ABSTRACT
Among the many volumes on violence issues, most authors reveal a focus on the discipline of the writer, for example, psychology, sociology, or criminal justice, while acknowledging contributions from others. Understandably then, there has been considerable debate about language, the terms used to define the problem, and the theoretical underpinnings of abuse and violence (Boddy, 1998; Dobash, & Dobash, 1979; Gelles, & Loseke, 1993; Hoff, 1990; Segal, 1987). Since the intended audience for this book reflects the interdisciplinary practice facet of the topic itself, we integrate the diverse theoretical underpinnings of the topic in a psychosociocultural perspective. As such, we therefore try to transcend the academic and practice “turf wars” to an approach affirming our belief that “we are all in this together” and that the best projected outcome for clients and ourselves is to work toward common goals – keeping in mind that very often we are in substantive agreement on issues that really matter. Put another way, we really do need one another on this urgent topic. (See literature on the Conflict Tactics Scale and how research findings (Straus et al., 1980) were used to defuse public support of programs for battered women on grounds that women were “statistically” equal to men in incidents of abusive behavior, but minus the footnote that most women’s violence was in self-defense and was not life-threatening and did not result in serious physical injury.)
Since this book’s intended audience reflects the interdisciplinary practice facet of the topic itself, its eclectic but integrated analytic framework draws on concepts from crisis theory, victimology, sociocultural analysis, and life event research, especially the contributions of feminist scholars and the community activists who brought the issue of violence to public attention in the first place (Burgess, & Holmstrom, 1974; Herman, 1981; Hoff, 1990; Martin, 1976; Pizzey, 1977; Schechter, 1982). Our analyses, our observations, and direct work with victims and perpetrators, and the ideas and stories of numerous collaborators were central to developing this book. And as activists and educators of health and social service professionals, we assume as our own this visionary ideal of renowned sociologist C. Wright Mills who has profoundly informed our work: “It is the political task of the social scientist … continually to translate personal troubles into public issues, and public issues into the terms of their human meaning for a variety of individuals” (Mills 1959, p. 187).
