Monday, March 17, 2014

The Second Generation - Review of 1.5 and 2nd generation texts

While reading the multiple texts in preparation for this week's class, I became even more interested in how the Holocaust shaped the futures of both child survivors and of second generation survivors. These readings were engaging and each of the three articles discussed a different concept that is essential to understanding the experiences of these individuals. The discussions that took place during this class presented further curiosity in how psychological aspects of survivors changed and developed after the Holocaust, and how children have been specifically influenced by the atrocious events. From this class I was able to develop a stronger identification of these survivors, notably the 1.5 generation. When people usually discuss the Holocaust and its survivors, it is a generalization for all survivors regardless of age. From Suleiman's article, it was very interesting learning about the specifications of this generation. It identifies that classifying this 1.5 generation is not always easy. Children who experienced the wrath of the Holocaust have many unique variables that contribute to their stories. The actual age of the child is obviously a large factor influencing whether they are considered to be part of this generation, but also their specific experience, their religion and ethnicity, and the choices they needed to make influenced how they changed psychologically from their trauma. The reading made it a little more clear as to how to categorize this generation. One overarching similarity that can be applied to all child survivors of the Holocaust is that they were essentially being forced into adulthood. Having to make life-altering decisions, or "choiceless choices," forced children to grow up a lot quicker than
natural development.

The Barocas & Barocas article dove a little deeper into how second generation survivors can be considered just as affected as first generation survivors. This article acknowledged how the children of survivors can often feel as if their parents are living through them. This can be interpreted as that survivors were trying to rebuild their family that was lost during the Holocaust, and having many children in a new country was one way of going about this task. The second generation, as discussed in the article, can develop their own psychological effects and trauma because of how their parents act, tell stories, or treat their children. Specifically, this second generation has been known for having high anxieties, phobias, and fears because of what their parents have experienced. Reading some of the stories in the Berger & Berger text also highlighted this concept. Second generation survivors have developed a stigma that has been influenced by their parents. 

Kaplan's article focused more specifically on the psychoanalytical point of view for survivors. The article discusses the "affect propeller" which was a bit confusing to first interpret. Kaplan recognizes that psychological trauma can be the same for individuals regardless of their age or culture. Trauma theory was a topic of conversation during class and how this affect-propeller can be interpreted. It was interesting to evaluate the texts in comparison to the video clip we watched of Sonia Weitz, a child survivor of the Holocaust who had lost her entire family except for her sister. The video was extremely moving and by far the most influential part of class. Her use of poetry was incredibly inspiration, because she used this as her outlet to express the trauma she experienced. She could not speak about some of the horrors she faced, yet she could voice her thoughts through poetry. Sonia's use of poetry relates to Kaplan's "affect symbolizing" of creativity. Having a creative outlet has been recognized as a major tool when assisting in the healing of psychological trauma. Kaplan recognizes that this creativity can be a type of revenge, or revenge fantasy, for some victims because it gives them a way to civilly target their perpetrators.

When trying to interpret the affect propeller, I did become confused at some of the concepts Kaplan was presenting. However, it struck me once I realized the circular motion that the propeller implies. Each and every victim, according to Kaplan, literally can be placed somewhere on the propeller, and then they circulate through the stages. The coping strategies for each victim will vary, because each individual will be at a different mental place at a different time. I found this to be one of the most interesting aspect of class, because I was able to recognize what this complicated theorist is arguing. I feel that Kaplan's propeller can definitely be applied to what has been read in the Berger & Berger text, for both the children of victims and of perpetrators. 

From these readings and the class discussion I am still interested in how parenting styles may differ or be similar for victims of various crimes. Are the parenting styles of Holocaust survivors similar in ways to those of other genocide victims? I am also curious about support groups and available resources for this second generation. I wonder how this generation has learned about the Holocaust in school and if they feel that they can actively engage in conversation when it is such a relevant topic in their own lives. 

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