Adolescent Psychology Quotes

Gross well says that children are young because they play, and not vice versa; and he might have added, men grow old because they stop playing, and not conversely, for play is, at bottom, growth, and at the top of the intellectual scale it is the eternal type of research from sheer love of truth.

All depression has its roots in self-pity, and all self-pity is rooted in people taking themselves too seriously.” At the time Switters had disputed her assertion. Even at seventeen, he was aware that depression could have chemical causes. “The key word here is roots,” Maestra had countered. “The roots of depression. For most people, self-awareness and self-pity blossom simultaneously in early adolescence. It's about that time that we start viewing the world as something other than a whoop-de-doo playground, we start to experience personally how threatening it can be, how cruel and unjust. At the very moment when we become, for the first time, both introspective and socially conscientious, we receive the bad news that the world, by and large, doesn't give a rat's ass. Even an old tomato like me can recall how painful, scary, and disillusioning that realization was. So, there's a tendency, then, to slip into rage and self-pity, which if indulged, can fester into bouts of depression.” “Yeah but Maestra—” “Don't interrupt. Now, unless someone stronger and wiser—a friend, a parent, a novelist, filmmaker, teacher, or musician—can josh us out of it, can elevate us and show us how petty and pompous and monumentally useless it is to take ourselves so seriously, then depression can become a habit, which, in tern, can produce a neurological imprint. Are you with me? Gradually, our brain chemistry becomes conditioned to react to negative stimuli in a particular, predictable way. One thing'll go wrong and it'll automatically switch on its blender and mix us that black cocktail, the ol’ doomsday daiquiri, and before we know it, we’re soused to the gills from the inside out. Once depression has become electrochemically integrated, it can be extremely difficult to philosophically or psychologically override it; by then it's playing by physical rules, a whole different ball game. That's why, Switters my dearest, every time you've shown signs of feeling sorry for yourself, I've played my blues records really loud or read to you from The Horse’s Mouth. And that’s why when you’ve exhibited the slightest tendency toward self-importance, I’ve reminded you that you and me— you and I: excuse me—may be every bit as important as the President or the pope or the biggest prime-time icon in Hollywood, but none of us is much more than a pimple on the ass-end of creation, so let’s not get carried away with ourselves. Preventive medicine, boy. It’s preventive medicine.” “But what about self-esteem?” “Heh! Self-esteem is for sissies. Accept that you’re a pimple and try to keep a lively sense of humor about it. That way lies grace—and maybe even glory.

I'm most disturbed by the theory of rubber resilience in children; as if its much easier to bounce back with youth. I see them more like Steel. When heated, they can be bent either which way. But if it's not corrected by the time things cool down, they can be forever changed.

Nature gives children great emotional resilience to help them survive the oppressions of being small, but these oppressions still make them into slightly insane adults, either mad to seize all the power they once lacked or (more usually) mad to avoid it.

Combat and rape, the public and private forms of organized social violence, are primarily experiences of adolescent and early adult life. The United States Army enlists young men at seventeen; the average age of the Vietnam combat soldier was nineteen. In many other countries boys are conscripted for military service while barely in their teens. Similarly, the period of highest risk for rape is in late adolescence. Half of all victims are aged twenty or younger at the time they are raped; three-quarters are between the ages of thirteen and twenty-six. The period of greatest psychological vulnerability is also in reality the period of greatest traumatic exposure, for both young men and young women. Rape and combat might thus be considered complementary social rites of initiation into the coercive violence at the foundation of adult society. They are the paradigmatic forms of trauma for women and men.

At one point, trying to explain her unhappiness, Sanna was to say to Miss Love, "I read some psychology books in college. Everything that's supposed to warp a child happened to me." Miss Love, who had been raped as an adolescent, replies, "Everything that could warp a child happened to me, too. But understanding that doesn't help. It's interesting but it doesn't help. I figure that what you do with your life now is all that counts. I try not to look back.

Our view of reality is like a map with which to negotiate the terrain of life. If the map is true and accurate, we will generally know where we are, and if we have decided where we want to go, we will generally know how to get there. If the map is false and inaccurate, we generally will be lost. While this is obvious, it is something that most people to a greater or lesser degree choose to ignore. They ignore it because our route to reality is not easy. First of all, we are not born with maps; we have to make them, and the making requires effort. The more effort we make to appreciate and perceive reality, the larger and more accurate our maps will be. But many do not want to make this effort. Some stop making it by the end of adolescence. Their maps are small and sketchy, their views of the world narrow and misleading. By the end of middle age most people have given up the effort. They feel certain that their maps are complete and their Weltanschauung is correct (indeed, even sacrosanct), and they are no longer interested in new information. It is as if they are tired. Only a relative and fortunate few continue until the moment of death exploring the mystery of reality, ever enlarging and refining and redefining their understanding of the world and what is true.

I have said that His Dark Materials is not fantasy but stark realism, and my reason for this is to emphasise what I think is an important aspect of the story, namely the fact that it is realistic, in psychological terms. I deal with matters that might normally be encountered in works of realism, such as adolescence, sexuality, and so on; and they are the main subject matter of the story – the fantasy (which, of course, is there: no-one but a fool would think I meant there is no fantasy in the books at all) is there to support and embody them, not for its own sake. Dæmons, for example, might otherwise be only a meaningless decoration, adding nothing to the story: but I use them to embody and picture some truths about human personality which I couldn't picture so easily without them. I'm trying to write a book about what it means to be human, to grow up, to suffer and learn. My quarrel with much (not all) fantasy is it has this marvelous toolbox and does nothing with it except construct shoot-em-up games. Why shouldn't a work of fantasy be as truthful and profound about becoming an adult human being as the work of George Eliot or Jane Austen?

Adolescents who never learn to control their consciousness grow up to be adults without a “discipline.” They lack the complex skills that will help them survive in a competitive, information-intensive environment. And what is even more important, they never learn how to enjoy living. They do not acquire the habit of finding challenges that bring out hidden potentials for growth.

Most of what official adolescent psychology considers the "characteristics of puberty," turn out in character-analytic work to be the artificially produced effect of obstructed natural sexuality. This holds true for daydreaming as well as for inferiority feelings.

We must turn all of our educational efforts to training our children for the choices which will confront them... The child who is to choose wisely must be healthy in mind and body. The children must be taught how to think, not what to think.

Why not eliminate schooling between age 12-16? It’s biologically + psychologically too turbulent a time to be cooped up inside, made to sit all the time. During these years, kids would live communally – doing some work, anyway being physically active, in the countryside(...) This simple change in the age specificity of schooling would a) reduce adolescent discontent, anomie, boredom, neurosis; b) radically modify the almost inevitable process by which people at 50 are psychologically and intellectually ossified (...) After all, since most people from now on are going to live to be 70, 75, 80, why should all their schooling be bunched together in the first 1/3 or 1/4 of their lives – so that it’s downhill all the way

Like other kinds of intelligence, the storyteller's is partly natural, partly trained. It is composed of several qualities, most of which, in normal people, are signs of either immaturity or incivility: wit (a tendency to make irreverent connections); obstinacy and a tendency toward churlishness (a refusal to believe what all sensible people know is true); childishness (an apparent lack of mental focus and serious life purpose, a fondness for daydreaming and telling pointless lies, a lack of proper respect, mischievousness, an unseemly propensity for crying over nothing); a marked tendency toward oral or anal fixation or both (the oral manifested by excessive eating, drinking, smoking, and chattering; the anal by nervous cleanliness and neatness coupled with a weird fascination with dirty jokes); remarkable powers of eidetic recall, or visual memory (a usual feature of early adolescence and mental retardation); a strange admixture of shameless playfulness and embarrassing earnestness, the latter often heightened by irrationally intense feelings for or against religion; patience like a cat's; a criminal streak of cunning; psychological instability; recklessness, impulsiveness, and improvidence; and finally, an inexplicable and incurable addiction to stories, written or oral, bad or good.

Social change is a million individual acts of kindness; culture change is a million subversive acts of resistance.

the desperate need to belong is perhaps never as great as during adolescence. Advertisers seek to communicate with teenagers by frequently using that powerful appeal.

If someone is badly hurt at some point in life—traumatized—the dominance counter can transform in a manner that makes additional hurt more rather than less likely. This often happens in the case of people, now adults, who were viciously bullied during childhood or adolescence. They become anxious and easily upset. They shield themselves with a defensive crouch, and avoid the direct eye contact interpretable as a dominance challenge. This means that the damage caused by the bullying (the lowering of status and confidence) can continue, even after the bullying has ended.25 In the simplest of cases, the formerly lowly persons have matured and moved to new and more successful places in their lives. But they don’t fully notice. Their now-counterproductive physiological adaptations to earlier reality remain, and they are more stressed and uncertain than is necessary. In more complex cases, a habitual assumption of subordination renders the person more stressed and uncertain than necessary, and their habitually submissive posturing continues to attract genuine negative attention from one or more of the fewer and generally less successful bullies still extant in the adult world. In such situations, the psychological consequence of the previous bullying increases the likelihood of continued bullying in the present (even though, strictly speaking, it wouldn’t have to, because of maturation, or geographical relocation, or continued education, or improvement in objective status).

There is a belief advanced today, and in some cases by conservative black authors, that poor children and particularly black children should not be allowed to hear too much about these matters. If they learn how much less they are getting than rich children, we are told, this knowledge may induce them to regard themselves as "victims," and such "victim-thinking," it is argued, may then undermine their capacity to profit from whatever opportunities may actually exist. But this is a matter of psychology-or strategy-and not reality. The matter, in any case, is academic since most adolescents in the poorest neighborhoods learn very soon that they are getting less than children in the wealthier school districts. They see suburban schools on television and they see them when they travel for athletic competitions. It is a waste of time to worry whether we should tell them something they could tell to us. About injustice, most poor children in American cannot be fooled.

A man must consent to look to a foolish, innocent, adolescent part of himself for his cure. The inner fool is the only one who can touch his Fisher King wound.

... to wander far from the familiar "home" of his adolescent ways of belonging, doing, and being. He must, as poet Mary Oliver puts it, "stride deeper and deeper into the world." His culture will greatly influence the manner in which he wanders, as will his gender, physical constitution, psychological temperament, age, and bio-region. In one culture, his wandering might take him geographically far from his hometown or village. In another culture, geographic movement will have little importance for the true depth of his wandering. What is critical is not whether he engages in this practice or that, or undergoes this ritual or another, but that his wandering changes his relationship to the world, that he leaves the home of his adolescent identity, and that his border crossings usher him into the mysteries of nature and psyché.

In fact, in the fixed mindset, adolescence is one big test. Am I smart or dumb? Am I good-looking or ugly? Am I cool or nerdy? Am I a winner or a loser? And in the fixed mindset, a loser is forever.

In 2001 the office of the surgeon general of the United States issued a report that found social rejection to be a greater risk factor for adolescent violence than gang membership, poverty, or drug use.

When we think about the remarkably early age at which the young men went up to the University in, let us say, Tudor times, and thereafter were held fit to assume responsibility for the conduct of their own affairs, are we altogether comfortable about that artificial prolongation of intellectual childhood and adolescence into the years of physical maturity which is so marked in our own day? To postpone the acceptance of responsibility to a late date brings with it a number of psychological complications which, while they may interest the psychiatrist, are scarcely beneficial either to the individual or to society.

According to a study published in the Journal of Family Psychology, “In families with predictable routines, children had fewer respiratory illnesses and better overall health, and they performed better in elementary school.” The article added that rituals have a greater effect on emotional health, and that in families with strong rituals adolescents “reported a stronger sense of self, couples reported happier marriages and children had greater interaction with their grandparents.”6 A

I have sat through entire conferences on adolescent human behavior without ever hearing the words power and sex, even though to me they are what teen life is all about. When I bring it up, usually everyone nods and thinks it’s marvelously refreshing how a primatologist looks at the world, then continue on their merry way focusing on self-esteem, body image, emotion regulation, risk-taking, and so on. Given a choice between manifest human behavior and trendy psychological constructs, the social sciences always favor the latter. Yet among teens, there is nothing more obvious than the exploration of sex, the testing of power, and the seeking of structure.

The national bourgeoisie discovers its historical mission as intermediary. As we have seen, its vocation is not to transform the nation but prosaically serve as a conveyor belt for capitalism, forced to camouflage itself behind the mask of neocolonialism. The national bourgeoisie, with no misgivings and with great pride, revels in the role of agent in its dealings with the Western bourgeoisie. This lucrative role, this function as small-time racketeer, this narrow-mindedness and lack of ambition are symptomatic of the incapacity of the national bourgeoisie to fulfil its historic role as bourgeoisie. The dynamic, pioneering aspect, the inventive, discoverer-of-new-worlds aspect common to every national bourgeoisie is here lamentably absent. At the core of the national bourgeoisie of the colonial countries a hedonistic mentality prevails—because on a psychological level it identifies with the Western bourgeoisie from which it has slurped every lesson. It mimics the Western bourgeoisie in its negative and decadent aspects without having accomplished the initial phases of exploration and invention that are the assets of this Western bourgeoisie whatever the circumstances. In its early days the national bourgeoisie of the colonial countries identifies with the last stages of the Western bourgeoisie. Don’t believe it is taking short cuts. In fact it starts at the end. It is already senile, having experienced neither the exuberance nor the brazen determination of youth and adolescence.

A common and traditionally masculine marital problem is created by the husband who, once he is married, devotes all his energies to climbing mountains and none to tending to his marriage, or base camp, expecting it to be there in perfect order whenever he chooses to return to it for rest and recreation without his assuming any responsibility for its maintenance. Sooner or later this “capitalist” approach to the problem fails and he returns to find his untended base camp a shambles, his neglected wife having been hospitalized for a nervous breakdown, having run off with another man, or in some other way having renounced her job as camp caretaker. An equally common and traditionally feminine marital problem is created by the wife who, once she is married, feels that the goal of her life has been achieved. To her the base camp is the peak. She cannot understand or empathize with her husband’s need for achievements and experiences beyond the marriage and reacts to them with jealousy and never-ending demands that he devote increasingly more energy to the home. Like other “communist” resolutions of the problem, this one creates a relationship that is suffocating and stultifying, from which the husband, feeling trapped and limited, may likely flee in a moment of “mid-life crisis.” The women’s liberation movement has been helpful in pointing the way to what is obviously the only ideal resolution: marriage as a truly cooperative institution, requiring great mutual contributions and care, time and energy, but existing for the primary purpose of nurturing each of the participants for individual journeys toward his or her own individual peaks of spiritual growth. Male and female both must tend the hearth and both must venture forth. As an adolescent I used to thrill to the words of love the early American poet Ann Bradstreet spoke to her husband: “If ever two were one, then we.”20 As I have grown, however, I have come to realize that it is the separateness of the partners that enriches the union. Great marriages cannot be constructed by individuals

Other mathematical geniuses, Einstein and Bertrand Russell among them, recount similarly revelatory experiences in early adolescence.

The teenage brain sees more than meets the eye.

Adolescence shows us that the most interesting part of the brain evolved to be shaped minimally by genes and maximally by experience; that’s how we learn –context, context, context.

Why did one have to put up a hue and cry about anything so trifling as the skin on one’s face, which, after all, was only a small part of the human capsule? ... While such a situation would be understandable in a pimply adolescent who lives in visions, it was ridiculous for me, the section head of a respectable laboratory, moored securely to this world by an anchor-like weight, to be afflicted by psychological hives.

Hikikomori cases are often best treated through clinical treatments that support the psychological growth of the person in withdrawal as well as adjustments to the environment, including the environment provided by the family.

There are two types of memory frequently experienced by individuals who have had overwhelming trauma that has been suppressed psychologically or chemically. The first is general memory, experienced as an adult, in which there is a natural recall of early events. The other is the memory that is often associated with post traumatic stress syndrome (PTSS). The person suddenly smells, sees and feels as though he or she is actually living the event that took place months or years earlier. Many soldiers who survived horrifying combat experiences have PTSS. This has frequently been discussed in terms of Vietnam veterans who suddenly mentally find themselves in the jungle, hiding from the enemy or assaulting people they see as a threat. The fact that they have not been in Vietnam for decades and that they are experiencing the flashbacks in shopping malls, at home or at work does not change what they are mentally reliving. But PTSS has existed for centuries and has affected men, women and children in the midst of all wars, horrifying natural disasters and other traumatic experiences. This includes physical and sexual abuse when growing up. the PTSS Cheryl was experiencing more and more frequently, in which she found herself seeing, feeling and re-experiencing events from her childhood and adolescence had become overwhelming. She knew she needed to get help.

The development of cognition, motivation, and self-regulation does not end with adolescence; indeed, personality traits do not reach their maximum stability until the third or fourth decade of life. This suggests that life history strategies are partially open to revision for a large portion of the life course -possibly depending on factors such as success in mating and reproduction, major environmental fluctuations, or unexpected changes in health, wealth or status.

Through most of human history, our ancestors had children shortly after puberty, just as the members of all nonhuman species do to this day. Whether we like the idea or not, our young ancestors must have been capable of providing for their offspring, defending their families from predators, cooperating with others, and in most other respects functioning fully as adults. If they couldn't function as adults, their young could not have survived, which would have meant the swift demise of the human race. The fact that we're still here suggests that most young people are probably far more capable than we think they are. Somewhere along the line, we lost sight of – and buried – the potential of our teens.

While this is obvious, it is something that most people to a greater or lesser degree choose to ignore. They ignore it because our route to reality is not easy. First of all, we are not born with maps; we have to make them, and the making requires effort. The more effort we make to appreciate and perceive reality, the larger and more accurate our maps will be. But many do not want to make this effort. Some stop making it by the end of adolescence. Their maps are small and sketchy, their views of the world narrow and misleading. By the end of middle age most people have given up the effort. They feel certain that their maps are complete and their Weltanschauung is correct (indeed, even sacrosanct), and they are no longer interested in new information. It is as if they are tired. Only a relative and fortunate few continue until the moment of death exploring the mystery of reality, ever enlarging and refining and redefining their understanding of the world and what is true.

Thus we arrive at the problem of the relation of religion to the negation of sexual desire. Sexual debility results in a lowering of self-confidence. In one case it is compensated by the brutalization of sexuality, to maintain sexual repression, in the other by rigid character traits. The compulsion to control one's sexuality, to maintain sexual repression, leads to the development of pathologic, emotionally tinged notions of honor and duty, bravery and self-control. But the pathology and emotionality of these psychic attitudes are strongly at variance with the reality of one's personal behavior. The man who attains genital satisfaction, is honorable, responsible, brave, and controlled, without making much of a fuss about it. These attitudes are an organic part of his personality. The man whose genitals are weakened, whose sexual structure is full of contradictions, must continually remind himself to control his sexuality, to preserve his sexual dignity, to be brave in the face of temptation, etc. The struggle to resist the temptation to masturbate is a struggle that is experienced by every adolescent and every child, without exception. All the elements of the reactionary man's structure are developed in this struggle. It is in the lower middle classes that this structure is reinforced most strongly and embedded most deeply. Every form of mysticism derives it's most active energy and, in part, also it's content from this compulsory suppression of sexuality.

Conditional regard” is the psychological term for parental affection that depends on a child meeting certain expectations, whether academic, athletic, or behavioral. Researchers distinguish between two types of conditional regard: positive, like when children feel their parents provide more warmth and affection than usual when expectations are met, and negative, when affection is withheld after expectations aren’t met. Psychologists have shown that conditional regard undermines a child’s self-esteem. Instead of figuring out who they really are, adolescents fixate on pleasing others.

Unfortunately, this natural connection between growth and enjoyment tends to disappear with time. Perhaps because “learning” becomes an external imposition when schooling starts, the excitement of mastering new skills gradually wears out. It becomes all too easy to settle down within the narrow boundaries of the self developed in adolescence.

[One way] researchers sometimes evaluate people's judgments is to compare those judgments with those of more mature or experienced individuals. This method has its limitations too, because mature or experienced individuals are sometimes so set in their ways that they can't properly evaluate new or unique conditions or adopt new approaches to solving problems.

In preparing litigation on behalf of the children we were representing, it was clear that these shocking and senseless crimes couldn't be evaluated honestly without understanding the lives these children had been forced to endure. And in banning the death penalty for juveniles, the Supreme Court had paid great attention to the emerging body of medical research about adolescent development and brain science and its relevance to juvenile crime and culpability. Contemporary neurological, psychological, and sociological evidence has established that children are impaired by immature judgment, an underdeveloped capacity for self-regulation and responsibility, vulnerability to negative influences and outside pressures, and a lack of control over their own impulses and their environment.

A third emotional source of the defense forces is the sadistic conception of sexuality that the children of all patriarchal cultural circles acquire in early childhood. Since every inhibition of genital gratification intensifies the sadistic impulse, the entire sexual structure becomes sadistic. Since, moreover, genital claims are replaced by anal claims, the reactionary sexual slogan that a woman is degraded by sexual intercourse strikes a chord in the adolescent structure. In short, it is owing to the already existing perversity in the adolescent structure that the slogan can be effective. It is from his own personal experience that the adolescent has developed a sadistic conception of sexual intercourse. Thus, here too we find a confirmation of the fact that man's compulsive moralistic defense forces constitute the basis of political reaction's power.

adolescent who expresses dissident opinion more or less vocally can end up in a place like that. Some of the children arrive there from orphanages. If a child tries to run away from an orphanage, it is considered normal in our country to commit him to a psychiatric facility and treat him with the strongest of sedatives, such as aminazine, used to suppress Soviet dissidents back in the 1970s. This is particularly shocking considering these institutions’ general punitive trend and the absence of psychological help as such. All communication there is based on fear and the children’s forced subjugation. They become exponentially more cruel as a result. Many of the children are illiterate, but no one makes an effort to do anything about that. On the contrary, they do everything to quash the last remnants of any motivation to grow. The children shut down and stop trusting words. I

Utah ranks number one in incidents of depression and suicides, nationwide. One study reported: “In Utah, 14 percent of adults and adolescents reported experiencing severe psychological distress, and 10 percent said they’d had a major depressive episode in the past year. Bad mental health days come three times a month for those living in Utah.”i Incidentally, Utah leads the nation in fraud (see “God is Not a Good Investment Advisor,” chapter 8) and pornography consumptionii

David Lester, a psychology professor at Richard Stockton College in New Jersey, has likely thought about suicide longer, harder, and from more angles than any other human. In more than twenty-five-hundred academic publications, he has explored the relationship between suicide and, among other things, alcohol, anger, antidepressants, astrological signs, biochemistry, blood type, body type, depression, drug abuse, gun control, happiness, holidays, Internet use, IQ, mental illness, migraines, the moon, music, national-anthem lyrics, personality type, sexuality, smoking, spirituality, TV watching, and wide-open spaces. Has all this study led Lester to some grand unified theory of suicide? Hardly. So far he has one compelling notion. It’s what might be called the “no one left to blame” theory of suicide. While one might expect that suicide is highest among people whose lives are the hardest, research by Lester and others suggests the opposite: suicide is more common among people with a higher quality of life. “If you’re unhappy and you have something to blame your unhappiness on—if it’s the government, or the economy, or something—then that kind of immunizes you against committing suicide,” he says. “It’s when you have no external cause to blame for your unhappiness that suicide becomes more likely. I’ve used this idea to explain why African-Americans have lower suicide rates, why blind people whose sight is restored often become suicidal, and why adolescent suicide rates often rise as their quality of life gets better.

I consider therapy successful when the family members (or individual clients) have discovered ways to get what they need from their relationships with the people in their lives, so that their relationship with me is no longer necessary to sustain them. Like a chemical catalyst that facilitates a reaction between two other substances, the therapeutic relationship catalyzes the transformation of relationships in the lives of clients. But the real healing takes place not in the therapeutic relationship but in the client's relationships with significant others.

Had she been able to listen to her body, the true Virginia would certainly have spoken up. In order to do so, however, she needed someone to say to her: “Open your eyes! They didn’t protect you when you were in danger of losing your health and your mind, and now they refuse to see what has been done to you. How can you love them so much after all that?” No one offered that kind of support. Nor can anyone stand up to that kind of abuse alone, not even Virginia Woolf. Malcolm Ingram, the noted lecturer in psychological medicine, believed that Woolf’s “mental illness” had nothing to do with her childhood experiences, and her illness was genetically inherited from her family. Here is his opinion as quoted on the Virginia Woolf Web site: As a child she was sexually abused, but the extent and duration is difficult to establish. At worst she may have been sexually harassed and abused from the age of twelve to twenty-one by her [half-]brother George Duckworth, [fourteen] years her senior, and sexually exploited as early as six by her other [half-] brother… It is unlikely that the sexual abuse and her manic-depressive illness are related. However tempting it may be to relate the two, it must be more likely that, whatever her upbringing, her family history and genetic makeup were the determining factors in her mood swings rather than her unhappy childhood [italics added]. More relevant in her childhood experience is the long history of bereavements that punctuated her adolescence and precipitated her first depressions.3 Ingram’s text goes against my own interpretation and ignores a large volume of literature that deals with trauma and the effects of childhood abuse. Here we see how people minimize the importance of information that might cause pain or discomfort—such as childhood abuse—and blame psychiatric disorders on family history instead. Woolf must have felt keen frustration when seemingly intelligent and well-educated people attributed her condition to her mental history, denying the effects of significant childhood experiences. In the eyes of many she remained a woman possessed by “madness.” Nevertheless, the key to her condition lay tantalizingly close to the surface, so easily attainable, and yet neglected. I think that Woolf’s suicide could have been prevented if she had had an enlightened witness with whom she could have shared her feelings about the horrors inflicted on her at such an early age. But there was no one to turn to, and she considered Freud to be the expert on psychic disorders. Here she made a tragic mistake. His writings cast her into a state of severe uncertainty, and she preferred to despair of her own self rather than doubt the great father figure Sigmund Freud, who represented, as did her family, the system of values upheld by society, especially at the time.   UNFORTUNATELY,

As a result of the experience of consistent parental love and caring throughout childhood, such fortunate children will enter adulthood not only with a deep internal sense of their own value but also with a deep internal sense of security. All children are terrified of abandonment, and with good reason. This fear of abandonment begins around the age of six months, as soon as the child is able to perceive itself to be an individual, separate from its parents. For with this perception of itself as an individual comes the realization that as an individual it is quite helpless, totally dependent and totally at the mercy of its parents for all forms of sustenance and means of survival. To the child, abandonment by its parents is the equivalent of death. Most parents, even when they are otherwise relatively ignorant or callous, are instinctively sensitive to their children’s fear of abandonment and will therefore, day in and day out, hundreds and thousands of times, offer their children needed reassurance: “You know Mommy and Daddy aren’t going to leave you behind”; “Of course Mommy and Daddy will come back to get you”; “Mommy and Daddy aren’t going to forget about you.” If these words are matched by deeds, month in and month out, year in and year out, by the time of adolescence the child will have lost the fear of abandonment and in its stead will have a deep inner feeling that the world is a safe place in which to be and protection will be there when it is needed. With this internal sense of the consistent safety of the world, such a child is free to delay gratification of one kind or another, secure in the knowledge that the opportunity for gratification, like home and parents, is always there, available when needed.

Can there be true equality in the classroom and the boardroom if there isn’t in the bedroom? Back in 1995 the National Commission on Adolescent Sexual Health declared healthy sexual development a basic human right. Teen intimacy, it said, ought to be “consensual, non-exploitative, honest, pleasurable, and protected against unintended pregnancy and STDs.” How is it, over two decades later, that we are so shamefully short of that goal? Sara McClelland, a professor of psychology at the University of Michigan, writes about sexuality as a matter of “intimate justice,” touching on fundamental issues of gender inequality, economic disparity, violence, bodily integrity, physical and mental health, self-efficacy, and power dynamics in our most personal relationships. She asks us to consider: Who has the right to engage in sexual behavior? Who has the right to enjoy it? Who is the primary beneficiary of the experience? Who feels deserving? How does each partner define “good enough?” Those are thorny questions when looking at female sexuality at any age, but particularly when considering girls’ early, formative experience. Nonetheless, I was determined to ask them.

The book was published ten years or so before I was born. Almost half a century later, we still barely acknowledge the psychological and physiological significance of becoming a mother: how it affects the brain, the endocrine system, cognition, immunity, the psyche, the microbiome, the sense of self. This is a problem. Everyone knows adolescents are uncomfortable and awkward because they are going through extreme mental and bodily changes, but, when they have a baby, women are expected to transition with ease – to breeze into a completely new self, a new role, at one of the most perilous and sensitive times in the life course.

Some of the tensions of teenage life can be eased if the family provides a sense of acceptance, control, and self-confidence to the adolescent. A relationship that has these dimensions is one in which people trust one another, and feel totally accepted. One does not have to worry constantly about being liked, being popular, or living up to others’ expectations. As the popular sayings go, “Love means never having to say ‘I’m sorry,’” “Home is where you’re always welcome.” Being assured of one’s worth in the eyes of one’s kin gives a person the strength to take chances; excessive conformity is usually caused by fear of disapproval.

Three psychosocial achievements - a sense of self, the belief that we can have an impact on our circumstances, and the ability to regulate our emotions - allow us to handle challenges, setbacks, and disappointments. These attributes are the scaffolding upon which intimacy, meaning, and mental health are built. Ultimately, autonomy - being capable of both healthy separation and healthy connection - signals the successful completion of adolescent tasks. In almost all cultures, adolescence begins with a bold psychological move away from parents and ends with a mature return to the family relationship and an expanded repertoire of friendships and intimate relationships.

Childhood can be painful, adolescence confusing, but for most people, behind it all there is the expectation that after one grows up, things will get better. During the years of early adulthood the future still looks promising, the hope remains that one’s goals will be realized. But inevitably the bathroom mirror shows the first white hairs, and confirms the fact that those extra pounds are not about to leave; inevitably eyesight begins to fail and mysterious pains begin to shoot through the body. Like waiters in a restaurant starting to place breakfast settings on the surrounding tables while one is still having dinner, these intimations of mortality plainly communicate the message: Your time is up, it’s time to move on. When this happens, few people are ready.

G. Stanley Hall, a creature of his times, believed strongly that adolescence was determined – a fixed feature of human development that could be explained and accounted for in scientific fashion. To make his case, he relied on Haeckel's faulty recapitulation idea, Lombroso's faulty phrenology-inspired theories of crime, a plethora of anecdotes and one-sided interpretations of data. Given the issues, theories, standards and data-handling methods of his day, he did a superb job. But when you take away the shoddy theories, put the anecdotes in their place, and look for alternate explanations of the data, the bronze statue tumbles hard. I have no doubt that many of the street teens of Hall's time were suffering or insufferable, but it's a serious mistake to develop a timeless, universal theory of human nature around the peculiarities of the people of one's own time and place.

The patriarchal authoritarian sexual order that resulted from the revolutionary processes of latter-day matriarchy (economic independence of the chief's family from the maternal gens, a growing exchange of goods between the tribes, development of the means of production, etc.) becomes the primary basis of authoritarian ideology by depriving the women, children, and adolescents of their sexual freedom, making a commodity of sex and placing sexual interests in the service of economic subjugation. From now on, sexuality is indeed distorted; it becomes diabolical and demonic and has to be curbed. In terms of patriarchal demands, the innocent sensuousness of matriarchy appears as the lascivious unchaining of dark powers. The Dionysian becomes "sinful yearning," which patriarchal culture can conceive of only as something chaotic and "dirty." Surrounded by and imbued with human sexual structures that have become distorted and lascivious, patriarchal man is shackled for the first time in an ideology in which sexual and dirty, sexual and vulgar or demonic, became inseparable associations.

Psychologically, the United States is a bizarre mixture of overconfidence and insecurity. Interestingly, this is the precise description of the adolescent mind, and that is exactly the American condition in the twenty-first century. The world’s leading power is having an extended adolescent identity crisis, complete with incredible new strength and irrational mood swings. Historically, the United States is an extraordinarily young and therefore immature society. So at this time we should expect nothing less from America than bravado and despair. How else should an adolescent feel about itself and its place in the world? But if we think of the United States as an adolescent, early in its overall history, then we also know that, regardless of its self-image, adulthood lies ahead. Adults tend to be more stable and more powerful than adolescents. Therefore, it is logical to conclude that America is in the earliest phase of its power. It is not fully civilized. America, like Europe in the sixteenth century, is still barbaric (a description, not a moral judgment). Its culture is unformed. Its will is powerful. Its emotions drive it in different and contradictory directions. Cultures live in one of three states. The first state is barbarism. Barbarians believe that the customs of their village are the laws of nature and that anyone who doesn’t live the way they live is beneath contempt and requiring redemption or destruction. The third state is decadence. Decadents cynically believe that nothing is better than anything else. If they hold anyone in contempt, it is those who believe in anything. Nothing is worth fighting for. Civilization is the second and most rare state. Civilized people are able to balance two contradictory thoughts in their minds. They believe that there are truths and that their cultures approximate those truths. At the same time, they hold open in their mind the possibility that they are in error. The combination of belief and skepticism is inherently unstable. Cultures pass through barbarism to civilization and then to decadence, as skepticism undermines self-certainty Civilized people fight selectively but effectively. Obviously all cultures contain people who are barbaric, civilized, or decadent, but each culture is dominated at different times by one principle.

to be open and straightforward about their needs for attention in a social setting. It is equally rare for members of a group in American culture to honestly and openly express needs that might be in conflict with that individual’s needs. This value of not just honestly but also openly fully revealing the true feelings and needs present in the group is vital for it’s members to feel emotional safe. It is also vital to keeping the group energy up and for giving the feedback that allows it’s members to know themselves, where they stand in relation to others and for spiritual/psychological growth. Usually group members will simply not object to an individual’s request to take the floor—but then act out in a passive-aggressive manner, by making noise or jokes, or looking at their watches. Sometimes they will take the even more violent and insidious action of going brain-dead while pasting a jack-o’-lantern smile on their faces. Often when someone asks to read something or play a song in a social setting, the response is a polite, lifeless “That would be nice.” In this case, N.I.C.E. means “No Integrity or Congruence Expressed” or “Not Into Communicating Emotion.” So while the sharer is exposing his or her vulnerable creation, others are talking, whispering to each other, or sitting looking like they are waiting for the dental assistant to tell them to come on back. No wonder it’s so scary to ask for people’s attention. In “nice” cultures, you are probably not going to get a straight, open answer. People let themselves be oppressed by someone’s request—and then blame that someone for not being psychic enough to know that “Yes” meant “No.” When were we ever taught to negotiate our needs in relation to a group of people? In a classroom? Never! The teacher is expected to take all the responsibility for controlling who gets heard, about what, and for how long. There is no real opportunity to learn how to nonviolently negotiate for the floor. The only way I was able to pirate away a little of the group’s attention in the school I attended was through adolescent antics like making myself fart to get a few giggles, or asking the teacher questions like, “Why do they call them hemorrhoids and not asteroids?” or “If a number two pencil is so popular, why is it still number two,” or “What is another word for thesaurus?” Some educational psychologists say that western culture schools are designed to socialize children into what is really a caste system disguised as a democracy. And in once sense it is probably good preparation for the lack of true democratic dynamics in our culture’s daily living. I can remember several bosses in my past reminding me “This is not a democracy, this is a job.” I remember many experiences in social groups, church groups, and volunteer organizations in which the person with the loudest voice, most shaming language, or outstanding skills for guilting others, controlled the direction of the group. Other times the pain and chaos of the group discussion becomes so great that people start begging for a tyrant to take charge. Many times people become so frustrated, confused and anxious that they would prefer the order that oppression brings to the struggle that goes on in groups without “democracy skills.” I have much different experiences in groups I work with in Europe and in certain intentional communities such as the Lost Valley Educational Center in Eugene, Oregon, where the majority of people have learned “democracy skills.” I can not remember one job, school, church group, volunteer organization or town meeting in mainstream America where “democracy skills” were taught or practiced.

But what if our experiences of being bullied did a lot more than just saddle us with some serious psychological baggage? Well, to answer that question, a group of researchers from the UK and Canada decided to study sets of monozygotic “identical” twins from the age of five. Besides having identical DNA, each twin pair in the study, up until that point, had never been bullied. You’ll be glad to know that these researchers were not allowed to traumatize their subjects, unlike how the Swiss mice were handled. Instead, they let other children do their scientific dirty work. After patiently waiting for a few years, the scientists revisited the twins where only one of the pair had been bullied. When they dropped back into their lives, they found the following: present now, at the age of 12, was a striking epigenetic difference that was not there when the children were five years old. The researchers found significant changes only in the twin who was bullied. This means, in no uncertain genetic terms, that bullying isn’t just risky in terms of self-harming tendencies for youth and adolescents; it actually changes how our genes work and how they shape our lives, and likely what we pass along to future generations.

As Mollie said to Dailey in the 1890s: "I am told that there are five other Mollie Fanchers, who together, make the whole of the one Mollie Fancher, known to the world; who they are and what they are I cannot tell or explain, I can only conjecture." Dailey described five distinct Mollies, each with a different name, each of whom he met (as did Aunt Susan and a family friend, George Sargent). According to Susan Crosby, the first additional personality appeared some three years after the after the nine-year trance, or around 1878. The dominant Mollie, the one who functioned most of the time and was known to everyone as Mollie Fancher, was designated Sunbeam (the names were devised by Sargent, as he met each of the personalities). The four other personalities came out only at night, after eleven, when Mollie would have her usual spasm and trance. The first to appear was always Idol, who shared Sunbeam's memories of childhood and adolescence but had no memory of the horsecar accident. Idol was very jealous of Sunbeam's accomplishments, and would sometimes unravel her embroidery or hide her work. Idol and Sunbeam wrote with different handwriting, and at times penned letters to each other. The next personality Sargent named Rosebud: "It was the sweetest little child's face," he described, "the voice and accent that of a little child." Rosebud said she was seven years old, and had Mollie's memories of early childhood: her first teacher's name, the streets on which she had lived, children's songs. She wrote with a child's handwriting, upper- and lowercase letters mixed. When Dailey questioned Rosebud about her mother, she answered that she was sick and had gone away, and that she did not know when she would be coming back. As to where she lived, she answered "Fulton Street," where the Fanchers had lived before moving to Gates Avenue. Pearl, the fourth personality, was evidently in her late teens. Sargent described her as very spiritual, sweet in expression, cultured and agreeable: "She remembers Professor West [principal of Brooklyn Heights Seminary], and her school days and friends up to about the sixteenth year in the life of Mollie Fancher. She pronounces her words with an accent peculiar to young ladies of about 1865." Ruby, the last Mollie, was vivacious, humorous, bright, witty. "She does everything with a dash," said Sargent. "What mystifies me about 'Ruby,' and distinguishes her from the others, is that she does not, in her conversations with me, go much into the life of Mollie Fancher. She has the air of knowing a good deal more than she tells.

Psychologists who study peer influence ask what it is about teenage girls that makes them so susceptible to peer contagion and so good at spreading it. Many believe it has something to do with the way girls tend to socialize.35 “When we listen to girls versus boys talk to each other, girls are much more likely to reply with statements that are validating and supportive than questioning,” Amanda Rose, professor of psychology at the University of Missouri, told me. “They’re willing to suspend reality to get into their friends’ worlds more. For this reason, adolescent girls are more likely to take on, for instance, the depression their friends are going through and become depressed themselves.” This female tendency to meet our friends where they are and share in their pain can be a productive and valuable social skill. Co-rumination (excessive discussion of a hardship) “does make the relationship between girls stronger,” Professor Rose told me. But it also leads friends to take on each other’s ailments. Teenage girls spread psychic illness because of features natural to their modes of friendship: co-rumination; excessive reassurance seeking; and negative-feedback seeking, in which someone maintains a feeling of control by angling for confirmation of her low self-concept from others.36 It isn’t hard to see why the 24/7 forum of social media intensifies and increases the incidence of each.

When studies using mental ability test scores from children are considered, the heritability of mental ability is typically found to be about .40, and the effect of the common or shared environment is found to be almost as strong, about .35. In contrast, when studies using mental ability test scores from adults (or older adolescents) are considered, estimates of the heritability of mental ability are much higher, typically about .65, whereas estimates of common or shared environment effects are much lower, probably under .20 (see review by Haworth et al., 2010). These findings indicate that differences among children in their levels of mental ability are attributable almost as much to their common environment—that is, to features of their family or household circumstances—as to their genetic inheritances. However, the findings also suggest that as children grow up, the differences among them in mental ability become less strongly related to the features of their common environments, and more strongly related to their genetic inheritances. In other words, the effect on one's mental ability of the family or household in which one is reared tends to become less important as one grows up, so that by adulthood one's level of mental ability is heavily dependent on one's genetic characteristics. It is as if one's level of mental ability—relative to that of other persons of the same age—can be raised (or lowered) during childhood by a particularly good (or poor) home environment, but then gradually returns to the level that one's genes tend to produce.

The Blue Mind Rx Statement Our wild waters provide vast cognitive, emotional, physical, psychological, social, and spiritual values for people from birth, through adolescence, adulthood, older age, and in death; wild waters provide a useful, widely available, and affordable range of treatments healthcare practitioners can incorporate into treatment plans. The world ocean and all waterways, including lakes, rivers, and wetlands (collectively, blue space), cover over 71% of our planet. Keeping them healthy, clean, accessible, and biodiverse is critical to human health and well-being. In addition to fostering more widely documented ecological, economic, and cultural diversities, our mental well-being, emotional diversity, and resiliency also rely on the global ecological integrity of our waters. Blue space gives us half of our oxygen, provides billions of people with jobs and food, holds the majority of Earth's biodiversity including species and ecosystems, drives climate and weather, regulates temperature, and is the sole source of hydration and hygiene for humanity throughout history. Neuroscientists and psychologists add that the ocean and wild waterways are a wellspring of happiness and relaxation, sociality and romance, peace and freedom, play and creativity, learning and memory, innovation and insight, elation and nostalgia, confidence and solitude, wonder and awe, empathy and compassion, reverence and beauty — and help manage trauma, anxiety, sleep, autism, addiction, fitness, attention/focus, stress, grief, PTSD, build personal resilience, and much more. Chronic stress and anxiety cause or intensify a range of physical and mental afflictions, including depression, ulcers, colitis, heart disease, and more. Being on, in, and near water can be among the most cost-effective ways of reducing stress and anxiety. We encourage healthcare professionals and advocates for the ocean, seas, lakes, and rivers to go deeper and incorporate the latest findings, research, and insights into their treatment plans, communications, reports, mission statements, strategies, grant proposals, media, exhibits, keynotes, and educational programs and to consider the following simple talking points: •Water is the essence of life: The ocean, healthy rivers, lakes, and wetlands are good for our minds and bodies. •Research shows that nature is therapeutic, promotes general health and well-being, and blue space in both urban and rural settings further enhances and broadens cognitive, emotional, psychological, social, physical, and spiritual benefits. •All people should have safe access to salubrious, wild, biodiverse waters for well-being, healing, and therapy. •Aquatic biodiversity has been directly correlated with the therapeutic potency of blue space. Immersive human interactions with healthy aquatic ecosystems can benefit both. •Wild waters can serve as medicine for caregivers, patient families, and all who are part of patients’ circles of support. •Realization of the full range and potential magnitude of ecological, economic, physical, intrinsic, and emotional values of wild places requires us to understand, appreciate, maintain, and improve the integrity and purity of one of our most vital of medicines — water.

It is common to assume that multi-racialism is inevitable, and that racial identity will disappear as races mix. Americans prefer to think that the “tragic mulatto,” welcome in neither community, was either a myth or a reflection of outmoded racist thinking. Research suggests things may not be so simple. A 2003 study of 90,000 middle-school and high-school students found that black/white mixed-race children had more health and psychological problems than children who were either black or white. They were more likely to be depressed, sleep badly, skip school, smoke, drink, consider suicide, and have sex. White/Asian children showed similar symptoms. The principal author concluded that the cause was “the struggle with identity formation, leading to lack of self-esteem, social isolation and problems of family dynamics in biracial households.” The authors of a 2008 study reached the same conclusion: “When it comes to engaging in risky/anti-social adolescent behavior, however, mixed race adolescents are stark outliers compared to both blacks and whites. . . . Mixed race adolescents—not having a natural peer group—need to engage in more risky behaviors to be accepted.” A study of white/Asian children found that they were twice as likely as mono-racial children—34 percent vs. 17 percent—to suffer from psychological disorders such as anxiety, depression or drug abuse. Yoonsun Choi of the University of Chicago found that in Seattle middle schools, a clear racial identity seemed to protect against certain problems. Bi-racial children were the group most likely to smoke, take drugs, have been in fights, hurt someone badly, or carry a gun. Prof. Choi believes mixed-race children suffer because no racial group accepts them. “There is some indication that a strong ethnic identity helps protect kids from these [undesirable] behaviors,” she said.

The preconventional level of moral reasoning, which develops during our first nine years of life, considers rules as fixed and absolute. In the first of its two stages (the stage of obedience and punishment), we determine whether actions are right or wrong by whether or not they lead to a punishment. In the second stage (the stage of individualism and exchange), right and wrong are determined by what brings rewards. The desires and needs of others are important, but only in a reciprocal sense—“You scratch my back and I’ll scratch yours.” Morality at this level is governed by consequence.   The second level of moral reasoning starts in adolescence, and continues into early adulthood. It sees us starting to consider the intention behind behavior, rather than just the consequences. Its first stage, often called the “good boy—nice girl” stage, is when we begin classifying moral behavior as to whether it will help or please. Being seen as good becomes the goal. In the second stage (the law and order stage), we start to equate “being good” with respecting authority and obeying the law, believing that this protects and sustains society.   The third level of moral development is when we move beyond simple conformity, but Kohlberg suggested that only around 10–15 percent of us ever reach this level. In its first stage (the social contract and individual rights stage), we still respect authority, but there is a growing recognition that individual rights can supersede laws that are destructive or restrictive. We come to realize that human life is more sacred than just following rules. The sixth and final stage (the stage of universal ethical principles) is when our own conscience becomes the ultimate judge, and we commit ourselves to equal rights and respect for all. We may even resort to civil disobedience in the name of universal principles, such as justice.   Kohlberg’s six-stage theory was considered radical, because it stated that morality is not imposed on children (as psychoanalysts said), nor is it about avoiding bad feelings (as the behaviorists had thought). Kohlberg believed children developed a moral code and awareness of respect, empathy, and love through interaction with others.

Burbank's power of love, reported Hall, "greater than any other, was a subtle kind of nourishment that made everything grow better and bear fruit more abundantly. Burbank explained to me that in all his experimentation he took plants into his confidence, asked them to help, and assured them that he held their small lives in deepest regard and affection." Helen Keller, deaf and blind, after a visit to Burbank, wrote in Out­ look for the Blind: "He has the rarest of gifts, the receptive spirit of a child. When plants talk to him, he listens. Only a wise child can understand the language of flowers and trees." Her observation was particularly apt since all his life Burbank loved children. In his essay "Training of the Human Plant," later published as a book, he an­ticipated the more humane attitudes of a later day and shocked authori­tarian parents by saying, "It is more important for a child to have a good nervous system than to try to 'force' it along the line of book knowledge at the expense of its spontaneity, its play. A child should learn through a medium of pleasure, not of pain. Most of the things that are really useful in later life come to the children through play and through association with nature." Burbank, like other geniuses, realized that his successes came from having conserved the exuberance of a small boy and his wonder for everything around him. He told one of his biographers: 'Tm almost seventy-seven, and I can still go over a gate or run a foot race or kick the chandelier. That's because my body is no older than my mind-and my mind is adolescent. It has never grown up and I hope it never will." It was this quality which so puzzled the dour scientists who looked askance at his power of creation and bedeviled audiences who expected him to be explicit as to how he produced so many horticultural wonders. Most of them were as disappointed as the members of the American Pomological Society, gathered to hear Burbank tell "all" during a lecture entitled "How to Produce New Fruits and Flowers," who sat agape as they heard him say: In pursuing the study of any of the universal and everlasting laws of nature, whether relating to the life, growth, structure and movements of a giant planet, the tiniest plant or of the psychological movements of the human brain, some conditions are necessary before we can become one of nature's interpreters or the creator of any valuable work for the world. Preconceived notions, dogmas and all personal prejudice and bias must be laid aside. Listen patiently, quietly and reverently to the lessons, one by one, which Mother Nature has to teach, shedding light on that which was before a mystery, so that all who will, may see and know. She conveys her truths only to those who are passive and receptive. Accepting these truths as suggested, wherever they may lead, then we have the whole universe in harmony with us. At last man has found a solid foundation for science, having discovered that he is part of a universe which is eternally unstable in form, eternally immutable in substance.

…remains too long in adolescent psychology; that is, all those characteristics that are normal in a youth of seventeen or eighteen are continued into later life, coupled in most cases with too great a dependence on the mother.

adults shouldn’t mistake the extreme emotional intensity that is natural to adolescence for psychological fragility.

the fact that simply describing an uncomfortable psychological state somehow makes that state easier to bear.

putting feelings into words reduces psychological discomfort.

Offering teenagers subtler and pinpointed terms to describe their inner worlds supports them across two fronts: It turns the road to emotional relief through verbalization into a superhighway, and it’s also a profound gesture of empathy. Bringing a teen’s fuzzy description of psychological turmoil into focus with exact and accurate terms requires a real emotional investment and a high level of psychological attunement—a degree of devotion that most teenagers find greatly comforting.

Infant (hope)—trust versus mistrust Toddler (will)—autonomy versus shame Preschooler (purpose)—initiative versus guilt School-age child (competence)—industry versus inferiority Adolescent (fidelity)—identity versus role confusion Young adult (love)—intimacy versus isolation Middle-aged adult (care)—generativity versus stagnation Older adult (wisdom)—integrity versus despair

The good news is that adolescence is a disorder whose physical effects are invariably treated by time. Emotionally and psychologically, it is, for some, incurable.

RECOMMENDED READING Brooks, David. The Road to Character. New York: Random House, 2015. Brown, Peter C., Henry L. Roediger III, and Mark A. McDaniel. Make It Stick: The Science of Successful Learning. Cambridge, MA: Belknap Press, 2014. Damon, William. The Path to Purpose: How Young People Find Their Calling in Life. New York: Free Press, 2009. Deci, Edward L. with Richard Flaste. Why We Do What We Do: Understanding Self-Motivation. New York: Penguin Group, 1995. Duhigg, Charles. The Power of Habit: Why We Do What We Do in Life and Business. New York: Random House, 2012. Dweck, Carol. Mindset: The New Psychology of Success. New York: Random House, 2006. Emmons, Robert A. Thanks!: How the New Science of Gratitude Can Make You Happier. New York: Houghton Mifflin Harcourt, 2007. Ericsson, Anders and Robert Pool. Peak: Secrets from the New Science of Expertise. New York: Houghton Mifflin Harcourt, 2016. Heckman, James J., John Eric Humphries, and Tim Kautz (eds.). The Myth of Achievement Tests: The GED and the Role of Character in American Life. Chicago: University of Chicago Press, 2014. Kaufman, Scott Barry and Carolyn Gregoire. Wired to Create: Unraveling the Mysteries of the Creative Mind. New York: Perigee, 2015. Lewis, Sarah. The Rise: Creativity, the Gift of Failure, and the Search for Mastery. New York: Simon and Schuster, 2014. Matthews, Michael D. Head Strong: How Psychology is Revolutionizing War. New York: Oxford University Press, 2013. McMahon, Darrin M. Divine Fury: A History of Genius. New York: Basic Books, 2013. Mischel, Walter. The Marshmallow Test: Mastering Self-Control. New York: Little, Brown, 2014. Oettingen, Gabriele. Rethinking Positive Thinking: Inside the New Science of Motivation. New York: Penguin Group, 2014. Pink, Daniel H. Drive: The Surprising Truth About What Motivates Us. New York: Riverhead Books, 2009. Renninger, K. Ann and Suzanne E. Hidi. The Power of Interest for Motivation and Engagement. New York: Routledge, 2015. Seligman, Martin E. P. Learned Optimism: How To Change Your Mind and Your Life. New York: Alfred A. Knopf, 1991. Steinberg, Laurence. Age of Opportunity: Lessons from the New Science of Adolescence. New York: Houghton Mifflin Harcourt, 2014. Tetlock, Philip E. and Dan Gardner. Superforecasting: The Art and Science of Prediction. New York: Crown, 2015. Tough, Paul. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. New York: Houghton Mifflin Harcourt, 2012. Willingham, Daniel T. Why Don’t Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. San Francisco: Jossey-Bass, 2009.

Cares for Something/Someone Outside the Self “It is the capacity to care — to care intensely about something beyond the limited self — that we seem to find our best clue to what mature individuality is.” —The Mind Alive The Overstreets convincingly argue that, for several reasons, the capacity to deeply care for someone or something forms the very core of the mature mind. First, it slays adolescent ego-absorption by shifting an individual’s focus outside the self, and training that focus on something bigger than the self. Second, it requires the “emotional overflow” of well-developed inner resources, particularly the development of courage, as sincerely caring is underrated as a truly frightening endeavor: “Caring — whether for another person, a line of work, a field of knowledge, or a conviction — is, in a sense, the most hazardous of human experiences. The emotionally impoverished person cannot afford it; for it means choosing to be vulnerable. . . . There is, in psychological truth, a certain terror that is part of the experience of deep caring: the terror of letting one’s self go; putting one’s whole capacity to feel and suffer at the disposal of something beyond the self. No one, it seems safe to assume, who has ever deeply and genuinely loved another human being or a chosen vocation or a social cause or a religious faith has ever wholly escaped this terror.” Third, it is the only way to catalyze one’s full potential: “If the risks of caring are great, so are the rewards; for it is one of the basic facts of human life that the ungiven self is the unfulfilled self. Only the individual who builds a strong, sound relationship with his world can himself become strong, sound, and resourceful: ready for what happens; able to be affirmative and creative in his dealings with experience.” Caring is such a key element of human fulfillment, in part because it provides a non-duplicable source of motivation:   “If a person never greatly cares about anything beyond himself, he has little spontaneous reason to get over the hump of inertia and submit himself to the discipline of a working material or a body of knowledge. . . . an individual’s area of caring and the strength of his caring determine the inconveniences he will willingly suffer and the risks he will run.” Finally, the practice of caring for things outside the self — a process in which the arrows of influence and need work both ways — disabuses you of delusional notions of complete autonomy and control (ideals maturity approaches, but can never completely attain, nor would find desirable to attain); it serves as a visceral, humbling reminder of where you remain (wonderfully) dependent. In caring for some person or idea, you come to an understanding of humanity’s interconnectedness, a “sense of how things hang together; not just the thing itself, but the meaning of it.” As the Overstreets conclude, “the capacity to care — to enjoy richly, love deeply, feel strongly, and if need be, suffer intensely — is, in short, the best guarantee any one of us can have against” the complete stagnation of the self.

It is characteristic of the person who is emotionally in health that he can ‘make do’ with fewer guarantees than can the emotionally disturbed person. . . . He does not need, therefore, what amounts to a guarantee that his truth is the truth or is all truth, or that his actions will inevitably be crowned with success. Since he experiences, by and large, an inner state of happiness and freedom, he can take it more or less for granted that he has somehow got hold of enough truth to go on for the time being — and that more is likely to come when he has gone far enough to need and find it.” —The Mind Alive One of the places that mature courage is most needed is in exercising the capacity to move forward on faith. The Overstreets argue that the mature mind is one that is comfortable acting on a “faith in life,” which they describe as the psychological “permission” that allows the emotionally healthy man “to go on from where he is,” “to go further into experience than he has ever yet gone,” “to go beyond the known into the not yet known, beyond the tried into the not yet tried.” Part of the kind of black and white thinking that marks the adolescent mind is the desire to possess absolute knowledge before committing to an idea or path. To have all the answers before moving forward or throwing one’s hat in the ring. The mature person has a higher tolerance for mystery and uncertainty; he doesn’t have to have everything figured out in order to take a step into the darkness. This ability to grapple with the unknown, the Overstreets argue, grows out of the mature individual’s substantial, varied experiences with diving deep into life.

adolescence is a disorder whose physical effects are invariably treated by time. Emotionally and psychologically, it is, for some, incurable.

How can adults help adolescents manage the mismatch between their normal drive for autonomy, identity, and independence and what school asks of them? I think we're most useful when we bear in mind that sending our teens to school is like sending them to a buffet where they are required to try everything being served. As adults, many of us have figured out what we like and what we don't, and we select for ourselves accordingly. In my case, I happily consume psychology all day and haven't had a bite of physics since I was seventeen. Teenagers, however, must consume everything on the menu. There is no way they will like all of it, and we should not expect that they will. I find that the school-as-mandatory-buffet metaphor brings needed neutrality to the loaded topic of academic motivation, so I'm going to risk beating it into the ground.

Both childhood digestive problems and pica are associated with later bulimia, and adolescent girls who are high achieving and anxious are at greater risks for disordered eating. Family contention around meals and childhood self-control predict later adolescent consumption (e.g. binging or avoiding foods), with onset of puberty playing an additional role in risks for disordered eating. Physical body changed among girls, marked by spreading hips and adipose deposits, trigger body concerns at the same time that social comparisons heighten to foster unhealthy expectations and more attention to consumption.

Generally speaking, adolescents, especially girls, with depression and anxiety should have limited exposure to body image messaging centered on weight, weight loss, and dieting that may generate behaviors with those foci and create or make worse depressive symptoms.

Benjamin Bloom, an eminent educational researcher, studied 120 outstanding achievers. They were concert pianists, sculptors, Olympic swimmers, world-class tennis players, mathematicians, and research neurologists. Most were not that remarkable as children and didn’t show clear talent before their training began in earnest. Even by early adolescence, you usually couldn’t predict their future accomplishment from their current ability. Only their continued motivation and commitment, along with their network of support, took them to the top.

What’s great about research is that you can ask these kinds of questions and then go get the answers. So we conducted studies with hundreds of students, mostly early adolescents. We first gave each student a set of ten fairly difficult problems from a nonverbal IQ test. They mostly did pretty well on these, and when they finished we praised them. We praised some of the students for their ability. They were told: “Wow, you got [say] eight right. That’s a really good score. You must be smart at this.” They were in the Adam Guettel you’re-so-talented position. We praised other students for their effort: “Wow, you got [say] eight right. That’s a really good score. You must have worked really hard.” They were not made to feel that they had some special gift; they were praised for doing what it takes to succeed. Both groups were exactly equal to begin with. But right after the praise, they began to differ. As we feared, the ability praise pushed students right into the fixed mindset, and they showed all the signs of it, too: When we gave them a choice, they rejected a challenging new task that they could learn from. They didn’t want to do anything that could expose their flaws and call into question their talent.

Sliding through professions and geography, minimizing race and class, the yearning for androgyny and psychological environmentalism are all unsatisfying because they neglect or deny the category-making nature of cognition itself. The fashionable ideal that everyone should be free of imposed definition in order to be whatever he wants, to choose and change identity in spite of the accidents of birth, and to define self according to ideology and personal taste is very appealing, though in some grievously frustrating way appallingly inadequate and wrong. The adolescent, caught between the modern world's chronic shortage of order and the chic psychology of identity by assertion, is on queasy ground. The ideal conflicts with the thrust of his mental development, which is to distinguish, define, and classify. The central task of his first twelve years is to develop his powers of discrimination, linking them to speech, and to master the art of conceptualizing and abstracting by searching out the commonalities and differences among plants and animals—traits given, not chosen.

Prestige-based social media platforms have hacked one of the most important learning mechanisms for adolescents, diverting their time, attention, and copying behavior away from a variety of role models with whom they could develop a mentoring relationship that would help them succeed in their real-world communities. Instead, beginning in the early 2010s, millions of Gen Z girls collectively aimed their most powerful learning systems at a small number of young women whose main excellence seems to be amassing followers to influence. At the same time, many Gen Z boys aimed their social learning systems at popular male influencers who offered them visions of masculinity that were also quite extreme and potentially inapplicable to their daily lives.

…adolescence is not necessarily an especially stressful time. Rather, it is a time when the brain is more vulnerable to the effects of sustained stressors, which can tilt the adolescent into mental disorders such as generalized anxiety disorder, depression, eating disorders, and substance abuse.

I ask Fríjol what it is like to be in firefights, to see your friends dead on the street and to be an accessory to a murder. He answers unblinkingly, “Being in shootouts in pure adrenaline. But you see dead bodies and you feel nothing. There is killing every day. Some days there are ten executions, others days there are thirty. It is just normal now.” Perhaps this teenager really is hardened to it. Or maybe he just puts up a shield. But it strikes me that adolescents experiencing such violence must go into adulthood with scars. What kind of man can this make you? I ask about this to school psychologist Elizabeth Villegas. The teenagers she works with have murdered and raped, I say. How does this hurt them psychologically? She stares back at me as if she hasn’t thought about it before. “They don’t feel anything that they have murdered people,” she replies. “They just don’t understand the pain that they have caused others. Most come from broken families. They don’t recognize rules or limits.” The teenage sicarios know the legal consequences for their crimes cannot be that grave. Under Mexican law, minors can only be sentenced to a maximum of five years in prison no matter how many murders, kidnappings, or rapes they have committed. If they were over the border in Texas, they could be sentenced for up to forty years or life if they were tried as an adult. Many convicted killers in the school will be back on the streets before they turn twenty. Fríjol himself will be out when he is nineteen.

I do not blame myself for running from those feelings. No one would deliberately subject himself to the discomfort I carried inside my skin unless he had a very good reason to. As a little boy fleeing into the streets and waiting neighborhood games, as an adolescent fleeing toward drugs that soothed me like a mother, I have taken flight throughout most of my life. Hurt, grandiose, blaming others for not filling me up, I was in search of the next big fix, in search of love without having the skills to love well in return. Like Perceval, I have spent a good portion of my life wandering, searching for the right question.

Adolescence is a period when the social landscape undergoes a massive shift. Suddenly, it’s not just about family, it’s about peers and where one stands in the hierarchy among them. The need for acceptance becomes necessary, and it feels as if one’s survival depends on it.

Once status, self-image, and the opinions of others are prioritized above all else, players become increasingly on edge. Performance spaces are seen as dangerous, and players feel threatened by the possibility of not being enough. Once they feel this danger, their playfulness decreases.

The pursuit of perfectionism and the fear of making mistakes hinder an athlete’s performance and rob them of the joy of play, replacing play with survival.

Gen Z became the first generation in history to go through puberty with a portal in their pockets that called them away from the people nearby and into an alternative universe that was exciting, addictive, unstable, and- as I will show-unsuitable for children and adolescents. Succeeding socially in that universe required them to devote a large part of their consciousness-perpetually-to managing what became their online brand. This was now necessary to gain acceptance from peers, which is the oxygen of adolescence, and to avoid online shaming, which is the nightmare of adolescence. Gen Z teens got sucked into spending many hours of each day scrolling through the shiny happy posts of friends, acquaintances, and distant influencers.

Techniques are like tools: The more you have, the more options for getting a job done - but you have to know what you are building first.

In cases where treatment with medication is warranted, work on family interactions will help to reduce symptom severity and promote better functioning in the long run.

Family therapists view the therapeutic relationship as a means to an end rather than as an end in itself. Family therapists see beyond the problematic patterns in the family to the potential healing power of family relationships.

Children displaced from their families, unconnected to their teachers, and not yet mature enough to relate to one another as separate beings, automatically regroup to satisfy their instinctive drive for attachment. The culture of the group is either invented or borrowed from the peer culture at large. It does not take children very long to know what tribe they belong to, what the rules are, whom they can talk to, and whom they must keep at a distance. Despite our attempts to teach our children respect for individual differences and to instill in them a sense of belonging to a cohesive civilization, we are fragmenting at an alarming rate into tribal chaos. Our very own children are leading the way. The time we as parents and educators spend trying to teach our children social tolerance, acceptance, and etiquette would be much better invested in cultivating a connection with them. Children nurtured in traditional hierarchies of attachment are not nearly as susceptible to the spontaneous forces of tribalization. The social values we wish to inculcate can be transmitted only across existing lines of attachment. The culture created by peer orientation does not mix well with other cultures. Because peer orientation exists unto itself, so does the culture it creates. It operates much more like a cult than a culture. Immature beings who embrace the culture generated by peer orientation become cut off from people of other cultures. Peer-oriented youth actually glory in excluding traditional values and historical connections. People from differing cultures that have been transmitted vertically retain the capacity to relate to one another respectfully, even if in practice that capacity is often overwhelmed by the historical or political conflicts in which human beings become caught up. Beneath the particular cultural expressions they can mutually recognize the universality of human values and cherish the richness of diversity. Peer-oriented kids are, however, inclined to hang out with one another exclusively. They set themselves apart from those not like them. As our peer-oriented children reach adolescence, many parents find themselves feeling as if their very own children are barely recognizable with their tribal music, clothing, language, rituals, and body decorations. “Tattooing and piercing, once shocking, are now merely generational signposts in a culture that constantly redraws the line between acceptable and disallowed behavior,” a Canadian journalist pointed out in 2003. Many of our children are growing up bereft of the universal culture that produced the timeless creations of humankind: The Bhagavad Gita; the writings of Rumi and Dante, Shakespeare and Cervantes and Faulkner, or of the best and most innovative of living authors; the music of Beethoven and Mahler; or even the great translations of the Bible. They know only what is current and popular, appreciate only what they can share with their peers. True universality in the positive sense of mutual respect, curiosity, and shared human values does not require a globalized culture created by peer-orientation. It requires psychological maturity — a maturity that cannot result from didactic education, only from healthy development. Only adults can help children grow up in this way. And only in healthy relationships with adult mentors — parents, teachers, elders, artistic, musical and intellectual creators — can children receive their birthright, the universal and age-honored cultural legacy of humankind. Only in such relationships can they fully develop their own capacities for free and individual and fresh cultural expression.

Walking through the halls of my son's high school during lunch hour recently, I was struck by how similar it felt to being in the halls and lunchrooms of the juvenile prisons in which I used to work. The posturing, the gestures, the tone, the words, and the interaction among peers I witnessed in this teenage throng all bespoke an eerie invulnerability. These kids seemed incapable of being hurt. Their demeanor bespoke a confidence, even bravado that seemed unassailable but shallow at the same time. The ultimate ethic in the peer culture is “cool” — the complete absence of emotional openness. The most esteemed among the peer group affect a disconcertingly unruffled appearance, exhibit little or no fear, seem to be immune to shame, and are given to muttering things like “doesn't matter,” “don't care,” and “whatever.” The reality is quite different. Humans are the most vulnerable — from the Latin vulnerare, to wound — of all creatures. We are not only vulnerable physically, but psychologically as well. What, then, accounts for the discrepancy? How can young humans who are in fact so vulnerable appear so opposite? Is their toughness, their “cool” demeanor, an act or is it for real? Is it a mask that can be doffed when they get to safety or is it the true face of peer orientation? When I first encountered this subculture of adolescent invulnerability, I assumed it was an act. The human psyche can develop powerful defenses against a conscious sense of vulnerability, defenses that become ingrained in the emotional circuitry of the brain. I preferred to think that these children, if given the chance, would remove their armor and reveal their softer, more genuinely human side. Occasionally this expectation proved correct, but more often than not I discovered the invulnerability of adolescents was no act, no pretense. Many of these children did not have hurt feelings, they felt no pain. That is not to say that they were incapable of being wounded, but as far as their consciously experienced feelings were concerned, there was no mask to take off. Children able to experience emotions of sadness, fear, loss, and rejection will often hide such feelings from their peers to avoid exposing themselves to ridicule and attack. Invulnerability is a camouflage they adopt to blend in with the crowd but will quickly remove in the company of those with whom they have the safety to be their true selves. These are not the kids I am most concerned about, although I certainly do have a concern about the impact an atmosphere of invulnerability will have on their learning and development. In such an environment genuine curiosity cannot thrive, questions cannot be freely asked, naive enthusiasm for learning cannot be expressed. Risks are not taken in such an environment, nor can passion for life and creativity find their outlets. The kids most deeply affected and at greatest risk for psychological harm are the ones who aspire to be tough and invulnerable, not just in school but in general. These children cannot don and doff the armor as needed. Defense is not something they do, it is who they are. This emotional hardening is most obvious in delinquents and gang members and street kids, but is also a significant dynamic in the common everyday variety of peer orientation that exists in the typical American home.

In his TED Talk, entitled The Decline of Play and the Rise of Mental Disorders, he will open your eyes in several ways. In addition to describing play as a critical learning experience, he also compellingly cites the “reality that over the past 60 years in the United States there has been a gradual but, overall dramatic decline in children’s freedom to play with other children, without adult direction. Over this same period, there has been a gradual but overall dramatic increase in anxiety, depression, feelings of helplessness, suicide, and narcissism in children and adolescents.

Figure out what you care about... and then care about it

Talent alone does not make someone an expert.

New Haven psychologist Lisa Cross believes that it is no coincidence that these body-control syndromes occur more often in women than in men, and that they all tend to have their onset in adolescence. From birth to death, Cross argues, a female's experience of her body is far more confused and discontinuous than a male's: from her partially hidden genitals to the pain and mystery of menstruation to the abrupt and radical changes in body contours and function associated with puberty and childbearing to the symbiotic possession of her body by another life during pregnancy and breast-feeding. As a result, some women see their bodies as fragmented, foreign, unfamiliar, frightening, and out of control—as object, not subject, as Cross puts it. Add in social and cultural pressures—which lead teenage girls to define their bodies by their attractiveness, while boys define theirs by strength and function—and it is easy to understand what a perilous passage puberty can be for young women. In fact, it is puberty that first introduces bleeding and body fat into a girl's life, two very powerful symbols of the loss of control over her body. The psychological chasm between body and self widens when girls must negotiate these challenges in an environment fraught with the pain and terror of physical or sexual abuse or unempathetic parenting. "Self-cutting and eating disorders, as bizarre and self-destructive as they can appear, are nonetheless attempts to own the body, to perceive the body as self (not other), known (not uncharted and unpredictable), and impenetrable (not invaded or controlled from the outside)," Cross theorizes.

With the imposition of chastity, women become unchaste under the pressure of their sexual demands; the sexual brutality on the part of the male, and the corresponding conception on the part of the female that for her the sexual act is something disgraceful, takes the place of natural orgastic sensuousness. Extramarital sexual intercourse, to be sure, is not done away with anywhere. With the shifting of the valuation and the abolition of the institutions that previously protected and sanctioned it in a matriarchal society, it becomes involved in a conflict with official morality and is forced to lead a clandestine existence. The change in the social attitude toward sexual intercourse also effects a change in the inner experience of sexuality. The conflict that is now created between the natural and "sublime morality" disturbs the individual's ability to gratify his needs. The feeling of guilt now associated with sexuality cleaves the natural, orgastic course of sexual coalescence and produces a damming up of sexual energy, which later breaks out in various ways. Neuroses, sexual aberrations, and antisocial sexuality become permanent social phenomena. Childhood and adolescent sexuality, which were given a positive value in the original matriarchal work-democracy, fall prey to systematic suppression, which differs only in form. As time goes on, this sexuality, which is distorted, disturbed, brutalized, and prostituted, advocates the very ideology to which it owes its origin. Those who negate sexuality can now justifiably point to it as something brutal and dirty. That this dirty sexuality is not natural sexuality but merely patriarchal sexuality is simply overlooked. And the sexology of latter-day capitalistic patriarchy is no less affected by this evaluation than the vulgar views. This condemns it to complete sterility.

may be tempting to dismiss these findings as by-products of midlife rather than the presence of teenagers in the house. But Steinberg’s results don’t seem to suggest this notion. “We were much better able to predict what an adult was going through psychologically,” he writes, “by looking at his or her child’s development than by knowing the adult’s age.” Which is to say that a mother of 43 and a mother of 53 have far more in common, psychologically speaking, if they both have 14-year-olds than two moms of the same age with kids who are seven and 14. And the mothers of the adolescents, according to Steinberg’s research, are much more likely to be experiencing distress. Steinberg has a theory about why this is. Adolescents, in his view, exacerbate conflicts already in progress, especially those at work or between the parents, sometimes unmasking problems parents hadn’t recognized or consciously acknowledged for years. You might say that adolescents are the human equivalent of salt, intensifying whatever mix they’re in.