Shirley Jülich

Stockholm syndrome and child sexual abuse

ABSTRACT This article, based on an analysis of unstructured interviews, identifies that the emotional bond between survivors of child sexual abuse and the people who perpetrated the abuse against them is similar to that of the powerful bi-directional relationship central to Stockholm Syndrome as described by Graham (1994). Aspects of Stockholm Syndrome could be identified in the responses of adult survivors of child sexual abuse, which appeared to impact on their ability to criminally report offenders. An emotional bond, which has enabled the sexual abuse of children, has served to protect the offender long after the abuse has ceased. The implications of Stockholm Syndrome could offer valuable insights to those working in the field of child sexual abuse.

Views of justice among survivors of historical child sexual abuse Implications for restorative justice in New Zealand

Restorative justice for adults in New Zealand has made a cautious start, although crimes of gendered violence are typically excluded. The findings reported in this article draw on interviews of adult survivors of child sexual abuse (eighteen women and three men), asking them to describe their experiences with the abuse and its impact, and to suggest changes to the criminal justice system, which would provide them with a sense of justice. Although the survivors spoke of justice in ways that reflected the goals of restorative justice, they were reluctant to endorse restorative justice as a paradigm within which they would pursue justice.

Collaborative Transformations: Cooperative Inquiry as a Catalyst for Change.

This research demonstrates that cooperative inquiry (CI) offers authentic opportunities for academics to transform their teaching, paving the way for additional collaborative practices in higher education across a range of disciplines. Using data from cycles of action and reflection, a multidisciplinary group of seven tertiary teachers committed to monthly meetings over a period of 18 months. This collaborative process enabled expansion of personal, professional, and institutional boundaries in terms of how learning can occur through transformed and transformative teaching approaches. Our commitment led to innovative teaching practices that emerged from our CI process. Challenges of this approach and possible ways to overcome them are addressed. This research led primarily to transformation of self and enhanced academic relationships. It also provides insights regarding the potential to transform tertiary learning institutions and contribute to the development of academics who are inspired to be more appreciative of and engaged with their students.