Showing posts with label False Memory Syndrome Foundation. Show all posts
Showing posts with label False Memory Syndrome Foundation. Show all posts

Monday, July 25, 2011

CALL TO ACTION: Elliot Pasik is still involved with the Jewish Board of Advocates for Children?

Elliot Pasik
The Awareness Center learned a few weeks ago that Elliot Pasik or Rabbi Dr. Chaim Wakslak were no longer involved with the JBAC (Jewish Board of Advocates for Children), yet according to the following article the rumors I heard are false.  

Elliot Pasik is an outspoken advocate for Ohel Family Services, which is an orthodox mental health agency that has allegedly been covering up sex crimes and protecting sexual predators for years.  

Rabbi Chaim Wakslak, PhD
Several years ago I had a conversation with Mr Pasik in which he stated he was involved in the "Father's Rights" movement.  At that time I had great concerns with Elliot Pasik's involvement in the Anti-Rape movement.  It was at that time I started hearing rumors of Mr. Pasik attacking the work of The Awareness Center and Vicki Polin's personhood.  

The "Father's Rights movement" is an offshoot of the "False Memory Syndrome Foundation" (FMSF), which was created back in the early 1990's by parents of children who accused them of child molestation.  According to the DSM-4 (Diagnositic and Statistical Manual of Mental Disorders, 4th edition) there is no such thing as FMSF.  For more information read the transcript from the ABC Newscast:  TURNING POINT: WHEN CHILDREN ACCUSE - WHO TO BELIEVE, that aired on November 14, 1996.

I think it's time that everyone contact the Jewish Board of Advocates for Children and let them know how you feel about Mr. Pasik representing the civil rights of Jewish children and or Dr. rabbi Wakslak knowingly violating the privacy rights of clients at Ohel. 

Please note that several of those who are currently on the board of this organization have a long history of covering up sex crime, including a few mandated reporters who break the law each time they suspect a child is at risk of harm and don't immediately report their suspicions to their local child protective services -- which is a violation of state and federal laws. Instead they report their suspicions to rabbonim who are NOT trained to collect forensic evidence, let alone conduct victim sensitive interviewing.


CONTACT:  
  • Moshe Fessel, Esq. - Executive Committee - moshe@mofesslaw.com

    Rifka Finkelstein - Executive Committee - rivkafinkelstein@yahoo.com

    Eli Greenwald - Executive Committee - egreenwald@voguestrap.com

    Maury Kelman, Esq. - Executive Committee - maury@oldschoolfund.com

    Perry Schafler, LCSW-R, Vice President  - pschafler@yahoo.com

    Judith Guedalia, PhD - Executive Committee - drjudith2006@gmail.com

    Dorron Katzin, CPA, MST  - Executive Committee - dakatzin@gmail.com

    Maury Kelman, Esq - Executive Committee - maury@oldschoolfund.com

    Nachum Klafter, M.D.   - Executive Committee - doctorklafter@cinci.rr.com

    Brachie Neugarten, MSW - Executive Committee -

    Jeffrey C. Singer, Ph.D.  - Executive Committee - drsinger@morrispsych.com

    Chaim Shapiro, M.Ed.  - Executive Committee - chaimshapiro@aol.com

    Vivian Skolnick, Ph.D.  - Executive Committee - VBSkolnick@aol.com

    Mark Weiss - Executive Committee - weissmark@optonline.net

    Rabbi Mark Dratch - Rabbinic Committee - mdratch@jsafe.org

    Rabbi Allen Schwartz  - Rabbinic Committee - ras@ozny.org

    Rabbi Moshe Soloveichik - Rabbinic Committee - zamirkatan@aol.com


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New York - Orthodox Organization To NY Lawamkers: Our Yeshivas Need Child Protection Laws

Published on:   Yesterday 12:05 PM
News Source: VIN News Staff

New York - The Jewish Board of Advocates for Children, a nonprofit group which, for several years, has been calling for strong child protection laws that would govern yeshivas and all nonpublic schools, has sent a letter to leading New York state legislators urging them to address the grave problem of child abuse.

The letter, delivered Friday, July 22, 2011, calls attention to the heinous abduction and homicide of Leiby Kletzky, and states that it is “healthy and productive” for all New Yorkers, in the wake of this tragedy, to join together so that we can create the “safest environment possible for all children.”

JBAC President Elliot Pasik, an attorney, cites about one dozen child protection laws which protect public school children, but not children who attend religious and private schools.  He calls for the explicit extension of these laws to the nonpublic schools.

For example:
*  only public school children are required to receive instruction designed to prevent abduction;

*  only public school administrators are required to complete coursework in identifying and reporting child abuse or maltreatment;

*  only public schools are required to establish and implement written policies necessary to safeguard the life and health of children, and to prevent abuse;

*  only public school employees are required to report public school-based child abuse to government child protection authorities;

*  only public schools are required to fingerprint and obtain criminal histories of their employees.  The letter was sent to Senate Majority Leader Dean Skelos, Assembly Speaker Sheldon Silver, and the chairs of the Education Committee and the Committee on Children in both legislative houses.  In May 2007, the Rabbinical Council of America, working with JBAC, enacted a Resolution endorsing the extension of all public school child protection laws to the nonpublic schools.  The RCA is an organization of about 1,000 orthodox rabbis.

Saturday, May 31, 2003

"Parenting The Young Sexually Abused Child"

"Parenting The Young Sexually Abused Child"
May 31, 2003

The following is a description of the progressive stages of grief observed in most parents who are dealing with the sexual abuse of their child. The progressive stages of grief apply to non-offending parental reactions and to parental reactions of extra-familial sexual abuse

1) Denial - It is a normal reaction for any parent to have some amount of denial when first hearing the highly emotional news that their young child was sexually abused. Over time as more facts unfold and conversations occur about the sexual abuse, denial usually gives way to the next stage of grief.

2) Anger - Once parental acceptance of at least some of the facts surrounding the sexual abuse has begun, anger will follow. This anger could be directed towards the perpetrator, child or parental self. This anger includes a realization of the "losses" that the parent will face as a secondary victim of their child's sexual abuse. Non-offending parents appear to suffer more losses. For example, if the perpetrator is a stepparent or live-in partner, he/she would likely be asked to leave the home and as a result the non-offending parent faces loss of companionship and finances.

3) Bargaining - Parents move from anger to a bargaining stage as greater acceptance of the sexual abuse occurs. Parents now accept the fact that the sexual abuse occurred but begin to struggle with the level of impact the sexual abuse had on the child and family and the need for recovery. Bargaining occurs when parents look and hope for a fast and less painful recovery. In doing so they may try to minimize the impact of the sexual abuse and unintentionally give messages that it will just go away.

4) Depression or Sadness - A normal response to serious changes suddenly forced upon one's life is sadness and depression. As parents move through this stage they come to realize the extent of changes and degree of impact on the child and family resulting from the sexual abuse. Parents in this stage acknowledge that recovery could be a long term process and that the sexual abuse is not going to go away. Non-offending parents appear to experience the effects of this stage to a greater degree than parents of extra-familial sexual abuse.

5) Acceptance - Parents who enter this stage are accepting of the facts and the impact of the sexual abuse. Recovery and healing processes are no longer feared by the parent(s). Parents in this final stage realize and acknowledge that their child and family can survive the losses, changes and recovery process.  
  
  
HELPFUL and HARMFUL REACTIONS TO DISCLOSURE OF SEXUAL ABUSE  
At the time of your child's disclosure your reaction will play a very large part in how your child and family cope and heal from the sexual abuse.   

The most important helpful reaction is to believe and acknowledge your child's experience.  Your child will learn from you as a parent and from other significant adults about the meaning of the sexual abuse experience.   

For a young child the most harmful reaction that a parent(s) can give is verbal disbelief and punishment for the disclosure.  Verbally expressed disbelief teaches a child that their internal sense of right and wrong cannot to be trusted.  When punishment occurs children learn the consequence for disclosure is a negative reaction.   

In general, sexually abused children recant disclosures and information when they feel that what they have said is not accepted or heard by significant adults.  In particular, with incest cases, disbelief expressed by the non-offending parent can feel like pressure to a child to recant their disclosure.   
Children may also recant disclosures for the following reasons:their perpetrator denies the disclosure;  they are repeatedly questioned by child welfare authorities such as law enforcement, child protection workers,doctors and others in our legal system;  and finally, when disbelief is expressed by other significant adults, such as teachers or family members, such as siblings.   

As a parent(s) you may find it necessary to reduce further stress by limiting your child's contact with others who are not supportive or believing of the sexual abuse.   

Once you tell your child that you believe them, it will be important to show them by giving support and reassurance.  Being able to give your child support helps validate their perception of the sexual abuse situation.  Two ways of verbally providing reassurance are to tell your child that you are sorry about what happened and to make a statement that it was not okay for the perpetrator to touch them in the way they did.  Some children will benefit from reassurances that they will be protected from the perpetrator. A word of CAUTION: if you cannot protect your child from future contacts with the perpetrator, such as often occurs in disputed incest and custody cases, do not give false reassurances.  Failure to keep promises of protection will contribute to your child's feelings of helplessness.  Another way ofproviding reassurance is to be available to talk when it appears as though your child may need it the most, for example, prior to stressful transitions such as change in day care or at bedtime. 

Talking with your child in a matter of fact, calm voice helps your child feel that you are in control and that you can help them survive their experience. Reactions of shock, such as, "you'll never be the same," reinforces feelings of difference and damage.  Highly emotional reactions such as revenge and extreme anger can increase your child's fear and worry.  Young children tend to feel responsible for parental reactions and feelings.  It is harmful toshow your child that you are in a great deal of distress from their disclosure. Your child needs to know that you can survive the sexual abuse experience with him/her.   

Children who feel responsible for causing the sexual abuse will suffer a more negative impact from the experience.  As a parent you can lessen your child's burden of disclosure and feelings of responsibility for causing the sexual abuse.  You can tell your child that it was not his/her fault and that it took a lot of courage to tell.   

Parental reactions such as, "how could this happen", questions such as, "why didn't you tell me sooner" or "why didn't you tell me", can unintentionally intensify feelings of blame.   

When parents indirectly or directly blame their child for causing the abuse, they are in effect excusing the perpetrator.  Perpetrators are solely responsible for the sexual abuse of a child.   

Parents can have the tendency to want to lessen their child's hurtful/painful feelings by minimizing the seriousness of the situation or event.  Sexually abused children need to have acceptance of their feelings whatever they are.  Empathy with your child's feelings shows acceptance and validates that you are listening.   

It will be important that you resist the urge to treat your child differently.  Should you begin to do so he/she may further believe that they are somehow damaged and different because of the sexual abuse. Parental reactions of guilt, such as, "I should have known", can lead to overprotection.  Over protection can send the message that your child will not recover from his/her experience.  Keeping daily routines and reducing changes can be comforting for your child.   

When a disclosure is made a report to law enforcement or child protection usually follows.  It is helpful to reassure your child about the involvement of these professionals in your life.  For example statements such as, "other adults will help us" or "we need to find other adults to help us" or acknowledging that you don't have an answer but stating, "I will find someone who will answer that question", can be reassuring to a child.   
  
  
FALSE ALLEGATIONS  

There has been a great deal of research into the possible numbers and nature of false allegations made by children.  Most professionals agree that false reports are rare.  The majority of false allegations are made by adults, not children.  Taking this into account, of all sexual abuse allegations, fewer than 2% are considered false when made by preschool and kindergarten aged children.  For ages 6-12, 4.3% of all allegations made by children are considered false.   

A false allegation does not mean that a young child actually lied about whether the sexual abuse occurred.  More often with young childrena false allegation occurs from lack of understanding, misinterpretation and possible confusion of information.  Generally preschoolers are very difficult to coach or "program" into giving intentionally false disclosures.   

More recently, concerns have been expressed about a much higher rate of false sexual abuse allegations due to coaching or "programming" by vengeful parents in divorce and child custody cases.  Thus far this concern has not been documented by valid information or research.   
  
 
  
HELPING THE YOUNG CHILD VICTIM COPE FOLLOWING DISCLOSURE  

Behavioral changes as a result of your child's sexual abuse experience are to be expected.  These changes are normal responses to a highly stressful experience, even though that experience has stopped because of disclosure. Children have limited verbal skills in expressing their stress; therefore most children will express their distress through their behavior.   

Professionals refer to behavioral difficulties or symptoms exhibited by your child immediately after disclosure as the "immediate or short term effects" of sexual abuse.  Children also suffer "long term effects "from sexual abuse.  The majority of professionals define long term effects as behavioral difficulties and symptoms experienced by a child victim upto two years after disclosure.    
  
Children are affected by their sexual abuse experience in different ways and at differing degrees of severity.  The following are some of the factors that will influence the degree of severity of the sexual abuse on your child:   

1)  Support and belief by parents and significant other adults is the most significant factor that can reduce the negative impact of sexual abuse.  When a parent/child relationship is relatively healthy and positive, the negative impact is reduced for the child victim.   

2)  A child's own internal coping resources will impact the effects of the sexual abuse.  For example, if a child is stress resilient and has not had any other serious life stressors there could be a reduced negative impact.  When children have already experienced life stressors, such as physical abuse and domestic violence, their self esteem and resiliency is already lowered and they face even greater difficulties from an additional stress of sexual victimization.   

3)  The child's age and developmental level influences the impact of sexual abuse.  Generally professionals believe that the younger the child's chronological age or the younger the developmental stage of the child the more serious the negative effects.  Also girl victims appear to process the effects of their sexual abuse differently from boy victims. For example, boys are more apt to act out their anger about the abuse, where girls are prone to hold their anger inside and direct it at themselves.  

4)  Children who have a trusting, parental type relationship with their perpetrator appear to feel the effects of sexual abuse more seriously than children who were sexually abused by a baby-sitter or non-family member. Related to this relationship factor is denial by the child's perpetrator. For example, if a child has a close trusting relationship with their perpetrator who denies the sexual abuse, that child will suffer a more negative impact than when the perpetrator acknowledges and takes responsibility for the sexual abuse.   

5)  When physical abuse, threats or intimidation accompany the sexual abuse, children appear to be more seriously affected.       
  
  
  
SEEKING OUT SPECIAL HELP FOR YOUR CHILD AND FAMILY  

Child victims can exhibit a range of behaviors, including suffering from nightmares, fears, regression in self care skills, sexual acting out andrepeating or "replaying" the actual sexual abuse incidents with dolls or peers.  There is no way to predict which behaviors your child will exhibit.
  
Children will attempt to process or understand their sexual abuse experience on their own.  Therefore, children show various degrees of severity from the effects of sexual abuse.  For example, a child fondled by a non-family member could show serious effects of his/her experience,where as a child involved in an incest experience may show minimal effects. To complicate matters more, children can function well in their day care/schoolsetting but not function well at home and vise-versa.  As a parent it is your difficult job to judge the seriousness of your child's symptoms and whether your child could be in need of professional counseling.   

How to judge the seriousness of your child's behaviors will probably feel confusing.  The following are some thoughts and ideas to consider:   
1)  How long has your child been experiencing the behavior(s)?  For example, has the behavior been occurring for a couple days or persisted for weeks?   

2)  How intense or frequent is the behavior(s)?  For example, is your child having nightmares every night or once a week?   

3)  Is your child having behavioral difficulties at home, school or day care or in all of these settings? 
        
4)  Is the behavior(s) interfering with your child's ability to function or get through everyday routines?  

5)  Is the behavior(s) disturbing or upsetting the everyday routine of your family?  

6)  Could your child's behavior(s) be a result of a new "stage"of development experienced by most children his/her age and not specifically related to the sexual abuse?  

7)  Is your child accepting of help from you to change the problematic behavior?     

Your child is probably in need of professional counseling and guidance if: behaviors persist over time, are disruptive to either his/her routinesor their family's routines, causes difficulty in either the school or daycare setting and he/she resists help from you.   

We've discussed ways to tell when your child may need special help but how will you know if you may need special help to cope with your child's sexual abuse?  Some things to consider are: if you feel overwhelmed or unable to help your child; when your own childhood issues of sexual abuse resurface because of your child's sexual abuse; and finally when the focus of your child's sexual abuse disrupts your everyday routines and your own emotional needs are not being met.   

Professional helping services will probably focus on resolving your child's problematic behaviors but also reducing the negative effects from the sexual abuse that contributed to the behaviors.  You are encouraged to involve yourself in these services to learn how to help your child with their difficult behaviors.   
  
  
  
SPECIFIC PARENTING ISSUES  
The next part of this manual will provide some ideas and strategies to help your child manage their problem behaviors.  Helping your child means helping him/her identify and use activities that can make him/her feel better and reduce their anxiety.  Some activities could include: finding someone to talk to, picture drawing, relaxation exercises, play activities with a special purpose or something as common as using a night light.   

Some of the ideas and strategies will be more successful with some children than with others.  It will be up to you as your child's parent to determine which ideas are better suited to your child's personality and specific situation.   

FEARS  
Fears can be considered common in children between the ages of 2-6 years.  More common fears include: fear of dogs or animals; fear of the dark; fear of thunder/storms; fear of ghosts; and fear of insects.  Children learn to be afraid and parents often model fears for their children.      

In the case of sexually abused children, key factors associated with fear are: fear of recurrence of the sexual abuse even after disclosure; fear of follow through on threats made by the child's perpetrator; fear of retaliation by the perpetrator; fear of negative parental reaction and a generalized fear towards persons who have physical features that resemble the perpetrator, for example: adult males who wear glasses and have a mustache like the child's perpetrator. 
 
Often because of their age preschool children are unable to verbalize their fears including identifying why they are afraid.  Unverbalized fears can take the form of anger, somatic complaints such as tummy aches and nightmares.   

Parents can help their children most by helping him/her to identify and overcome unreasonable fears.  Having a nonjudgmental and supportive attitude is crucial.  For example, ask, "What can I do to help you feel safe?" OR you can provide suggestions such as, "I wonder if having a night light on in your room would help you feel safe?"  OR validate your child's fear, such as, "It looks like this is going to be scary for you to do today, that's okay, I will help you get through it".
  
Some children will use their own resources and create routines and rituals to help feel safer.  An example of a ritual is: checking the windows, closet and doors every night before bedtime.  Other examples include: keeping a small light on in their room at bedtime, putting a flashlight under their pillow, or insisting that the bedroom door stay open/closed.   

Parents can also help their children by providing explanations and reassurance.  For example, when helping your child deal with fear of noises, provide a reasonable explanation about what could have caused the noise, such as the wind, the cat under the bed, etc.  Providing reassurance,such as, "I will check on you while you sleep"  OR  "I will leave my door open so that if you need me you can yell and I'll hear you".  Suggesting to your child that re-arranging their room might get rid of scary shadows could be reassuring as well as offering an explanation.  Another way of being reassuring is to explain: "Your fear will get smaller and smaller"  OR  "We will work together to get over your fears"  OR  "I will help you feel safe from your fears".   

With young children who are unable to verbalize fear, it is helpful to use feeling words similar to the following: "I wonder, when you check the closet, doors and windows if you are afraid"  OR  "Being scared makes your tummy hurt."  Reflecting your child's feelings helps him/her to learn to identify their feelings while giving them permission to say what they might be feeling.  

Modeling calmness and providing a message of optimism that your child can survive their fears is also very important.  You could state,"I know you can get through this"  OR  "I know how brave you can be"  OR "I remember, you were brave when ______ and I know you can be brave again like that now".   
Some children are able to verbalize fear of their perpetrator. It could be reassuring to establish a plan of safety with your child.  For example, when a perpetrator is not in jail and the child has expressed a fear of retaliation, a safety plan could include a calm, matter of fact review of adults in your child's life whom are possible protectors.  Other kinds of safety plans could include a discussion about what-if situations and ideas about ways they could help keep themselves safe.   

A more specific strategy useful in reducing anxiety around fear is to teach your child to "self-talk".  This is where you teach him/her to talk to him/herself to get through a potential scary situation.  For example: your child tells self, "I can do this."   OR   "I'm brave".
  
Another specific strategy is to read books about other children who have fears.  This can help to normalize and lessen feelings of being different.   

Play can be another means of "mastering" or overcoming fear. Children will use play to act out how to deal with their fear and to help to relieve/reduce their fear.  Parents can interact with their child through play offering suggestions and practicing how to deal with specific fearfulsituations.  For example: using a doll to coach another doll to be brave before going to the doctor or helping a doll to talk about his/her fears.   

Relaxation can also help a child reduce their level of distress from fear.  For example, a soothing back rub just before nap time,  listening to calming music as part of a ritual or routine and teaching relaxation exercises such as deep breathing can be helpful to your child.           
  
  
  
NIGHTMARES  
Sleep problems including nightmares are common in children ages 1-6. The two different kinds of sleep problems we will discuss are night terrors and nightmares.  

Night terrors occur suddenly in a sleeping child, usually early in their sleep.  The child will thrash about wildly, while screaming and appearing to be intensely frightened.  The child may appear to be awake but is not.  They will also appear to be confused and will be unable to communicate.   

Children having night terrors will not be aware of their parents presence and will not remember the night terror event.  If your child suffers night terrors it is usually best not to try to wake him/her.  Most children will gradually relax and can then be encouraged to lay down and fall back asleep.  Night terrors are not as common as nightmares in sexually abused children.   

Nightmares are more common in children and are frequently associated with stress. Parents know about nightmares because their child wakes them up crying or yelling in fear.  They usually occur late in a child's night time sleep.  Nightmares are intense and frightening for the child and he/she has difficulty getting back to sleep.  Children suffering from nightmares may need physical or verbal comfort from their parent(s).   

Sexually abused children appear to have frequent nightmares. These nightmares could include actual content from the child's sexual abuseexperience or be the result of bottled up feelings such as anger or fear. Some nightmares include themes of monsters, "bad people" and snakes.  Nightmares can be so intense and real that children may have difficulty distinguishing them as not real.  The following are some specific ideas for helping your child with their nightmares:   
1)  Some children may be afraid to talk about their nightmares, believing that if they did the nightmare would come true.  Encourage them to talk about, act out or draw pictures of their nightmare while explaining that nightmares are not real but make- believe.   

2)  Provide verbal reassurance,  "If you need me to stay with you until you fall asleep, I will". 

3)  Provide statements that will normalize nightmares for your child, such as: "Other kids that had a touching problem like you, have nightmares too" or "Most kids have nightmares when they are scared."  Read books about other children's nightmares and how they confronted them.   

4)  Bolster bedtime routines such as:
  • provide a quiet time before bedtime
  • read a comforting story
  • talk about good dreams
  • provide comforting music
  • lie down with your child in their room and bed
  • rock your child or give a back rub
  • provide a relaxing bath
5)  Be creative, think up and act out safe or humorous endings to nightmares.    

6)  Make a "dream helper" or "nightmare buster", a powerful yet friendly helper to protect from or chase away nightmares.  For example, adream helper could be a special stuffed animal, a nightmare buster couldbe a picture of Batman drawn by your child and hung on the door.   

7)  When helping your child return to sleep afterbeing awakened by a nightmare it will be most helpful to provide physicalcomfort and verbal reassurance that, he/she is in a safe place and nightmaresare not real and can't hurt.  It could also be helpful to turn on a lightin your child's bedroom to show them that are in a safe place.  Any of theabove suggestions could also be helpful, such as: a back rub, lying downwith your child until they fall back to sleep, comforting music or a book.   
SEXUALIZED BEHAVIORS  
Sexual behaviors observed in preschool and school aged children are a partof normal sexual development.  When children are sexually abused they areprematurely introduced to sexual stimulation and pleasure that they are unableto understand and cope with because of their young age.  Many of their sexualbehaviors are a learned response to the perpetrator and sexual abuse acts. Sexual abuse may also increase a child's normal interest in sexual matters.   

Children most often tell parents, by their behavior abouttheir level of distress.  Young children who are sexually abused appear tohave more problem behaviors in the area of sexuality.  These include:
1) excessive masturbation,
2) sexual acting out with peers,  
3) pseudomature or false mature sexual behaviors, and 
4) confusion over sexual identity and what is appropriate sexually between children and adults.  

When helping your child with problem sexual behaviors it is very important that you maintain a matter of fact, non-judgemental and firm attitude.  Reacting in this way reduces the powerfulness of the behavior.   

The following are some ideas and strategies helpful in dealing with excessive or public masturbation:   

1)  Reflect child's confusion, such as "you must be confused aboutwhat is okay, I'll help you".  Follow-up with specific expectations and limits.   

2)  Explain and set limits in matter of fact tone and simple language.  For example when masturbation is in public, you could state "masturbation can be done in the bathroom or bedroom but not in the living room or grocery store".   

3)  Distract child when masturbation occurs before sleep by offering a soothing alternative like a back rub or quiet music.  

4)  Interrupt public masturbation without punishing and suggest an alternative behavior such as playing a game.                     
             
The following are some ideas and strategies helpful in dealing with inappropriate sexual acting out with peers and play with toys:  

1)  Set limits with a matter of fact, firm voice but not a punitive voice.  

2)  Supervise or monitor your child's play with peers and toys,so if necessary you can interrupt and set appropriate limits.   

3)  When the play is with toys and in front of a peer, use words such as, "it doesn't look like your friend likes that kind of play"and redirect to another more appropriate activity.   

4)  Some sexual play with toys and sexual acting out with peers can be the result of sexual abuse memories experienced by your child.  Your child may be demonstrating or re-enacting them through his/her play to gain control over or an understanding of what happened to him/her. When the play is with toys such as, two dolls having sex, you may choose to interrupt or allow your child the opportunity to replay the situation. If you choose to give your child time to re-enact their experience it is important that you watch for continuous, endless play.  If your child appears to be involved in repetitive play without a resolution or a "safe" ending,you may want to join your child's play and act out a safer ending.  Some parents may have difficulty helping their child with these kind of behaviors and if this is your experience you are encouraged to contact a child therapist for guidance.
  
5)  Teach your child accurate sex education and sexuality information, using correct terms and correcting misinformation.   

6)  When the behavior is sexual acting out with a peer, use words such as, "it was not okay for _____ to touch your penis/vagina and it is not okay for you to touch ______ in their penis/vagina"  OR  "you are in charge of your penis/vagina, it's up to you to take good care of it." OR  "it's up to you to make sure you give only safe touches."   

7)  When the behaviors are provocative or seductive,use words such as, "I like it much better when you give me a hug and kissl ike this, (demonstrate)".  After you have set these limits and demonstrated for child, catch him/her giving the appropriate affection and praise him/her. OR use words such as this, "I think you are confused about what are okay ways of showing that you love   

Monday, March 17, 2003

Professor questions study, then others question her

Professor questions study, then others question her
By Susan Kelleher
March 17, 2003 - Seattle Times staff reporter
Elizabeth Loftus, a former University of Washington psychologist photographed in her Seattle home last September, left the UW in anger after she challenged a colleague's research involving repressed memory.

Elizabeth Loftus was suspicious.

Having spent years at the University of Washington twisting people's memories and making them "remember" things that had never happened to them, Loftus was sure that the doctor lecturing nationwide about a traumatic memory recovered by one of his clients was doing some truth twisting of his own.

The University of Cincinnati child psychiatrist, had videotaped his interviews with a girl, first when she was 6 and then when she was 17.  Together, the tapes presented a compelling case for the controversial theory that the mind can bury painful memories, then recover them.

But Loftus didn't buy it. She set out to investigate the research. By the time she finished, she had cast a shadow not only on the psychiatrist, but on the integrity of case studies that have shaped the field of psychology for more than a century.

Darkened too, however, was Loftus' relationship with her own university.  Colleagues there questioned the methods she had used in her challenge, and recommended she take an ethics class.

Ultimately, Loftus -- the queen of the UW Psychology Department, who last year ranked 58th in a list of the 100 most eminent psychologists of the 20th century -- left Seattle in anger to take a post at the University of California, Irvine.

Until now, the controversy surrounding Loftus' departure has been confined mainly to university offices and boardrooms. It is a story not just of one professor's battle against another, but of the treacherous academic territory Loftus tread in challenging someone else's work.

'Diva of Disclosure'
Exploring dangerous ground is nothing new for Elizabeth Loftus.

For more than a decade, she has challenged prevailing views of memory, demonstrating that eyewitness testimony can be unreliable. In experiments, she showed that through suggestion and reinforcement, people can be made to believe they had experienced something that had never actually happened.

Her work helped change methods used by police, social workers and therapists, especially around allegations of abuse.

In 2001, the American Psychological Society gave her its most prestigious award, calling her research "ingenious," and noting that "the quality of basic-memory research and the fairness of the criminal-justice system have advanced substantially" because of her science. A 1996 article in Psychology Today magazine dubbed her "The Diva of Disclosure."

But Loftus' work also created enemies, people who put her in the same league as the accused killers, rapists and child molesters on whose behalf she has testified in court. The Psychology Today article quotes a letter from an incest survivor: "Please consider your work to be on the same level as those who deny the existence of the extermination camps during WWII."

Few hate Loftus more than those involved in the spate of lawsuits and criminal trials that began in the 1980s, when it seemed as if childhood sexual abuse and satanic-ritual abuse were becoming nationwide epidemics.

Parents and child-care providers were hauled into court for sexual abuse, even murder, on the basis of memories recalled decades after the alleged events. The cases grabbed headlines until a 1992 presentation by Loftus cast doubt on some claims.

"While certainly there have been enormous tragedies due to real crimes against women and children," Loftus wrote, "there have also been equally enormous tragedies of false accusations. Families have been destroyed, miscarriages of justice have occurred, and more than a few innocent people have been sent to prison."

The topic of so-called "repressed memory" remains charged with emotion and controversy, mostly because it is impossible to absolutely prove or disprove scientifically.

Researchers can't ethically torture a group of people and then check back with them 20 years later to see if any of them forget and then remember the abuse. The most they can do is evaluate instances in which such remembering has reportedly occurred. Those instances are written up as case studies and presented in professional journals.

Loftus was reading such a journal, Child Maltreatment, in May 1997 when she came across the case of reported abuse that roused her suspicions. In psychology circles, the case is widely known as "Corwin's Jane Doe."

Lack of memory
In the article, Dr. David Corwin, a well-regarded child psychiatrist who now teaches at the University of Utah and heads the Child Protection Team at Primary Children's Medical Center in Salt Lake City, described this situation:

A young girl was caught in a child-custody dispute between divorcing parents. Corwin was called in to assess abuse allegations made by 6-year-old "Jane." In his third videotaped interview with Jane, she folded her tiny fingers into a three-fingered Brownie salute and swore she was being truthful when she accused her mother of abusing her in the bathtub and of burning her feet on the stove.

After reviewing reports from police, doctors and social workers who already had examined and talked to Jane, Corwin concluded it was likely that Jane's mother had sexually abused the girl. A judge awarded custody to her father and stepmother, terminating the mother's visitation rights.

Jane's father divorced about three years later, and within seven years became incapacitated by a health problem. Jane was living in foster care when he died.

Before the father's death, Corwin called him to see if it was still OK to show the videotape of his interview with Jane for educational purposes. When the father became ill, Corwin called Jane herself to get permission. She asked him if she could see the taped interview from when was 6.

Jane was 17 when she saw the tape. She told Corwin she remembered accusing her mother of abuse but didn't remember if the abuse actually occurred. As she pondered her lack of memory, she suddenly recalled her mother abusing her once in the bathtub. Corwin was taping Jane at the time, and he asked for and received her permission to show that tape, too, for educational purposes.

When Corwin showed the videotapes at professional conferences, clinicians who routinely dwell in the wreckage of other people's traumas dabbed at their eyes.

But Loftus -- clearly predisposed to doubt recovered memories -- pounced on this one. She was struck by what she saw as a dearth of evidence cited by Corwin to support his finding that Jane had been abused as a child.

She spoke with a colleague, Melvin Guyer at the University of Michigan, and together they decided to do their own investigation.

"I think people have to be very suspicious of case histories, and be aware that this is half of the story and one person's opinion," Loftus said. "The problem is, as with many aspects of life, the vivid case histories that have a story and a face are always more persuasive than cold, hard statistics."

 
Omissions
From the start, the methods used by Loftus and Guyer in re-examining the case were unorthodox.

Instead of going to Corwin for more information or permission to talk with Jane, Loftus and Guyer picked up on clues -- her real first name, locations, the year of her parents' divorce and her father's death -- and figured out Jane's full name and whereabouts.

With the help of a private investigator, they dug up divorce records and interviewed three women who knew Jane: her birth mother, foster mother and stepmother.

The results of their investigation appeared in the Skeptical Inquirer, a mass-circulation magazine devoted to scrutinizing what it calls "pseudoscience." Their article alleged that Corwin had omitted important facts about Jane's family and her case history.

 
Among the omissions:
  • Failing to note that a county child-protective agency had investigated the allegations when they were first made and had recommended that no action be taken.
  • Not mentioning that a clinical psychologist had reviewed the case and had concluded that, while abuse may have occurred, the nature and source of any abuse was unknown and that Jane may have just been repeating suggestions from her father.
  • Ignoring the contentiousness of the custody battle, which lasted five years. In a taped interview with Loftus, Jane's stepmother said she had worked hard to "get" Jane for her then-husband, and noted that they finally succeeded with the "sexual angle."

The information revealed by Loftus and Guyer didn't disprove the claim of abuse. But it raised doubts about both the original claim and the memory Jane said she later recalled.

The significance of that doubt extended beyond Jane's case: Corwin's finding already was being cited in other court cases as evidence in support of recovered memory.

In a recent interview, Corwin conceded he had selectively edited facts in presenting Jane Doe's case and said it was appropriate to do so. A case study need not be an exhaustive recitation of every fact but rather should include information that supports the author's conclusions, he said.

Besides, he said, "We don't know with absolute certainty what happened (to Jane), and we don't assert that we did."

Corwin said professional ethics prevented him from providing further information about Jane's case, even if it meant not being able to defend himself against Loftus and Guyer's criticisms.

 
Gray zone
Loftus expected laurels for shining light on this case. Instead, she found the light shined into her own eyes, as Jane herself complained to the administration of the UW that Loftus had violated her privacy.

Once university officials began their 21-month investigation of Loftus' "case study of a case study," they discovered how difficult it is to regulate research that falls outside traditional boundaries, as Loftus' did.

"We're in the grayest of the gray zones I've ever been in my entire life," said David Hodge, dean of UW's College of Arts and Sciences.

University rules for research involving human subjects were written mainly for medical experimentation. But, as Hodge and others found, they are much more tricky to apply outside that area, especially if someone is challenging a case study.

Faculty members conducting research are required to submit proposals to an institutional review board, or IRB. The IRB sets rules to protect research subjects from harm and to ensure they're fully informed before they agree to participate.

Loftus had submitted a proposal to the UW's IRB early on, but then had ignored the board's follow-up questions after her partner, Guyer, received the go-ahead from the University of Michigan's IRB.

Had Loftus gone through the UW board, it's unlikely she would have been allowed to challenge Corwin's work the way she did, according to John Slattery, who was director of the UW's Office of Scholarly Integrity at the time.

Slattery said Loftus would have had to seek the university's permission before contacting people for interviews. She would likely have been required to give the IRB a list of questions she planned to ask and a form explaining the potential risks of being interviewed.

She probably would have been required to contact Corwin for permission to review records and to interview Jane.

Such rules make challenging a psychological case study much harder than presenting one.

Psychological case studies are, by design, shrouded in secrecy. Although studies are reviewed by experts before publication, those experts do not know subjects' names and rarely see documentation.

Still, Loftus feels justified in deliberately penetrating Corwin's efforts to hide Jane's identity. Secrecy rules adopted to protect the privacy of patients or research subjects should not be used to obscure the truth, she said.

Loftus was already well into her investigation when she took a colleague's advice and spoke with Corwin about contacting Jane. He told her he would be happy to connect the two, but then told her Jane wanted to communicate through him. Loftus eventually exchanged an e-mail with Jane to put her in touch with her mother, but she said they never discussed the abuse claims or Corwin's article.

Calling Loftus' methods unethical, Corwin said, "I have no reason to hide anything. She could have asked me, and I would have gone through the steps that would have left Jane Doe feeling less violated."

Jane told UW officials that she objected to Loftus tracking down her mother and stepmother for interviews.

Loftus admits to befriending Jane's biological mother, and confesses that she was motivated in large part by a desire to unite mother and daughter. In an e-mail to Loftus, Jane's mother wrote: "You have helped me heal when I thought it was not possible. I value your caring friendship. I am truly thankful that you are in my life."

Loftus' ongoing friendship with Jane's mother complicated the UW investigation, which was conducted by an ad-hoc committee consisting of three faculty members.

The committee ultimately cleared Loftus of wrongdoing but required her to get permission from the IRB before contacting Jane's mother again. The panel also wanted Loftus to take an ethics class.

Angry, hurt and humiliated by the investigation, Loftus accepted an offer from the University of California, Irvine, which offered her more research money and a "distinguished professor" title. She began teaching there in September.

"I cried for a week before I made the decision and a week after," Loftus said. "I felt so betrayed by my university."

The University of Michigan gave no such scrutiny to Guyer, Loftus' partner in the research.

Meanwhile, Loftus has received letters of support from prominent psychologists and researchers from around the country, including Harvard University and the Massachusetts Institute of Technology, applauding her efforts to make case studies more transparent and expressing anger at how the UW treated her.

Hodge, the UW dean, said the university is looking at a different system for evaluating the kinds of challenges that Loftus' investigation represented.

"We always want to allow challenges to other people's research. It's really about at what point does a relationship become a scientific relationship? That's where it becomes difficult," he said. "It's not clear where the line is between professional scientific research and non-scientific research."

Tuesday, September 24, 2002

Recovered Memory: Unproven Strategy To Find Evidence Of Past Sexual Abuse

Editorial Comment:

Recovered Memory: Unproven Strategy To Find Evidence Of Past Sexual Abuse
By Lisa Goodlin
The Post-Standard (Syracuse, NY) - September 24, 2002


While I am sure it was well-intentioned, I question the choice of Ellen Bass to conduct workshops Sept. 26 and Sept. 27 at Syracuse University and elsewhere for professionals who work with survivors of sexual trauma, and to give the featured address at an evening of healing for survivors.

Bass's book, "The Courage to Heal: A Guide for Women Survivors of Child Sexual Abuse," promotes the recovery of repressed memories of childhood sexual abuse. This book encourages women to conclude that they were sexually abused as children, although they lack memories of abuse or corroborating evidence.

In the words of Bass and co-author Laura Davis, "Many women who were abused don't have memories, and some never get any. This doesn't mean that they weren't abused;" and "If you think you were abused and your life shows the symptoms, then you were."

Serious questions have been raised regarding the "memories" recovered in therapy. The American Psychological Association's Working Group on the Investigation of Memories of Childhood Abuse issued a report in 1995 that notes recovered memory is rare. It states that "there is a consensus among memory researchers and clinicians that most people who were sexually abused as children remember all or part of what happened to them, although they may not fully understand or disclose it.

"At this point," according to the APA, "it is impossible, without other corroborative evidence, to distinguish a true memory from a false one."  Thus, says the APA report, a "competent psychotherapist is likely to acknowledge that current knowledge does not allow the definite conclusion that a memory is real or false without other corroborating evidence."

In Britain, the Royal College of Psychiatrists has officially banned its members from using therapies designed to recover repressed memories of child abuse.

Bass also presents information on "body memories" and "satanic ritual abuse," the existence for which there is no evidence. By evidence I mean data that has been obtained using scientific methods.

Bass's book is filled with heart-rending and gut-wrenching stories, but it is important to remember that anecdote is not evidence. In response to first-person accounts like those found in "The Courage to Heal," FBI Special Agent Ken Lanning investigated more than 300 cases of alleged satanic cult activity and found no evidence of the existence of such cults. He wrote, "Until hard evidence is obtained and corroborated, the public should not be frightened into believing that babies are being bred and eaten, that 50,000 missing children are being murdered in human sacrifices, or that Satanists are taking over America's day-care centers or institutions. While no one can prove with absolute certainty that such activity has not occurred, the burden of proof is on those who claim that it has occurred."

Should this not make us question other "findings" of this type of therapy? In the "Investigator's Guide to Allegations of Ritual Child Abuse," Lanning goes on to say that "it is up to the mental health professionals, not law enforcement, to explain why victims are alleging things that don't seem to have happened."

In the mid-1990s, after books like "The Courage to Heal" began to appear and therapists started "training" in these methods, there was a rash, some would say an epidemic, of abuse allegations by women who had recovered memories in therapy. Many of these women later retracted their stories - but not before many lives were destroyed.

It is because of these destroyed lives that it is imperative to provide alternative information about recovered memory therapy so that Bass's ideas may be tempered by the findings of scientifically conducted studies.

To learn more about recovered-memory therapy, I recommend these books: "The Myth of Repressed Memory: False Memories and Allegations of Sexual Abuse," by Elizabeth Loftus, a well-regarded researcher of memory and professor of psychology; "Making Monsters: False Memories, Psychotherapy, and Sexual Hysteria," by Richard Ofshe, professor of psychology at UC Berkeley and a Pulitzer Prize winner; and Carl Sagan's chapter on therapy in "The Demon-Haunted World: Science as a Candle in the Dark."

On the Web you can find critical information at these sites: The False Memory Syndrome Foundation (www.fmsfonline.org/) and The Skeptics' Dictionary entries on repressed memory therapy (skepdic.com/repress.html) and repressed memories, (skepdic.com/ repressedmemory.html).

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Lisa Goodlin, of Syracuse, is president of Central New York Skeptics, a nonprofit organization dedicated to the promotion of science and reason, the investigation of paranormal and pseudoscientific claims, and the improvement of standards for science education and critical-thinking skills.
 

Thursday, August 01, 2002

False memory syndrome: State of the art [Article in Hebrew]

False memory syndrome: State of the art [Article in Hebrew]
By B. Nemets, E. Witztum and M. Kotle
Harefuah - 2002 Aug; 141(8):726-30, 760

The review describes the heated dispute on the present state of recovered traumatic memories. There are two main schools concerning the status of recovered memories of child abuse. One school believes in their authenticity unconditionally. Those who oppose the authenticity claim False Memory Syndrome1s existence. They describe it as 3a serious form of psychopathology characterized by strongly believed pseudomemories of childhood sexual abuse and condition in which a person1s identity and interpersonal relationships
are centered around a memory of traumatic experience which is objectively false but in which the person strongly believes2. This review presents the allegations of both sides involved in the dispute, with updates of scientific and judicial references and relevant recommendations to care takers.

------------------------------------

From: Beer Sheva Mental Health Center, Faculty of Medical Science, Ben
Gurion University of the Negev, Israel.

Sunday, November 19, 2000

Bearing witness to the patriarchal revicitmization of survivors

Bearing witness to the patriarchal revicitmization of survivors
by Connie M. Kristiansen
Carleton University
Newsletter of the Section on Women and Psychology, Vol 20, No 2, page 7-16.

On Remembrance Day 1993, Dr. Harold Lief, Professor Emeritus of Psychiatry at the University of Pennsylvania, was scheduled to deliver a public lecture at McGill University and to participate in a subsequent two day 'symposium' at the Montreal General Hospital (MGH). Dr. Lief is on the Professional Advisory Board of the False Memory Syndrome (FMS) Foundation, a tax-deductible charity organization founded in 1992 and comprised of some 5000 parents who adult children have accused them of perpetrating childhood abuse. (Actually, I'm not sure about the exact number because three weeks later, on CBC On the Line, the executive Director of the FMS Foundation claimed they had 7500 members. I guess their membership is growing rapidly.)

Dr. Lief's presentation, "True and False Accusations by Adult 'Survivors' of Childhood Sex Abuse," pertained to 'False Memory Syndrome', a nosologically unrecognized term referring to an unestablished phenomenon whereby an unknown number of incompetent therapists, of whom Freud is apparently representative, supposedly 'implant' erroneous memories of childhood abuse into the vacuous minds of an unspecified number of their unsuspecting, fantasy-prone, suggestible, usually female, clients.

Me, four graduate students, a journalism student and a member of Ottawa's Women's Place went to McGill and MGH to listen and learn. And we heard a lot and we learned a lot. But not what we expected. And that's why we spoke a lot, usually in panicked desperation, gasping for what little air there was in a room stifled by ignorance.

At McGill, Dr. Lief didn't stand a chance. He was drowned out, reduced to a whisper, by the jeering, whistling, coughing, shouts and rattling noisemakers of survivors. Survivors who knew their power because they had borne witness to an unbelievable truth before. Survivors whose hearts beat softly, oh but ever so firmly, saying, "when we speak we are afraid our words will not be heard or welcomed. But when we are silent, we are still afraid. So it is better to speak, remembering, we were never meant to survive" (Audre Lorde, 'Litany for Survival').

The audience responded to the night's official opening comments with a swelling epidemic of coughing, and Dr. Pinard of McGill's Department of Psychiatry, who was chairing the event, used his best bedside manner to blurt, "For those of you who are too sick to take it, I suggest you go up to one of our hospitals!" And after catching his breath, he asserted, "We have invited an academic to guide us in our reflection concerning the incredibly painful and all too frequent occurrence of child abuse. Real abusers should be identified and be made to suffer the consequences."

"What is 'real abusers'?" demanded one woman.

"Somebody who speaks out of turn when somebody is introducing a speaker!" The room was hot, real hot, and Dr. Pinard apparently wasn't above sweating. And he went on, "I hope that, by bringing this area to light, it will clarify the picture and support the genuine victims of abuse."

Assaulted again, the woman retorted, "All victims!"

Oblivious to the fact that he was now putting quicksand into the hole he had dug for himself, Pinard continued, "There is no doubt that memory, repressed memory is the key concept."

A man's voice flew over my head and landed on Pinard: "You are the repressed oppressors!"

Eventually Dr. Lief tried to rise to what was clearly becoming an occasion. At that point he didn't know it, but later he would stated "I've never been booed before I even opened my mouth before" (Wells, 1993). So, he tried to begin his talk: "This is a great university. Dr. Pinard, I have always had a warm spot in my heart for McGill University. As a school boy, when I read the biography of Sir William Osler who spent many of his formative years before going to Hopkins..."

"How do you know it wasn't a false memory?" Thankfully, laughter ensued. It eased the mounting tension. Or at least I thought it did.

"False Memory is False Syndrome!" These words ricocheted from one person to another, back and forth across the hallowed hall of knowledge.

"He's protecting abusers!"

Not a surprising comment. Not since Dr. Ralph Underwager, formerly on the Advisory Board of the FMS Foundation, was forced to resign after he proclaimed that "Paedophiles can boldly and courageously affirm what they choose.... With boldness they can say, 'I believe this is in fact part of God's will'....Paedophiles need to become more positive and make the claim that paedophilla is an acceptable expression of God's will for love and unity among human beings" (Geraci, 1993). And not since Jennifer Freyd, a cognitive psychologist at the University of Oregon and the daughter of the FMS Foundation Executive Director Dr. Pamela Freyd, exposed her father's sexual abuse and the way in which her parents are using the FMS Foundation as a weapon in their personal war against her (Freyd, 1993). "As one clinician said at a national meeting recently about the FMSF: "there is persuasive evidence that this organization grew out of one family's feud that's overgrown it's boundaries and come into the popular culture" (cited in Freyd, 1993). And as a matter of interest, or more honestly, just pure gossip, you might like to note that Dr. Lief was/is Pamela Freyd's therapist and that he told Jennifer Freyd that "he did not believe I was abused because in the early 1980's, when he met with my father once or twice in order to admit him to Silver Hill for treatment for alcoholism, he learned that my father's erotic fantasies were 'entirely homoerotic" (Freyd, 1993, p.26).

Anyway, Dr. Pinard, having lost any cool he might have had, yelled, "Is that your idea of a debate? Is your idea of a debate shouting louder than the speaker?" And after several moments face to face with a wall of cacophony, Dean of Medicine, Dr. Richard Cruess, took the stage, appealing to the audience to allow Dr. Lief to speak: "I'm speaking on behalf of a faculty and a university which encourages debate, which encourages the examination of controversial issues."

"What debate?!"

Dean Cruess continued, "For me, the issue this evening is fairly clear. I'm an orthopedic surgeon. I'm not a psychiatrist. I'm not an expert in these affairs. The issue this evening is one of academic freedom. This is a university which has an obligation to examine issues of concern to society. Professionals in this field have assured us, those of us who are not experts, that there is an issue which requires elaboration and discussion. We have asked a very distinguished person, with impeccable credentials, to come and talk to us about this. We have not set this up as a debate or as a conference. We have an absolute right to do that."

"And we have the right to go against it!" insisted a survivor.

Next, using his scalpel skills to slash away his opponent, and like a child overwhelmed by a tantrum, Dean Cruess desperately blurted, "You do not have a right to interfere with our academic activities, in our own university, in our own way." Perhaps the heat had melted his brain. How else could he forget that this was scheduled as a public lecture and that McGill is a publicly funded institution?

But Cruess' blade didn't seem to scratch the woman. Maybe she was used to being slashed. I don't know. But I do know she went on, stronger than ever, "You do not have a right to interfere with our lives!"

In the midst of this, another survivor yelled, "Where is the Associate Dean?" Apparently he was asked to step down because of sexual misconduct (Dufresne, 1993).

Dean Cruess pressed on, professing, "We certainly have a right. I regret to tell you that...you are suppressing an idea. There's a long history in our world, most of it bad, of people interfering with the rights of others to speak."

But who was suppressing whom? One wonders. One wonders because McGill had received a host of calls, FAXes and letters asking for "either a cancellation of this biased presentation or a redefinition of its format to allow all views and facts on this problem to be explored in a balanced, scientific format that silences no one" (Martin Dufresne, Secretary of the Montreal Men Against Sexism, in an open letter to David Johnston, Principal, McGill University, November 4, 1993). The National Association of Women and the Law, for example, wrote, "We take the position that a publicly funded learning institution has a responsibility to offer a balanced perspective on issues which are contentious and potentially damaging to the credibility of victims of sexual abuse" and that the program agenda "should be challenged for [its] hostile premise" (Johnston, 1993).

Dr. Cruess' appeal made me think about the nature of academic freedom. The traditional definition of 'academic freedom' is based on the premise that the common good of society is facilitated by the search for, and free exposition of, knowledge. According to the Canadian Association of University Teachers' (CAUT, 1991) policy statement, academic freedom carries with it the duty to use that freedom in a manner consistent with scholarly obligation to base research and teaching on an honest search for knowledge. Given that McGill University refused to present a two-sided debate on the issue of recovered memories, I figured that one could argue that McGill failed to live up to their scholarly obligation to base teaching on an honest search for knowledge. And Drakich, Taylor and Bankier (1993) draw attention to a pluralistic approach to academic freedom, one based on balancing freedom and equality - a perspective that has not yet been formally enshrined or even welcomed in the definition of academic freedom, at least not by the androcentric power holders in academia.

Just as technology evolves, social consciousness and hence the definition of academic freedom is evolving. And this is coming about as people, particularly members of less powerful groups, speak. Dr. Jill Vickers, a Professor at Carlton, for example, recently "urged CAUT to come to grips with and to understand how the principles of academic freedom and institutional authority, ideas that legitimize the university, can also be used to perpetuate the status quo and sustain those who are more powerful and privileged - in most cases while males" (Riseborough, 1993). Along similar lines, UNESCO is currently reviewing an international proposal regarding academic freedom (International Conference of University Teachers' Organizations, 1993). The text of this proposal makes it clear that there can be no academic freedom without social responsibility. For example, this proposal states to "ensure the fair discussion of contrary views," something that McGill was unwilling to do, even after being asked to do so by numerous national organizations. The UNESCO proposal also states that academic freedom entails "avoiding misleading the public on the nature of their professional expertise." In this regard, Dr. Lief was talking on the validity of recovered memories of childhood abuse, yet he is not an expert on memory, nor in the treatment of survivors of abuse, nor is he an expert on issues affecting women. Rather, he is retired professor of psychiatry who specialized in marital and sex therapy. Distinguished, impeccable credentials, Dr. Cruess?

In my mind, then, McGill University violated any definition of academic freedom. Moreover, what they did was downright harmful to the survivors of child abuse, people who've been oppressed, silenced, disbelieved and invalidated for too long (Summit, 1993). In this regard, Janice Drakich and her colleagues put it well when they wrote that "for many people, ideas and words may well be referents for highly significant experiences which have powerful meanings, evoke strong emotions, and are not simply ideas and words. The meanings and emotions attached to ideas and words render people extremely vulnerable in what, for others, might be a benign intellectual exercise... The reality of personal and subjective experiences must be recognized and formally acknowledged in the academy...To ignore this call evades the ethical responsibility of persons who assume positions of institutional authority." As they said, "most people would agree that one person's freedom to swing a fist ends when it collides with another person's nose."

With all these thoughts surging and swirling through my mind, I put up my hand, "Excuse me, could I ask you a question, Sir? Would you argue on the basis of academic freedom that it would be permissible for someone to discuss the virtues of the Holocaust or the virtues of racial discrimination?"

"Absolutely not!" Cruess said steadfastly.

Until that point, Dr. Lief was pretty quiet. But I guess he thought he'd best earn his fee, so he said, "To make an analogy with the Holocaust to someone who was among the liberators at Dachau is an insult to me, Sir."

Oh, geez. More messiness. You see, he didn't see too well. The distinguished retired professor of sexuality made a bit of a boo boo, and he was boo booed in a big way for having done so. Although I may look a bit Dykey, I am most definitely a woman. And everyone, except Dr. Lief, seemed to know that. Well, hell broke loose some more. And using all his wits, or at least any wits he had left, Dr. Lief went on, "There are some fools here. Some people with small minds, who are intent on disrupting freedom. They may succeed, but at a price to themselves and others who came to hear me speak." That really won the audience over. Utter chaos ensued. For five minutes. Now there was no way of pacifying the audience. Not that they needed pacifying. I mean, at one time they were children who were abused, but now they were clearly adults. Now they could stand and shout, "No more!" And that's exactly what they did.

Following Cruess' appeal, and in an apparently desperate effort to save the evening, not to mention themselves, Dr. Pinard and Dr. Assalian of MGH tried to turn the talk into a question and answer period. Dr. Assalian called on clinician Dr. Esther Lefevre to ask the first question. Well, she didn't have a question, but she sure had a lot of shame to lay on the survivors. Under the guise of trying to help them, and after apologizing for not being a survivor herself and claiming that she understood their rage, she accused the audience of being out of control, of having no dignity, of behaving inappropriately, and of losing their credibility. Needless to say, her comments didn't go down too well.

Dr. Assalian's next tactical maneuver was to introduce the three members of the MGH human sexuality unit - all women. For some reason he seemed to think the audience would be impressed with this. They weren't. And a woman screamed, "Why don't you [i.e.,MGH] treat rape victims anymore?" Oh no. This time Dr. Assalian really put it in his mouth when he claimed, "It's not the same issue. Please don't generalize. We are talking about two different issues. Rape is one thing and we are talking about incest." Ann Gero of Women's Place had it right when she pondered, "incest isn't rape?"

Well, Assalian tried to set up the question and answer period again. And so I mustered up the courage to go to the microphone and ask my question: "Dr. Lief, in view of the following studies, how can you claim that recovered memories of abuse are false? One, Herman and Schatzow's (1987) finding that 74% of 53 women in group therapy, 64% of whom had moderate to severe amnesia, were able to obtain corroborating evidence, including pornographic photographs, for their recovered memories. Two, William's (1992) finding that 38% of a sample of 100 adult women failed to recall their childhood sexual abuse, abuse documented some 20 years earlier in hospital medical records. Three, a literature review by Brewin, Andrew and Gotlib (1993) showing that recollections of childhood are more accurate than previously thought and that it is parent's recollections, not those of their adult children, that are distorted. Four, Summit's (1983) finding that children minimize the frequency and severity of their abuse, compared to the subsequent confessions of their parents. Five, findings that in the case of battering, it is the male abusers who underestimate the frequency and severity of the abuse they inflicted (cited in Brewin et al.). Six, Famina, Yeager and Lewis' (1990) finding that among a sample of 69 abused youths, all distortions of abuse were in the direction of minimization, out of embarrassment, shame and the desire to forget about it. And seven, based on her study of 150 children who had experienced a variety of traumas, Lenore Terr (1991), a professor of child psychiatry at the University of California, noted that "even those who were infants or toddlers at the time of their ordeal and thus were unable to lay down, store, or retrieve full verbal memories of their traumas tend to play out, to draw, or to re-see highly visualized elements from their old experiences." As an example, Terr cites the case of a five year old who had been sexually abused in a daycare home between 15 and 18 months of age. The discovery was made when US Customs officers found pornographic photos of the girl. In retrospect, the parents realized that since the girl first began to draw, she had sketched hundreds of nude adults. And while playing in Terr's office, the child told Terr that a baby she drew was 'all naked' and a 'bad girl.' Moreover, while children may have no verbal recall of their abuse, they do re-enact their abuse in their play, repeating aspects of the original trauma. And such repetitive behaviors have been observed in children who were exposed to trauma prior to age 12 months when they had no verbal memory. For example, the five year old girl I just described experienced 'funny feelings' in her 'tummy' every time a finger was pointed at her. The confiscated pornographic photos showed an erect penis jabbing the exact spot on the 15 to 18 month infant's belly. Thus, while adults may not recall personally meaningless events before the age of three or four, such as where they were at the time of Kennedy's assassination, they can recall trauma experienced during infancy, although such recollections may not appear in verbal form."

In the midst of my question, Dr. Pinard cut me off to ask my name: "Dr. Connie Kristiansen." "Pardon me?" "Dr. Connie Kristiansen." And then he did it again, asking if he could ask me a question. The audience yelled, "Let her finish!" So I said, "No," quite clearly I thought, but I guess he had trouble understanding and so he asked me anyway: "May I ask you to come up here and sit here and present your data?" Well, no way was I gonna sit up there with those guys. I hadn't prepared to engage in a formal debate, and there was no way I was gonna let them use me to get out of the mess they had created in the first place. To put it mildly, I was pissed off. So I spoke my truth, "No! I will not join that panel." Pinard was quick to try to turn the tables, "So you don't want a debate?" I explained, "I will never sit on a panel with gentlemen of your nature. I would like to finish my question. And I would like you to grant me the courtesy to do so just as you have requested of us."

"He then said, "Can I remind you," and I said "No. Can I please finish what I was saying? I find it rather rude that you interrupted me." And then, as if to justify his verbal abuse, he said, "You find it rude after what we've been through?!" So I said, "Touche!"

Between being cut off by Dr. Pinard from the front and the insults and ribbing coming from two FMS advocates on my right, I somehow managed to get through my question: "How in the face of such empirical evidence, when there is more evidence for the validity of recovered memories now than there is for the distortion of memory through recovery process, can you talk about FMS? When the four or five thousand members of the FMS Foundation have no more than their own claims of their innocence to validate their perspective. And I'm wondering why it is, in view of this, that you gentlemen are willing to talk about this 'syndrome.' That is my question."

Dr. Lief tried to answer: "You cite a number of studies about adults who have allegedly recovered memories of childhood abuse." I clarified, "They are not alleged, they have been corroborated." Then he went on, "All I'm saying is that there are therapists who treat people on the basis of recovered memories without external corroboration and that is malpractice, pure and simple. You mention a number of anecdotal reports, especially in Dr. Terr's paper," and I commented that her study was based on 150 children. Dr. Lief then said that, since we were talking about anecdotal reports, he wanted to present his own anecdotal evidence. And he described a daughter who had accused her father of sadistic abuse, who had just started spending time with her father and "bonding as they hadn't for several years," and who was found dead in her apartment last week. That hurt. I wondered why she killed herself. And then I thanked him for his anecdote and asked if I could respond to what he'd just said. Dr. Lief didn't seem to like that idea, "You can be funny or smart ass, any way you want to. This doesn't advance the discussion at all." And then Dr. Pinard jumped in, "We have given you a chance to ask your question. I am maintaining my invitation that you designate one of you to come up and give a rebuttal after his speech." I asked again whether I could ask a question, but my microphone was cut off. Then hell broke loose for one final encore, and Pinard ended the evening, saying "We have seen tonight the demonstration of how free speech in a scientific forum can be stolen." And with that declaration, he asked everyone to go home.

So that was the McGill non-talk. And the seven of us walked back to our hotel apartment, welcoming the cleansing of the evenings drizzle. Overwhelmed. Astonished. Shocked. But then we laughed and talked a lot. We watched the news and laughed some more. We ate chips, pretzels, cheese and grapes, and we had a few drinks too.

Friday morning - three hours sleep. Seven women, one bathroom. Beautiful laughing, moaning and groaning. Coffee on the brew. Tea in a frying pan. Orange juice. Croissants. Diet Coke for one true addict.

Feeling like seven dwarfs, or maybe seven penguins in the barren Antarctic, we hiked up the mountain to MGH. Stepping out of the elevator at the sixth floor, we were greeted by the "Dykes Against Dr. Lie-f" and the glaring lights of the media. And as we predicted by one student the night before, and just as the press was denied access to Dr. Lief's symposium, Dr. Assalian of MGH attempted to bar entry to me and two graduate student.
"Why," I asked.

"No explanations."

"But I have a right. I've preregistered and you've cashed my cheque."

"We'll refund your money in the mail."

"Why?"

"No explanations."

Dr. Assalian looked real big behind the registration counter, so I wasn't gonna mess with him. Instead, I went around the corner to where the media was filming the dykes and said, grinning, "They won't let me in!"

"It must be because your hair's too short," quipped one dyke. "Yeah, and you wear comfortable shoes," joked another.

I then returned to the registration desk, this time with the press in tow. Dr. Assalian seemed to have shrunk considerably. Perhaps he had been using his psychiatric skills on himself. And then, surrounded by him and two male psychiatrists in white lab coats, I was escorted to an isolated, back corridor. For a second, I was frightened. I mean, what might they be up to? But it turned out OK. For some reason Dr. Assalian thought I had organized the McGill protest, and he was afraid that me and 'my group' were going to disrupt his symposium. So I set the record straight, although he still looked worried.

In the meantime, out in the elevator corridor, Ann Gero was seeing blue, and it wasn't the blue sky of a clear sunny day: "As I was speaking with one of the 'Dykes Against Dr. Lie-f', I saw two lines of police marching toward us. The protestors dispersed immediately and, as a result, the police were left with a void. Suddenly, one of the police officers grabbed my arm and told me and the woman I was talking with to leave. When I asked him for an explanation, I was shoved. I explained repeatedly that I was registered for the 'symposium' and tried to show my registration papers. My explanation was met with silent hostility by a wall of men in blue. All 25 officers stood behind me and the other woman and physically forced us down the corridor and out of the building. I was confused and demoralized by the injustice. But the simple reality was that the police had the right, the authority and the power to ignore the truth that I was not part of the organized protest and had paid to participate in the 'symposium.' And as I was about to learn, this same reality applied to Dr. Lief, Dr. Assalian and some of the other participants in the 'symposium.' They had the right, the authority and the power, as Freud did 100 years ago, to suppress and ignore the truth."
In the end, we all managed to get into the symposium. And what was it like? Well, it was pretty incredible. Sometimes our faces were blank, like white sheets. Sometimes our mouths dropped, total despairing disbelief. Sometimes our faces flamed with rage, rechanneled into the giggles of school girls. But sometimes, as our souls merged and we felt the strength of our truths and determination, we raised our hands - seven hands in a row, reaching for reality.

"Dr. Lief, what percentage of recovered memories do you believe are false?"

Calmly, oblivious to everything but himself, he replied, "My estimate is that 25% of allegations are false, but I don't know where I got that figure. Sometimes I make up a number just to get reporters off my back."

"Dr. Lief, do you really mean to say that people can develop false memories simply by watching a soap opera like General Hospital?"

"Yes."

"Dr. Lief, you say that, after speaking with parents accused of abuse, you are confident that they are innocent. But what about research findings that indicate that confidence is totally unrelated to accuracy?" (See Loftus & Ketcham, 1991).

"That's not relevant."

"Dr. Lief, what is the incidence of Multiple Personality Disorder?"

Dr. Lief didn't know, so Dr. Assalian responded, saying that, according to Dr. Collin Ross whom he had seen on TV, it's about 1 in 500.

"Why then are you focusing on an extreme, relatively rare consequence of childhood abuse when other, less sensational, disorders more commonly follow childhood abuse, such as Borderline Personality Disorder (Herman, 1992) which occurs in about 10% of the population (Stone, 1986)? Do you realize that, by focusing exclusively on the tail of a skewed distribution and ignoring the more modal case, you are, in fact, 'lying with statistics?" (Runyon & Haber, 1991, pp 116-117).

No comment.

And so it went. For two tortuous days. Other highlights included Dr. Lief's implication that, because there is no scientific evidence for repression, there can be no such thing as a recovered memory. He refused to consider our suggestion that the issue of repression is a red herring because memory of trauma is primarily affected by the process of 'dissociation,' not repression. Research by Dr. van der Kolk at Harvard University suggests that the repeated overwhelming negative arousal of chronic child abuse permanently alters the limbic system, brain structures that integrate emotion, sensation and memory. Essentially, the brain can't integrate all the information it is receiving and hence memory, emotion and sensation are severed. This explains why the phenomena associated with Post-Traumatic Stress Disorder (PTSD), such as flashbacks and body memories, occur in the absence of conscious memories (Wylie, 1993).

Lief was also unwilling to distinguish between the effects of different types of trauma on memory. Although FMS advocates claim that beliefs in the validity of recovered memories of abuse are "mistakenly based on an uncritical acceptance of the premises about the nature of memory and trauma" (Tavris, 1993), this charge is actually more appropriately levelled against FMS advocates. Unlike FMS advocates, psychiatric researchers (e.g., Goodwin, 1990; Herman, 1992; Terr, 1991) examining trauma distinguish between the simple PTSD that results from a single traumatic blow (Type I trauma or FEARS) and the complex PTSD that follows prolonged, repeated trauma (Type II trauma or BAD FEARS). Type I trauma is associated with full, detailed memories of the event. According to Terr (1991), for example, previously untraumatized children who were 26 to 36 months old at the time they witnessed one terrible event were able to retrieve full detailed verbal recollections of the event. Type II trauma, in contrast, is associated with denial, psychic numbing, self-hypnosis or dissociation, rage and memories that are retained in spots rather than clear, simple wholes, if at all. It is the latter type of trauma and memory that is associated with chronic child abuse.

And Lief's criteria for differentiating between true and false allegations included Wakefield and Underwager's (1992, p.502) claim that "When there is a history of emotional disturbance, diagnosis and treatment in the life of the adult raising an accusation, pathological factors in the person's personality may contribute to the development of a false accusation." Thus, Dr. Lief tried to use the known after effects of abuse (Herman, 1992) as evidence that abuse did not occur. Similarly, Dr. Lief urged therapists to consider "possible ways by which the person making the accusation might benefit from or receive reinforcement from making the accusation (e.g., a civil law suit, an explanation for why life has [not] gone well, the expression of anger for perceived childhood injustices, power over a dominant parent, attention, acceptance, new friends [in survivor group], etc." (Wakefield & Underwager, 1992, p.499). But he never suggested that the potential costs of an accusation be considered, costs that include losing one's family, the pain of therapy, and the unbelieving skepticism of friends. And he failed to recognize that some recanters might retract their allegation because of family pressure (Olafson, Corwin & Summit, 1993; Summit, 1983) or to receive positive regard from their family and the FMS Foundation, not mention avoiding confrontation with what might be a horrific reality. As Janet (1904) put it, traumatized persons suffer from 'a phobia for the traumatic event.' Nor did he suggest that perpetrators might have a lot to gain by denying an allegation. Heck, at one point, he insisted that, because a man had fathered eight children, the allegation of sexual abuse against him could not possibly be true.

Dr. Lief next encouraged therapists to be detectives, to obtain school, medical and criminal records and to interview parents and siblings to validate client's claims of recovered memories before attempting to help them. But he did not welcome our suggestion that the FMS Foundation make inquires to establish the veracity of its member's claims of innocence. I mean, how do we know that they're not suffering from FIBS - False Innocence Belief Syndrome, a syndrome characterized by an extreme obsession with proving one's innocence, for example, by creating an international foundation to validate oneself?

And then he argued that the inherent power that therapists have over their clients makes clients highly vulnerable to their suggestions. But he didn't mention the feminist approach to therapy, an approach explicitly designed to eliminate authoritarian power differentials (e.g., Burstow, 1992; Laidlaw & Malmo, 1990), as a possible solution to this shortcoming of traditional patriarchal psychiatry. Nor did he mention that survivors are hypervigilant and extremely distrustful (Herman, 1992), making it less likely that they would be influenced by a therapist's unfounded suggestions. In fact, there was a lot that Dr. Lief didn't mention, including the seven studies I cited at the McGill talk.

But the icing on the cake came from a couple of other comments that spilled out of Dr. Lief's mouth. First, based on an article about the 'moral deconstruction of the middle class' by Dan Moynihan in The American Scholar, he argued that the standards of morality for the middle class have been raised so previously innocent behaviors are now defined as deviant, whereas the moral standards of the lower classes have been lowered, so previously deviant actions on their part are now deemed acceptable. I didn't get it, unless he was trying to imply that incest is really OK. Second, and perhaps stemming from a fear of women's inherent power, he went on to describe black families as 'uterine units' in which the grandmother, mother, and daughter 'psychologically castrate' the father. So, contrary to the Montreal Gazette (Editorial, 1993), Dr. Lief did indeed come across as a hate-mongering racist. At least to us. Perhaps it was unintentional. Or perhaps I'm naive.

Basically, the MGH symposium was a one-sided, empirically unjustified scientific sham. Indeed, the closest approximation to science was provided by Concordia's Dr. Campbell Perry, also a member of the FMS Foundation Advisory Board. Dr. Perry presented evidence indicating that he was able to convince 48% of highly hypnotizable university students that they had been waken by a thump in the night. Well, given that, according to Dr. Perry, only 10 to 15% of the population is highly hypnotizable, his figures suggest that 5 to 7.5% of the population might, under hypnosis, come to believe such an innocuous suggestion. But when you consider that most therapists do not use hypnosis, let alone try to plant false suggestions into their client's heads, this percentage is reduced to a fraction of a fraction. Moreover, there's absolutely no empirical evidence that anyone could convince anybody that they had been sexually molested by someone whom they loved. And, assuming that everyone adheres to ethical guidelines, nor is there ever likely to be.

Well, I'm back home now. And there's a rumor going around Carleton that I organized the whole McGill protest. Must have started with one of Assalian's friends. And actually, it's pretty funny. I mean, I have enough trouble organizing my own life let alone the lives of other people! Heck, I forgot to go to class the day before all this began because I was immersed in writing a paper on memory, on true memory.

And as for my students, well, like me, they're still trying to process what was basically pretty traumatic. Trish Hurley, the journalism student, speaks of her horror in response to the inconsiderate circus that Dr. Assalian staged. As if to prove that he believed in sexual abuse, he had a client, Shirley, address the symposium. With a quivering, quiet voice, and with the eyes of the FMS advocates searing a hole in her soul, she courageously told her intergenerational story of abuse, a story she had never disclosed in public before. Our emotions were flying. But they raged when Shirley's testimony was followed by the tales of two recanters, two women who travelled with the FMS Foundation road show. We watched Shirley sit in the audience listening to the recanter's talk. We felt for her because we knew that her reality had been brutally attacked. How could Dr. Assalian allow such an event? How could he treat his client with such disrespect? How could a parent abuse their child?

Melissa Ferguson writes, "My exposure to Dr. Lief's presentation at MGH destroyed any personal naive beliefs that the world is a just and fair place. I tried to attend the symposium as a neutral, unbiased participant. But quite soon a sick childlike feeling of injustice overwhelmed me. The flaws and holes in their arguments verged on embarrassment. My intellectual mind was reeling, for I could see clearly how power and control works to silence others. It was so obvious that Dr. Lief's 'research' lacked any scientific validity - but very few people, except for the Carleton U. group, questioned Dr. Lief's claims or expressed any feelings of outrage. And our questions were deemed 'political' by the supposed authorities. Labelling. Another mechanism of control and supression. And it's worrying because propaganda is such a powerful tool."

And Wendy Hovdestad described her experience thus: "Listening quietly while the incredible prevalence of child sexual abuse was denied and the damage of abuse minimized and dismissed was a very painful experience. Especially horrible was the narration of case histories of child sexual abuse in tones of contempt and disbelief. Other symposium members' polite silence and seeming acceptance of what I knew to be false and vicious made me fear that I was losing touch with reality. In fact, one of the only reasons I was able to sit still was because the extremely limited leg room made movement near impossible - I'm over six feet tall! I sat hunched forward in my seat, leaning on one hand and gripping my arm with the other hand. My entire body felt like a knot of tension. I realized later that I had gripped my arm so hard that my thumb print was visible for days. Academic freedom involves the free exchange of ideas. But what we experienced at the MGH symposium was a one-sided assault on reality."

In regard to Dr. Lief's claim that the moral standards of the bourgeoisie have been raised, Carolyn Allard says, "Dr. Lief claims this is one of the causes of what he termed 'child sexual abuse histeria.' Others were the Courage to Heal, soap operas, and support groups. These all supposedly make vulnerable, suggestible, compliant women come to believe that they were sexually abused as children. I still can't believe that this sort of thing can happen. I couldn't have reacted much worse if I had been at a conference with Hitler or the leader of the KKK. The organizer, Dr. Assalian, seemed to choose who the questions would come from, and more often than not, they came from his colleagues. He was especially thrilled when they were women, as if to say, 'See? We are not bashing women!' And he would ask anyone who challenged Dr. Lief not to make this a 'political debate'. On top of this, many audience members, especially FMS Foundation members, tried to stare us down with eyes of ice. These stares were too long and too intense to be anything other than scare and intimidation tactics. And slowly, more and more of these people sat closer to us. I had the eerie feeling of being surrounded. Of course I couldn't mention this to anyone except the six friends I had come with. Otherwise I would, no doubt, have been used as an example to strengthen their belief that women are overly imaginative, paranoid hysterics who make up stories."

And a week later, according to Kathleen Felton, "my anger and frustration has only begun to subside. More exactly, the impulse is being sublimated into a more socially acceptable form - it's no coincidence that a 'leaf' metaphorically adorns the bulls-eye of the lab dart board. And at times there is almost something consolatory in imagining that it may be autumn in Philadelphia, home of the FMS Foundation and Dr. Lief, as it's customary that many a 'leaf' falls in the autumn."

So, that's the story of the scientific basis of the patriarchy's revictimization of the survivors of childhood abuse, or at least our side of it. I know some people will disagree. But those folks had their chance to talk at MGH, and now we're simply taking ours. And it's not because we want to. No. The current feeding this truth saying runs a lot deeper - we have to. If you recall, at the beginning of this story, I said, "We heard a lot, and we learned a lot. But not what we expected." Well, we didn't expect to learn that the social institutions that we had some faith in, like McGill University and MGH, engaged in what seemed to us to be oppressive silencing, sexism, racism, and the misrepresentation of science. Relative to our respect for truth, equality and science, this bit of learning was fundamentally disheartening. So, given this assault on our faith in science, together with the fact that we don't have faith in any omnipotent, benevolent God, we feel sort of skeptical. Skeptical in all respects but one: We are aware of our truths, and we have faith in our ability and willingness to know and express these truths.

That's the main lesson I learned from Dr. Lief. You see, on Remembrance Day 1992, I was trying to bear the pain of a needle jolting my shoulder. I was getting a tattoo to ensure I never forgot the horrific, systemic violence against women and children. It's a small heart, encased within a thundercloud, crying tears of blood as it's ripped open by a patriarchal dagger. Now, on Remembrance Day 1993, I realize that the tattoo was unnecessary. Now I know I will always remember. And so will the approximately 53 million women in North America who have experienced childhood sexual abuse (Bagley, 1991; Russell, 1984) and the 51% of Canadian women who have experienced at least one incident of violence since the age of 16 (Statistics, Cananda, 1993).