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Record 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 on OpenAlexvenueno aff
Peter B. Moore

Bibliographic record

VenueThe Canadian Journal of Psychiatry · 2006
Typearticle
Languageen
FieldPsychology
TopicPsychotherapy Techniques and Applications
Canadian institutionsnot available
Fundersnot available
KeywordsShamePsychologySexual abusePsychoanalytic theoryPsychotherapistChild abuseChild sexual abusePsychoanalysisSuicide preventionPoison controlSocial psychologyMedicineMedical emergency

Abstract

fetched live from 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. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.005
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Review · Consensus signal: Review
Teacher disagreement score0.047
Threshold uncertainty score0.158

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0010.005
Meta-epidemiology (narrow)0.0020.001
Meta-epidemiology (broad)0.0030.001
Bibliometrics0.0030.007
Science and technology studies0.0010.001
Scholarly communication0.0040.003
Open science0.0020.001
Research integrity0.0030.004
Insufficient payload (model declined to judge)0.0470.028

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.009
GPT teacher head0.281
Teacher spread0.271 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreReview

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations1
Published2006
Admission routes1
Has abstractyes

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