This book takes a close look at how girls of color think, talk, and learn about sex and sexual ethics, how they navigate their developing sexuality through cultural stereotypes about sex and body image, and how they negotiate their sexual learning within a co-ed sex education classroom. While girls of color are often pictured as at risk or engaged in risky behavior, the analyses of focus groups and classroom discussions, show not only girls' vulnerabilities but their strengths as they work with integrating diverse identities, media messages, school policy and history into their understanding of the sexual world they are exposed to and a part of.

"Written in clear, accessible language...New Versions of Victims offers a critical analysis of popular debates about victimization that will be applicable to both practice and theory."
-- "Adolescence"

"Timely contribution to the theorization of rape and helps delineate areas in need of further analysis. [Lamb] also address[es] the issue from radically different perspectives and methodologies...particularly noteworthy."--"SIGNS"

It is increasingly difficult to use the word "victim" these days without facing either ridicule for "crying victim" or criticism for supposed harshness toward those traumatized. Some deny the possibility of "recovering" repressed memories of abuse, or consider date rape an invention of whining college students. At the opposite extreme, others contend that women who experience abuse are "survivors" likely destined to be psychically wounded for life.

While the debates rage between victims' rights advocates and "backlash" authors, the contributors to New Versions of Victims collectively argue that we must move beyond these polarizations to examine the "victim" as a socially constructed term and to explore, in nuanced terms, why we see victims the way we do.

Must one have been subject to extreme or prolonged suffering to merit designation as a victim? How are we to explain rape victims who seemingly "get over" their experience with no lingering emotional scars? Resisting the reductive oversimplifications of the polemicists, the contributors to New Versions of Victims critique exaggerated claims by victim advocates about the harm of victimization while simultaneously taking on the reactionary boilerplate of writers such as Katie Roiphe and CamillePaglia and offering further strategies for countering the backlash.

Written in clear, accessible language, New Versions of Victims offers a critical analysis of popular debates about victimization that will be applicable to both practice and theory.

"Written in clear, accessible language...New Versions of Victims offers a critical analysis of popular debates about victimization that will be applicable to both practice and theory."
-- "Adolescence"

"Timely contribution to the theorization of rape and helps delineate areas in need of further analysis. [Lamb] also address[es] the issue from radically different perspectives and methodologies...particularly noteworthy."--"SIGNS"

It is increasingly difficult to use the word "victim" these days without facing either ridicule for "crying victim" or criticism for supposed harshness toward those traumatized. Some deny the possibility of "recovering" repressed memories of abuse, or consider date rape an invention of whining college students. At the opposite extreme, others contend that women who experience abuse are "survivors" likely destined to be psychically wounded for life.

While the debates rage between victims' rights advocates and "backlash" authors, the contributors to New Versions of Victims collectively argue that we must move beyond these polarizations to examine the "victim" as a socially constructed term and to explore, in nuanced terms, why we see victims the way we do.

Must one have been subject to extreme or prolonged suffering to merit designation as a victim? How are we to explain rape victims who seemingly "get over" their experience with no lingering emotional scars? Resisting the reductive oversimplifications of the polemicists, the contributors to New Versions of Victims critique exaggerated claims by victim advocates about the harm of victimization while simultaneously taking on the reactionary boilerplate of writers such as Katie Roiphe and CamillePaglia and offering further strategies for countering the backlash.

Written in clear, accessible language, New Versions of Victims offers a critical analysis of popular debates about victimization that will be applicable to both practice and theory.

Fundamental Differences brings together lucid interdisciplinary critiques of social conservative politics and ideas in the areas of welfare, family and school policy, gender representation, and conservative doctrine. The distinguished group of authors responds directly to New Right political discourse, identifying key ambiguities, ideological convictions, and methodological problems.

This book takes a close look at how girls of color think, talk, and learn about sex and sexual ethics, how they navigate their developing sexuality through cultural stereotypes about sex and body image, and how they negotiate their sexual learning within a co-ed sex education classroom. While girls of color are often pictured as at risk or engaged in risky behavior, the analyses of focus groups and classroom discussions, show not only girls' vulnerabilities but their strengths as they work with integrating diverse identities, media messages, school policy and history into their understanding of the sexual world they are exposed to and a part of.

The Cambridge Handbook of Sexual Development is a carefully curated conversation that brings together the top researchers in child and adolescent sexual development to redefine the issues, conflicts, and debates in the field. The Handbook is organized around three foundational questions: first, what is sexual development? Second, how do we study sexual development? And third, what roles might adults - including the institutions of the media, family, and education - play in the sexual development of children and adolescents? As the first of its kind, this collection integrates work from sociology, psychology, anthropology, history, education, cultural studies, and allied fields. Writing from different disciplinary traditions and about a range of international contexts, the contributors explore the role of sexuality in children's and adolescents' everyday experiences of identity, family, school, neighborhood, religion, and popular media.

The Cambridge Handbook of Sexual Development is a carefully curated conversation that brings together the top researchers in child and adolescent sexual development to redefine the issues, conflicts, and debates in the field. The Handbook is organized around three foundational questions: first, what is sexual development? Second, how do we study sexual development? And third, what roles might adults - including the institutions of the media, family, and education - play in the sexual development of children and adolescents? As the first of its kind, this collection integrates work from sociology, psychology, anthropology, history, education, cultural studies, and allied fields. Writing from different disciplinary traditions and about a range of international contexts, the contributors explore the role of sexuality in children's and adolescents' everyday experiences of identity, family, school, neighborhood, religion, and popular media.

While arguments for and against teaching abstinence, the use of contraceptives, and sexual identity are becoming more and more polarised, most people agree that students must learn to navigate an increasingly sexual world. Sex Ed for Caring Schools presents a curriculum that goes beyond the typical health education most students receive today. As part of a critical pedagogy movement that connects education to social justice enterprises, this book and the corresponding online curriculum encourage students to talk, write, and think about the moral and relational issues underlying sex in society today. Addressing the real concerns of today s teens, this book includes lessons on pornography, prostitution, media objectification, religion, and stereotypes. Book Features: introduces readers to the controversies that have surrounded sex education curricula in recent decades; outlines a comprehensive sex education that includes character education, citizenship, and caring the three Cs and focuses on the education both girls and boys need to treat each other ethically. This book includes discussion questions and activities for future educators. The content corresponds to an interactive online curriculum hosted by the author that includes free readings, activities, and discussion questions.

Psychologist Sharon Lamb and philosopher Jeffrie Murphy argue that forgiveness has been accepted as a therapeutic strategy without serious, critical examination. Chapters by both psychologists and philosophers ask: Why is forgiveness so popular now? What exactly does it entail? When might it be appropriate for a therapist not to advise forgiveness? When is forgiveness in fact harmful?

Blame society. Blame a bad upbringing. Blame the circumstances. Blame the victim--she may even blame herself. But what about the perpetrator? When the blame is all assigned, will anyone be left to take responsibility?

This powerful book takes up the disturbing topic of victimization and blame as a pathology of our time and its consequences for personal responsibility. By probing the psychological dynamics of victims and perpetrators of rape, sexual abuse, and domestic violence, Sharon Lamb seeks to answer some crucial questions: How do victims become victims and sometimes perpetrators? How can we break the psychological circle of perpetrators blaming others and victims blaming themselves? How do victims and perpetrators view their actions and reactions? And how does our social response to them facilitate patterns of excuse?

With clarity and compassion, Lamb examines the theories, excuses, and psychotherapies that strip both victims of their power and perpetrators of their agency--and thus deprive them of the means to human dignity, healing, and reparation. She shows how the current practice of painting victims as pure innocents may actually help perpetrators of abuse to shirk responsibility for their actions; they too can claim to be victims in their own right, passive and will-less in their wrongdoing.

"The Trouble with Blame" clarifies the social cost (quickly becoming so apparent) of letting perpetrators off too easily, and points out the dangers of over-emphasizing victimization, two problems which eclipse our dire need for accountability and recovery.

In Sex, Therapy, and Kids, Lamb demonstrates how to be sex-positive in a way that s responsive to the developmental stage of the child or teen and thus promotes honest conversations and successful therapy. Over the course of the book, she guides therapists through such core issues as recognizing and responding to the sexual play of children who have not been abused, distinguishing sexual abuse from normal play, understanding common worries of adolescent boys and girls, and helping gay and lesbian youth who are grappling with their sexual identity. There are also chapters on working with youth who have been abused, helping developmentally delayed teens, and collaborating with parents and families around the themes of sexuality and sexual behavior. From Sex, Therapy, and Kids Because I have been trained in humanistic, existential, psychoanalytic, family systems, and cognitive-behavioral strategies, my work represents a combination of these modalities. But an underlying focus of mine when working with children and adolescents is attending to the affect and affective sense surrounding a topic or play activity. This is particularly useful when working with sexual material in that sexual material in therapy can be overstimulating. . . . It is good to train oneself to observe this affective sense underlying talk or play, because if such overstimulating play is happening in the therapy session, you can bet it s happening outside the room. Therapy is the place in which these emotions, even bodily feelings, can be experienced in the safe presence of another who will protect and allow the time and space to process them and get some reflective distance. But how do therapists make stimulating material unstimulating to the child without simply pushing the child to leave the material alone and move on to more pleasant things, more manageable topics and emotions? This is crucial to my approach. Therapists can model a neutral, distanced reflective process with their clients that allows them to stay with the material. And therapists can help clients to distance themselves from it in order to talk about it and continue playing in a way that is productive. . . . O]ver time it is good to develop a sense of what question will bring teens or children to a place where they can recover a therapeutic attitude toward these events and acts I ve called approach displacement, but it means very literally displacing one s feelings from one s mind and body into the play."