On Gaslighting: How to Dominate Others 31 Without Their Knowledge Or Consent 3 on Questioning Used As a Covert Method 47 of Interpersonal Control
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Joking, Teasing Or Bullying? • a Kid Who Isn’T Very Nice to You Trips You in the Hall for the Third Time This Week
LESSON 2 It Takes One Unit Joking, Teasing Grade 2 • Ages 7-8 TIME FRAME or Bullying? Preparation: 15 minutes Instruction: 30-60 minutes Students will distinguish the difference MATERIALS between joking, teasing and bullying and Large white poster sheet divided understand how joking, teasing and bullying into three columns with the following headings: Joking, Teasing, Bullying can strengthen or weaken relationships. Create three signs, one that says “JOKING”, another that Lesson Background for Teachers says, “TEASING”, third that says “BULLYING”; post on different walls This lesson builds on previous lessons in this unit. before class For more information on bullying visit PrevNet, an anti-bullying organization that RAK journals provides research, information and resources. www.prevnet.ca Kindness Concept Posters for Assertiveness, Respect Key Terms for Students LEARNING STANDARDS Consider writing key terms on the board before class to introduce vocabulary and increase understanding. Common Core: CCSS.ELA-Literacy. SL.2.1, 1a-c, 2, 3 Colorado: Compre- JOKING To say funny things or play tricks on people to make them hensive Health S.4, GLE.3, EO.a-c; laugh. Joking is between friends, makes all people laugh, Reading, Writing and Communicating isn’t meant to be mean, cruel or unkind, doesn’t make S.1, GLE.1, EO.b-f; S.1, GLE.2, EO.a-c people feel bad and stops before someone gets upset. Learning standards key TEASING Teasing doesn’t happen often. It means to make fun of someone by playfully saying unkind and hurtful things to the person; it can be friendly, but can turn unkind quickly. -
I Hold Your Heart I Hold Your Heart
I Hold Your Heart Teaching Guide INTRODUCTION I Hold Your Heart by Karen Gregory is suitable for teaching to students aged 14+. The four extracts included in this Teaching Guide introduce students to the themes and ideas in the story and are accompanied by corresponding discussion questions and activities. The themes covered in this pack are useful for stimulating RHSE or extra-curricular debate around important contemporary issues – ‘gaslighting’ and abusive relationships, being watched by others, coercion and control, social media, and identifying real, true love. ‘I Hold Your Heart is a thoughtful presentation of how abuse can manifest in young relationships and how difficult it can be to escape and digest the complex feelings that surround it. Young women are at a heightened risk of experiencing partner abuse and novels such as this play such an important role of highlighting the warning signs and support available for themselves and their peers. We would encourage all young adults to read this beautiful and heartbreaking piece of writing that leaves you more informed and better equipped to engage in healthy relationships.’ Solace Women’s Aid CONTENTS EXTRACT 1: Being Watched (taken from Chapter 1) Objectives: Consider the subject of being watched and how it feels; write a poem entitled ‘Watching Me’ describing an experience of being watched. Subjects: Reading Comprehension and Inference, RSHE, Speaking and Listening, Design, Art and Technology, Creative Writing: Poetry EXTRACT 2: Gaslighting (taken from Chapter 22) Objectives: Roleplay an important scene from the text; create a poster entitled ‘Recognising Gaslighting’ advising young people how to recognise and avoid abusive relationships. -
Getting Beneath the Surface: Scapegoating and the Systems Approach in a Post-Munro World Introduction the Publication of The
Getting beneath the surface: Scapegoating and the Systems Approach in a post-Munro world Introduction The publication of the Munro Review of Child Protection: Final Report (2011) was the culmination of an extensive and expansive consultation process into the current state of child protection practice across the UK. The report focused on the recurrence of serious shortcomings in social work practice and proposed an alternative system-wide shift in perspective to address these entrenched difficulties. Inter-woven throughout the report is concern about the adverse consequences of a pervasive culture of individual blame on professional practice. The report concentrates on the need to address this by reconfiguring the organisational responses to professional errors and shortcomings through the adoption of a ‘systems approach’. Despite the pre-occupation with ‘blame’ within the report there is, surprisingly, at no point an explicit reference to the dynamics and practices of ‘scapegoating’ that are so closely associated with organisational blame cultures. Equally notable is the absence of any recognition of the reasons why the dynamics of individual blame and scapegoating are so difficult to overcome or to ‘resist’. Yet this paper argues that the persistence of scapegoating is a significant impediment to the effective implementation of a systems approach as it risks distorting understanding of what has gone wrong and therefore of how to prevent it in the future. It is hard not to agree wholeheartedly with the good intentions of the developments proposed by Munro, but equally it is imperative that a realistic perspective is retained in relation to the challenges that would be faced in rolling out this new organisational agenda. -
Examining the Invisibility of Girl-To-Girl Bullying in Schools: a Call to Action
Examining the Invisibility of Girl-to-Girl Bullying in Schools: A Call to Action Suzanne SooHoo It does not matter whether one is 13, 33, or 53 years old, but if you are female, chances are that other girls have bullied you sometime in your lifetime. Bullying is not the kind of abuse that leaves broken bones; rather, it is a dehumanizing experience that manifests itself in the form of rumor spreading, name calling, psychological manipulation, character assassination, and social exclusion. Female teachers who are former victims of girl bullies or who themselves have been complicit with girl-to-girl bullying, consistently casting a blind eye to this ritualized social degradation, allowing it to continue generation after generation. The purpose here is not to blame teachers, but rather to seek an answer to "What are the social or institutional forces that prevent adults in the schools from seeing what they may have experienced themselves?" Throughout generations, girls have been bullied. The dehumanizing rituals and practices, passed on from mother to daughter, have survived even when the victims have not. Damaged young girls become damaged adult women. Mothers who did not know what to do when they were girls still do not know how to handle girl-to-girl bullying as women (Simmons, 2002). Many are unable to intervene when their daughters are bullied and they continue to be victims of adult female bullies. Through the process of "othering" (SooHoo, 2006), girl bullies determine who is valued and who is not and, as such, girl-to-girl bullying contributes to a social hierarchy of privilege and oppression. -
Postfeminist Double Binds
Postfeminist Double Binds: Volume 6 Number 2 How Six Contemporary Films Perpetuate the September 2009 Myth of the Incomplete Woman Samantha Senda-Cook University of Utah Sweet Home Alabama, The Wedding Planner, How to Lose a Guy in 10 Days, Down With Love, Never Been Kissed, and Miss Congeniality appear to promote feminist ideals. They feature smart, successful women who are determined to excel at their careers. However, each face a truly difficult decision—the career or the man? In a modern twist on two classic double binds, these six films contrive situations that place the potential male lover in direct opposition to career advancement. In some cases, the women keep their jobs, but in all they prioritize love, specifically “true love.” Additionally, the films each emphasize some transformation that the main character must undergo before she can ultimately succeed personally and professionally. While three films require the woman to relax—not worry so much about her career—the other three depict an ugly-duckling tale. Using Gregory Bateson’s concept of the double bind, Kathleen Hall Jamieson’s articulation of the double binds that women face, and theories of postfeminism, I contend that these films attract a large number of viewers by misusing the tenets of feminism. Furthermore, filmmakers construct arguments subtly and enthymematically. t’s like feminism never even happened, you know? I area in which this happens, I examined six films that assume “Ithink any woman that would do this [enter a beauty women’s ability to gain access to the professional sphere. pageant] is catering to some misogynistic, Neanderthal However, once there, these women must choose between a mentality,” argues the fictitious FBI agent Gracie Hart at successful career and “true love.” I contend that Sweet Home the beginning of Miss Congeniality.1 Ninety minutes later, Alabama, The Wedding Planner, How to Lose a Guy in 10 Days, Gracie tearfully accepts the “Miss Congeniality” award Down With Love, Never Been Kissed, and Miss Congeniality in the Miss United States pageant. -
MURPHIE Final Doi UNACCEPTABLE Galleymarch 15
Auditland Andrew Murphie, University of New South Wales Through a silent transformation which … is ... barely possible to analyze, so-called intellectual life is increasingly administered and formatted by the editing and consumption of events … the event goes to market. (François Jullien 2011: 132) Even though this may go against traditional thinking, one could thus speak of an a priori prosthetics. (Bernard Stiegler 2003a) Is this still capitalism? What if it was something worse? (McKenzie Wark 2013) Audit—the ongoing evaluation of performance—began as a fairly narrow range of technical procedures in financial accounting. However, it has now expanded its range to ‘account’ for a wide range of behaviours, thoughts and even feelings, in the workplace and elsewhere. This article first suggests that audit cultures are a response to the ‘abyss of the differential.’ This is the abyss faced when too much generative difference threatens established interests, and thus everything these interests control. Such interests often face a double bind, because they also rely on exploiting generative difference and are thus fully immersed in it. Audit is seen as a useful response to this double bind—to the abyss of the differential. Audit enables both control and ongoing exploitation of the differential. This article secondly aims to summarise some of the recent discussions of audit and then develop aspects of them. Audit technics/cultures use a flexible series of control procedures that differentially declare what is (un)acceptable. They therefore both PORTAL Journal of Multidisciplinary International Studies, vol. 11, no. 2, July 2014. The Unacceptable Special Issue, guest edited by John Scannell. -
The Jolly Corner”*
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Publikationsserver der Universität Tübingen Connotations Vol. 18.1-3 (2008/2009) Henry James’s Double-Bind: Chasing Possibilities in “The Jolly Corner”* ELENA ANASTASAKI Look in my face; my name is Might-have-been; I’m also called No-more, Too-late, Farewell; Dante Gabriel Rossetti, “The House of Life” “If I were to live my life over again, I would be an American”1; Henry James’s powerful statement is more than just a witty phrase. The subject of alternative lives fascinated him throughout his long career and he tackled it repeatedly in his work to various degrees. But it becomes the central theme in “The Jolly Corner” (1908), a strange tale about a man who decides to go after a rather unusual type of dop- pelgänger: the self he would have been if he had stayed in his Ameri- can hometown. As we shall see, this narration of a ‘road not taken’ aspires to materialize the ‘might-have-been.’ Just like the text, which becomes a means to actually ‘take’ the road not taken, the story it is presenting and promoting is the life not lived. The American expatriate Spencer Brydon comes back to his native land after an absence of thirty-three years, to take care of his inherited property which consists of two houses. The story takes its name from the family house which is the scene where the pursuit and the final encounter with his alter ego will take place. -
Epistemic Entrapment - the Right of Exit
Georgia State University ScholarWorks @ Georgia State University Philosophy Theses Department of Philosophy 5-2-2018 Epistemic Entrapment - The Right of Exit Brennan Neal Follow this and additional works at: https://scholarworks.gsu.edu/philosophy_theses Recommended Citation Neal, Brennan, "Epistemic Entrapment - The Right of Exit." Thesis, Georgia State University, 2018. https://scholarworks.gsu.edu/philosophy_theses/228 This Thesis is brought to you for free and open access by the Department of Philosophy at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Philosophy Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. EPISTEMIC ENTRAPMENT - THE RIGHT OF EXIT by BRENNAN NEAL Under the Direction of Christie Hartley, PhD ABSTRACT In “Epistemic Exploitation,” Nora Berenstain argues that an epistemic injustice of epistemic exploitation occurs “when privileged persons compel marginalized persons to educate them about the nature of their oppression” (569). While Berenstain accurately identifies norms of inquiry that ought to be avoided, her account ultimately establishes more barriers to the project of resisting oppression than it removes, necessitating the development of an alternative normative framework. Rejecting her account, I develop a normative model of inquiry through the isolation of a yet unidentified epistemic injustice: epistemic entrapment. I argue that the normative directives entailed by my account of epistemic -
Strategies for Handling Teasing/Bullying
Strategies for Handling Teasing/Bullying Aarti Nair, Ph.D. Postdoctoral Fellow & Clinical Instructor UCLA PEERS Clinic Semel Institute for Neuroscience & Human Behavior Department of Psychiatry & Biobehavioral Sciences Background about PEERS® • International program – Developed at UCLA in 2004 – Adolescent program has been translated into over a dozen languages – Used in over 25 countries • Evidence-Based Social Skills Programs: – PEERS® for Preschoolers – PEERS® for Adolescents – PEERS® for Young Adults 1 Identifying Peer Rejected and Socially Neglected Youth with ASD § Peer rejection § Teasing and bullying § Bad reputations § Actively seeking out peers § ADHD, Mood disorders, Impulse control disorders § Social neglect § Isolated and withdrawn § Ignored and unnoticed § Actively avoiding peers (Volkmar & Klin, 1998; Bauminger & Kasari, 2000; Orsmond, Krauss, & § Anxiety, Depression Seltzer, 2004; Koning & Magill-Evans, 2001; LeCouteur et al., 1989; Marks, Schrader, Longaker, & Levine, 2000; GHaziuddin & Gerstein, 1996; Twatchman-Cullen, 1998; HempHill & Siperstein, 1990; CHurch, Alisanki, AmanullaH, 2000) Consequences of Peer Rejection Peer rejection is one of the strongest predictors of: • Mental health problems – Anxiety – Depression • Juvenile delinquency • Early withdrawal from (BuHrmeister, 1990; Matson, Smiroldo, & Bamburg, 1998; school Miller & IngHam, 1976) 2 Consequences of Peer Rejection • Depression • Anxiety • Loneliness • Low self-esteem • Substance abuse • Poor academic performance • Suicidal ideation (Hawker & Boulton, -
Borat in an Age of Postironic Deconstruction Antonio López
Taboo: The Journal of Culture and Education Volume 11 | Issue 1 Article 10 December 2007 Borat in an Age of Postironic Deconstruction Antonio López Follow this and additional works at: https://digitalcommons.lsu.edu/taboo Recommended Citation López, A. (2017). Borat in an Age of Postironic Deconstruction. Taboo: The Journal of Culture and Education, 11 (1). https://doi.org/ 10.31390/taboo.11.1.10 Taboo, Spring-Summer-Fall-WinterAntonio López 2007 73 Borat in an Age of Postironic Deconstruction Antonio López The power of holding two contradictory beliefs in one’s mind simultaneously, and accepting both of them. ... To tell deliberate lies while genuinely believing in them, to forget any fact that has become inconvenient, and then, when it becomes necessary again, to draw it back from oblivion for just so long as it is needed, to deny the existence of objective reality and all the while to take account of the reality which one denies—all this is indispensably necessary. Even in using the word doublethink it is necessary to exercise doublethink. For by using the word one admits that one is tampering with reality; by a fresh act of doublethink one erases this knowledge; and so on indefinitely, with the lie always one leap ahead of the truth. —George Orwell, 19841 I will speak to you in plain, simple English. And that brings us to tonight’s word: ‘truthiness.’ Now I’m sure some of the ‘word police,’ the ‘wordinistas’ over at Webster’s are gonna say, ‘hey, that’s not really a word.’ Well, anyone who knows me knows I’m no fan of dictionaries or reference books. -
Romans 12 Verses 9 to 21 PART 2 SERMON 2021.Pdf
1 St. Andrew’s Presbyterian Church Bless, Don’t Curse Followers of Jesus are to respond to hatred with love. Scripture: Romans 12:9-21 Rev. Steve Filyk July 11, 2021 Opening Hymn: #350 to God be the glory Choruses: The power of the cross & Whom shall I fear Closing Hymn: #637 Take my life Can you remember the last time someone said something or did something to hurt you? [just to be clear I’m not talking about physical/mental/sexual abuse But people being uncaring and mean] Can you remember the last time someone said something or did something to hurt you? Maybe they joked about your weight… Maybe they criticized a decision… Maybe they ‘borrowed’ something without asking… So how did you respond? How did you respond? In the movie John Wick we meet the title character, An orphan who had been raised by Russian mob to become a notorious hitman. After many years of violence He retires from this old life, And adopts a peaceful existence. 2 That is until someone makes the mistake Of breaking into his home, stealing his vintage car, And most egregiously, killing his dog… a dog who was a gift from his recently departed wife. This transgression draws Wick out of retirement To unleash vengeance against those who had hurt him. Wick avenges his dog with 91 deaths. Talk about over-kill. But what is more astounding than the body-count Is the success of this franchise. The first three films in this series have grossed over half a billion dollars. -
Common Double Binds
Common Double Binds A double bind is when you have two choices and both are hard and unappealing so you remain stuck. The angst of the double bind drives you down the FASTER scale until it is resolved. Double Binds often take the form of: procrastination vs. productivity, reaching out vs. isolation, ignoring the pain vs. facing the pain, the easy way out vs. doing the right/hard thing. The following are real examples of Double Binds: • Either I stop procrastinating the work I know I need to get done and press into the pain of fear of failure on this assignment OR I continue to procrastinate by surfing ESPN, YouTube, News etc... and feel good but then later face the consequence of being behind and become even more stressed. • Either I stop and address these feelings of worthlessness and inadequacy with my scriptural promises OR I continue to feed off the shame of feeling like trash and alone and worthless until I eventually relapse. • Either I can fight to press into my relationships and reach out to the men around me and seek to connect with them (which can be hard) OR I continue to isolate and eventually the loneliness and isolation will lead to relapse. • Either I take the time to slow down and be present by filling out the FASTER scale/reflecting on where I am by checking in with someone in my group OR I continue to speed up and try to outrun my current emotional pain until I eventually relapse. • Either I have the hard conversation that I need to have but don’t want to OR I try to numb the anxiety with a media binge.