Politicizing Survivors of Incest and Sexual Abuse

Abstract

As both a feminist therapist and a survivor of incest, moving myself beyond therapeutic issues into an area of public education has been crucial to my own healing process. Receiving positive responses to my workshops and discussion groups, it became apparent that using a similar approach with clients who were survivors might be beneficial to their healing. As a member of The Counseling Center for Women, a feminist therapy collective in Israel, I suggested we sponsor a public exhibition and a series of programs of the topic of incest and abuse. The Municipality of Tel Aviv was approached to be its governmental sponsor. Entitled “Silent No More,” the program moved therapists and clients from working in the privacy of therapy to a public forum. What began as an uncomplicated educational program became an emotional process and a politicizing of individuals to help others as well as themselves. Moving from a feeling of shame to a sense of empowerment, the exhibition gave us a new sense of self-esteem and strength in our own abilities and our recovery process.     

The Politics of Naming and the Development of Morality

Abstract

Feminists have challenged traditional uses of naming and have reclaimed naming as a tool of empowerment rather than of oppression. Yet feminist naming often reverts into the paradigm of dominant culture, leading to further domination and social control through the creation of norms, rules, and moral absolutes. By focusing specifically on lesbian-feminism and deconstructing the lesbian-feminist “rules” of sexuality and physical appearance, this article explores the dualistic nature of feminist naming and morality and how they inadvertently mimic the moral paradigm of dominant culture. This article closes with a discussion of alternative models of feminist naming and moral frameworks.     

Exercise and Movement as an Adjunct to Group Therapy for Women with Chronic Mental Illness

Abstract

Feminist therapists value the empowerment of clients and the appropriate sharing of the therapist's institutionalized power. As therapists who are also “mandated reporters,” we are obligated under certain circumstances to use our power to warn potential victims of harm, to prevent clients from harm to self or others, or make reports to institutions which have a great impact on clients' lives. Using four case examples, this paper will present clinical situations where the use of the therapist's power interfaces with homophobia, racism, and paternalism in the lives of low-income clients.     

The Moral Imperative

Abstract

Given recent evidence concerning the prevalence of impairment in practitioners and its deleterious effects upon clients, therapist self-care must be viewed as a moral imperative. Despite the perception that self-care is especially problematic for women psychotherapists, research indicates that we are less ambivalent about practicing self-care and engaging in personal therapy than men practitioners (Mahoney, 1997). We propose a classification system based upon the dimensions of awareness of impairment and commitment to self-care and offer practical suggestions in order to create a climate more amenable for women therapists to engage in self-care activities.     

Location,Location, Location

SUMMARY

This chapter describes and analyzes the contributions of contemporary feminist therapy theorists Ellyn Kaschak, Laura Brown, Mary Ballou, Pam Remer and Judith Worell, and Bonnie Burstow. Themes common to all of the authors are presented, including: (1) the deconstruction of patriarchy in the service of understanding the lived experience of women, (2) the position that there is no single reality, no one “right” feminist theory or epistemological position about women, and (3) the understanding that the relationship of women's multiple realities, experiences, and roles is central to feminist theory building. The approaches of these theorists to the critical analysis of mainstream therapy, to feminist theory building, and therapy applications are described and compared.     

Transformational education for psychotherapy and counselling: a relational dynamic approach

ABSTRACT

An evolving relational dynamic approach to psychotherapy and counselling education is described. Key themes integrated within the approach are the learning community and transformational relationships. Learning is a reciprocal change process involving students, teachers, supervisors and therapists in overlapping learning communities. Drawing on evidence that effective outcomes in therapy correlate with effective aspects of the therapeutic relationship, the relational dynamic approach emphasises the findings of attachment and intersubjectivity theorists. The intersubjective matrix of infant/caregiver and client/therapist is mirrored and embodied in the relational ethos of training and actively engaged in group supervision. An emphasis on embodied relating is discussed, drawing on infancy studies and recent neuroscientific findings     

Assessing Outcome in Cognitive Behavior Therapy for Child Depression: An Illustrative Case Series

Recent meta-analytic data suggest a need for ongoing evaluation of treatments for youth depression. The present article calls attention to a number of issues relevant to the empirical evaluation of if and how cognitive behavior therapy for child depression works. A case series of 6 children and a primary caregiver received treatment—individual CBT for the child and behavioral parent training involving the caregiver and caregiver–child dyad. The effects were generally promising and illustrate how selection of inclusion criteria, measures, measurement intervals, and informants can alter conclusions. These areas warrant attention in studies of child depression and are important not only in interpreting treatment outcome data but also for conducting sound clinical practice.     

Parent–child interaction therapy (PCIT) in young children with autism spectrum disorder

Abstract

Parent–child interaction therapy (PCIT) is an evidence-based treatment for typically developing children with disruptive behavior. We conducted a randomized-controlled trial of PCIT versus wait-list control (WLC) with 23 children with ASD (3–7?years) and disruptive behavior. Over 16 treatment sessions, PCIT significantly predicted reductions in disruptive behavior over WLC and explained a significant variation in scores on the ECBI Intensity subscale. Additionally, parent skills improved significantly compared to WLC. However, no statistically significant group differences were found on child compliance rates, autism severity, or parental stress. Results support PCIT as an evidence-based treatment for disruptive behavior in ASD.

• Highlights

• Parent skills were significantly improved for those receiving PCIT

• Intensity of disruptive behaviors decreased significantly for those receiving PCIT

• Parental stress and autism severity did not significantly decrease with PCIT

     

Assessing the Verbal Behavior of Conduct Problem Children During Mother-Child Interactions:

In this study we compared the verbal behavior of 4 to 8-year-old conduct problem and normal children in interactions with their mothers in the Child-Directed Interaction phase of the Dyadic Parent-Child Interaction Coding System (Eyberg & Robinson, 1983). It was predicted that conduct problem children would use less praise, ask fewer questions, make more critical statements, and give more commands during interactions with their mothers than normal children. Results support two of these four predictions, with conduct problem children using fewer questions and less praise. Implications for the assessment and treatment of conduct problems as well as how these verbal behaviors may develop from problem parent-child interactions are discussed.     

Intergenerational occupational transmission: Do offspring walk in the footsteps of mom or dad,or both?

The purpose of this research was to apply the Theory of Planned Behavior (TPB) in order to investigate intergenerational occupational transmission between parents and their children. A sample of 260 undergraduate students completed a questionnaire measuring TPB variables, and congruence was calculated between the parents' occupations and their offspring's chosen profession. Intention to work in the parents' occupations was predicted by attitude, subjective norm and perceived behavioral control. Congruence between parents' and their children's occupational choice was predicted by intention and perceived behavioral control. The findings provide support to the relational approach in career choice. Implications of the findings for career counselors and young people's career choices are discussed.