Interventions with victims of partner violence can become stymied until the clinician recognizes and accepts client vacillations as integral to the work. Appraisals and decisions that are reached in a therapy session may appear to be reversed or forgotten once the client returns home. Treatment strategies that focus on emotional regulation and splitting can help strengthen client awareness of contradicting beliefs, thereby strengthening self-efficacy and problem-solving.Keywords Splitting Á Emotional regulation Á Partner violence in agency settings Social workers are often dismayed when clients who have suffered partner violence remain with or return to their abusing partners despite the risk for serious harm. While intimate violence is not determined by socioeconomic class, women who struggle with poverty find themselves facing higher risk and fewer options. Clinicians who have worked to provide shelter and the potential for independent living struggle with the limitations they have to help victims of partner violence create a violence-free life for themselves and for the children who are also jeopardized by their return to a violent home. In a field where the stakes are life and death, there is an acute need for new strategies that can be substantiated from both clinical and empirical perspectives. Interventions based on splitting and emotional regulation may add to a collaboration that allows clinician and client to manage stressful situations and maintain safety. These concepts will be explored and applied through theory and a Case Study.
SplittingThe concept of splitting originated with Freud (1940), but has acquired expanded meaning with the development of object relations theories. While Freud spoke of splitting as the simultaneous existence of dual, conflicting perspectives, object relations theorists viewed splitting as a defense mechanism that played an important role in establishing a healthy intrapsychic structure. (Meissner 1986;Volkan 1976). According to this theory, a primary task of childhood is the acquisition of a representational world that contains internalized versions of caretakers who have adequately supplied emotional resources such as soothing and validation (the 'all good') as well as those who failed to respond to the child's needs (the 'all bad'). At the same time, the child incorporates representations of him/herself as being worthy of love and attention (the 'all good' me) or undeserving and inadequate (the 'all bad'me). The goal of rapprochement is to assimilate the contradictory aspects of caretakers, leading to an object world that may sometimes disappoint, but, for the most part, is good enough. In a similar way, aspects of identity are coalesced, so that personal flaws and limitations can be tolerated without compromising a sense of self that is worthwhile and capable. Scholars of identity (Lax 1986) suggest that splitting exists to protect the growing representations until the point that the good outweighs the bad. Only then can