Gary Freedman

Trust is a double-edged sword. It can open opportunities of mutual productive work and at the same time, can be a sophisticated trap, in which the partners of trust are captured. (Amitzi and Schonberg, 2000) Trust is a peculiar quality. It can't be bought. It can't be downloaded. It can't be instant.. .. It can only accumulate very slowly, over multiple interactions. But it can disappear in a blink. (Kelly, 1999) A crisis of trust cannot be overcome by a blind rush to place more trust. (O'Neill, 2002) On September 11, 2001. .. Americans realized the fragility of trust.. .. Our trust was shaken again only a couple of months later with the stunning collapse of Enron.

Miranda Fricker has characterized epistemic injustice as “a kind of injustice in which someone is wronged specifically in her capacity as a knower” (2007, Epistemic injustice: Power & the ethics of knowing. Oxford: Oxford University Press, 20). Gaslighting, where one agent seeks to gain control over another by undermining the other’s conception of herself as an independent locus of judgment and deliberation, would thus seem to be a paradigm example. Yet, in the most thorough analysis of gaslighting to date (Abramson, K. 2014. “Turning up the lights on gaslighting.” Philosophical Perspectives 28, Ethics: 1–30), the idea that gaslighting has crucial epistemic dimensions is rather roundly rejected on grounds that gaslighting works by means of a strategy of assertion and manipulation that is not properly understood in epistemic terms. I argue that Abramson’s focus on the gaslighter and on the moral
wrongness of his actions leads her to downplay ways in which gaslighters nevertheless deploy genuinely epistemic strategies, and to devote less attention to the standpoint and reasoning processes of the victim, for whom the experience of gaslighting has substantial and essential epistemic features. Taking these features into account reveals that all gaslighting has epistemic dimensions and helps to clarify what resistance to gaslighting might look like.

The internal working models concept is the foundation for understanding how attachment processes operate in adult relationships, yet many questions exist about the precise nature and structure of working models. To clarify the working models concept, the authors evaluate the empirical evidence relevant to the content, structure, operation, and stability of working models in adult relationships. They also identify 4 theoretical issues that are critical for clarifying the properties of working models. These issues focus on the central role of affect and goals in working models, the degree to which working models are individual difference or relational variables, and the definition of attachment relationships and felt security in adulthood.

The turn toward narrative knowledge Narrative competence in medicine Patient-physician: empathic engagement Physician-self: reflection in practice Physician-Physician-society: the public trust Research and programmatic implications Conclusion References Download PDF To adopt the model of narrative medicine provides access to a large body of theory and practice that examines and illuminates narrative acts. 7 From the humanities, and especially literary studies, physicians can learn how to perform the narrative aspects of their practice with new effectiveness. Not so much a new specialty as a new frame for clinical work, narrative medicine can give physicians and surgeons the skills, methods, and texts to learn how to imbue the facts and objects of health and illness with their consequences and meanings for individual patients and physicians. 8,9 The turn toward narrative knowledge Not only medicine but also nursing, law, history, philosophy, anthropology, sociology, religious studies, and government have recently realized the importance of narrative knowledge. 10-13 Narrative knowledge is what one uses to understand the meaning and significance of stories through cognitive, symbolic, and affective means. This kind of knowledge provides a rich, resonant comprehension of a singular person's situation as it unfolds in time, whether in such texts as novels, novel newspaper stories, movies, and scripture or in such life settings as courtrooms, battlefields, marriages, and illnesses. 14-16 As literary critic R. W. B. Lewis 17 writes, "Narrative deals with experiences, not with propositions." Unlike its complement, logicoscientific knowledge, through which a detached and replaceable observer generates or comprehends replicable and generalizable notices, narrative knowledge leads to local and particular understandings about one situation by one participant or observer. 18,19 Logicoscientific knowledge attempts to illuminate the universally true by transcending the particular; narrative knowledge attempts to illuminate the universally true by revealing the particular. Narrative considerations probe the intersubjective domains of human knowledge and activity, that is to say, those aspects of life that are enacted in the relation between 2 persons. Literary scholar Barbara Herrnstein Smith 20 defines narrative discourse as "someone telling someone else that something happened," emphasizing narrative's requirement for a teller and a listener, a writer and a reader, a communion of some sort. The narratively competent reader or listener realizes that the meaning of any narrative-a novel, a textbook, a joke-must novel be judged in the light of its narrative situation: Who tells it? Who hears it? Why and how is it told? 21-23 The narratively skilled reader further understands that the meaning of a text arises from the ground between the writer and the reader, 24,25 and that "the reader," as Henry James writes in an essay on George Eliot, "does quite half the labour." 26 With narrative competence, multiple sources of local-and possibly contradicting-authority replace master authorities; instead of being monolithic and hierarchically given, meaning is apprehended collaboratively, by the reader and the writer, the observer and the observed, the physician and the patient. Our website uses cookies to enhance your experience. By continuing to use our site, or clicking "Continue," you are agreeing to our Cookie Policy | Continue 

Current thinking about trademark law is dominated by economic analysis, which views the law as a system of rules designed to promote informational efficiencies. Yet the economic analysis has failed to explain, because it is unequipped to do so, a number of concepts of fundamental importance in the law, most notably the concepts of trademark "distinctive-ness" and trademark "dilution." This Article proposes that a more robust understanding of trademark law may be achieved by viewing the law through the lens of semiotics, a systems-theoretical field of knowledge, of which structural linguistics forms a part, dedicated to the study of signs and sign-systems. The Article begins in Part I with a brief survey of semiotics. In isolation from each other, semiotic thought and trademark doctrine have developed remarkably similar accounts of semiosis, that is, of the workings of sign systems. While the Article notes certain homologies between the two fields of knowledge, its primary goal is the refinement of trademark doctrine. Towards that end, Part II analyzes the internal structure of the trademark. This structural analysis clarifies various ambiguities in trademark doctrine. Part III then urges on semiotic grounds that trademark distinctiveness be reconceptualized as consisting of two forms: source dis-tinctiveness, which describes the trademark's distinctiveness of source, and differential distinctiveness, which describes the trademark's distinctiveness from other trademarks. In determining whether a trademark falls within the subject matter of anti-infringement protection, a court should consider whether or not it possesses source distinctiveness. In determining the scope of anti-infringement protection to be accorded to an eligible mark, a court should consider the extent of its differential distinctiveness.

A t its foundation, attachment theory (AT) (Bowlby, 1969) is a theory of developmental psychology that uses evolutionary and ethological frameworks to describe how the caregiver*-child relationship emerges and how it influences subsequent social, emotional, and cognitive development. And while AT emerged out of observations of child-caregiver dynamics, it was quickly and readily generalised to address similar psychosocial phenomena within adult romantic relationships (e.g., Hazan & Shaver, 1987, 1994). Betrayal trauma theory (BTT) (Freyd, 1994, 1996), building on the most central concepts of AT, has focused very specifically on understanding psychological responses to trauma. Like AT, BTT proposes that trauma occurring within the context of an attachment relationship is qualitatively different than trauma that takes place outside of one. Also as with AT, BTT was first developed with the child-caregiver relationship in mind but has since been applied to other adult relationships, including not only romantic relationships but hierarchical relationships (such as that between an employer and an employee, or an institution and its member) as well (e.g., Freyd, 1996; Smith & Freyd, 2013). Regarding the specific circumstance of maltreatment or traumatisation by an attachment figure, both AT and BTT make specific predictions about how humans adaptively respond. The following paper aims to describe where and how these predictions overlap, and where they differ. More specifically, we will argue that the significant theoretical concordances include: 1. A central assumption that humans have evolved a strong motivation to maintain affectional bonds with close others. 2. The rationale that it is adaptive to defensively exclude knowledge of and/or selectively process experiences of maltreatment by a caregiver, as complete ATTACHMENT:

Many types of non-professional, non-credentialed relationships are seen by laypersons as analogous to those occuring in psychotherapy. This paper takes a leap backwards several centuries and describes two examples of one such type of interaction as portrayed in artistic masterpieces. In Miguel de Cervantes' novel, "Don Quixote," an elderly, depressed man pursues a restitutive and grandiose delusion of being a heroic knight errant. In Ingmar Bergman s film, "The Seventh Seal," a disillusioned knight returns from the Crusades to face the lethal bubonic plague, and he uses obsessional means in an attempt to outwit death. Both men are accompanied by squires who try, with varying degrees of success, to help their masters relinquish their infantile needs for omniscience and omnipotence, accept their human limitations , and deal more appropriately with their surrounding realities. The powerful and inspiring insights of both works have much to teach contemporary therapists whose patients wear more metaphorical suits of armor. Miguel de Cervantes' novel, "Don Quixote" (2003)-at four centuries old-has long been recognized as one of the most compelling examples of its genre. Ingmar Bergman's film "The Seventh Seal" (1957) happens in turn to be a recognized masterpiece of the cinema. What they have in common is germane to the present paper. In both, a knight seeks tran-scendent but unattainable goals-to triumph over the constraints of time, mortality and the limits of human power and knowledge. In their quests, both of these men set forth through a landscape containing the range of the human condition. Each knight is served by a squire, who, though fulfilling a subordinate role to that of knight, is better grounded than his master in wisdom, practical competence, and reality testing. In this era, so grounded are also such uncredentialed personages as barber, taxi-driver, and hairdresser , deflating though such a notion may be to we carefully trained therapists. Whatever Cervantes' or Bergman's conscious intent, it is my thesis that their knight-squire dyads have much to teach our profession. "Don Quixote" has been translated into English (among other lan-Chief Psychologist (retired) Boston Community Services. Mailing address: 537 Washington St., Brookline MA 02446.

The following case study is presented to facilitate an understanding of how the attachment information evident from Adult Attachment Projective Picture System (AAP) assessment can be integrated into a psychodynamic perspective in making therapeutic recommendations that integrate an attachment perspective. The Adult Attachment Projective Picture System (AAP) is a valid representational measure of internal representations of attachment based on the analysis of a set of free response picture stimuli designed to systematically activate the attachment system (George and West, 2012). The AAP provides a fruitful diagnostic tool for psychodynamic-oriented clinicians to identify attachment-based deficits and resources for an individual patient in therapy. This paper considers the use of the AAP with a traumatized patient in an inpatient setting and uses a case study to illustrate the components of the AAP that are particularly relevant to a psychodynamic conceptualization. The paper discusses also attachment-based recommendations for intervention.

Data from a community-based longitudinal study were used to investigate whether childhood verbal abuse increases risk for personality disorders (PDs) during adolescence and early adulthood. Psychiatric and psychosocial interviews were administered to a representative community sample of 793 mothers and their offspring from two New York State counties in 1975, 1983, 1985 to 1986, and 1991 to 1993, when the mean ages of the offspring were 5, 14, 16, and 22 years, respectively. Data regarding childhood abuse and neglect were obtained from the psychosocial interviews and from official New York State records. Offspring who experienced maternal verbal abuse during childhood were more than three times as likely as those who did not experience verbal abuse to have borderline, narcissistic, obsessive-compulsive, and paranoid PDs during adolescence or early adulthood. These associations remained significant after offspring temperament, childhood physical abuse, sexual abuse, neglect, physical punishment during childhood , parental education, parental psychopathology, and co-occurring psychiatric disorders were controlled statistically. In addition, youths who experienced childhood verbal abuse had elevated borderline , narcissistic, paranoid, schizoid, and schizotypal PD symptom levels during adolescence and early adulthood after the covariates were accounted for. These findings suggest that childhood verbal abuse may contribute to the development of some types of PDs, independent of offspring temperament, childhood physical abuse, sexual abuse, neglect, physical punishment during childhood, parental education, parental psychopathology, and co-occurring psychiatric disorders.

The thesis considers Joyce's short stories "Araby," "A Painful Case," and the "The Dead," illustrating how these works present three intellectually and emotionally similar protagonists, but at different stages of life, with the final tale "The Dead" suggesting a sort of limited solution to the conflicts that define the earlier works. Taken together, "Araby" and "A Painful Case," represent a sort of life cycle of alienation: the boy of "Araby" is an isolated, deeply introspective youth who lives primarily within his own idealized mental world before discovering, through a failed romantic quest at the story's end, the complete impracticality of his own highly abstracted desires. In contrast, Duffy of "A Painful Case" is an extremely rigid, middle-aged bachelor who lives in a self-imposed exile from Irish society in an ultimately unsuccessful attempt to escape the sort of mental and emotional pain that affects the boy, with his final epiphany being that such ideals still exist within him, but he now no longer has any hope of changing his life or taking part in society. The stories suggest that such idealized desires can neither be ignored nor fulfilled, and it is not until the chronologically final story "The Dead" that Joyce suggests any sort of limited solution to the dilemma. Gabriel of "The Dead" again displays the introversion, emotional fragility and extreme idealism of the earlier protagonists, but he, as a young, adult man, presents a break in the cycle and an alternate path. In contrast to the earlier protagonists, Gabriel refuses to exist within his own mental world alone, and instead takes part in and attempts to accommodate the desires of both society as a whole, and of specific individuals close to him, such as his aunts and his wife Gretta. Though Gabriel's attempts are not an unmitigated success, he earns a degree of satisfaction for his efforts, with his final revelation being of his connection to the rest of humanity, in contrast to the self-absorbed and hopeless reflections of the earlier protagonists.

This article outlines some recent achievements and new perspectives in contemporary memory studies. It first gives an overview of the recent handbooks and anthologies of memory studies, which testify to the institutionalisation of the young discipline. Then, it discusses the emergence of cultural memory studies, one of the most fruitful and promising trends in the memory studies of the last decade. And finally, it addresses the old debate over the relationship of history and memory, in order to propose an alternative conceptual framework for it and demonstrate the perspectives opened by a new avenue of research, mnemohistory. To conclude with, it argues that the rise of memory studies can be regarded as part of a broader change in how we nowadays see time and the interrelations of the past, the present and the future. It is plausible that these developments have irreversibly changed both the nature and outlooks of history writing. Over the last three decades, memory studies 1 have flourished in the humanities and social sciences to such an extent that for years now, a certain confusion seems to be gaining ground over whether it would be better to forebode an imminent doom to this flowering or to interpret this abundance as a paradigmatic shift, a new promised land whence there is no turning back. I do not intend to take sides in this dilemma nor return to the already venerable tradition of criticising memory studies 2 ; instead, in the present article, I shall try to focus primarily on how, in my view, memory studies have changed the nature of historical research and how the function of history writing could be re-evaluated in terms of cultural memory. More precisely, I shall discuss three broad avenues of research. In the introduction, I shall first survey the most important recent handbooks and anthologies of memory studies, which in my eyes mark the emergence of a kind of meta-memory studies and testify to the institutionalisation of the young discipline. Secondly, I shall discuss the emergence of cultural memory studies, one of the most fruitful and promising trends in the memory studies of the last decade. And finally, I shall take up again the old debate over the relationship of history and memory, in order to propose an alternative conceptual framework for it and demonstrate the perspectives opened by a new avenue of research, mnemohistory. In lieu of a conclusion, I shall dwell on the question of how to write history in the age of a 'memory boom'. 3 Institutionalisation and Canonisation of Memory Studies Anyone who has followed the development of memory studies over the beginning of this millennium will presumably have had to recognise that after the early soul-seeking and rediscovery of precursors of the 1980s and the rapid expansion of the 1990s, when the number of publications and conferences dedicated to memory grew exponentially, the 2000s have been characterised primarily by the institutionalisation, organisation and systematisation of memory studies. Since the instances of this proliferation are in all probability numerous enough to fill the whole space allotted to this article, I shall have to make do here with just

How does this powerful asset cause existential crises and existential depressions? The psychological pathways to existential depression Preoccupations with the "Big Questions" and how to answer them Precocious intellectual development, emotional sensitivity and intense curiosity often lead gifted individuals to try to answer big existential questions : the meaning of life and the reason for inequalities ,injustices and moral/ethical duplicity. For normally endowed individuals these are troublesome issues that are best avoided. For gifted individuals, however, these di cult areas can be enticing. Early recognition that their peers have no interest in these issues as well as their own failure to nd solutions to these problems can cause gifted individuals to feel brief periods of alienation, detachment , disillusionment and isolation. When these feelings interfere with daily functioning ,they can become the symptoms of an existential depression The trauma of precocious accomplishments Thinking, understanding, learning and remembering at advanced levels are the most obvious signs of giftedness and the basic building blocks of precocious accomplishment. For most gifted individuals these endowed processes that make precocious accomplishments possible and the spectacular accomplishments themselves can be enormously gratifying. Both however can be the source of emotional trauma.Hunger for even higher levels of success can be blocked by worries they have already outgrown their peers,parents, teachers and mentors.Their push to develop even more of their own gifts for grand possibilities often con ict with feelings of shame that they have lost their humility idealism and altruism and instead become arrogant and narcissistic.These unresolved con icts can lead gifted individuals to turn against their giftedness by denying and disavowing it. Suppressing gifted growth energy in this way can lead to the symptoms of existential depression. The Joys of Being Gifted An IQ of 130 is the starting point at which an individual's cognitive skills and processes are considered to be gifted. For a complete understanding of what it means to be gifted,however, extra-cognitive or non-cognitive skills and processes need to be considered. Intuition; imagination;the desire for mastery and the need for independence; a capacity to be inspired; a willingness to be energized by big dreams; uncanny physical abilities and aesthetic sensibilities are hard to de ne let alone measure and compare against statistical norms. Yet these are the qualities that gifted individuals believe facilitate the smooth working and integration of their di erent cognitive abilities and the qualities they feel are at the core of their gifted identity. Clarifying the nature of these extra cognitive qualities and how they function to enhance the cognitive part of their intellect helps explain how and why intellect,musicality,artistic ability,aesthetic sensitivity and athleticism have all developed into the exceptional features of a gifted personality. Understanding the unique aspects of each gifted person's extra-cognitive qualities also explains why he/she can experience the world in ways that are deep,rich and complex. When their cognitive and extra-cognitive abilities work in synergy, gifted individuals can feel intense satisfaction,pride and a sense of spiritual exhilaration. If you have doubts about being gifted or afraid you are in an existential crisis or an existential depression and want more information or help, call us.

Aim is to discuss gaslighting and to provide advice on how to recognize the abuser and how to defend oneself from the gaslighting.

Domina Petric is the sole author of this paper.  Gary Freedman uploaded the paper to academia.edu. 

GARY FREEDMAN IN NO WAY CONTRIBUTED TO THE CONTENT OF THIS PAPER ! !

Gaslighting—a type of psychological abuse aimed at making victims seem or feel “crazy,” creating a “surreal” interpersonal environment—has captured public attention. Despite the popularity of the term, sociologists have ignored gaslighting, leaving it to be theorized by psychologists. However, this article argues that gaslighting is primarily a sociological rather than a psychological phenomenon. Gaslighting should be understood as rooted in social inequalities, including gender, and executed in power-laden intimate relationships. The theory developed here argues that gaslighting is consequential when perpetrators mobilize gender-based stereotypes and structural and institutional inequalities against victims to manipulate their realities. Using domestic violence as a strategic case study to identify the mechanisms via which gaslighting operates, I reveal how abusers mobilize gendered stereotypes; structural vulnerabilities related to race, nationality, and sexuality; and institutional inequalities against victims to erode their realities. These tactics are gendered in that they rely on the association of femininity with irrationality. Gaslighting offers an opportunity for sociologists to theorize under-recognized, gendered forms of power and their mobilization in interpersonal relationships.

Despite whistle-blower protection legislation and healthcare codes of conduct, retaliation against nurses who report misconduct is common, as are outcomes of sadness, anxiety, and a pervasive loss of sense of worth in the whistle-blower. Literature in the field of institutional betrayal and intimate partner violence describes processes of abuse strikingly similar to those experienced by whistle-blowers. The literature supports the argument that although whistle-blowers suffer reprisals, they are traumatized by the emotional manipulation many employers routinely use to discredit and punish employees who report misconduct. "Whistle-blower gaslighting" creates a situation where the whistle-blower doubts her perceptions, competence, and mental state. These outcomes are accomplished when the institution enables reprisals, explains them away, and then pronounces that the whistle-blower is irrationally overreacting to normal everyday interactions. Over time, these strategies trap the whistle-blower in a maze of enforced helplessness. Ways to avoid being a victim of whistle-blower gaslighting, and possible sources of support for victims of whistle-blower gaslighting are provided.

In Psychotherapy Reflections a psychoanalytically-informed patient describes his feelings about his therapeutic relationship and critically examines selected therapy sessions from a nine-month course of treatment. Many texts about psychotherapy are based either on patient narratives or on a clinical model. Psychotherapy Reflections, however, combines patient narrative with probing insight and dream analysis based on the work of noted dream researcher Stanley R. Palombo, M.D., who has shown that dreams serve an information-processing function by matching present and past experience in determining what information will be filtered through for storage in permanent memory.

The Emerald Archive is a novel in verse about an immigrant Iranian-Jewish family living in Manhattan.  A dentist, his depressive wife, an accountant, a stripper, a gay librarian, and a psychoanalyst inhabit the pages -- as well as an economist with grandiose ambitions, the last Tsar of Russia, Oscar Pistorius and Beethoven.