Further thoughts on “‘If you prick me do I not bleed?”: Antisemitism, racism and group analysis - some thoughts.’ A response to Bacha, Einhorn and Lieberman

2021 ◽  
pp. 053331642110304
Author(s):  
Kenneth Bledin
Keyword(s):  
Group Analysis ◽  
Important Argument ◽  
Blind Spots

This article adds to the timely and important argument presented by Bacha, Einhorn and Lieberman (2021): we may all have blind spots in relation to our own racism - and to our own antisemitism. Some antisemitic tropes are repeated so often that they begin to be accepted, unquestioningly, by those who do not consider themselves antisemitic.

‘If you prick me, do I not bleed?’: Antisemitism, racism and group analysis —some thoughts

2021 ◽  
pp. 053331642199611
Author(s):  
Claire Bacha ◽  
Sue Einhorn ◽  
Sue Lieberman
Keyword(s):  
Group Analysis ◽  
Merchant Of Venice ◽  
The Unconscious ◽  
The Merchant Of Venice ◽  
Historical Relationship ◽  
Blind Spots

The Merchant of Venice contains some of the most powerful depictions of Jewish–Christian relations in an era when Christian antisemitism dominated European life. It is one of the most difficult plays for Jews to watch: not only for Shylock’s torment at the treatment he is subjected to, particularly in the Christian characters’ relentless contempt for him, but for the depiction of his gradual descent into violent revenge, as a result of which he himself is crushed. The revenge part of Shylock’s speech is crucial. The anti-Semites in the play unconsciously fear their victim, especially after treating Shylock with cruelty and contempt. The racists then project hatred, consequently fearing that Shylock will hate them, that he will be filled with rage and seek a revenge even more cruel than that which has been perpetrated upon him. Shylock speaks the racist’s fear and then wants to carry it out. In Shakespeare’s play, Shylock becomes a justification for hatred. If we look at this as the unconscious of antisemitism, then Shakespeare is personifying this unconscious in the character of Shylock. Seen in this way, The Merchant of Venice is a dramatic depiction of the violent effects of antisemitism on the subjectivity and identity of both victims and perpetrators. We know that racism creates trauma. Sue Lieberman’s work on transmitted trauma (Lieberman, 2015) and Earl Hopper’s work on massification and aggregation both explored unprocessed trauma (Hopper, 2003). However, the permeating trauma of both racism and antisemitism has festered without being addressed adequately. Our purpose in this article is to begin to look at this disturbing truth. We will address the historical relationship between antisemitism and racism. We will make links to the development of psychoanalysis and group analysis. That Foulkes, himself was a victim of racism has always been present but largely unspoken. Unspoken, it has created blind spots, including our own racism.

Validating the Resource-Management Inventory (ReMI)

2020 ◽  
Vol 36 (5) ◽  
pp. 777-786 ◽  
Author(s):  
Julia Waldeyer ◽  
Jens Fleischer ◽  
Joachim Wirth ◽  
Detlev Leutner
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Resource Management ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Management Strategies ◽  
Group Analysis ◽  
Management Skills ◽  
First Year Students ◽  
Management Competency

Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effectively. It is thus crucial to screen and identify students who are at risk of poor resource management (and consequently, reduced academic achievement) to provide them with appropriate support. For this purpose, we extend the validation of a situational-judgment-based instrument called Resource-Management Inventory (ReMI), which assesses resource-management competency (including knowledge of resource-management strategies and the self-reported ability to use this knowledge in learning situations). We evaluated the ReMI regarding factor structure, measurement invariance, and its impact on academic achievement in different study domains in a sample of German first-year students ( N = 380). The results confirm the five-factor structure that has been found in a previous study and indicate strong measurement invariance. Furthermore, taking cognitive covariates into account, the results confirm that the ReMI can predict students’ grades incrementally. Finally, a multi-group analysis shows that the findings can be generalized across different study domains. Overall, we provide evidence for a valid and efficient instrument for the assessment of resource-management competency in higher education.

Checking ethical blind spots: Being aware of potential harm

2014 ◽  
Author(s):  
Sean Malahy ◽  
Benoit Monin
Keyword(s):  
Potential Harm ◽  
Blind Spots

Dementia and driving: What are the psychologist's ethical blind spots?

2006 ◽  
Author(s):  
Christopher M. Love ◽  
Robert Welsh ◽  
Sheryn Scott ◽  
David Brokaw
Keyword(s):  
Blind Spots

Multi-Level and Multi-Group Analysis to Evaluate Effectiveness of CPGI

2012 ◽  
Vol 31 (1) ◽  
pp. 217-251
Author(s):  
Soonmook Lee ◽  
Sun Jung Kwon ◽  
Sung Chil Yeo ◽  
이경희 ◽  
이현정 ◽  
...  
Keyword(s):  
Group Analysis ◽  
Multi Level
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