Journal articles: 'Children in the Holocaust'

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Friedman, Lester D. "Children of the Holocaust." Afterimage 13, no. 1-2 (1985): 36–37. http://dx.doi.org/10.1525/aft.1985.13.1-2.36.

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Zilberfein, Felice. "Children of Holocaust Survivors:." Social Work in Health Care 23, no. 3 (August 2, 1996): 35–55. http://dx.doi.org/10.1300/j010v23n03_03.

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Darr, Yael. "Grandparents Reveal Their Secrets: A New Holocaust Narrative for the Young ‘Third Generation’ in Israel." International Research in Children's Literature 5, no. 1 (July 2012): 97–110. http://dx.doi.org/10.3366/ircl.2012.0046.

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Since the 1990s, a new type of Holocaust story has been emerging in Israeli children's literature. This new narrative is directed towards very young children, from preschool to the first years of elementary school, and its official goal is to instil in them an authentic ‘first Holocaust memory’. This essay presents the literary characteristics of this new Holocaust narrative for children and its master narrative. It brings into light a new profile of both writers and readers. The writers were young children during the Holocaust, and first chose to tell their stories from the safe distance of three generations. The readers are their grand-children and their grand-children's peers, who are assigned an essential role as listeners. These generational roles – the roles of a First Generation of writers and of a Third Generation of readers – are intrinsically familial ones. As such, they mark a significant change in the profile of yet another important figure in the Israeli intergenerational Holocaust discourse, the agent of the Holocaust story for children. Due to the new literary initiatives, the task of providing young children with a ‘first Holocaust memory’ is transferred from the educational authority, where it used to reside, to the domestic sphere.

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Yedidia, Tova, and Hassia Yerushalmi. "To Murder the Internal Mother or to Commit Suicide? Anti-Group in a Group of Second-Generation Holocaust Survivors whose Children Committed Suicide." Group Analysis 40, no. 3 (September 2007): 379–93. http://dx.doi.org/10.1177/0533316407081753.

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This article presents the development of an anti-group among a group of parents whose children committed suicide. All the participants but two were children of Holocaust survivors (i.e. second-generation Holocaust survivors); these two were married to second-generation Holocaust survivors, so that in all cases, the son who committed suicide had at least one parent who was a second-generation Holocaust survivor. The article explains the transference, countertransference and projective identification that developed in the group.

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(Bruno) Bar-On, Dan. "Holocaust Perpetrators and Their Children." Journal of Humanistic Psychology 29, no. 4 (October 1989): 424–43. http://dx.doi.org/10.1177/0022167889294002.

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Sokoloff, Naomi B. "Children Writing the Holocaust (review)." Shofar: An Interdisciplinary Journal of Jewish Studies 24, no. 4 (2006): 164–67. http://dx.doi.org/10.1353/sho.2006.0108.

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Meir, Rachel. "Introducing Holocaust Literature to Children." Judaica Librarianship 3, no. 1-2 (January 1, 1987): 65–67. http://dx.doi.org/10.14263/3/1987/947.

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Kerner, Aaron. "Nevermore." Short Film Studies 4, no. 2 (October 1, 2014): 215–18. http://dx.doi.org/10.1386/sfs.4.2.215_1.

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Holocaust films share common tropes. A number of Holocaust films feature children – utilized for any number of narrative purposes. A fair number of Holocaust films also include birds, usually to visualize a character’s longing. Seven Minutes in the Warsaw Ghetto uses these common tropes, but breaks the mold.

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Traison, Michael H. "Tehran Children: A Holocaust Refugee Odyssey." Israel Journal of Foreign Affairs 14, no. 2 (May 3, 2020): 361–62. http://dx.doi.org/10.1080/23739770.2020.1779503.

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Sokoloff, Naomi B. "The Holocaust and Literature for Children." Prooftexts 25, no. 1 (2005): 174–94. http://dx.doi.org/10.1353/ptx.2006.0017.

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Factor, June. "Children and play in the Holocaust." International Journal of Play 5, no. 1 (January 2, 2016): 105–6. http://dx.doi.org/10.1080/21594937.2016.1147285.

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FEIGELSON, EUGENE B. "Memorial Candles: Children of the Holocaust." American Journal of Psychiatry 151, no. 3 (March 1994): 447. http://dx.doi.org/10.1176/ajp.151.3.447.

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LINK, NAN, BRUCE VICTOR, and RENEE L. BINDER. "Psychosis in Children of Holocaust Survivors." Journal of Nervous and Mental Disease 173, no. 2 (February 1985): 115–17. http://dx.doi.org/10.1097/00005053-198502000-00009.

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Hautzig, Esther. "Generations Sharing the Holocaust Experience." Judaica Librarianship 8, no. 1 (September 1, 1994): 87–90. http://dx.doi.org/10.14263/2330-2976.1236.

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The author's feelings and experiences in sharing the Holocaust with her own children and the children she addresses regularly in schools are discussed in this paper. From her talks and exchanges with young people, it has been the author's experience that stories of how we lived, not perished, make the greatest impact on young and old listeners. Unless we know the people's lives and what the Jewish people, as well as society at large, lost through the deaths of countless brilliant, educated, compassionate people, as well as children whose futures will always remain unknown and unrealized, we cannot fully mourn their deaths. To really know what the world lost through the Nazi terror, we must share stories of family members and of people we knew and admired with those to whom Holocaust victims are becoming statistics and numbers, not individuals with vibrant lives and futures that were cut down. Children particularly need to hear life stories of those who perished, not only the facts of how their lives ended. The author reports on sharing the Holocaust experience, not only with Jewish children, but with children of all religions, colors, ages and backgrounds-not only in person, but through correspondence, conference calls/ visits and classroom exchanges as a volunteer for the New York City School Volunteers Program in which she takes part.

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Loeffler, James. "“In Memory of Our Murdered (Jewish) Children”: Hearing the Holocaust in Soviet Jewish Culture." Slavic Review 73, no. 3 (2014): 585–611. http://dx.doi.org/10.5612/slavicreview.73.3.585.

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This article offers the first major investigation of the Holocaust in wartime Soviet music and its connection to questions of Soviet Jewish identity. Moving beyond the consistent focus on Dmitrii Shostakovich's 1962 Symphony no. 13 ﹛Babi Yar),I present an alternative locus for the beginnings of Soviet musical representations of the Nazi genocide in a now forgotten composition by the Soviet Jewish composer Mikhail Gnesin, his 1943 Piano Trio, “In Memory of Our Perished Children.” I trace the genesis of this work in Gnesin's web of experiences before and during the war, examining Gnesin's careful strategy of deliberate aesthetic ambiguity in depicting death—Jewish and Soviet, individual and collective. Recapturing this forgotten cultural genealogy provides a very different kind of European historical soundtrack for the Holocaust. Instead of the categories of survivor and bystander, wartime witness and postwar remembrance,we find a more ambiguous form of early Holocaust memory. The story of how the Holocaust first entered Soviet music challenges our contemporary assumptions about the coherence and legitimacy of Holocaust musicas a category of cultural history and present-day performance.

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Grzemska, Aleksandra. "Szczęście w nieszczęściu. O matkach dzieci Holocaustu[dot. P. Dołowy: Wrócę, gdy będziesz spała. Rozmowy z dziećmi Holocaustu]." Śląskie Studia Polonistyczne 14, no. 2 (December 28, 2019): 253–63. http://dx.doi.org/10.31261/ssp.2019.14.16.

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The article is a discussion of Patrycja Dołowy’s book which contains conver-sations with Holocaust children, the survivors of Shoah. Its main theme are relations of Jewish children with their both “biological” and “foster” mothers. The topic is a complex one, for it relates to persons confronting the Holocaust trauma, their unstable, fractured identity, and more often than not, the lack of knowledge about one’s family fates and roots. The mother in those stories eludes a unifying, common, and typical definition. The cases described in the stories of Holocaust children undermine the simplifying socio-cultural constructs relating to mothers, liquefy the binary distinctions into “biol-ogical” and “foster”, Jewish and Polish; and transform the framework of speaking about motherhood and childhood.

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Karlsson, Klas-Göran. "“Tell Ye Your Children…”: The Twisted Swedish Road to Holocaust Recognition." Scandinavian-Canadian Studies 23 (December 1, 2016): 78–94. http://dx.doi.org/10.29173/scancan120.

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ABSTRACT: From a historical perspective, this article analyzes the dramatic political process in the 1990s when modern Sweden left its traditional dissociation from historical orientations by entering into a European context in which the Second World War and the Holocaust were crucial historical landmarks. The political campaign Living History must be understood in terms of recent processes of both nationalization and Europeanization of history. As a conclusion, three problems of the politics of history are discussed: a competing European historical focus on communist crimes against humanity, a simplistic and reductionist political use of Holocaust history, and a difficult but necessary discussion of the potential lessons of history in general, and of Holocaust history in particular.

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Giergiel, Sabina, and Katarzyna Taczyńska. "“When Night Passes” and “When Day Breaks” – Between the Past and the Present. Borderlines of Holocaust in Filip David’s Works." Colloquia Humanistica, no. 6 (November 22, 2017): 75–96. http://dx.doi.org/10.11649/ch.2017.007.

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When Night Passes and When Day Breaks – Between the Past and the Present. Borderlines of Holocaust in Filip David’s WorksThe primary objective of the text is the analysis of Filip David's latest work. The Serbian writer is the author of the novel House of Memories and Oblivions (Kuća sećanja i zaborava, 2014), award for Best Novel of the Year by the NIN weekly (Nedeljne Informativne Novine). On the one hand, the output of this Serbian novelist is of interest to us as a continuation and representation of the contemporary discourse on the Holocaust in Serbia. On the other – we look at the literary realization of the Holocaust topic. The fortunes of the main characters in the novel (children who survived Holocaust) serve as the cases on which we present where the author draws the borderline of the ever-present Holocaust in their lives; how much and in what way the past affects their present; where the borderline of memory, forgetting and oblivion is. Kad padne noć i Kad svane dan - między przeszłością a teraźniejszością. Granice Holocaustu w twórczości Filipa DavidaPodstawowym celem tekstu jest analiza najnowszej tworczości Filipa Davida, autora nagrodzonej Nagrodą Tygodnika NIN („Nedeljne Informativne Novine") powieści Dom pamięci i zapomnienia (2014, Kuća sećanja i zabovrava). Z jednej strony twórczość serbskiego prozaika interesować nas będzie jako kontynuacja i reprezentacja współczesnego dyskursu na temat Holokaustu w Serbii. Z drugiej zaś – przyjrzymy się jego literackiej realizacji. Na przykładzie losów głównych bohaterów powieści (dzieci, które przeżyły Zagładę) pokażemy, gdzie przebiega rysowana przez autora granica istnienia Shoah w ich życiu. Na ile i w jaki sposób przeszłość wpływa na ich teraźniejszość, gdzie przebiega granica pamięci, niepamięci i zapomnienia oraz w jakim stopniu ich życie definiuje rozdzielenie rzeczywistości od fikcji.

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Berger, Alan L. "The Holocaust, Second-Generation Witness, and the Voluntary Covenant in American Judaism." Religion and American Culture: A Journal of Interpretation 5, no. 1 (1995): 23–47. http://dx.doi.org/10.1525/rac.1995.5.1.03a00020.

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Widespread discourse about the Holocaust entered American popular culture in the seventies in two main ways: a series of television shows that purportedly focused on the destruction of European Judaism and two books that dealt specifically with the children of survivors. The television miniseries, Gerald Green's Holocaust (1978), suited the national need for simplified history and melodrama. Moreover, given the American penchant for ethnic identifiers, Holocaust became known as the Jewish Roots. The networks soon aired other Holocaust programs, including Herman Wouk's far less commercially successful The Winds of War. The resultant Holocaust discourse was frequently poorly informed and historically naive. On the one hand, it reflected a tendency in Western culture to think that the Holocaust ended definitively in 1945. On the other hand, this discourse frequently neutralized the evil of nazism.

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Rosenbloom, Maria. "Implications of the Holocaust for Social Work." Families in Society: The Journal of Contemporary Social Services 76, no. 9 (November 1995): 567–76. http://dx.doi.org/10.1177/104438949507600908.

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Studying the Holocaust teaches moral and behavioral lessons and helps social workers understand and respond to the special needs of Holocaust survivors and their children. This activity has implications for working with the victims of other human catastrophes of our time.

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Rubenstein, Israel, Fred Cutter, and Donald I. Templer. "Multigenerational Occurrence of Survivor Syndrome Symptoms in Families of Holocaust Survivors." OMEGA - Journal of Death and Dying 20, no. 3 (May 1990): 239–44. http://dx.doi.org/10.2190/hx4r-n9qy-49b7-8uem.

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The purpose of this study was to determine possible transmission of psychopathology from Jewish holocaust survivors to their children and grandchildren. The Mini-Mult, Death Anxiety Scale, Louisville Behavior Checklist, and School Behavior Checklist were employed. The adult children of holocaust survivors obtained significantly higher scores on self-report measures of psychopathology than control Jewish participants. The grandchildren received significantly higher psychopathology ratings from their patients and teachers. Multigenerational transmission was inferred from the findings.

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Wolf, Diane L. "Postmemories of joy? Children of Holocaust survivors and alternative family memories." Memory Studies 12, no. 1 (February 2019): 74–87. http://dx.doi.org/10.1177/1750698018811990.

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Substantial research in multiple disciplines on Jewish Holocaust survivors and their postwar offspring has been dominated by the discourse of trauma, focusing on the intergenerational transmission of trauma. Based on the narratives of 35 children of Holocaust survivors in the United States, my research counters and nuances this over-determined “paradigm of trauma” by illuminating their more diverse cache of family memories. Some parents transmitted their Holocaust experiences in lively and colorful ways,as an exciting adventure, as a fairy tale, or as a humorous story. The narratives suggest that for these children of survivors, the postmemories of their parents’ history and trauma are embedded in other positive family memories, including the way in which the stories were told. Thus, postmemories of trauma do not necessarily elide or dominate other more positive family memories, including memories of joy

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Giambastiani, Verbena. "Children’s Literature and the Holocaust." Genealogy 4, no. 1 (March 6, 2020): 24. http://dx.doi.org/10.3390/genealogy4010024.

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The aim of my paper is to examine children’s literature written in Italy and centred on the Holocaust. It is quite common for people to deem the subject matter inappropriate for young audiences, whilst it is also considered disrespectful to write inventive literature for children about the death camps. Nevertheless, it seems necessary to inform children about such a major historical event. Moreover, the stories written on this subject aim to introduce children to themes like prejudice, discrimination and racism. My research focuses on the recurrent patterns that occur frequently in these books. In these books, the focus lies on the victims rather than the perpetrators. They deal with the story of a Jewish family and frequently feature a child as the protagonist. These books will undoubtedly provoke questions by young readers, but they are most likely best read with an adult who can answer any questions appropriately and deepen the historical frame. These narratives are important because educators have a responsibility to teach others and read about the Holocaust.

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Morowski, Deborah L., and Theresa M. McCormick. "Hidden Teens, Hidden Lives: True Stories of Teens in the Holocaust." Social Studies Research and Practice 8, no. 1 (March 1, 2013): 160–68. http://dx.doi.org/10.1108/ssrp-01-2013-b0011.

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This lesson uses Hidden Teens, Hidden Lives: True Stories of the Holocaust, to help students explore life for children and teenagers during the Holocaust. Students utilize primary sources consisting of diary entries and World War II documents to examine life under the Nuremberg Laws for individuals of the Jewish faith. Students then examine Jim Crow laws in the South during the same era to compare and contrast various aspects of life for children and teens living under oppression.

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van der Hal, Elisheva, Yvonne Tauber, and Johanna Gottesfeld. "Open Groups For Children of Holocaust Survivors." International Journal of Group Psychotherapy 46, no. 2 (April 1996): 193–208. http://dx.doi.org/10.1080/00207284.1996.11491494.

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Kangisser Cohen, Sharon. "SURVIVORS OF THE HOLOCAUST AND THEIR CHILDREN." Journal of Modern Jewish Studies 9, no. 2 (July 2010): 165–83. http://dx.doi.org/10.1080/14725886.2010.486533.

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Reiter, Andrea. "Kinds of Testimony: Children of the Holocaust." Holocaust Studies 11, no. 2 (September 2005): 1–10. http://dx.doi.org/10.1080/17504902.2005.11087152.

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Baumel, Judith Tydor, and George Eisen. "Eisen's "Children and Play in the Holocaust"." Jewish Quarterly Review 81, no. 3/4 (January 1991): 435. http://dx.doi.org/10.2307/1455328.

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Waldfogel, Shimon. "Physical illness in children of Holocaust survivors." General Hospital Psychiatry 13, no. 4 (July 1991): 267–69. http://dx.doi.org/10.1016/0163-8343(91)90128-j.

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Ius, Marco, and Paola Milani. "Resilienza e bambini separati dalla propria famiglia d'origine. Una ricerca su 21 bambini nascosti sopravvissuti alla Shoah." RIVISTA DI STUDI FAMILIARI, no. 2 (November 2009): 128–44. http://dx.doi.org/10.3280/fir2009-002008.

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- This paper reports on a qualitative research about resilience processes in Holocaust child survivors, particularly hidden children. Data refer to 21 life stories collected through 19 semi-structured interviews and 2 published biographies and analyzed assuming a Long Term approach that focuses on all life trajectories to obtain developmental outcomes within a life time perspective. The main aim of the research is to understand the protective factors that enable child survivors to develop and grow and can be used by social practitioners working with vulnerable children and families, in order to foster similar resilient responses in children away from home. Key words: resilience, child survivors, Holocaust, children out of home, protective factors.

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Brenner, Rachel F. "On Becoming a Non-Jewish Holocaust Writer: Yann Martel’s Beatrice and Virgil." Humanities 10, no. 1 (December 31, 2020): 12. http://dx.doi.org/10.3390/h10010012.

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To appraise Martel’s non-Jewish perspective of Holocaust thematic, it is important to assess it in the context of the Jewish relations with the Holocaust. Even though the Jewish claim to the uniqueness of the Holocaust has been disputed since the end of the war especially in Eastern Europe, the Jewish response determined to a large extent the reception of the disaster on the global scene. On a family level, the children of survivors have identified themselves as the legitimate heirs of the unknowable experience of their parents. On a collective level, the decree of Jewish annihilation constructed a Jewish identity that imposed an obligation to keep the Holocaust memory in the consciousness of the world. Martel proposes to supersede the history of the Holocaust with a story which would downplay the Jewish filiation with the Holocaust, elicit an affiliative response to the event of the non-Jewish writer and consequently integrate it into the memory of humanity at large. However, the Holocaust theme of Beatrice and Virgil refuses to assimilate within the general memory of humanity; rather, the consciousness of the event, which pervades the post-Holocaust world, insists on its constant presence. The omnipresence of the Holocaust blurs the distinctions between the filiative (Jewish) and affiliative (non-Jewish) attitudes toward the Jewish tragedy, gripping the writer in its transcendent horror. Disregarding his ethnic or religious origins, the Holocaust takes over the writer’s personal life and determines his story.

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Drewniak, Dagmara. "Addicted to the Holocaust – Bernice Eisenstein’s Ways of Coping with Troublesome Memories in I Was a Child of Holocaust Survivors." Studia Anglica Posnaniensia 50, no. 2-3 (December 1, 2015): 39–50. http://dx.doi.org/10.1515/stap-2015-0022.

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Abstract In her I Was a Child of Holocaust Survivors published in Canada in 2006, Bernice Eistenstein undertakes an attempt to cope with the inherited memories of the Holocaust. As a child of the Holocaust survivors, she tries to deal with the trauma her parents kept experiencing years after WWII had finished. Eisenstein became infected with the suffering and felt it inescapable. Eisenstein’s text, which is one of the first Jewish-Canadian graphic memoirs, appears to represent the voice of the children of Holocaust survivors not only owing to its verbal dimension, but also due to the drawings incorporated into the text. Therefore, the text becomes a combination of a memoir, a family story, a philosophical treatise and a comic strip, which all prove unique and enrich the discussion on the Holocaust in literature. For these reasons, the aim of this article is to analyze the ways in which Eisenstein deals with her postmemory, to use Marianne Hirsch’s term (1997 [2002]), as well as her addiction to the Holocaust memories. As a result of this addiction, the legacy of her postmemory is both unwanted and desired and constitutes Bernice Eisenstein’s identity as the eponymous child of Holocaust survivors.

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Bélanger, Audrey. "Béatrice Finet: The Holocaust Told to Children, a Literary Education? – A Secondary Publication." Education Reform and Development 6, no. 4 (May 16, 2024): 162–66. http://dx.doi.org/10.26689/erd.v6i4.6853.

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Béatrice Finet’s work significantly contributes to pedagogical reflection on the formative potentials and limitations of the tripartite encounter of narration, fiction, and history through historical fiction on the Holocaust. In her previous writings, Finet emphasized the importance of avoiding strictly utilitarian readings, instead advocating for a nuanced understanding of events through the reading process. Expectations were high for her recent work, which largely met them. In this book, Finet focuses on describing and analyzing a youth-oriented work on the Holocaust, a significant historical event mandated in primary school curricula since 2002, to illuminate the educational implications it raises. While primarily aimed at educators, the book will undoubtedly interest anyone interested in children’s literature or Holocaust history. Finet presents a diverse corpus of works, such as Les Arbres Pleurent Aussi or Otto. Autobiographie d’un Ours en Peluche, which, despite their educational value, can personally appeal to both young and adult literature enthusiasts. The title, posed a question, La Shoah Racontée Aux Enfants, Une Éducation Littéraire? immediately prompts reflection on how literary reading of children’s literature can lead young readers to critically engage with literature, better understand and interpret its revelations, and consider what it may omit. This title also suggests that the Holocaust story is being told to children, prompting the potential benefit of adult mediation to guide them toward literary education.

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Frolick, David A. "Teaching Children About Children in the Holocaust or Why Am I Confused About Holocaust Education in the Public Schools?" Shofar: An Interdisciplinary Journal of Jewish Studies 10, no. 2 (1992): 108–11. http://dx.doi.org/10.1353/sho.1992.0030.

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Schweber, Simone. "“What Happened to Their Pets?”: Third Graders Encounter the Holocaust." Teachers College Record: The Voice of Scholarship in Education 110, no. 10 (October 2008): 2073–115. http://dx.doi.org/10.1177/016146810811001001.

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Background/Context Though widely believed to contain moral lessons of import for audiences of all ages, the Holocaust is often considered too complex, too appalling, too impenetrable, or too emotionally disturbing a subject to be taught to young children, even if taught only in its most “preparatory version,” to use Jerome Bruner's famous phrasing. The subject matter, after all, deals at its core with human brutality, barbarous indifference, and industrialized mass murder. Nonetheless, a burgeoning market in materials designed to expose young children to the Holocaust implies that students are learning about the topic in earlier and earlier grades, a phenomenon that may be referred to as “curricular creep.” Such a trend raises the question of whether students should be exposed, purposefully and formally, to the horrors of the Holocaust, or, conversely, whether curricular creep should be somehow corralled. Although authors have weighed in on the ethics of Holocaust education, its history, practices, and materials, few have discussed its rightful place in the elementary school curriculum. Fewer still have empirically examined what the Holocaust looks like when taught to a young audience. Focus of Study To propose a policy answer to the question of how old is old enough to teach students about the Holocaust, this study attempted to determine what aspects of Holocaust history were taught in the third-grade classroom of a very experienced and well-respected teacher. Importantly, the study also proposed to examine how such teaching affected students, emotionally and intellectually. Research Design/Data Generation Data for the qualitative case study were generated through observations of this teacher's class sessions on the Holocaust, interviews with the teacher and a select group of students and their parents, and the collection of all class materials and student work. The interviews were transcribed, the field notes were doctored, and all the documents were coded iteratively and written up as a portrait of the unit. Conclusions/Recommendations The article concludes by considering third graders to be too young, as a group, to be taught about the Holocaust, thus recommending that curricular creep be reigned in for this topic. That said, the competing interpretations of the teacher, parents, and some of the students are included for consideration as well.

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Krauskopf, Irene Esther, Glen William Bates, and Roger Cook. "Children of Holocaust Survivors: The Experience of Engaging with a Traumatic Family History." Genealogy 7, no. 1 (March 10, 2023): 20. http://dx.doi.org/10.3390/genealogy7010020.

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This study explored the motivation and the experiences of children of Holocaust survivors who were actively engaged with the traumatic histories of their parents. Our findings are consistent with contemporary views of the intergenerational transmission of the effects of trauma to descendants of Holocaust survivors and reflect a mixture of resilience and vulnerabilities. We interviewed 24 siblings from 11 families who were adult children of Holocaust survivors, alongside the experience of the first author (IK), also a child of Holocaust survivors. An interpretative phenomenological analysis of those interviews identified two overarching themes related to the motivation to gather information about their parents’ stories and their experience of seeking this knowledge. Two themes relate to motivation. The first captured a sense of immersion without choice in the family story emanating from extreme loss and grief and a deep awareness of the communal nature of Jewish history. The second theme encompassed a compulsion and desire to leave a meaningful legacy of their parents’ experiences for future generations. These themes were linked to themes capturing the experience of engaging with their parents’ traumatic stories and describing intense ambivalence. One theme reflected a reluctance to gather information detailing the parents’ trauma. Yet, the other theme emphasised positive outcomes derived from knowledge, including appreciation of their parents’ resilience and opportunities to bear witness to and support their ageing parents. Overall, the data reveal the close links between family histories and adjustment to a traumatic past.

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Weiss, Amy. "“Making the desert blossom as the rose”: The American Christian Palestine Committee’s “Children’s Memorial Forest” and Postwar Land Acquisition in Palestine." Holocaust and Genocide Studies 33, no. 2 (2019): 244–64. http://dx.doi.org/10.1093/hgs/dcz029.

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Abstract The American Christian Palestine Committee believed that Palestine, and not Europe or any other location, should memorialize the European Jewish victims of the Holocaust. Founded in 1946, the ACPC partnered with the Jewish National Fund to establish the Children’s Memorial Forest, a memorial to the more than 1 million Jewish children who perished in the Nazi genocide. Its fundraising campaign sought to plant saplings in the Ein Hashofet region, constituting an early form of Holocaust education among American Sunday school children. It solicited theologically liberal, or mainline, American Protestants’ participation in a land reclamation project aimed at advancing Jewish statehood.

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Karpf, Anne. "The post-Holocaust memoir." Mnemosyne, no. 10 (October 15, 2018): 10. http://dx.doi.org/10.14428/mnemosyne.v0i10.14073.

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The War After (Karpf, 1996), a family memoir about the psycho-social effects of the Holocaust on the children of survivors, attracted considerable attention when first published. 20 years later, Karpf argues, it can be read as an example of post-postmemory. Hirsch (2012) defined postmemory as those memories of the Holocaust that the 'second generation' had of events that shaped their lives but took place before they were born. Post-postmemory, Karpf suggests, is the process whereby such narratives are themselves modified by subsequent events and re-readings brought about by three kinds of time - personal, historical and discursive. Although inevitable, such re-readings run the risk of encouraging Holocaust revisionism and denial. Nevertheless, Karpf claims, they are essential to maintain the post-memoir as a living text.

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SIGAL, JOHN. "Posttraumatic Stress Disorder in Children of Holocaust Survivors." American Journal of Psychiatry 156, no. 8 (August 1, 1999): 1295. http://dx.doi.org/10.1176/ajp.156.8.1295.

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Rubin, Alexis P. "The Schleifer Children: A Special Holocaust Rescue Case." American Jewish History 84, no. 1 (1996): 1–9. http://dx.doi.org/10.1353/ajh.1996.0014.

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Baron, Lawrence. "Not in Kansas Anymore: Holocaust Films for Children." Lion and the Unicorn 27, no. 3 (2003): 394–409. http://dx.doi.org/10.1353/uni.2003.0030.

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Lev-Wiesel, Rachel. "Abused Children of Holocaust Survivors: An Unspoken Issue." Journal of Family Social Work 3, no. 1 (August 17, 1998): 43–54. http://dx.doi.org/10.1300/j039v03n01_04.

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Sorscher, Nechama, and Lisa J. Cohen. "Trauma in children of Holocaust survivors: Transgenerational effects." American Journal of Orthopsychiatry 67, no. 3 (1997): 493–500. http://dx.doi.org/10.1037/h0080250.

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Mihăilescu, Dana. "Out of Chaos. Hidden Children Remember the Holocaust." Jewish Culture and History 17, no. 1-2 (February 16, 2016): 175–78. http://dx.doi.org/10.1080/1462169x.2016.1140943.

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Gullickson, Terri. "Review of Memorial Candles: Children of the Holocaust." Contemporary Psychology: A Journal of Reviews 38, no. 1 (January 1993): 105. http://dx.doi.org/10.1037/033002.

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Rustin, Stanley L. "The Next Generation: Adult Children of the Holocaust." Contemporary Psychology: A Journal of Reviews 37, no. 9 (September 1992): 910–11. http://dx.doi.org/10.1037/032580.

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Greenstein, Michael. "Arnost Lustig Children of the Holocaust." Polin: Studies in Polish Jewry 11, no. 1 (January 1998): 378–80. http://dx.doi.org/10.3828/polin.1998.11.378.

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Alford, C. Fred. "Intergenerational transmission of trauma: Holocaust survivors, their children and their children’s children." Journal of Psychosocial Studies 12, no. 1 (July 1, 2019): 145–55. http://dx.doi.org/10.1332/147867319x15608718110998.

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Drawing on my own research, as well as the research of others, the question considered is how trauma may be transmitted down the generations. Some argue that the second-generation of Holocaust survivors is traumatized. I disagree, concluding that many faced emotional problems separating from while remaining connected to their parents. Attachment theory seems the best way of explaining both the problem and how it is best dealt with. The answer to these questions comes from second-generation survivors themselves, not just the author’s theory.

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Lichtner, Giacomo. "The age of innocence? Child narratives and Italian Holocaust films." Modern Italy 17, no. 2 (May 2012): 197–208. http://dx.doi.org/10.1080/13532944.2012.665287.

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This article critically assesses the use of children as narrators in two recent Italian Holocaust films: Roberto Benigni's La Vita é Bella (1997) and Ettore Scola's Concorrenza Sleale (2001). The analysis places the films and their choice of narrator in the context of the child in European Holocaust film and argues that the child's perspective, often used to qualify the actions of adult characters and cast a questioning or even accusatory gaze on them, is used in these Italian films to perform the opposite function. Focusing on cinema as a site of memory and as a site of emotions, the article suggests that Italian filmmakers use children to infantilise the audience, induce pity rather than reflection, and discuss Italy's role in the Holocaust while reassuring audiences of the life-affirming, democratic and humanitarian values of post-war Italians. This political and historiographical use of the child's emotions not only reinforces the need to insist on the revision of the brava gente myth, but also invites a thorough reconsideration of the complexity of the relationship between the historical film and the emotions.

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Andersson, Pentti Kalevi. "Quality of the relationship between origin of childhood perception of attachment and outcome of attachment associated with diagnosis of PTSD in adult Finnish war children and Finnish combat veterans from World War II (1939–1945) – DSM-IV applications of the attachment theory." International Psychogeriatrics 27, no. 6 (February 11, 2015): 1039–48. http://dx.doi.org/10.1017/s1041610215000101.

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ABSTRACTBackground:Using diagnoses exclusively, comparable evaluations of the empirical evidence relevant to the content can be made. The term holocaust survivor syndrome according to the DSM-IV classification encompasses people with diagnoses of posttraumatic stress disorders and psychopathological symptoms exposed to the Nazi genocide from 1933–1945 identified by Natan Kellermann, AMCHA, Israel (1999).Methods:The relationships between disorders of affectionate parenting and the development of dysfunctional models on one hand, and various psychopathological disorders on the other hand were investigated. Multi-axial assessment based on PTSD diagnosis (APA, 2000) with DSM-IV classification criteria of holocaust survivor syndrome and child survivor syndrome earlier found in holocaust survivors was used as criteria for comparison among Finnish sub-populations.Results:Symptoms similar to those previously described in association with holocaust survivor syndrome and child survivor syndrome were found in the population of Finnish people who had been displaced as children between 1939–1945.Conclusions:Complex PTSD syndrome is found among survivors of prolonged or repeated trauma who have coping strategies intended to assist their mental survival. Surviving Finnish child evacuees had symptoms at similar level to those reported among holocaust survivors, though Finnish combat veterans exhibited good mental adjustment with secure attachment.

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Journal articles on the topic 'Children in the Holocaust'

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