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The present paper undertakes an individual and group psychoanalytic examination of what happens to the citizens of a society that not only condones but authorizes torture. Drawing on the experiences of countries like those in Latin America during the period of the military dictatorships of the 1970s and 1980s, South Africa during the apartheid years, the Nazi era in Germany in the 1930s and 1940s, and Eastern Europe in the Communist era, the author focuses on the denial that was necessary to maintain daily life. At the same time, such denial and its accompanying "compartmentalization" produced a citizenry that was both blind and deaf to the practices and ultimately supported the dangerous hypocrisy of the respective political regimes. The impact of such "blindness" and "deafness" to the use of torture and abrogation of basic civil rights on the psychological life of individuals and society is examined for its parallels to our current times within the United States.

Abstract Recognizing disasters as traumatizing events that unfold with devastating physical and psychological sequalae, the author considers the interplay of individual and group treatment modalities in facilitating progression throughout stages of recovery. The stages-safety, remembering and mourning, and reconnection-are recognized as interrelated recovery processes that occur concurrently as well as sequentially throughout the treatment process. Drawing upon her 9/11 work with civilian and uniformed populations, the author describes the way in which group and individual therapies-whether conducted consecutively or concurrently, as single session, short-term, or long-term programs-work synergistically to foster recovery.

This article describes how the author brought together a group of parents who had lost adult children in the September 11, 2001 World Trade Center attack. It chronicles the group's progress at different stages with special emphasis given to the first year. The author addresses the importance of encouraging member-to-member dialogue and bonding, as a means of reducing the symptoms of social isolation, emotional numbing, and intrusive imagery. The powerful grip of induced feelings on the leader and the importance of a consultant to manage this are highlighted as well as the complexity of ending such a group.

The article reviews the use of debriefing and support groups for children who experienced the deaths of family members in the traumatic events of September 11, 2001. An overview of children's normal age-related responses to bereavement and of the special circumstances of trauma and grief provides the foundation for understanding the unique family and community stressors of 9/11 that impacted the children and group leaders. Stress-reduction exercises suitable for use with traumatized children in bereavement groups are presented together with specific drawing and written activities to encourage the processing of feelings.

Clinical data are presented from a day spent at a New Jersey high school severely impacted by the World Trade Center disaster. Dissociation, a sense of numbness, anger, and guilt about feelings induced by the tragedy are all common dynamics in adolescents responding to trauma. The developmental issues that adolescents are confronting are described and discussed in terms of the challenges they present to the healing process. An argument is made that using groups to aid in the long recovery process with our young people should be a top public health priority.

The terrorist attacks of September 11, 2001, affected thousands of children psychologically, necessitating the mobilization of multifaceted mental health interventions in an ecological context. This paper reviews the major role of large and small group modalities in this challenging effort, with many of them based on earlier group work with child-victims of trauma.

This paper describes therapeutic foci for group intervention with traumatized adolescents. These include targeting the symptoms of trauma, helping members to weave a coherent, temporally ordered narrative of the event, providing psycho-education, and addressing bereavement issues and secondary adversities, all ultimately aimed at helping the adolescents proceed with development. The particular benefits of group are highlighted and clinical vignettes, drawn from the aftermath of September 11, are presented to illustrate these concepts.

This paper describes the process of two groups of students from high schools located in the immediate vicinity of the World Trade Center grappling to make sense of the events of September 11 through the creation of a documentary chronicling their experiences. The process of creating these videos mirrored the process and curative factors of a psychotherapy group in a non-stigmatizing, innovative, and accessible format, one generated by the students themselves with the assistance of professionals in the visual and performing arts. After reviewing the literature on the potential impact of violence on adolescents and the use of group treatment, especially in school settings, as an optimal choice for this population, we describe the distinctive process of the two separate groups of students, each culminating in different expressions of their very personal experience of September 11. We understand and contextualize their process through the lens of the therapeutic dynamics and elements of group work.

This article examines group therapy with children and adolescents impacted by the September 11 terrorist attacks on the World Trade Center, with a focus on the role of metaphor, enactment, and the creative arts therapies in trauma treatment. Attention is given to the importance of fantasies, family structure, and culture in determining how the child constructs and processes the events. Examples are derived from ongoing, trauma-focused groups with traumatically bereaved children who lost parents, as well as from ongoing drama therapy groups in which traumatic themes emerged.