_new/10207.jpg",licenceType:"CC BY 3.0",editedByType:"Edited by",isbn:"978-1-83969-398-4",printIsbn:"978-1-83969-397-7",pdfIsbn:"978-1-83969-399-1",isAvailableForWebshopOrdering:!0,editors:[{id:"68678",title:"Dr.",name:"Ersi",middleName:null,surname:"Kalfoglou",slug:"ersi-kalfoglou",fullName:"Ersi Kalfoglou"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"}},authors:[{id:"345271",title:"Prof.",name:"Charol",middleName:null,surname:"Shakeshaft",fullName:"Charol Shakeshaft",slug:"charol-shakeshaft",email:"cshakeshaft@vcu.edu",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null},{id:"420043",title:"Mr.",name:"Mitchell",middleName:null,surname:"Parry",fullName:"Mitchell Parry",slug:"mitchell-parry",email:"PARRYM@vcu.edu",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null},{id:"420044",title:"Ms.",name:"Syeda",middleName:null,surname:"Saima",fullName:"Syeda Saima",slug:"syeda-saima",email:"saimasr@mymail.vcu.edu",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null},{id:"420045",title:"Ms.",name:"Eve",middleName:null,surname:"Chong",fullName:"Eve Chong",slug:"eve-chong",email:"chongeg@mymail.vcu.edu",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null},{id:"420046",title:"Ms.",name:"Naijia",middleName:null,surname:"Lindh",fullName:"Naijia Lindh",slug:"naijia-lindh",email:"lindhnv@vcu.edu",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null}],sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Review of the literature",level:"1"},{id:"sec_3",title:"3. Methods",level:"1"},{id:"sec_3_2",title:"3.1 Description of the study",level:"2"},{id:"sec_4_2",title:"3.2 Methodological framework",level:"2"},{id:"sec_5_2",title:"3.3 Sample",level:"2"},{id:"sec_6_2",title:"3.4 Data sources",level:"2"},{id:"sec_7_2",title:"3.5 Coding",level:"2"},{id:"sec_9",title:"4. Findings",level:"1"},{id:"sec_9_2",title:"4.1 Who gets groomed?",level:"2"},{id:"sec_10_2",title:"4.2 Tanner and Blake grooming categories",level:"2"},{id:"sec_10_3",title:"4.2.1 Bonding",level:"3"},{id:"sec_11_3",title:"4.2.2 Reliance",level:"3"},{id:"sec_12_3",title:"4.2.3 Attenuate: Normalize",level:"3"},{id:"sec_13_3",title:"4.2.4 Trap",level:"3"},{id:"sec_15_2",title:"4.3 Overall patterns across grooming actions",level:"2"},{id:"sec_15_3",title:"4.3.1 Isolation",level:"3"},{id:"sec_16_3",title:"4.3.2 Gifts",level:"3"},{id:"sec_18_2",title:"4.4 Environmental grooming",level:"2"},{id:"sec_20",title:"5. Conclusions",level:"1"},{id:"sec_24",title:"Conflict of interest",level:"1"}],chapterReferences:[{id:"B1",body:'United States Government Accountability Office (GAO) (2014). Child Welfare Federal Agencies Can Better Support State Efforts to Prevent and Respond to Sexual Abuse by School Personnel.'},{id:"B2",body:'United States Government Accountability Office (GAO) (2010). K-12 Education Selected Cases of Public and Private Schools that Hired or Retained Individuals with Histories of Sexual Misconduct.'},{id:"B3",body:'Shakeshaft, C. Educator Sexual Misconduct with Students: A Synthesis of Existing Literature on Prevalence, Planning and Evaluation Service, Office of the Undersecretary, US Department of Education'},{id:"B4",body:'Lanning, K. (2018). The evolution of grooming: Concept and Term, Journal of Interpersonal Violence, Vol 33, p. 6.'},{id:"B5",body:'Tanner, J. and Brake, S. (2013). Exploring Sex Offender Grooming, http://www.stephenbrakeassociates.com/Exploring%20Sex%20Offender%20Grooming.pdf'},{id:"B6",body:'Welsh, S., Dawson, M. & Nierobisz, A. (2002). Legal Factors, Extra-Legal Factors, or Changes in the Law? Using Criminal Justice Research to Understand the Resolution of Sexual Harassment Complaints.'},{id:"B7",body:'Reagan, R. (2010). Sealing court records and proceeding: A pocket guide. Federal Judicial Center, p. 2.'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Charol Shakeshaft",address:"cshakeshaft@vcu.edu",affiliation:'
Virginia Commonwealth University, Richmond, VA, USA
Virginia Commonwealth University, Richmond, VA, USA
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The paper is intended as a companion paper to the Fracturing Fluids design paper which describes how to use the fluids and viscosity generated by the fluids to design a fracturing treatment.",book:{id:"3204",slug:"effective-and-sustainable-hydraulic-fracturing",title:"Effective and Sustainable Hydraulic Fracturing",fullTitle:"Effective and Sustainable Hydraulic Fracturing"},signatures:"Carl Montgomery",authors:[{id:"167745",title:"Dr.",name:"Carl",middleName:"T.",surname:"Montgomery",slug:"carl-montgomery",fullName:"Carl Montgomery"}]},{id:"44686",doi:"10.5772/56406",title:"Effect of Flow Rate and Viscosity on Complex Fracture Development in UFM Model",slug:"effect-of-flow-rate-and-viscosity-on-complex-fracture-development-in-ufm-model",totalDownloads:4217,totalCrossrefCites:30,totalDimensionsCites:48,abstract:"A recently developed unconventional fracture model (UFM*) is able to simulate complex fracture networks propagation in a formation with pre-existing natural fractures. 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Many times the failure of a particular fracturing treatment is blamed on the fluid because that is a major unknown from the design engineer's viewpoint. Many of the components and processes used to manufacture the fluid are held proprietary by the service company which adds to the confusion and misunderstanding. This paper makes an attempt to describe the components used in fracturing fluids at a level that the practicing frac engineer can understand and use. The paper is intended as a companion paper to the Fracturing Fluids design paper which describes how to use the fluids and viscosity generated by the fluids to design a fracturing treatment.",book:{id:"3204",slug:"effective-and-sustainable-hydraulic-fracturing",title:"Effective and Sustainable Hydraulic Fracturing",fullTitle:"Effective and Sustainable Hydraulic Fracturing"},signatures:"Carl Montgomery",authors:[{id:"167745",title:"Dr.",name:"Carl",middleName:"T.",surname:"Montgomery",slug:"carl-montgomery",fullName:"Carl Montgomery"}]},{id:"44691",title:"Microseismic Monitoring Developments in Hydraulic Fracture Stimulation",slug:"microseismic-monitoring-developments-in-hydraulic-fracture-stimulation",totalDownloads:5295,totalCrossrefCites:59,totalDimensionsCites:73,abstract:"The last decade has seen a significantly increased interest in microseismic monitoring by the hydrocarbon industry due to the recent surge in unconventional resources such as shale-gas and heavy-oil plays. 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The proposed element includes the desired aspects of the XFEM so as to model crack propagation without explicit remeshing. In addition, the fluid pressure degrees of freedom have been defined on the element to describe the fluid flow within the crack and its contribution to the crack deformation. Thus the fluid flow and resulting crack propagation are fully coupled in a natural way and are solved simultaneously. 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