DOCSLIB.ORG

Cruelty Toward Cats: Changing Perspectives

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Cruelty Toward Cats: Changing Perspectives WellBeing International WBI Studies Repository 2005 Cruelty Toward Cats: Changing Perspectives Randall Lockwood American Society for the Prevention of Cruelty to Animals Follow this and additional works at: https://www.wellbeingintlstudiesrepository.org/sota_2005 Part of the Animal Studies Commons, Other Anthropology Commons, and the Sociology of Culture Commons Recommended Citation Lockwood, R. (2005). Cruelty toward cats: Changing perspectives. In D.J. Salem & A.N. Rowan (Eds.), The state of the animals III: 2005 (pp. 15-26). Washington, DC: Humane Society Press. This material is brought to you for free and open access by WellBeing International. It has been accepted for inclusion by an authorized administrator of the WBI Studies Repository. For more information, please contact [email protected]. Cruelty toward Cats: Changing Perspectives 2CHAPTER Randall Lockwood Some of this content appears in L. Sinclair and R. Lockwood, “Cruelty Towards Cats” (in Consultations in Feline Internal Medicine, 5h ed., ed. J.R. August. 2005. Philadelphia: Elsevier Inc.). f all the species that have (from 1567 B.C.), paintings and of Herodotus, about 450 B.C. He been domesticated, cats statues of cats became increasingly describes his visit to the temples in Ohave historically been sub- common in Egypt (Beadle 1977). Bubastis and the various practices jected to the widest diversity of Recently, remains of a cat found surrounding the cult, including treatment by humans. They have buried in association with a human the harsh penalties for injuring or been worshipped as gods and at a site in Cyprus were dated to killing cats (Clutton-Brock 1993, reviled as devils, coddled and pam- approximately 7500 B.C. The rich 36): “When a man has killed one of pered, but also abandoned and offerings found in the grave sug- the sacred animals if he did it with abused. Our treatment of cats has gested that the person had special malice prepense, he is punished likewise created a range of prob- social status and a special relation- with death, if unwittingly, he has to lems for professionals concerned ship with the animal. This find pay such a fine as the priests with their care—from dealing could constitute the earliest evi- choose to impose.” with problems of obesity and dence of taming of the cat (Vigne Later in the same volume, overindulgence to tending to the et al. 2004). Herodotus details the reverence needs of animals who have been Serpell (1988) notes that the with which deceased cats are neglected, intentionally harmed, role of cats in the Egyptian pan- embalmed and entombed. Archeol- or even tortured. theon was complex and confusing. ogists in the nineteenth century Male cats were associated with the recovered mummified remains of sun god Ra. Cats and lionesses hundreds of thousands of cats from A Brief History were also linked to the warlike god- this period. Ironically, it is this col- of Kindness and dess Sekmet. The primary associa- lection of remains that provides the tion was with the cat goddess first evidence of what might be con- Cruelty to Cats Bastet, a symbol of fertility, fecun- sidered “ritualistic abuse” of cats. Most authorities consider the cat dity, and motherhood who was also Clutton-Brock (1993) describes to be among the most recent ani- associated with the moon and findings from the radiological mals to be domesticated, with its menstrual cycles. The prominence study of fifty-five wrapped cat origins in Egypt (Zeuner 1963; of cat cults did not develop until mummies collected by egyptolo- Clutton-Brock 1993). There are no the twenty-second dynasty (c. 950 gist Flinders Petrie in 1907. She remains of cats from prehistoric B.C.), when the capital became notes that “contrary to the gener- Egypt or the Old Kingdom Bubastis, home of the cult of al belief that ancient Egyptians (2686–2181 B.C.). Pictorial repre- Bastet, and the local cat goddess never killed their cats, many of sentations of cats that are clearly became the official deity of the these had ‘broken necks.’ This domesticated appear at the time of kingdom. The modern view of rev- could be seen in the x-rays as the fifth dynasty (c. 2600 B.C.), erence for cats in Egypt comes markedly displaced vertebrae in and from the New Kingdom onward almost entirely from the writings the neck” (38). 15 She notes that the mummies fell Similarly, Inquisitor Nicholas Remy, squashed the bodies of cats, into two groups. Twenty were kit- in his 1595 Daemonolatreiae libri twisted cats at the midsection, tens one to four months old when tres, announced that all cats were and suffocated cats. They even they died or were killed, and seven- demons (Conway 1998). improvised a gallows and hung teen were nine to seventeen Darnton (1984) details a variety cats by the neck. (1989, 48) months old. Only two were more of forms of widespread institution- The events were replayed in pan- than two years old. She suggests alized cat abuse common from the tomime many times during the that the cats were being specially Middle Ages well into the late eigh- weeks that followed. Darnton puts bred to be mummified by the teenth century. Carnival celebra- these events in the context of the priests for sale as votive offerings, tions of deviance came to an end social upheaval of the times. Print- which could explain what appears on Shrove Tuesday, or Mardi Gras, er’s apprentices were among the to have been a mass market in when a live cat was incorporated most exploited workers of the time, mummified cats. (This market was into a straw mannequin, King of while a passion for pet cats was not without a hint of fraud. Some Carnival, and given a ritual trial growing among the bourgeois, par- cat mummies from other sources and execution. In Burgundy young ticularly the masters of the printing appear to have been faked by wrap- men passed around a cat, tearing trade. Portraits were painted of ping a cat skull mounted atop frag- its fur to make it scream as a form pampered cats who were fed choice ments of human tibia and fibula.) of “rough music.” For the cycle of fowl, while the boys in the print The export of cats from Egypt was Saint John the Baptist, coinciding shops labored with little hope of illegal, so the domestic cat’s intro- with the summer solstice, cats promotion to the ranks of journey- duction into Europe and Asia did were tied up in bags, suspended men. Cat abuse was already well not begin until several hundred from ropes, or burned at the stake. established in the culture of the years after the peak period of the He further notes: time, thus cats were an easy and cult of Bastet, finally becoming Parisians liked to incinerate seemingly appropriate target for widespread by the tenth century cats by the sackful, while the this outrage. (Zeuner 1963). The spread of Chris- Courimauds (cour a miaud or Such abuse was also common- tianity brought with it what Serpell cat chasers) of Saint Chamond place in England as well. The own- (1986, 155) describes as “extreme preferred to chase a flaming ers of cats were often suspected of ruthlessness in suppressing unorth- cat through the streets. In “wickedness” and were killed, odox beliefs and in extirpating all parts of Burgundy and Lor- along with their cats, under the traces of earlier pre-Christian reli- raine they danced around a Witchcraft Act of 1563 (Young gions.” Since cats were often cen- kind of burning May pole with 2001). The first person to be tried tral to many of these belief systems, a cat tied to it. In the Metz under this law was Agnes Water- from the cult of Bastet to the wor- region they burned a dozen house, who was executed in 1566 ship of the Norse goddess Freya, cats at a time in a basket on for owning a cat unfortunately they became a convenient target for top of a bonfire. The ceremony named “Sathan” (Durston 2000). the demonization of all things non- took place with great pomp in More conventional abuse of cats Christian and the focus of myriad Metz itself, until it was abol- at the hands of young offenders forms of abuse intended to drive out ished in 1765. (83) flourished in eighteenth-century and destroy the Devil. Cats also One of the best documented England. The first illustration in were transformed from a symbol of instances of cruelty to cats was the William Hogarth’s classic series of grace, fertility, and maternal care to “Great Cat Massacre” of the Rue woodcuts “The Four Stages of Cru- one of bewitching sexuality and las- Saint-Severin, Paris, which took elty” depicts a 1750s street scene civiousness—an association that place in the late 1730s (Darnton in which young boys are torment- continues to affect public interpre- 1984; Twitchell 1989). The story ing a variety of animals in many tation and behavior and serve as a was obtained from an account by ways. Cats are the most abundant justification for continuing abuse. Nicolas Contat, a worker who had victims in this illustration. They are In the thirteenth century, Pope witnessed the event. Several young seen being thrown out of windows, Gregory IX (ruling 1227–1241) male printer’s apprentices system- hung by their tails from a pole, and issued a statement that Cathars, atically slaughtered all the neigh- set upon by fighting dogs. Hogarth breakaway Christians, were known borhood cats, starting with a was an astute observer of both ani- to be breeding black cats, who were favorite pet of their master’s wife.
Load more

Recommended publications
  • Blame Attribution in Sexual Victimization ⇑ Carin Perilloux , Joshua D
    Personality and Individual Differences 63 (2014) 81–86 Contents lists available at ScienceDirect Personality and Individual Differences journal homepage: www.elsevier.com/locate/paid Blame attribution in sexual victimization ⇑ Carin Perilloux , Joshua D. Duntley 1, David M. Buss University of Texas at Austin, Austin, TX 78712, United States article info abstract Article history: The current study explored how victims and third-parties attribute blame and perpetrator motivation for Received 13 October 2013 actual sexual victimization experiences. Although we do not assert that victims are responsible for per- Received in revised form 24 January 2014 petrators’ behavior, we found that some victims do not allocate all blame to their perpetrator. We sought Accepted 25 January 2014 to examine how victims and third-parties allocate blame in instances of actual completed and attempted sexual victimization and how they perceived perpetrator motivations. Victims of completed rape (n = 49) and attempted sexual assault (n = 91), and third-parties who knew a victim of sexual assault (n = 152) Keywords: allocated blame across multiple targets: perpetrator, self/victim, friends, family, and the situation. Partic- Rape ipants also described their perceptions of perpetrator’s motivation for the sexual assault. Victims tended Blame Perpetrator to assign more blame to themselves than third-parties assigned to victims. Furthermore, victims per- Victim ceived perpetrators as being more sexually-motivated than third-parties did, who viewed perpetrators Sexual violence as more power-motivated. Results suggest that perceptions of rape and sexual assault significantly differ between victims and third-party individuals who have never directly experienced such a trauma. Ó 2014 Elsevier Ltd.
    [Show full text]
  • What Bullying Is What Bullying Can Look Like in Elementary School What Bullying Can Look Like in Junior High School
    FS-570 BulliesBullies When I was a young boy, What bullying is What bullying the bully called me names, stole my bicycle, forced With all the focus that has surrounded can look like in me off the playground. teenage gangs and gun violence, it may elementary school be easy to forget that the teenage years He made fun of me in are not the only times that children face Being a victim is the most common front of other children, violent behavior. In fact, aggressive in second grade, and the likelihood of forced me to turn over behavior and bullying are even more being bullied decreases each year after my lunch money each day, common in elementary school than in that (see Figure 1). Bullies in elementary threatened to give me junior and senior high! Some studies school are more likely to pick on children a black eye if I told suggest that around 20 percent of all younger than themselves. Bullying is adult authority figures. American children have been the victim often very physical in nature, with open At different times I was of bullying at some point in elementary attacks of aggression being the most subject to a wide range of school, and about the same number common. Boys are more likely to be degradation and abuse – have described themselves as engaging doing the bullying, but girls and boys de-pantsing, spit in my face, in some form of bullying behavior. are equally likely to be victims. forced to eat the playground Bullying can range from teasing, to dirt....To this day, their stealing lunch money, to a group of handprints, like a slap students physically abusing a classmate.
    [Show full text]
  • 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.
    [Show full text]
  • The Sociology of Gaslighting
    ASRXXX10.1177/0003122419874843American Sociological ReviewSweet 874843research-article2019 American Sociological Review 2019, Vol. 84(5) 851 –875 The Sociology of Gaslighting © American Sociological Association 2019 https://doi.org/10.1177/0003122419874843DOI: 10.1177/0003122419874843 journals.sagepub.com/home/asr Paige L. Sweeta Abstract Gaslighting—a type of psychological abuse aimed at making victims seem or feel “crazy,” creating a “surreal” interpersonal environment—has captured public attention. Despite the popularity of the term, sociologists have ignored gaslighting, leaving it to be theorized by psychologists. However, this article argues that gaslighting is primarily a sociological rather than a psychological phenomenon. Gaslighting should be understood as rooted in social inequalities, including gender, and executed in power-laden intimate relationships. The theory developed here argues that gaslighting is consequential when perpetrators mobilize gender- based stereotypes and structural and institutional inequalities against victims to manipulate their realities. Using domestic violence as a strategic case study to identify the mechanisms via which gaslighting operates, I reveal how abusers mobilize gendered stereotypes; structural vulnerabilities related to race, nationality, and sexuality; and institutional inequalities against victims to erode their realities. These tactics are gendered in that they rely on the association of femininity with irrationality. Gaslighting offers an opportunity for sociologists to theorize under-recognized,
    [Show full text]
  • On Not Blaming and Victim Blaming
    teorema Vol. XXXIX/3, 2020, pp. 95-128 ISSN: 0210-1602 [BIBLID 0210-1602 (2020) 39:3; pp. 95-128] On Not Blaming and Victim Blaming Joel Chow Ken Q and Robert H. Wallace RESUMEN En este artículo se muestra que ser culpable por acusar a una víctima es estructu- ralmente similar a ser culpable por no acusar. Ambos fenómenos se ajustan a los perfiles tradicionales de la responsabilidad moral: la condición de conocimiento y la condición de control. Pero lo interesante es que en ellos conocimiento y control son condiciones in- terdependientes. Al tener una relación con otra persona se dispone de distintos grados de conocimiento sobre ella. A su vez, este conocimiento proporciona distintos grados de in- fluencia mutua a los sujetos de la relación. Ejemplos en los que alguien es especialmente culpable por no acusar a un amigo, a un colega cercano o a un cónyuge así lo atestiguan. La interdependencia de estas dos condiciones en las relaciones interpersonales aclara (parcialmente) por qué es moralmente malo acusar a una víctima. Se argumenta que los que acusan a las víctimas padecen una forma de miopía moral al fijarse únicamente en lo que la víctima podría hacer, por el hecho de tener algún tipo de relación con el causante del abuso, para evitar este. De manera particular, se atiende a los casos en los que la mio- pía moral se alimenta de relatos y esquemas de género jerárquicos y misóginos. PALABRAS CLAVE: responsabilidad moral, ética de la acusación, acusación a las víctimas, normas, misoginia. ABSTRACT In this paper we show that being blameworthy for not blaming and being blame- worthy for victim blaming are structurally similar.
    [Show full text]
  • Bullying at School: Recommendations for Teachers and Parents
    Practical Recommendations and Interventions: Bullying 1 BULLYING AT SCHOOL: RECOMMENDATIONS FOR TEACHERS AND PARENTS Understand what bullying looks like. Bullying is commonly defined as the long- standing physical or psychological abuse of a student who is unable to defend himself by either an individual or group of other students. Most researchers estimate that between 14 and 20% of students in schools will experience bullying at least once during their academic career (Elinoff, Chafouleas & Sassu, 2004). Outcomes for both bullies and their victims are bleak; victims of bullying are more likely than non-victims to report physical and mental health problems, including psychosomatic complaints, and contemplate suicide. Bullies themselves are more likely to drop out of school, spend some amount of time in prison, and become abusive spouses (Elinoff, Chafouleas & Sassu, 2004). General Recommendations for Teachers and School Faculty: 1. Become familiar with the school’s definition of bullying, bullying prevention policies, and the code of conduct. This will ensure that the same policy is being enforced throughout the school. 2. If available, attend a bullying training prevention program or in-service in order to learn more about bullying and their obligations as a teacher related to this issue. 3. Clearly explain to your class what behavior you consider to be bullying. Establish clear rules against bullying and define both desirable and unacceptable behavior. 4. Educate students on certain issues related to bullying. Specifically, raise awareness by providing students with information about different participant roles and group mechanisms involved in bullying. Also, emphasize that certain beliefs about bullying are false, such as the belief that bullied students are at least partly to blame for their victimization, that bullying makes the victims tougher, and that teasing is simply done “in fun.” 5.
    [Show full text]
  • Victim Blaming & Question Formulation
    Victim Blaming & Question Formulation What is victim blaming? Victim-blaming can be defined as holding the belief or expressing one’s opinion that the person who is alleging they were sexually harassed, sexually assaulted, or victimized in an intimate relationship, was in some way responsible for what happened. Victim-blaming can be both obvious and subtle. Examples of obvious victim-blaming are expressing one’s opinion that a woman would not have been sexually harassed or assaulted had she not been wearing the clothes she was wearing and drinking alcohol. Subtle victim-blaming can occur in the way questions are asked of a person who has been sexually harassed, sexually assaulted or victimized. Why does victim blaming exist? Victim blaming is often tied to myths people hold about sexual harassment, sexual assault, gender-based harassment, stalking and intimate partner violence. Some people may hold misconceptions about victims, offender and the nature of violent acts. For example, some people may believe that in order for someone to be a victim of sexual assault that some sort of struggle must have ensued during the incident. Being aware of the myths associated with misconduct, particularly gender-based harassment and violence, is an important step in understanding if a question might be victim blaming. In addition, some victims receive more sympathy in society than others. For example, men or women who are victims of random acts of violence by an unknown offender are often granted more sympathy than victims who knew their offender. Additionally, it is theorized that victim blaming occurs as a way to protect the feelings people may have about their own vulnerability.
    [Show full text]
  • Workplace Bullying: What Everyone Needs to Know August 2006 Report # 87-1-2006
    Workplace Bullying: What Everyone Needs to Know August 2006 Report # 87-1-2006 WHAT IS WORKPLACE BULLYING AND Many bullying situations involve employees WHO IS AFFECTED? bullying their peers, rather than a supervisor bullying an employee. Workplace bullying refers to repeated, unreasonable actions of individuals (or a group) One study from the National Institute of directed towards an employee (or a group of Occupational Safety and Health (NIOSH) found employees), which is intended to intimidate and that a quarter of the 516 private and public creates a risk to the health and safety of the companies studied reported some occurrence of employee(s). bullying in the preceding year. Workplace bullying often involves an abuse or misuse of power. Bullying includes behavior that intimidates, degrades, offends, or humiliates a Examples of bullying: worker, often in front of others. Bullying • Unwarranted or invalid criticism behavior creates feelings of defenselessness in the target and undermines an individual’s right to • Blame without factual justification dignity at work. • Being treated differently than the rest of your work group Bullying is different from aggression. Whereas • Being sworn at aggression may involve a single act, bullying involves repeated attacks against the target, • Exclusion or social isolation creating an on-going pattern of behavior. • Being shouted at or being humiliated “Tough” or “demanding” bosses are not necessarily bullies, as long as their primary • Being the target of practical jokes motivation is to obtain the best performance by • Excessive monitoring setting high expectations. WHAT IS CORPORATE/INSTITUTIONAL BULLYING? Corporate/institutional bullying occurs when bullying is entrenched in an organization and becomes accepted as part of the workplace culture.
    [Show full text]
  • Introduction to Victimology
    CHAPTER 1 Introduction to Victimology What Is Victimology? The term victimology is not new. In fact, Benjamin Mendelsohn first used it in 1947 to describe the scientific study of crime victims. Victimology is often considered a subfield of criminology, and the two fields do share much in com- mon. Just as criminology is the study of criminals—what they do, why they do it, and how the criminal justice system responds to them—victimology is the study of victims. Victimology, then, is the study of the etiology (or causes) of victimization, its consequences, how the criminal justice system accommodates and assists victims, and how other elements of society, such as the media, deal with crime victims. Victimology is a science; vi ctimologists use the scientific method to answer questions about victims. For example, instead of simply wondering or hypothesizing why younger people are more likely to be victims than are older people, victimologists conduct research to attempt to identify the reasons why younger people seem more vulnerable. The History of Victimology: Before the Victims’ Rights Movement As previously mentioned, the term victimology was coined in the mid-1900s. Crime was, of course, occurring prior to this time; thus, people were being victimized long before the scientific study of crime victims began. Even though they were not scientifically studied, victims were recognized as being harmed by crime, and their role in the criminal justice process has evolved over time. Before and throughout the Middle Ages (about the 5th through the 16th century), the burden of the justice system, informal as it was, fell on the victim.
    [Show full text]
  • The Toll of Workplace Bullying
    Research Management Review, Volume 20, Number 1 (2014) The Toll of Workplace Bullying Robert Killoren TCP Consulting OVERVIEW hard to believe that this highly paid, highly educated (Stanford graduate), mountain of In the fall of 2013, a story broke in the a man could be bullied. But that’s the nature news about a victim of bullying. A football of bullying. It does not matter how big player left his team because he was being victims are, or how smart they are, or how bullied. But this wasn’t some local old they are. They can be kids in the school newspaper reporting on a little kid on a Pop yard or executives in a board meeting. Warner team. It was national news about a Bullying can happen to anyone, anytime, professional lineman for the Miami anywhere. Dolphins. The player, Jonathan Martin, Bullying may be more common than reported that he was leaving the team most people think. According to a study because he could no longer take the abuse commissioned by the Workplace Bullying he was getting from some teammates Institute, one in three employees experience (Pelissero, 2013). bullying in the workplace either as a victim In a January 2014 interview that aired or as a witness suffering collateral damage on NBC, he described what almost any (Zogby International, 2010). Seventy-five victim’s experience would be like: “I wish I percent of those instances involved top- would have had more tools to solve my down bullying by a supervisor. Few situation,” Martin said to interviewer Tony organizational or operational flaws can Dungy, the former NFL head coach of the wreak as much havoc as a bully in the Indianapolis Colts (Connor, 2014).
    [Show full text]
  • SCAPEGOATING an Activity for Middle School Children
    SCAPEGOATING An Activity for Middle School Children Rationale: The purpose of this activity is to examine how stereotyping, prejudice and discriminatory practices can lead to unfairly blaming individuals and groups for events when, in reality, the cause or causes are unclear or when the blame actually belongs elsewhere. This lesson also provides students with an introduction to the internment of Japanese Americans during World War II. Part I. Understanding the Difference Between Stereotyping, Prejudice, Discrimination and Scapegoating Directions: 1. Write the sentences below, minus the identifying term in parentheses, on a piece of chart paper, an overhead transparency or the chalkboard. Have students identify each statement as an example of stereotyping, prejudice or discrimination. Third graders are all babies. (stereotype) We don't like the third graders. (prejudice) Let’s not let the third graders play with us. (discrimination) 2. Review the definitions of the terms stereotyping, prejudice and discrimination with the class and then have students develop examples similar to the ones in Procedure #1. The definitions are as follows: A stereotype is an oversimplified generalization about an entire group of people without regard for individual differences. Prejudice is pre-judging, making a decision about a person or group of people without sufficient knowledge. Prejudicial thinking is based on stereotypes. Prejudice is an attitude. Discrimination is the behavior that can follow prejudicial thinking. Discrimination is the denial of justice and fair treatment in many arenas, including employment, housing and political rights. 8 © 2005 Anti-Defamation League When it is clear that students understand how the terms differ, show them the statements below and again have them identify each as an example of stereotyping, prejudice or discrimination: All teenagers shoplift.
    [Show full text]
  • Scapegoating Lori L
    Marshall University Marshall Digital Scholar Counseling Faculty Research Counseling 2017 Scapegoating Lori L. Ellison Marshall University, [email protected] Follow this and additional works at: http://mds.marshall.edu/co_faculty Part of the Counselor Education Commons Recommended Citation Ellison, Lori. "Scapegoating." The SAGE Encyclopedia of Marriage, Family, and Couples Counseling, edited by Jon Carlson and Shannon B. Dermer, vol. 4, SAGE Reference, 2017, pp. 1449-1452. This Article is brought to you for free and open access by the Counseling at Marshall Digital Scholar. It has been accepted for inclusion in Counseling Faculty Research by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected], [email protected]. Scapegoating 1449 the therapist asks the client to indicate his or her Further Readings current location on the scale. Once the client Berg, I. K., & de Shazer, S. (1993). Making numbers talk: notes the current position, the therapist focuses Language in therapy. In S. Friendman (Ed.), The new questions on the established resources and language of change (pp. 5–24). New York: Guilford strengths of the client that allowed him or her to Press. reach the position indicated. The client and Cantril, H. (1965). The pattern of human concerns. therapist then explore circumstances and experi- New Brunswick, NJ: Rutgers University Press. ences when the client was at a higher position. Gillaspy, J. J., & Murphy, J. J. (2012). Incorporating The therapist asks the client to visualize and outcome and session rating scales in solution-focused describe what characterized that level. Last, the brief therapy. In C. Franklin, T.
    [Show full text]