Bibliography
Allen, Charlotte Vale. Daddy's Girl. New York, 1980.
Ariès, Philippe. Centuries of Childhood: A Social History of Family
Life. Translated by Robert Baldick. New York, 1962.
Armstrong, Louise. Kiss Daddy Good-night. New York, 1978.
Bowlby, John. "On Knowing What You Are Not Supposed to Know and Feeling
What You Are Not Supposed to Feel" Journal of the Canadian Psychiatric
Association. 1979.
Braunmühl, Ekkehard von. Antipädagogik [Antipedagogy]. Weinheim and
Basel, 1976.
_____. Zeit für Kinder [Time for Children]. Frankfurt, 1978.
Bruch, Hilde. The Golden Cage: The Enigma of Anorexia. New York, 1978.
Burkart, Erika. Der Weg zu den Schafen [The Way to the Sheep]. Zurich,
1979.
Epstein, Helen. Children of the Holocaust: Conversations with Sons and
Daughters of Survivors. New York, 1979.
F., Christiane. Christiane F.: Autobiography of a Girl of the Streets
and Herion Addict. Translated by Susanne Flatauer. New York, 1982.
Fest, Joachim C. The Face of the Third Reich: Portraits of Nazi
Leadership. Translated by Michael Bullock. New York, 1970.
_____.Hitler. Translated by Richard and Clara Winston. New York, 1970.
Fromm, Erich. The Anatomy of Human Destructiveness. New York, 1973.
Handke, Peter. A Sorrow Beyond Dreams: A Life Story. Translated by Ralph
Manheim. New York, 1974.
Heiden, Konrad. Der Führer: Hitler's Rise to Power. Translated by Ralph
Manheim. Boston, 1944.
Helfer, Ray E., and C. Henry Kempe, eds. The Battered Child, 3rd ed.
Chicago, 1980.
Hitler, Adolf. Mein Kampf. Translated by Ralph Manheim. Boston, 1943.
Höss, Rudolf. The Autobiography of Rudolf Höss: Commandant of Auschwitz.
Translated by Constantine FitzGibbon. New York, 1959.
Jetzinger, Franz. Hitler's Youth. Translated by Lawrence Wilson. London,
1958.
Kestenberg, Judith. "Kinder von Überlebenden der Naziverfolgung"
[Children of Survivors of Nazi Persecution], Psyche 28, 249-65.
Klee, Paul. The Diaries of Paul Klee: 1898-1918. Edited with an
Introduction by Felix Klee. Berkeley and Los Angeles, 1964.
Kohut, Heinz. The Analysis of Self. New York, 1971.
_____."Überlegungen zum Narzissmus und zur narzisstischen Wut"
[Reflections on Narcissism and Narcissistic Rage], Psyche 27, 513-54.
Krüll, Marianne. Freud und sein Vater [Freud and His Father]. Munich,
1979.
Mause, Lloyd de, ed. The History of Childhood. New York, 1974.
_____."Psychohistory: Über die Unabhängigkeit eines neuen
Forschungsgebietes" [Psychohistory: On the Independence of a New Area
of Research], Kindheit I, 51-71.
Meckel, Christoph. Suchbild: Über meinen Vater [Wanted: My Father's
Portrait]. Düsseldorf, 1979.
Miller, Alice. Prisoners of Childhood (published in paperback as The
Drama of the Gifted Child [1983]). New York, 1981.
_____.Du Sollst Nicht Merken (to be published in English as Thou Shalt
Not Be Aware). Frankfurt, 1981.
Moor, Paul. Das Selbstporträt des Jürgen Bartsch [The Self-Portrait of
Jürgen Bartsch]. Frankfurt, 1972.
Morris, Michelle. If I Should Die Before I Wake. Los Angeles, 1982.
Niederland, William G. Folgen der Verfolgung [The Results of
Persecution]. Frankfurt, 1980.
Olden, Rudolf. Hitler. Translated by Walter Ettinghausen. New York,
1936.
Plath, Sylvia. Letters Home: Correspondence 1950-1963. Selected and
edited with commentary by Aurelia Schober Plath. New York, 1975.
_____.The Bell Jar. New York, 1971.
Rauschning, Hermann. The Voice of Destruction. New York, 1940.
Rehmann, Ruth. Der Mann auf der Kanzel: Fragen an einen Vater [The Man
in the Pulpit: Questions for a Father]. Munich and Vienna, 1979.
Rush, Florence. The Best Kept Secret: Sexual Abuse of Children. New
York, 1980.
Rutschky, Katharina. Schwarze Pädagogik [Black Pedagogy]. Berlin, 1977.
Schatzman, Morton. Soul Murder: Persecution in the Family. New York,
1973.
Schwing, Gertrud. The Way to the Soul of the Mentally Ill. New York,
1954.
Sereny, Gitta. The Case of Mary Bell. New York, 1972.
Sheleff, Leon. Generations Apart: Adult Hostility to Youth. New York,
1981.
Smith, B. F. Adolf Hitler: His Family, Childhood, and Youth. Stanford,
1967.
Stierlin, Helm. Adolf Hitler: A Family Perspective. New York. 1976.
Struck, Karin. Klassenliebe [Class Love]. Frankfurt, 1973.
_____.Die Mutter [The Mother]. Frankfurt, 1975.
Syberberg. Hans-Jürgen. Hitler, a Film from Germany. New York, 1982.
Theweleit, Klaus. Männerphantasien [Male Fantasies]. Frankfurt, 1977.
Toland, John. Adolf Hitler. New York, 1976.
Winnicott, D. W. Playing and Reality. New York, 1971.
Zenz, Gisela. Kindermisshandlung und Kindesrechte [Mistreatment of
Children and Children's Rights]. Frankfurt, 1979.
Zimmer, Katharina. Das einsame Kind [The Lonely Child]. Munich, 1979.
Afterword to the Second Edition (1984)
This text was not originally part of the book. It was written four
years after the book's first publication.
When Galileo Galilei in 1613 presented mathematical proof for the
Copernican theory that the earth revolved around the sun and not the
opposite, it was labeled "false and absurd" by the Church. Galileo was
forced to recant and subsequently became blind. Not until three hundred
years later did the Church finally decide to give up its illusion and
remove his writings from the Index.
Now we find ourselves in a situation similar to that of the Church in
Galileo's time, but for us today much more hangs in the balance. Whether
we decide for truth or for illusion will have far more serious
consequences for the survival of humanity than was the case in the
seventeenth century. For some years now, there has been proof that the
devastating effects of the traumatization of children take their
inevitable toll on society--a fact that we are still forbidden to
recognize. This knowledge concerns every single one of us, and--if
disseminated widely enough--should lead to fundamental changes in
society; above all, to a halt in the blind escalation of violence. The
following points are intended to amplify my meaning:
- All children are born to grow, to develop, to live, to love, and
to articulate their needs and feelings for their self-protection.
- For their development, children need the respect and protection of
adults who take them seriously, love them, and honestly help them to
become oriented in the world.
- When these vital needs are frustrated and children are, instead,
abused for the sake of adults' needs by being exploited, beaten,
punished, taken advantage of, manipulated, neglected, or deceived
without the intervention of any witness, then their integrity will be
lastingly impaired.
- The normal reactions to such injury should be anger and pain.
Since children in this hurtful kind of environment are forbidden to
express their anger, however, and since it would be unbearable to
experience their pain all alone, they are compelled to suppress their
feelings, repress all memory of the trauma, and idealize those guilty of
the abuse. Later they will have no memory of what was done to them.
- Disassociated from the original cause, their feelings of anger,
helplessness, despair, longing, anxiety, and pain will find expression
in destructive acts against others (criminal behavior, mass murder) or
against themselves (drug addiction, alcoholism, prostitution, psychic
disorders, suicide).
- If these people become parents, they will then often direct acts
of revenge for their mistreatment in childhood against their own
children, whom they use as scapegoats. Child abuse is still
sanctioned--indeed, held in high regard--in our society as long as it is
defined as child-rearing. It is a tragic fact that parents beat their
children in order to escape the emotions stemming from how they were
treated by their own parents.
- If mistreated children are not to become criminals or mentally
ill, it is essential that at least once in their life they come in
contact with a person who knows without any doubt that the environment,
not the helpless, battered child, is at fault. In this regard, knowledge
or ignorance on the part of society can be instrumental in either saving
or destroying a life. Here lies the great opportunity for relatives,
social workers, therapists, teachers, doctors, psychiatrists, officials,
and nurses to support the child and to believe her or him.
- Till now, society has protected the adult and blamed the victim.
It has been abetted in its blindness by theories, still in keeping with
the pedagogical principles of our great-grandparents, according to which
children are viewed as crafty creatures, dominated by wicked drives, who
invent stories and attack their innocent parents or desire them
sexually. In reality, children tend to blame themselves for their
parents' cruelty and to absolve the parents, whom they invariably love,
of all responsibility.
- For some years now, it has been possible to prove, through new
therapeutic methods, that repressed traumatic experiences of childhood
are stored up in the body and, though unconscious, exert an influence
even in adulthood. In addition, electronic testing of the fetus has
revealed a fact previously unknown to most adults -- that a child
responds to and learns both tenderness and cruelty from the very
beginning.
- . In the light of this new knowledge, even the most absurd behavior
reveals its formerly hidden logic once the traumatic experiences of
childhood need no longer remain shrouded in darkness.
- Our sensitization to the cruelty with which children are treated,
until now commonly denied, and to the consequences of such treatment
will as a matter of course bring to an end the perpetuation of violence
from generation to generation.
- People whose integrity has not been damaged in childhood, who
were protected, respected, and treated with honesty by their parents,
will be--both in their youth and in adulthood--intelligent, responsive,
empathic, and highly sensitive. They will take pleasure in life and will
not feel any need to kill or even hurt others or themselves. They will
use their power to defend themselves, not to attack others. They will
not be able to do otherwise than respect and protect those weaker than
themselves, including their children, because this is what they have
learned from their own experience, and because it is this knowledge (and
not the experience of cruelty) that has been stored up inside them from
the beginning. It will be inconceivable to such people that earlier
generations had to build up a gigantic war industry in order to feel
comfortable and safe in this world. Since it will not be their
unconscious drive in life to ward off intimidation experienced at a very
early age, they will be able to deal with attempts at intimidation in
their adult life more rationally and more creatively.
_____