Psychodrama Techniques

Psychodrama involves a variety of techniques that facilitate thinking
and communicating about relationships. Psychodrama is an integrative process that
includes techniques such as role taking, role reversal, role distancing, improvising,
exaggerating, and replaying, that represents a creative but structured process. The
practice of shifting perspectives allows individuals with AD (Asperger’s Disorder) to develop the capacity for
self-reflection and mental flexibility in social activity. Many social problems are due to a
lack of skills in communication, interpersonal problem-solving and social awareness.
Direct teaching of these types of skills has been attempted with individuals with AD. As
previously mentioned, the various social skill interventions have yet proven to
generalize into the real world of the AD individual.
Psychodrama offers a natural and integrative process for the acquisition and
practice of psychosocial skills. Many of the basic principles of psychodrama are
particularly relevant to individuals with AD. These principles include the use of physical
action rather than narrative, the promotion of authentic encounters, the encouragement
of spontaneity in activity, and making abstract situations more concrete. These
techniques encourage participants to make affirmative statements about their desires,
fears, and intentions. Psychodrama techniques focus particular attention to nonverbal
cues such as voice tone, inflection, intensity, basing, etc. The principles also encourage
the development of empathy through role reversals, as well as providing feedback
through techniques such as sociometry. Psychodrama allows the exaggeration of
behavioral expressions to explore wider ranges of responses. Thus, some peculiarities
of behavior associated with AD are encouraged and accepted in the psychodrama
context.
According to Blatner (1996) many dimensions of personal development may be
enhanced through the use of psychodramatic methods (see Appendix B). Psychodrama
techniques are tools for thinking and communicating about feelings and relationships
that have been used extensively in various forms of individual and group counseling.
Therefore, these tools may be used in isolation and not necessarily in the full context of
a psychodrama reenactment. However, the essence of psychodrama techniques
involves the ideas of spontaneity, imagination and playfulness for developing the
capacity of self-reflection.
One of the major differences between traditional school counseling and therapy
and psychodrama is the idea of having participants enact the relevant events in their
lives instead of simply talking about them. Problems or situations to be explored in a
reenactment may involve the recent or distant past, the present or the future. Both the
external circumstances and the internal aspects of the situation are brought to the
forefront. The psychodrama reenactment should serve as an occasion for increased
self-reflection. Psychodrama typically follows an enactment sequence
and differs from other types of therapy and traditional theatrical drama in that it is meant
to be corrective and educational. Another difference between psychodrama and
traditional therapy is that instead of the focus of treatment being on a patient and/or
client, the focus of attention in psychodrama is on the person called the protagonist. The
person facilitating the enactment is called the director. People who help the protagonist
as supporting players are called auxiliaries. Other people who are present at the time of enactment are referred to as the audience. The location for the psychodrama
exploration is referred to as the stage, but may be any appropriate working location.
The protagonist is the term for the role of the individual who is seeking to work
out problems, gain insight, or to develop an alternative response pattern. Usually the
protagonist’s experiences or needs become the central focus of the group process.
Protagonists take on single or multiple roles, representing not just himself but any other
person or thing of significance in the protagonist’s life.
The director in psychodrama is the facilitator of the exploratory process. The
director is usually the group’s leader and may be a teacher, the school counselor, or the
school psychologist, etc. Since the director is key in orchestrating the multiple aspects
of the enactment, he or she should be appropriately trained with a background in the
various techniques. The auxiliaries provide the protagonist the opportunity to interact
spontaneously with people who take an active part in the scene that is being reenacted.
An auxiliary may be thought of as a "supporting player" in the enactment.
The audience in a psychodrama is not on stage as are the protagonist, the
director, and the auxiliaries, but serve as witnesses to the process. The audience is not
allowed to share their thoughts about the protagonist’s psychological dynamics, but they
are told "tell us what there is in your life that responds to the psychodrama you have just
witnessed". Whether an audience is used or the size of the audience is the option of the
director.
The stage of psychodrama is the place of enactment. It is often helpful to set
aside a special area or room where the enactments are conducted rather than it being a
location of ongoing group therapy. Since the stage can be a formal or informal place, it is most important that a space be designated for the experience, regardless of location
and/or equipment.
The specific techniques used in the psychodrama process have been integrated
into a wide variety of therapeutic modalities. However, several techniques appear
particularly useful in working with AD individuals (see Appendix D). These techniques
are often less sophisticated and more likely to be an existing skill of the director or
facilitator. In addition, various techniques can be utilized within a group therapy (i.e.,
“Breaking In”, “Double”, “Ego Building”, “Role Reversal”, “Shared Secrets”, etc.) or
individual one-one-one counseling context (i.e., “Coaching, “Empty Chair, “Monodrama”,
”Role Presentation, “Puppets”, etc.)
Within a group therapy context, membership composition is often based on
sharing the same difficulty or issue. In the case of students with AD, however, they may
benefit the most from reenacting various situations with non-AD members serving as
auxiliaries in the group. Given their impairments in social interaction, psychodrama
enactments conducted solely by AD individuals may be less effective in correcting
and/or acquiring appropriate social skills. Non-AD auxiliaries may be better able to
model desired behaviors, provide their AD peers with authentic, real-life reactions to
scenarios, and assist them in generating optimal solutions to social dilemmas. In
addition, their feedback and support can enable AD students to readily generalize these
skills to other contexts. For non-AD students, their participation can result in enhanced
understanding and tolerance for their AD peers.

Learning Disabilities

What Are Learning Disabilities?

For someone diagnosed with a learning disability, it can seem scary at first. But a learning disability doesn't have anything to do with a person's intelligence - after all, such successful people as Walt Disney, Alexander Graham Bell, and Winston Churchill all had learning disabilities.

Learning disabilities are problems that affect the brain's ability to receive, process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as someone who isn't affected by learning disabilities. There are many kinds of learning disabilities. Most students affected by learning disabilities have more than one kind. Certain kinds of learning disabilities can interfere with a person's ability to concentrate or focus and can cause someone's mind to wander too much. Other learning disabilities can make it difficult for a student to read, write, spell, or solve math problems.

The way our brains process information is extremely complex - it's no wonder things can get messed up sometimes. Take the simple act of looking at a picture, for example: Our brains not only have to form the lines into an image, they also have to recognize what the image stands for, relate that image to other facts stored in our memories, and then store this new information. It's the same thing with speech - we have to recognize the words, interpret the meaning, and figure out the significance of the statement to us. Many of these activities take place in separate parts of the brain, and it's up to our minds to link them all together.

If, like Noah, you've been diagnosed with a learning disability, you're not alone. Nearly four million school-age children and teens have learning disabilities, and at least 20% of them have a type of disorder that makes it difficult to focus.

What Causes Them?

No one's exactly sure what causes learning disabilities. But researchers do have some theories as to why they develop. They include:

•Genetic influences. Experts have noticed that learning disabilities tend to run in families and they think that heredity may play a role. However, researchers are still debating whether learning disabilities are, in fact, genetic, or if they show up in families because kids learn and model what their parents do.

•Brain development. Some experts think that learning disabilities can be traced to brain development, both before and after birth. For this reason, problems such as low birth weight, lack of oxygen, or premature birth may have something to do with learning disabilities. Young children who receive head injuries may also be at risk of developing learning disabilities.

•Environmental impacts. Infants and young children are susceptible to environmental toxins (poisons). For example, you may have heard how lead (which may be found in some old homes in the form of lead paint or lead water pipes) is sometimes thought to contribute to learning disabilities. Poor nutrition early in life may also lead to learning disabilities later in life.

How Do You Know If You Have a Learning Disability?

Just because you have trouble studying for a test doesn't mean you have a learning disability. There are as many learning styles as there are individuals. For example, some people learn by doing and practicing, others learn by listening (such as in class), and others prefer to read material. Some people are just naturally slower readers or learners than others, but they still perform well for their age and abilities. Sometimes, what seems to be a learning disability is simply a delay in development; the person will eventually catch up with - and perhaps even surpass - his or her peers.

But many people with learning disabilities struggle for a long time before someone realizes that there's a reason they're having so much trouble learning. For most people in their teen years, the first telltale sign of most learning disabilities occurs when they notice that there's a disconnect between how much they studied for a test and how well they performed. Or it may just be a feeling a person has that something isn't right. If you're worried, don't hesitate to share your thoughts with a parent or a teacher.

The first step in diagnosing a learning disability is ruling out vision or hearing problems. A person may then work with a psychologist or learning specialist who will use specific tests to help diagnose the disability. Often, these can help pinpoint that person's learning strengths and weaknesses in addition to revealing a particular learning disability.

trajikomedi

Breaking The Cycle of Child Abuse

Breaking the cycle of child abuse

If you have a history of child abuse, having your own children can trigger strong
memories and feelings that you may have repressed. This may happen when a child is born, or at later ages when you remember specific abuse to you. You may be shocked and overwhelmed by your anger, and feel like you can’t control it. But you can learn new ways to manage your emotions and break your old patterns.
Remember, you are the most important person in your child’s world. It’s worth the effort to make a change, and you don’t have to go it alone. Help and support are available.

Tips for changing your reactions

Learn what is age appropriate and what is not. Having realistic expectations of what children can handle at certain ages will help you avoid frustration and anger at normal child behavior. For example, newborns are not going to sleep through the night without a peep, and toddlers are not going to be able to sit quietly for extended periods of time.
Develop new parenting skills. While learning to control your emotions is critical, you also need a game plan of what you are going to do instead. Start by learning appropriate discipline techniques and how to set clear boundaries for your children. Parenting classes, books, and seminars are a way to get this information. You can also turn to other parents for tips and advice.
Take care of yourself. If you are not getting enough rest and support or you’re feeling overwhelmed, you are much more likely to succumb to anger. Sleep deprivation, common in parents of young children, adds to moodiness and irritability—exactly what you are trying to avoid.
Get professional help. Breaking the cycle of abuse can be very difficult if the patterns are strongly entrenched. If you can’t seem to stop yourself no matter how hard you try, it’s time to get help, be it therapy, parenting classes, or other interventions. Your children will thank you for it.
Learn how you can get your emotions under control. The first step to getting your emotions under control is realizing that they are there. If you were abused as a child, you may have an especially difficult time getting in touch with your range of emotions. You may have had to deny or repress them as a child, and now they spill out without your control. For a step by step process on how you can develop your emotional intelligence, visit EQ Central.

Learning to Control your Anger

Getting anger under control is easier than you think. With a little insight into the real reasons for your anger and some effective anger management tools, you can learn how to express your feelings in healthier ways and keep your temper from hurting the people in your life.
Read: Anger Management: Tips and Techniques for Getting Anger Under Control
Helping an abused or neglected child
What should you do if you suspect that a child has been abused? How do you approach him or her? Or what if a child comes to you? It’s normal to feel a little overwhelmed and confused in this situation. Child abuse is a difficult subject that can be hard to accept and even harder to talk about.
Just remember, you can make a tremendous difference in the life of an abused child, especially if you take steps to stop the abuse early. When talking with an abused child, the best thing you can provide is calm reassurance and unconditional support. Let your actions speak for you if you’re having trouble finding the words. Remember that talking about the abuse may be very difficult for the child. It’s your job to reassure the child and provide whatever help you can.
Tips for talking to an abused child
Avoid denial and remain calm. A common reaction to news as unpleasant and shocking as child abuse is denial. However, if you display denial to a child, or show shock or disgust at what they are saying, the child may be afraid to continue and will shut down. As hard as it may be, remain as calm and reassuring as you can.
Don’t interrogate. Let the child explain to you in his or her own words what happened, but don’t interrogate the child or ask leading questions. This may confuse and fluster the child and make it harder for them to continue their story.
Reassure the child that they did nothing wrong. It takes a lot for a child to come forward about abuse. Reassure him or her that you take what is said seriously, and that it is not the child’s fault.
Safety comes first. If you feel that your safety or the safety of the child would be threatened if you try to intervene, leave it to the professionals. You may be able to provide more support later after the initial professional intervention.

Reporting child abuse and neglect

If you suspect a child is being abused, it’s critical to get them the help he or she needs. Reporting child abuse seems so official. Many people are reluctant to get involved in other families’ lives. Understanding some of the myths behind reporting may help put your mind at ease if you need to report child abuse:
I don’t want to interfere in someone else’s family. The effects of child abuse are lifelong, affecting future relationships, self-esteem, and sadly putting even more children at risk of abuse as the cycle continues. Help break the cycle of child abuse.
What if I break up someone’s home? The priority in child protective services is keeping children in the home. A child abuse report does not mean a child is automatically removed from the home - unless the child is clearly in danger. Support such as parenting classes, anger management or other resources may be offered first to parents if safe for the child.
They will know it was me who called. Reporting is anonymous. In most states, you do not have to give your name when you report child abuse. The child abuser cannot find out who made the report of child abuse.
It won’t make a difference what I have to say. If you have a gut feeling that something is wrong, it is better to be safe than sorry. Even if you don’t see the whole picture, others may have noticed as well, and a pattern can help identify child abuse that might have otherwise slipped through the cracks

warning sings of child abuse and neglect

Warning signs of child abuse and neglect

The earlier child abuse is caught, the better the chance of recovery and appropriate treatment for the child. Child abuse is not always obvious. By learning some of the common warning signs of child abuse and neglect, you can catch the problem as early as possible and get both the child and the abuser the help that they need.
Of course, just because you see a warning sign doesn’t automatically mean a child is being abused. It’s important to dig deeper, looking for a pattern of abusive behavior and warning signs, if you notice something off.
Warning signs of emotional abuse in children
Excessively withdrawn, fearful, or anxious about doing something wrong.
Shows extremes in behavior (extremely compliant or extremely demanding; extremely passive or extremely aggressive).
Doesn’t seem to be attached to the parent or caregiver.
Acts either inappropriately adult (taking care of other children) or inappropriately infantile (rocking, thumb-sucking, tantruming).
Warning signs of physical abuse in children
Frequent injuries or unexplained bruises, welts, or cuts.
Is always watchful and “on alert,” as if waiting for something bad to happen.
Injuries appear to have a pattern such as marks from a hand or belt.
Shies away from touch, flinches at sudden movements, or seems afraid to go home.
Wears inappropriate clothing to cover up injuries, such as long-sleeved shirts on hot days.
Warning signs of neglect in children
Clothes are ill-fitting, filthy, or inappropriate for the weather.
Hygiene is consistently bad (unbathed, matted and unwashed hair, noticeable body odor).
Untreated illnesses and physical injuries.
Is frequently unsupervised or left alone or allowed to play in unsafe situations and environments.
Is frequently late or missing from school.
Warning signs of sexual abuse in children
Trouble walking or sitting.
Displays knowledge or interest in sexual acts inappropriate to his or her age, or even seductive behavior.
Makes strong efforts to avoid a specific person, without an obvious reason.
Doesn’t want to change clothes in front of others or participate in physical activities.
An STD or pregnancy, especially under the age of 14.
Runs away from home.

Child abuse and reactive attachment disorder

Severe abuse early in life can lead to reactive attachment disorder. Children with this disorder are so disrupted that they have extreme difficulty establishing normal relationships and attaining normal developmental milestones. They need special treatment and support.
Read: Attachment Disorders: Insecure Attachment and Reactive Attachment Disorder
Risk factors for child abuse and neglect
While child abuse and neglect occurs in all types of families—even in those that look happy from the outside—children are at a much greater risk in certain situations.
Domestic violence. Witnessing domestic violence is terrifying to children and emotionally abusive. Even if the mother does her best to protect her children and keeps them from being physically abused, the situation is still extremely damaging. If you or a loved one is in an abusive relationships, getting out is the best thing for protecting the children.
Alcohol and drug abuse. Living with an alcoholic or addict is very difficult for children and can easily lead to abuse and neglect. Parents who are drunk or high are unable to care for their children, make good parenting decisions, and control often-dangerous impulses. Substance abuse also commonly leads to physical abuse.
Untreated mental illness. Parents who suffering from depression, an anxiety disorder, bipolar disorder, or another mental illness have trouble taking care of themselves, much less their children. A mentally ill or traumatized parent may be distant and withdrawn from his or her children, or quick to anger without understanding why. Treatment for the caregiver means better care for the children.
Lack of parenting skills. Some caregivers never learned the skills necessary for good parenting. Teen parents, for example, might have unrealistic expectations about how much care babies and small children need. Or parents who where themselves victims of child abuse may only know how to raise their children the way they were raised. In such cases, parenting classes, therapy, and caregiver support groups are great resources for learning better parenting skills.
Stress and lack of support. Parenting can be a very time-intensive, difficult job, especially if you’re raising children without support from family, friends, or the community or you’re dealing with relationship problems or financial difficulties. Caring for a child with a disability, special needs, or difficult behaviors is also a challenge. It’s important to get the support you need, so you are emotionally and physically able to support your child.
Recognizing abusive behavior in yourself
If you need professional help...
Do you feel angry and frustrated and don’t know where to turn? Call 1-800-4-A-CHILD to find support and resources in your community that can help you break the cycle of abuse.
Do you see yourself in some of these descriptions, painful as it may be? Do you feel angry and frustrated and don’t know where to turn? Raising children is one of life’s greatest challenges and can trigger anger and frustration in the most even tempered. If you grew up in a household where screaming and shouting or violence was the norm, you may not know any other way to raise your kids.
Recognizing that you have a problem is the biggest step to getting help. If you yourself were raised in an abusive situation, that can be extremely difficult. Children experience their world as normal. It may have been normal in your family to be slapped or pushed for little to no reason, or that mother was too drunk to cook dinner. It may have been normal for your parents to call you stupid, clumsy, or worthless. Or it may have been normal to watch your mother get beaten up by your father.
It is only as adults that we have the perspective to step back and take a hard look at what is normal and what is abusive. Read the above sections on the types of abuse and warning signs. Do any of those ring a bell for you now? Or from when you were a child? The following is a list of warning signs that you may be crossing the line into abuse:
How do you know when you’ve crossed the line?
You can’t stop the anger. What starts as a swat on the backside may turn into multiple hits getting harder and harder. You may shake your child harder and harder and finally throw him or her down. You find yourself screaming louder and louder and can’t stop yourself.
You feel emotionally disconnected from your child. You may feel so overwhelmed that you don’t want anything to do with your child. Day after day, you just want to be left alone and for your child to be quiet.
Meeting the daily needs of your child seems impossible. While everyone struggles with balancing dressing, feeding, and getting kids to school or other activities, if you continually can’t manage to do it, it’s a sign that something might be wrong.
Other people have expressed concern. It may be easy to bristle at other people expressing concern. However, consider carefully what they have to say. Are the words coming from someone you normally respect and trust? Denial is not an uncommon reaction.

chil abuse and neglect

Child abuse is more than bruises and broken bones. While physical abuse might be the most visible sign, other types of abuse, such as emotional abuse or child neglect, also leave deep, long lasting scars. Some signs of child abuse are subtler than others. However, by learning common types of abuse and what you can do, you can make a huge difference in a child’s life. The earlier abused children get help, the greater chance they have to heal from their abuse and not perpetuate the cycle. Learn the signs and symptoms of child abuse and help break the cycle, finding out where to get help for the children and their caregivers. Understanding child abuse and neglect Child abuse is more than bruises or broken bones. While physical abuse is shocking due to the scars it leaves, not all child abuse is as obvious. Ignoring children’s needs, putting them in unsupervised, dangerous situations, or making a child feel worthless or stupid are also child abuse. Regardless of the type of child abuse, the result is serious emotional harm. Myths and facts about child abuse and neglect MYTH #1: It's only abuse if it's violent. Fact: Physical abuse is just one type of child abuse. Neglect and emotional abuse can be just as damaging, and since they are more subtle, others are less likely to intervene. . MYTH #2: Only bad people abuse their children. Fact: While it's easy to say that only "bad people" abuse their children, it's not always so black and white. Not all abusers are intentionally harming their children. Many have been victims of abuse themselves, and don’t know any other way to parent. Others may be struggling with mental health issues or a substance abuse problem. MYTH #3: Child abuse doesn't happen in “good” families. Fact: Child abuse doesn't only happen in poor families or bad neighborhoods. It crosses all racial, economic, and cultural lines. Sometimes, families who seem to have it all from the outside are hiding a different story behind closed doors. MYTH #4: Most child abusers are strangers. Fact: While abuse by strangers does happen, most abusers are family members or others close to the family MYTH #5: Abused children always grow up to be abusers. Fact: It is true that abused children are more likely to repeat the cycle as adults, unconsciously repeating what they experienced as children. On the other hand, many adult survivors of child abuse have a strong motivation to protect their children against what they went through and become excellent parents. Effects of child abuse and neglect All types of child abuse and neglect leave lasting scars. Some of these scars might be physical, but emotional scarring has long lasting effects throughout life, damaging a child’s sense of self, ability to have healthy relationships, and ability to function at home, at work and at school. Some effects include: Lack of trust and relationship difficulties. If you can’t trust your parents, who can you trust? Abuse by a primary caregiver damages the most fundamental relationship as a child—that you will safely, reliably get your physical and emotional needs met by the person who is responsible for your care. Without this base, it is very difficult to learn to trust people or know who is trustworthy. This can lead to difficulty maintaining relationships due to fear of being controlled or abused. It can also lead to unhealthy relationships because the adult doesn’t know what a good relationship is. Core feelings of being “worthless” or “damaged.” If you’ve been told over and over again as a child that you are stupid or no good, it is very difficult to overcome these core feelings. You may experience them as reality. Adults may not strive for more education, or settle for a job that may not pay enough, because they don’t believe they can do it or are worth more. Sexual abuse survivors, with the stigma and shame surrounding the abuse, often especially struggle with a feeling of being damaged. Trouble regulating emotions. Abused children cannot express emotions safely. As a result, the emotions get stuffed down, coming out in unexpected ways. Adult survivors of child abuse can struggle with unexplained anxiety, depression, or anger. They may turn to alcohol or drugs to numb out the painful feelings. Types of child abuse There are several types of child abuse, but the core element that ties them together is the emotional effect on the child. Children need predictability, structure, clear boundaries, and the knowledge that their parents are looking out for their safety. Abused children cannot predict how their parents will act. Their world is an unpredictable, frightening place with no rules. Whether the abuse is a slap, a harsh comment, stony silence, or not knowing if there will be dinner on the table tonight, the end result is a child that feel unsafe, uncared for, and alone. Emotional child abuse Sticks and stones may break my bones but words will never hurt me? Contrary to this old saying, emotional abuse can severely damage a child’s mental health or social development, leaving lifelong psychological scars. Examples of emotional child abuse include: Constant belittling, shaming, and humiliating a child Calling names and making negative comparisons to others Telling a child he or she is “no good," "worthless," "bad," or "a mistake." Frequent yelling, threatening, or bullying. Ignoring or rejecting a child as punishment, giving him or her the silent treatment. Limited physical contact with the child—no hugs, kisses, or other signs of affection. Exposing the child to violence or the abuse of others, whether it be the abuse of a parent, a sibling, or even a pet. Child neglect Child neglect—a very common type of child abuse—is a pattern of failing to provide for a child's basic needs, whether it be adequate food, clothing, hygiene, or supervision. Child neglect is not always easy to spot. Sometimes, a parent might become physically or mentally unable to care for a child, such as with a serious injury, untreated depression, or anxiety. Other times, alcohol or drug abuse may seriously impair judgment and the ability to keep a child safe. Older children might not show outward signs of neglect, becoming used to presenting a competent face to the outside world, and even taking on the role of the parent. But at the end of the day, neglected children are not getting their physical and emotional needs met. Physical child abuse Physical abuse involves physical harm or injury to the child. It may be the result of a deliberate attempt to hurt the child, but not always. It can also result from severe discipline, such as using a belt on a child, or physical punishment that is inappropriate to the child’s age or physical condition. Many physically abusive parents and caregivers insist that their actions are simply forms of discipline—ways to make children learn to behave. But there is a big difference between using physical punishment to discipline and physical abuse. The point of disciplining children is to teach them right from wrong, not to make them live in fear. Physical abuse vs. Discipline In physical abuse, unlike physical forms of discipline, the following elements are present: Unpredictability. The child never knows what is going to set the parent off. There are no clear boundaries or rules. The child is constantly walking on eggshells, never sure what behavior will trigger a physical assault. Lashing out in anger. Physically abusive parents act out of anger and the desire to assert control, not the motivation to lovingly teach the child. The angrier the parent, the more intense the abuse. Using fear to control behavior. Parents who are physically abusive may believe that their children need to fear them in order to behave, so they use physical abuse to “keep their child in line.” However, what children are really learning is how to avoid being hit, not how to behave or grow as individuals. Child sexual abuse: A hidden type of abuse Child sexual abuse is an especially complicated form of abuse because of its layers of guilt and shame. It's important to recognize that sexual abuse doesn't always involve body contact. Exposing a child to sexual situations or material is sexually abusive, whether or not touching is involved. While news stories of sexual predators are scary, what is even more frightening is that sexual abuse usually occurs at the hands of someone the child knows and should be able to trust—most often close relatives. And contrary to what many believe, it’s not just girls who are at risk. Boys and girls both suffer from sexual abuse. In fact, sexual abuse of boys may be underreported due to shame and stigma. The problem of shame and guilt in child sexual abuse Aside from the physical damage that sexual abuse can cause, the emotional component is powerful and far-reaching. Sexually abused children are tormented by shame and guilt. They may feel that they are responsible for the abuse or somehow brought it upon themselves. This can lead to self-loathing and sexual problems as they grow older—often either excessive promiscuity or an inability to have intimate relations. The shame of sexual abuse makes it very difficult for children to come forward. They may worry that others won’t believe them, will be angry with them, or that it will split their family apart. Because of these difficulties, false accusations of sexual abuse are not common, so if a child confides in you, take him or her seriously. Don’t turn a blind eye!

özgürlüğün çarpıntıları

Yine İzmir... Yine faşizm...

“Faşizmin Başkenti: İzmir” yazımdan sonra yaşananlar “Komedya Başkenti: İzmir” gibi bir yazıyı gerektirecek seviyeye geldi. Çok sevdiğim memleketimin “özgüvenini kaybetmiş ve hızla gerileyen” bir şehir olduğu gerçeği her geçen gün daha net olarak ortaya çıkıyor...
O yazım üzerine İzmir"in tüm yerel medyası bana kişisel hakaretler yağdırdı, alenen sinkaflı küfürleri yazmaktan çekinmediler. Benim açımdan sorun yok, bana birinin küfretmesi Mehmet Okur"a “cüce” denmesi gibi etki yaratıyor bende, hele hemşehrilerim ediyorsa daha da bir bağışlayıcı oluyorum, kızmıyorum. Öte yandan yazımda geçen çok net ve açık argümanlar üzerine hiçbir şey yazılmadı, söylenmedi. Böyle olması çok doğal çünkü acz içindeki insanlar hakaret eder, özgüvenli ve kendinden emin bireyler ise argümanla karşılık verir...
Öte yandan bu meselede iş sinkaflı sözlerle de kalmadı. İzmir Büyükşehir Belediye Meclisi"nin CHP"li ve MHP"li 49 üyesi bana ve Hasan Cemal"e “İzmir"e ve İzmir halkına hakaret” ettiğimiz gerekçesiyle İzmir 6. Sulh Hukuk Mahkemesi"ne manevi tazminat davası açtı. Geride bıraktığımız bu mart ayının başında dava görülmeye başlandı. Bir TV kanalında da karşılıklı tartıştığımız Meclis Başkanı Serdar Değirmenci dava gerekçesini şöyle açıkladı:
“Kütahyalı yazısında, "İzmir faşizmin başkenti olmuştur, İzmir"in psikolojisi bozuk, yıl boyunca evlerinde ve işyerlerinde sürekli bayrak ve Atatürk resmi asan bir şehirden bahsediyoruz" ifadelerini kullanmıştı. Hasan Cemal ise "Bir yanda gerilla kıyafetli çocuklar, öte yanda pencerelerden sarkıtılan kalpaklı Atatürk bayrakları, barış bunun neresinde? Kalpak ve gerilla ikisi de savaşın simgeleri değil mi?" ifadelerini kullanmıştı. Biz bunların İzmir ve İzmirliler için doğru tanımlar olmadığını düşünüyoruz. İfade ve basın özgürlüğü Atatürk ve bayrağa hakaret ederek olmaz. İzmir"i temsil eden en üst kurumun üyeleri olarak biz, İzmir"e hakaret eden yazarların adalet önünde hesap vermesini istiyoruz.”
Zihniyet bu... Dünyanın her yerinde evlere 12 ay kesintisiz bayrak asmak savaş psikolojisinin göstergesidir. İsteyen de asabilir elbette. Fakat bana göre bu bozuk bir psikolojinin yansımasıdır. Hasan Cemal"in sözleri de bu “savaş psikolojisi”ne işaret ediyor. Bu tesbiti yapanlara, bir şehrin meclisinin özel olarak toplanıp “Hakaret davası” açması da ayrı bir komedi tabi... Üstelik komedi burada da bitmedi. Bu davayı açanlar yeterli harç parasını mahkemeye yatırmamışlar! O yüzden dava ertelendi. 2500 lira gerekirken 150 lira yatırmışlar. Sonradan İzmir kamuoyunda bu da konu oldu. CHP Grubu “Bu parayı gerekirse parti olarak ödeyeceğiz. Bu İzmir"in onur davasıdır. Bu davanı yürümesini kimse engelleyemez” diye açıklama yaptı.Sanırsınız ki Gazi Osman Paşa"nın “Plevne Müdafaası”!.. Bunlar da para biriktirip cepheye mermi gönderiyorlar!.. Alt tarafı iki köşe yazarı eleştiri yapmış. Marsilya ile, Barcelona ile, Milano ile yarışması gereken, küresel bir şehir vizyonuna sahip olması gereken güzel şehrimin taşralılığına üzülmemek imkânsız. Daha doğrusu İzmir"in kodamanlarının taşralı, vizyonsuz, ufuksuz zihniyetlerini görüp de kahrolmamak imkânsız.
İzmir"e dair yeni bir rezaleti de dün Ahmet Kekeç"in yazısından öğrendim. Başörtülü fotoğraf çektiren öğrencilere İzmir Büyükşehir Belediyesi “Toplu taşıma indirimi” yapmıyormuş. Fotoğrafın başörtülüyse yasal hakkını kullanamıyorsun şu an İzmir"de! Başörtülü kızların üniversiteye alınmaması yetmiyor, bir de otobüslere almayın bari!! Sonra da “Bu yapılan, faşizmdir” dediğimizde dava açıyorsunuz. Başörtülü bir kız öğrenci pasosunu gösterdiğinde geçersiz. Niye? “Öğrenci dediğin Atatürk ilkelerine uygun giyinerek fotoğraf çektirir.”
Okulda zaten zorunluluktan açıyor kızlar. Artık otobüste hatta sokakta da mı açmalarını istiyorsunuz başlarını? Benim şehrim İzmir aydın bir şehirse, çağdaş bir şehirse, laik ve demokratik bir şehirse, özgürlükçü ve hoşgörülü bir şehirse derhal bu uygulamayı kınayan gösteriler yapar, belediyenin bu faşist uygulamasını kaldırması için baskı yapar. İzmir halkının çoğunluğu “başörtülü öğrenciye paso hakkı verilmemesi” uygulamasını savunuyorsa ben de bir daha aynı şeyleri söylemek zorunda kalırım. “İzmir, faşizmin başkenti olmuştur” derim.
Başkan Aziz Kocaoğlu da bu yaptığına gerekçe üretmek yerine derhal bu uygulamayı kaldırmalı. Yasal olarak öğrenci kartı almış herkese eşit muamele etmeli İzmir Belediyesi. CHP iktidarda olsaydı muhtemelen hiçbir başörtülü kıza öğrenci kartı vermezdi, başörtülü kızların “Açık Lise”de dışarıdan eğitim almasına bile izin vermezdi ama şu an o kızların bu hakkı var. Yapma Aziz Başkan, bırak her öğrenci nasıl giyinirse giyinsin, yasal hakkını kullansın. Ayıptır, İzmir böyle skandallarla anılmasın artık. Vicdanlı hemşehrilerim de belediyeye baskı yapmalı.

Rasim Ozan Kütahyalı