Broken mirror: The intertwining of therapist and client stories of childhood sexual abuse (CSA)

In recent years, there has been a great deal of attention given to the potential increased risk of vicarious traumatisation (VT) for clinicians with a history of childhood sexual abuse.

I am curious about whether the silencing, which has been ubiquitous within society, is also prevalent within the therapeutic profession. I wonder if therapists with a history of abuse feel they have to bracket their experience, and if this limits the potential for positive transformation.

In this paper, I draw upon my narrative study of therapists with a history of abuse. The methodology followed was narrative inquiry with two therapists in addition to an autoethnography. I used ‘narrative analysis’ to analyse the data. The findings of the study covered themes of transgenerational trauma, ‘the wounded healer’, caregivers’ responsibility in communal cultures and dissociation.

In this paper, I will consider the part dissociation plays when there is a shared history of trauma, and the ways in which dissociative enactments within the consulting room themselves may be part of the mutual healing. For this paper, only extracts from interviews with one of my participants will be included.     

Vicarious traumatisation experiences among South African Police Service members in a rural setting: An exploratory study

The objective of this study was to explore the vicarious traumatisation experiences of South African Police Service members serving in a rural community. The participants consisted of 17 purposively selected police members (females = 4; age range 27 to 55; average years of police service = 10.6 years). Unstructured face-to-face interviews were conducted on the members’ experiences with trauma events where they were called upon to provide police services. Additionally, field notes, telephone follow-ups, and diaries were used to collect data from the members. The data were analysed using interpretative phenomenological approach guidelines. Findings show the police members to report their outlook on life to change from viewing work-life as routine and impersonal, to viewing it as involved and personal. The police members also reported psychological disorientation and being in a sense of stupor from exposure to traumatic cases. Finally, the police members self-reported empathetic experiences with the survivors as concerned citizen parents.     

Once upon a time…: Using fairy tales as a form of vicarious contact to prevent stigma-based bullying among schoolchildren

We conducted a vicarious contact intervention with the aim of promoting bystanders' intentions to react to stigma-based bullying among schoolchildren. Participants were Italian primary schoolchildren (N = 117 first to third graders); the outgroup was represented by foreign children. Vicarious contact was operationalized with story reading, creating fairy tales on stigma-based bullying where minority characters were bullied by majority characters. Once a week for 3 weeks, participants were read fairy tales in small groups by an experimenter and engaged in reinforcing activities. Results revealed that the intervention increased intergroup empathy (but not intergroup perspective-taking) and anti-bullying peer norms and fostered contact intentions. The intervention also had indirect effects via intergroup empathy on helping and contact intentions and on bystanders' reactions to stigma based-bullying. We discuss theoretical and practical implications, also in terms of the relevance of the present results for school policy. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement .     

The Needle in the Haystack

Summary

Despite the significant damages in sexual abuse cases, the plaintiff's ability to collect the money awarded in settlement or judgment is often precluded by the limited financial resources of the defendant(s). In this chapter, practicing attorney Julian Hubbard introduces the basics of individual and corporate insurance coverage and reviews the development of very limited coverage in sexual abuse cases in statutory and case law. While direct coverage for sexual abuse injuries is as rare as a “needle in a haystack,” indirect coverage can be found in some cases, especially those in which the acts of negligent individuals other than the perpetrator facilitated the abuse and thus the plaintiff's injuries. After an overview of relevant insurance issues and law, Mr. Hubbard delineates a practical model for research and legal strategies to ensure reaching any available insurance coverage, and explores the benefits and drawbacks of drawing on administrative resources to help pay for survivors' medical and mental health care.     

Sex Differences in Risk Taking: Repeated Sessions on a Computer-Simulated Task

Two experiments were conducted to investigate sex differences in risktaking behavior on a computer-generated and controlled task. Male and female subjects faced a video display of simulated mine fields with varying numbers and patterns of dots representing mines in the fields. In Experiment 1, they estimated the probability that a tank might successfully cross 100 mine fields when starting from an unknown point below each field. This was followed by the risk-taking task in which they decided whether to send a tank across each of the fields. The participants were tested on the risk-taking task once in Experiment 1 and over four separate sessions in Experiment 2. Scores, based on decision outcomes, and decision latencies were recorded. No significant sex differences were found in the participants' ability to estimate probabilities or in their total scores for decisions made on the risk-taking task. In low probability-of-success situations, women initially took greater risks than men but took longer to make their decisions; in all subsequent sessions, this pattern was reversed, with men taking greater risks and a longer time to make decisions. The findings support the growing body of evidence that men are more inclined to take risks than women in a variety of situations, indicate the importance of obtaining data over repeated sessions when investigating sex differences in risk taking, and demonstrate that computer-simulated tasks can provide a valid means for laboratory studies of sex differences in risk taking.     

Do examples of failure effectively prepare students for learning from subsequent instruction?

Studies on the productive failure (PF) approach have demonstrated that attempting to solve a problem prepares students more effectively for later instruction compared to observing failed problem-solving attempts prior to instruction. However, the examples of failure used in these studies did not display the problem-solving-and-failing process, which may have limited the preparatory effects. In this quasi-experiment, we investigated whether observing someone else engaging in problem solving can prepare students for instruction, and whether examples that show the problem-solving-and -failing process are more effective than those that only show the outcome of this process. We also explored whether the perceived model–observer similarity had an impact on the effectiveness of observing examples of failure. The results showed that observing examples effectively prepares students for learning from instruction. However, observing the model's problem-solving-and-failing process did not prepare students more effectively than merely looking at the outcome. Studying examples were more effective if model–observer similarity was high.     

Factors Influencing Experienced Distress and Attitude Toward Trauma by Emergency Medicine Practitioners

Authors explored whether the dose-response relationship evident in PTSD also applied to cases of vicarious trauma and, if so, which variables serve to moderate such reactions. This study examined the surveyed responses of emergency care workers in a group geographically near the September 11, 2001 New York terrorist site, comparing the results to a group of emergency care workers geographically distant from the terrorist site. Study results lend support to the presence of a dose-response relationship within vicarious traumatization. Specific variables associated with higher distress levels for practitioners included the discipline of the practitioner, treating an injured victim, and personally knowing a victim of the New York terrorist attacks. Past training related to vicarious traumatization was not associated with lower distress levels for practitioners. In addition, practitioners' awareness and interest in psychological issues related to trauma appear to have been enhanced by geographic proximity to the New York terrorist attacks.     

Distinguishing Between the Facilitating and the Self-Serving Charismatic Group Leader

Winnicott informed us about the components of the facilitating environment. Kohut warned us to differentiate between the charismatic leader, who looks for enfeebled followers to further his own grandiose ambitions, and the idealizable leader whose actions are based on a sense of values. Findings from attachment theory and neurobiology indicate how specific developmental issues make for a perfect fit between the self-serving charismatic leader and those who have been deprived of attuned interactive regulation and secure attachment in early childhood. This article attempts to integrate the above ideas for application to group dynamics in therapeutic, supervisory, training, and institutional groups.     

Learning to fear a second-order stimulus following vicarious learning

Vicarious fear learning refers to the acquisition of fear via observation of the fearful responses of others. The present study aims to extend current knowledge by exploring whether second-order vicarious fear learning can be demonstrated in children. That is, whether vicariously learnt fear responses for one stimulus can be elicited in a second stimulus associated with that initial stimulus. Results demonstrated that children's (5–11 years) fear responses for marsupials and caterpillars increased when they were seen with fearful faces compared to no faces. Additionally, the results indicated a second-order effect in which fear-related learning occurred for other animals seen together with the fear-paired animal, even though the animals were never observed with fearful faces themselves. Overall, the findings indicate that for children in this age group vicariously learnt fear-related responses for one stimulus can subsequently be observed for a second stimulus without it being experienced in a fear-related vicarious learning event. These findings may help to explain why some individuals do not recall involvement of a traumatic learning episode in the development of their fear of a specific stimulus.