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Enregistrement W340645490 · doi:10.1177/070674370605101309

Book Review: Sexual Abuse: Boys Who Have Abused: Psychoanalytic Psychotherapy with Victim/Perpetrators of Sexual Abuse

2006· article· en· W340645490 sur OpenAlexvenueno aff
Peter B. Moore

Notice bibliographique

RevueThe Canadian Journal of Psychiatry · 2006
Typearticle
Langueen
DomainePsychology
ThématiquePsychotherapy Techniques and Applications
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésShamePsychologySexual abusePsychoanalytic theoryPsychotherapistChild abuseChild sexual abusePsychoanalysisSuicide preventionPoison controlSocial psychologyMedicineMedical emergency

Résumé

récupéré en direct d'OpenAlex

Sexual Abuse Boys Who Have Abused: Psychoanalytic Psychotherapy With Victim/Perpetrators of Sexual Abuse John Woods. London (GB): Jessica Kingsley Publishers; 2003. 240p. CDN$39.95. Reviewer Rating: Good One approaches this book uneasily-a very sad task faces workers in the field of child abuse, and the task is all the sadder when the abused child becomes, in adolescence, an abuser himself. Nevertheless, as British psychoanalyst John Woods maintains in his first 2 chapters, psychoanalytic psychotherapy can help. This depends on the therapy being integrated within the larger social and custodial system by which the abuser is contained, and also it is modified in terms of an offense focus and adapted to specific management issues (p 18). Further, if therapists view adolescence as a time of hope, they may gain the needed balance between meeting the young person, on the one hand, as a victim, and on the other, as a perpetrator. The victim-perpetrator is removed from the morbid family system he came from-in which secrecy was sustained by blaming him for sexual transgressions by his elders-and is placed in a therapeutic system based on honest communication between abuser and therapist and, when necessary, between therapist and the containing environment. The abuse he has suffered-even as grisly as repeated anal intercourse perpetrated by his father-is defensively twisted by the boy, so that to mitigate his hurt and shame, he injures others-other children. Now it's your turn, he seems to be saying, as if, as supervisor Anne Alvarez claims, he's enjoying himself. In this way, the vulnerability he once suffered can temporarily be passed on to someone else. Understanding this twisted equation is essential if therapists, instead of adding to the abuses the boy has already suffered, are to work through their revulsion for his offenses and get on with being helpful. The therapist's understanding is also bolstered if common themes in abuse work are recognized-a boy's feeling socially, sexually, and intellectually inadequate, or feeling all he's good for is sex, or feeling that the therapist, like his perpetrators, may want to violate him. Indeed, it is to fend off such feelings that the abused-abuser finds refuge in a false self, a self that also functions to give a semblance of complying with the containments he is brought to live within. He seeks this refuge while also guarding his perverse fantasy life with the same secrecy with which his original molesters carried out their trespasses. As the boy comes to trust his therapist, however, the trappings of falsity ; may slowly fall away. Both being sexually provocative and also denying responsibility for his actions are aspects of a false self that come to interfere with treatment less and less. Treatment, of course, if it has a chance of success, is a multidimensional affair, usually in a residential setting where behavioural therapy, and often group therapy, are concurrent with psychoanalytic psychotherapy. The kind of team involved in this work necessarily has its own dynamics, and careful communication is of great importance, not only about the boy's concerns, but also about the concerns and stresses of the therapeutic team itself. While other children in the residential setting are reasonably shielded from the boy's boundary violations, members of the staff may be easy targets. Angry and hurting, his aggression gives him momentary respite, often at the cost of considerable stress to his caregivers. …

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,001
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesMéta-épidémiologie (sens strict), Charge utile insuffisante (le modèle a refusé de juger)
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: Sans objet
GenreSignal candidat: Synthèse · Signal consensuel: aucune
Score de désaccord entre enseignants0,559
Score d'incertitude au seuil1,000

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0010,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0010,000
Bibliométrie0,0010,001
Études des sciences et des technologies0,0000,000
Communication savante0,0000,000
Science ouverte0,0010,000
Intégrité de la recherche0,0000,001
Charge utile insuffisante (le modèle a refusé de juger)0,0030,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,009
Tête enseignante GPT0,281
Écart entre enseignants0,271 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Devis d'étudeSans objet
Domainenon disponible
GenreSynthèse

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations1
Publié2006
Routes d'admission1
Résumé présentoui

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Même revueThe Canadian Journal of PsychiatryMême sujetPsychotherapy Techniques and ApplicationsTravaux en français237 207