‘Acting in the Children’s Best Interest?’: Examining Victims’ Responses to Intimate Partner Violence

Victims’ responses to violent experiences within intimate relationships are highly diverse and can range from remaining silent, at least temporarily, to disclosing the abuse to informal and formal sources of support. Decisions to remain silent or to reach out for support are influenced by a complex range of factors, including situational circumstances, such as the presence of children. Using data from in-depth interviews with victims of IPV (N = 29) in Southeast Queensland, Australia, I examined victims’ responses to IPV when children are present in the abusive household. Victims, who accessed general formal support sources, including the criminal justice systems and Child Protection Services (CPS), frequently faced stereotypical and victim-blaming attitudes along with a lack of understanding of the dynamics of IPV and the circumstances surrounding victims’ help-seeking decisions. The presence of children in abuse relationships complicated victims’ help-seeking decisions because fear of harm and loss of custody often delayed or hindered the disclosure of IPV to formal support sources. Once disclosing the abuse victims often found themselves trapped between CPS expectations to protect their children by leaving the abusive partner and a reluctance on behalf of judges and magistrates to offer the necessary protection by including children on granted Domestic Violence Orders (DVO). These findings highlight the ongoing need for specialized training of CPS personnel, judges and magistrates along with an ongoing collaboration with the women’s sector to ensure the safety of victims and their children throughout the help-seeking process and to improve victims’ confidence in disclosing IPV.     

On True Friendship and on the Anthropological Relevance of Freud’s The Future of an Illusion

In this response article to Isabelle Noth and Christoph Morgenthaler’s text on the correspondence between Sigmund Freud and Oskar Pfister, the author reflects on two issues: first, Freud’s theoretical ideas on friendship and, second, his essay The Future of an Illusion as a text in which Freud abandons his general theoretical starting point, namely the analysis of the human condition, normality, and cultural and religious phenomena from the perspective of clinical anthropology.     

Optimism for the World’s Future versus the Personal Future: Application to Environmental Attitudes

Optimism and pessimism for the future have been widely studied, but little is known about distinctions among types of optimism. In the present work optimism for the personal future and optimism for a more global world’s future were shown to be related yet distinct variables among responses from 156 undergraduate students. Furthermore, World Optimism predicted lower levels of pro-environmental attitudes (the New Ecological Paradigm) whereas Personal Optimism did not after its shared variance with World Optimism was removed. Personal Optimism (but not World Optimism) was associated with Consideration of Future Consequences, a measure of locus of control, and other measures of optimism and pessimism. Discussion addresses this distinction and its implications for understanding environmental attitudes and other individual differences.     

The ‘Passes-For’ Fallacy and the Future of Critical Thinking

In this paper, I characterize Susan Haack’s so called “passes-for” fallacy, analyze both what makes this inference compelling and why it is illegitimate, and finally explain why reflecting on the passes-for fallacy—and others like it—should become part of critical thinking pedagogy for humanities students. The analysis proceeds by examining a case of the passes-for fallacy identified by Haack in the work of Ruth Bleier. A charitable reconstruction of Bleier’s reasoning shows that it is enlightening to regard the passes-for fallacy as an abuse of the application conditions of the concept of bias, rather than as an egregious case of Hasty Generalization.     

The Tailor-Made Analysis: The Analyst’s Adaptation to the Patient and the Question of Time

The American Journal of Psychoanalysis - This paper considers Ferenczi’s views about the need for an adaptation of the analyst to the patient through a flexible management of time during some...     

The Epistemic Challenge of Hearing Child’s Voice

Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child (as educator) and adult (as learner). Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers’ prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults view education, knowledge, as much as child, and is even more extreme when child is also black. The idea is what Miranda Fricker calls ‘epistemic injustice’ which occurs when someone is wronged specifically in their capacity as a knower. Although her work concerns gender and race, I extrapolate her radical ideas to (black) child. Awareness of the epistemic injustice that is done to children and my proposal for increased epistemic modesty and epistemic equality could help transform pedagogical spaces to include child subjects as educators. A way forward is suggested that involves ‘cracking’ the concept of child and a different non-individualised conception of education.     

The Fee and the Analyst’s Life Cycle: Reply to Berger and Sopher

This response develops some further thoughts on the fee and its relationship to the analyst’s life cycle. Sigmund Freud’s letters to Karl Abraham from 1912 provide a window into how he thought about issues such as the fee, work–life balance and the place of writing and other efforts to give back to the profession. These same themes are fated to be re-discovered – as if for the first time – by each successive generation.