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8 " Should you operate upon your clients as objects, you risk reducing them to less than human. Following the culture of appropriation and mastery your clients become a kind of extension of yourself, of your ego. In the appropriation and objectification mode, your clients’ well-being and success in treatment reflect well upon you. You “did” something to them, you made them well. You acted upon them and can take the credit for successful therapy or treatment. Conversely, if your clients flounder or regress, that reflects poorly on you. On this side of things the culture of appropriation and mastery says that you are not doing enough. You are not exerting enough influence, technique or therapeutic force. What anxiety this can breed for some clinicians! DBT offers a framework and tools for a treatment that allows clients to retain their full humanity. Through the practice of mindfulness, you can learn to cultivate a fuller presence to the moments of your life, and even with your clients and your work with them. This presence potentiates an encounter between two irreducible human beings, meeting professionally, of course, and meeting humanly. The dialectical framework, which embraces contradictions and gives you a way of seeing that life is pregnant with creative tensions, allows for your discovery of your limits and possibilities, gives you a way of seeing the dynamic nature of reality that is anything but sitting still; shows you that your identity grows from relationship with others, including those you help, that you are an irreducible human being encountering other irreducible human beings who exert influence upon you, even as you exert your own upon them. Even without clinical contrivance. "

14 " A higher understanding of human freedom, however, is inseparable from a definition of human nature. To be free is to be able to flourish as the kind of being one is, and so to attain the ontological good toward which one's nature is oriented; freedom is the unhindered realization of a complex nature in its proper end (natural and supernatural), and this is consummate liberty and happiness. The will that chooses poorly, then - through ignorance, maleficence, or corrupt desire - has not thereby become freer, but has further enslaved itself to those forces that prevent it from achieving its full expression. And it is this richer understanding of human freedom that provides us some analogy to the freedom of God. For God is infinite actuality, the source and end of all being, the eternally good, for whom mere arbitrary 'choice' - as among possibilities that somehow exceed his 'present' actuality - would be a deficiency, a limitation placed upon his infinite power to be God. His freedom is the impossibility of any force, pathos, or potentiality interrupting the perfection of his nature or hindering him in the realization of his own illimitable goodness, in himself and in his creatures. To be 'capable' of evil - to be able to do evil or to be affected by an encounter with it - would in fact be an incapacity in God; and to require evil to bring about his good ends would make him less than the God he is. The object of God's will is his own infinite goodness, and it is an object perfectly realized, and so he is FREE. "

David Bentley Hart , The Doors of the Sea: Where Was God in the Tsunami?

20 " Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school. Ideally, information on sexual abuse should be integrated into a general curriculum of sex education. In those communities where the experiment has been tried, it has been shown conclusively that children can learn what they most need to know about sexual abuse, without becoming unduly frightened or developing generally negative sexual attitudes.

In Minneapolis, Minnesota, for example, the Hennepin County Attorney's office developed an education program on sexual assault for elementary school children. The program was presented to all age groups in four different schools, some eight hundred children in all. The presentation opened with a performance by a children’s theater group, illustrating the
difference between affectionate touching, and exploitative touching. The children’s responses to the skits indicated that they understood the distinction very well indeed. Following the presentation, about one child in six disclosed a sexual experience with an adult, ranging from an encounter with an exhibitionist to involvement in incest. Most of the children,
both boys and girls, had not told anyone prior to the classroom discussion. In addition to basic information on sexual relations and sexual assault, children need to know that they have the right to their own bodily integity. "

Judith Lewis Herman , Father-Daughter Incest: With a New Afterword