Developmental Love Quotes

Whenever I am in a difficult situation where there seems to be no way out, I think about all the times I have been in such situations and say to myself, "I did it before, so I can do it again.

When you work on something that only has the capacity to make you 5 dollars, it does not matter how much harder you work – the most you will make is 5 dollars.

Today is a new day and it brings with it a new set of opportunities for me to act on. I am attentive to the opportunities and I seize them as they arise. I have full confidence in myself and my abilities. I can do all things that I commit myself to. No obstacle is too big or too difficult for me to handle because what lies inside me is greater than what lies ahead of me. I am committed to improving myself and I am getting better daily. I am not held back by regret or mistakes from the past. I am moving forward daily. Absolutely nothing is impossible for me.

Sometimes people walk away from love because it is so beautiful that it terrifies them. Sometimes they leave because the connection shines a bright light on their dark places and they are not ready to work them through. Sometimes they run away because they are not developmentally prepared to merge with another- they have more individuation work to do first. Sometimes they take off because love is not a priority in their lives- they have another path and purpose to walk first. Sometimes they end it because they prefer a relationship that is more practical than conscious, one that does not threaten the ways that they organize reality. Because so many of us carry shame, we have a tendency to personalize love's leavings, triggered by the rejection and feelings of abandonment. But this is not always true. Sometimes it has nothing to do with us. Sometimes the one who leaves is just not ready to hold it safe. Sometimes they know something we don't- they know their limits at that moment in time. Real love is no easy path- readiness is everything. May we grieve loss without personalizing it. May we learn to love ourselves in the absence of the lover.

If there is one thing developmental psychologists have learned over the years, it is that parents don’t have to be brilliant psychologists to succeed. They don’t have to be supremely gifted teachers. Most of the stuff parents do with flashcards and special drills and tutorials to hone their kids into perfect achievement machines don’t have any effect at all. Instead, parents just have to be good enough. They have to provide their kids with stable and predictable rhythms. They need to be able to fall in tune with their kids’ needs, combining warmth and discipline. They need to establish the secure emotional bonds that kids can fall back upon in the face of stress. They need to be there to provide living examples of how to cope with the problems of the world so that their children can develop unconscious models in their heads.

Physician Albert Scheweitzer said. " We are all so much together, but we are all dying of loneliness." Professor Leo Buscaglia notes, "There seems to be accumulating evidence that there is actually an inborn need for this togetherness, this human interaction, this love. It seems that without these close ties with other human beings, a new born infant, for example, can regress developmentally, lose consciousness, fall into idiocy and die.

Intensive mothering is the ultimate female Olympics: We are all in powerful competition with each other, in constant danger of being trumped by the mom down the street, or in the magazine we're reading. The competition isn't just over who's a good mother--it's over who's the best. We compete with each other; we compete with ourselves. The best mothers always put their kids' needs before their own, period. The best mothers are the main caregivers. For the best mothers, their kids are the center of the universe. The best mothers always smile. They always understand. They are never tired. They never lose their temper. They never say, "Go to the neighbor's house and play while Mommy has a beer." Their love for their children is boundless, unflagging, flawless, total. Mothers today cannot just respond to their kids' needs, they must predict them--and with the telepathic accuracy of Houdini. They must memorize verbatim the books of all the child-care experts and know which approaches are developmentally appropriate at different ages. They are supposed to treat their two-year-olds with "respect." If mothers screw up and fail to do this on any given day, they should apologize to their kids, because any misstep leads to permanent psychological and/or physical damage. Anyone who questions whether this is the best and the necessary way to raise kids is an insensitive, ignorant brute. This is just common sense, right?

Love that is conditional upon looks and performance is not love at all

... as we age we have not only to readdress earlier developmental crises but also somehow to find the way to three affirmations that may seem to conflict. ... We have to affirm our own life. We have to affirm our own death. And we have to affirm love, both given and received. [p. 88]

Woman's fear of the female Self, of the experience of the numinous archetypal Feminine, becomes comprehensible when we get a glimpse - or even only a hint – of the profound otherness of female selfhood as contrasted to male selfhood. Precisely that element which, in his fear of the Feminine, the male experiences as the hole, abyss, void, and nothingness turns into something positive for the woman without, however, losing these same characteristics. Here the archetypal Feminine is experienced not as illusion and as maya but rather as unfathomable reality and as life in which above and below, spiritual and physical, are not pitted against each other; reality as eternity is creative and, at the same time, is grounded in primeval nothingness. Hence as daughter the woman experiences herself as belonging to the female spiritual figure Sophia, the highest wisdom, while at the same time she is actualizing her connection with the musty, sultry, bloody depths of swamp-mother Earth. However, in this sort of Self-discovery woman necessarily comes to see herself as different from what presents itself to men -as, for example, spirit and father, but often also as the patriarchal godhead and his ethics. The basic phenomenon - that the human being is born of woman and reared by her during the crucial developmental phases - is expressed in woman as a sense of connectedness with all living things, a sense not yet sufficiently realized, and one that men, and especially the patriarchal male, absolutely lack to the extent women have it. To experience herself as so fundamentally different from the dominant patriarchal values understandably fills the woman with fear until she arrives at that point in her own development where, through experience and love that binds the opposites, she can clearly see the totality of humanity as a unity of masculine and feminine aspects of the Self.

Professor Leo Buscaglia notes, "There seems to be accumulating evidence that there is actually an inborn need for this togetherness, this is human interaction, this love. It seems that without these close ties with other human beings, a new born infant, for example, can regress developmentally, lose consciousness, fall into idocy and die.

We will martyr ourselves, suffering under the weight of a non-reciprocal relationship until some part of us bursts in protest. Suddenly, we lose our mind, and allowing ourselves to heap all manner of nastiness, name calling, patronizing, death threats on the “deserving” jerk who has it coming after all we do for him/her! As the final insult rings across the room and we regain consciousness, we are horrified by what has come out of our mouth. After all, we LOVE these people, and we quickly move into anxious terror that this time we have gone too far . . . this time we crossed the line and they will leave us. So, we hunker back down and the martyrdom begins again. It’s a terrible cycle.

We feel connected one moment and disconnected the next. A tender sexual moment will never be exactly the same. Every breath we take connects us to life, then passes, until a new breath fills us. We move through new developmental and spiritual stages, daily, weekly... we stop the flow the moment we try to hold on to anything... You partner with someone as they are in this moment. The vitality can remain if you adventure forth, side by side savoring the moment to moment shifts that inevitably arise as you both stay open to the journey. We need to look at each other anew every day, with clear eyes and an open mind, so we see the person of today, not an image from the past.

They're arguing for giving homework and tests to all young children, or separating them into winners and losers, because these tykes need to get used to such things -- as if exposure itself will inoculate them against the negative effects they would otherwise experience later. If we were interested in helping children to anticipate and deal with unpleasant experiences, it might make sense to discuss the details with them and perhaps guide them through role-playing exercises. But why would we subject kids to those experiences? After all, to teach children how to handle a fire emergency, we talk to them about the dangers of smoke inhalation and advise them where to go when the alarm sounds. We don't actually set them on fire. But the key point is this: From a developmental perspective, BGUTI [Better-Get-Used-To-It worldview] is flat-out wrong. People don't get better at coping with unhappiness because they were because they were deliberately made unhappy when they were young On the contrary, what best prepares children to deal with the challenges of the real world is to experience success and joy, to feel supported and respected, to receive loving guidance and unconditional care and the chance to have some say about what happens to them.

normal developmental

Running fron the pain, they never know the fullness of love's pleasure.

With intimacy comes the possibility of “engulfment” or being taken hostage by the demands of others. We may have distorted perceptions of the “demands” and obligations placed upon us by those who claim to love us. Trusting that love to be unconditional is almost impossible for us, and we are always scanning for the unstated “subtext” or hidden “agenda” connected to this love.

The many Asian-American success stories have forced developmental psychologists to revise their theories about proper parenting. They used to warn against the “authoritarian” style, in which parents set rigid goals and enforced strict rules without much overt concern for the child’s feelings. Parents were advised to adopt a different style, called “authoritative,” in which they still set limits but gave more autonomy and paid more attention to the child’s desires. This warmer, more nurturing style was supposed to produce well-adjusted, selfconfident children who would do better academically and socially than those from authoritarian homes. But then, as Ruth Chao and other psychologists studied Asian-American families, they noticed that many of the parents set quite strict rules and goals. These immigrants, and often their children, too, considered their style of parenting to be a form of devotion, not oppression. Chinese-American parents were determined to instill self-control by following the Confucian concepts of chiao shun, which means “to train,” and guan, which means both “to govern” and “to love.” These parents might have seemed cold and rigid by American standards, but their children were flourishing both in and out of school. The

Over time I tried everything from “the good girl” with my “perform-perfect-please” routine, to clove-smoking poet, angry activist, corporate climber, and out-of-control party girl. At first glance these may seem like reasonable, if not predictable, developmental stages, but they were more than that for me. All of my stages were different suits of armor that kept me from becoming too engaged and too vulnerable. Each strategy was built on the same premise: Keep everyone at a safe distance and always have an exit strategy.

To make sense of the pain of their lives, they often become spiritual seekers trying to convince themselves that someone loves them; if people do not, then God must. These individuals are often extremely sensitive in both positive and negative ways. Having never embodied, they have access to energetic levels of information to which less traumatized people are not as sensitive; they can be quite psychic and energetically attuned to people, animals, and the environment and can feel confluent and invaded by other people’s emotions.

In summary, we each spend our adult lives running on a unique operating system that took some eighteen years to program and is full of distinct bugs and viruses. And when we put together all these different theories of attachment, developmental immaturity, post-traumatic stress, and internal family systems, they make up a body of knowledge that allows us to run a virus scan on ourselves and, at any point, to look at our behaviors, our thoughts, and our feelings, and figure out where they come from. That’s the easy part. The tough part is to quarantine the virus, and to recognize the false self and restore the true self. Because it isn’t until we start developing an honest, compassionate, and functional relationship with ourselves that we can begin to experience a healthy, loving relationship with others.

What’s so interesting here is that through the course of development, these secure children increasingly “internalize” their parents’ emotional availability and responsiveness and come to hold the same constant or dependable loving feeling toward themselves that their parents originally held toward them (certainly, a beautiful developmental process to watch unfold in securely attached children). Said differently, cognitive development increasingly allows securely attached children to internally hold a mental representation of their emotionally responsive parents when the attachment figures are away and they can increasingly soothe themselves as their caregivers have done—facilitating the child’s own capacity for affect regulation and independent functioning. Thus, as these children grow older and mature cognitively and emotionally, they become increasingly able to soothe themselves when distressed, function for increasingly longer periods without emotional refueling, and effectively elicit appropriate help or support when necessary. In this way, object constancy and more independent functioning develops—facilitating their ability to comfort themselves and become the source of their own self-esteem and secure identity as capable, love-worthy persons. Furthermore, they possess the cognitive schemas or internal working models necessary to establish new relationships with others that hold this same affirming affective valence.

When our caregivers are unavailable, most of time it has nothing to do with LOVE for the child, however, the child cannot possibly know this. The child winds up believing that the unavailable parent is not available due to some defect within the child. We believe that if we were “enough” the parent would CHOOSE to be available.

CONSENSUS PROPOSED CRITERIA FOR DEVELOPMENTAL TRAUMA DISORDER A. Exposure. The child or adolescent has experienced or witnessed multiple or prolonged adverse events over a period of at least one year beginning in childhood or early adolescence, including: A. 1. Direct experience or witnessing of repeated and severe episodes of interpersonal violence; and A. 2. Significant disruptions of protective caregiving as the result of repeated changes in primary caregiver; repeated separation from the primary caregiver; or exposure to severe and persistent emotional abuse B. Affective and Physiological Dysregulation. The child exhibits impaired normative developmental competencies related to arousal regulation, including at least two of the following: B. 1. Inability to modulate, tolerate, or recover from extreme affect states (e.g., fear, anger, shame), including prolonged and extreme tantrums, or immobilization B. 2. Disturbances in regulation in bodily functions (e.g. persistent disturbances in sleeping, eating, and elimination; over-reactivity or under-reactivity to touch and sounds; disorganization during routine transitions) B. 3. Diminished awareness/dissociation of sensations, emotions and bodily states B. 4. Impaired capacity to describe emotions or bodily states C. Attentional and Behavioral Dysregulation: The child exhibits impaired normative developmental competencies related to sustained attention, learning, or coping with stress, including at least three of the following: C. 1. Preoccupation with threat, or impaired capacity to perceive threat, including misreading of safety and danger cues C. 2. Impaired capacity for self-protection, including extreme risk-taking or thrill-seeking C. 3. Maladaptive attempts at self-soothing (e.g., rocking and other rhythmical movements, compulsive masturbation) C. 4. Habitual (intentional or automatic) or reactive self-harm C. 5. Inability to initiate or sustain goal-directed behavior D. Self and Relational Dysregulation. The child exhibits impaired normative developmental competencies in their sense of personal identity and involvement in relationships, including at least three of the following: D. 1. Intense preoccupation with safety of the caregiver or other loved ones (including precocious caregiving) or difficulty tolerating reunion with them after separation D. 2. Persistent negative sense of self, including self-loathing, helplessness, worthlessness, ineffectiveness, or defectiveness D. 3. Extreme and persistent distrust, defiance or lack of reciprocal behavior in close relationships with adults or peers D. 4. Reactive physical or verbal aggression toward peers, caregivers, or other adults D. 5. Inappropriate (excessive or promiscuous) attempts to get intimate contact (including but not limited to sexual or physical intimacy) or excessive reliance on peers or adults for safety and reassurance D. 6. Impaired capacity to regulate empathic arousal as evidenced by lack of empathy for, or intolerance of, expressions of distress of others, or excessive responsiveness to the distress of others E. Posttraumatic Spectrum Symptoms. The child exhibits at least one symptom in at least two of the three PTSD symptom clusters B, C, & D. F. Duration of disturbance (symptoms in DTD Criteria B, C, D, and E) at least 6 months. G. Functional Impairment. The disturbance causes clinically significant distress or impairment in at least two of the following areas of functioning: Scholastic Familial Peer Group Legal Health Vocational (for youth involved in, seeking or referred for employment, volunteer work or job training)

Suffering, sin, and evil are no longer located in God's will, but are understood as arising within a finite, open, developmental, and future-oriented creation. They are dealt with by the power of God's love revealed in the cross and resurrection of Jesus Christ. God's answer to the problem of woundedness and wickedness is not to show us now or in the eschaton how they fit into God's design or mosaic, but to show us how God overcomes the brokenness and maliciousness of the creation now and in the eschaton through the redemptive power of the cross and resurrection. Divine power is rethought as the suffering and transforming power of Jesus' cross and resurrection, not as the omnipotent power of the timeless will of God. Incarnation, instead of immutability, defines God's will and way. God is the suffering and transforming God.

The new gurus have taught us to embrace our light bodies, shunning the darkness, and focusing purely on love and light, constant happiness and extreme optimism. But, as Karin L. Burke astutely points out: “In our efforts to feel better, many of us start shutting it off, in favor of pop psychology or easy spirituality. It’s called spiritual bypass. It’s an attempt to avoid painful feelings, unresolved issues, or developmental needs.

It took me many more years of prospective follow-up, and many more years of emotional growth, to learn to take love seriously. What it looks like—God, a nurse, a child, a good Samaritan, or any of its other guises—is different for everybody. But love is love. At age seventy-five, Camille took the opportunity to describe in greater detail how love had healed him. This time he needed no recourse to Freud or Jesus. Before there were dysfunctional families, I came from one. My professional life hasn’t been disappointing—far from it—but the truly gratifying unfolding has been into the person I’ve slowly become: comfortable, joyful, connected and effective. Since it wasn’t widely available then, I hadn’t read that children’s classic, The Velveteen Rabbit, which tells how connectedness is something we must let happen to us, and then we become solid and whole. As that tale recounts tenderly, only love can make us real. Denied this in boyhood for reasons I now understand, it took me years to tap substitute sources. What seems marvelous is how many there are and how restorative they prove. What durable and pliable creatures we are, and what a storehouse of goodwill lurks in the social fabric. . . . I never dreamed my later years would be so stimulating and rewarding. That convalescent year, transformative though it was, was not the end of Camille’s story. Once he grasped what had happened, he seized the ball and ran with it, straight into a developmental explosion that went on for thirty years. A

Lizzie had once briefly toyed with the idea of studying developmental psychology—she’d never much liked children, but she did love the idea of them as natural-born physicists, the theory that babies began life as miniature Aristotelians and only by trial and error discovered Galilean inertia and Newtonian motion, every toddler a live-action Wile E. Coyote, running off the cliff and learning gravity on the way down. It occurred to her now to imagine a moral philosophy taking shape in the same way, baby Hobbeses and little Lockes bumping into sin and consequence.

ADAPTIVE SURVIVAL STYLE CORE DIFFICULTIES The Connection Survival Style Disconnected from physical and emotional self Difficulty relating to others The Attunement Survival Style Difficulty knowing what we need Feeling our needs do not deserve to be met The Trust Survival Style Feeling we cannot depend on anyone but ourselves Feeling we have to always be in control The Autonomy Survival Style Feeling burdened and pressured Difficulty setting limits and saying no directly The Love-Sexuality Survival Style Difficulty integrating heart and sexuality Self-esteem based on looks and performance

Humans never outgrow their need to connect with others, nor should they, but mature, truly individual people are not controlled by these needs. Becoming such a separate being takes the whole of a childhood, which in our times stretches to at least the end of the teenage years and perhaps beyond. We need to release a child from preoccupation with attachment so he can pursue the natural agenda of independent maturation. The secret to doing so is to make sure that the child does not need to work to get his needs met for contact and closeness, to find his bearings, to orient. Children need to have their attachment needs satiated; only then can a shift of energy occur toward individuation, the process of becoming a truly individual person. Only then is the child freed to venture forward, to grow emotionally. Attachment hunger is very much like physical hunger. The need for food never goes away, just as the child's need for attachment never ends. As parents we free the child from the pursuit of physical nurturance. We assume responsibility for feeding the child as well as providing a sense of security about the provision. No matter how much food a child has at the moment, if there is no sense of confidence in the supply, getting food will continue to be the top priority. A child is not free to proceed with his learning and his life until the food issues are taken care of, and we parents do that as a matter of course. Our duty ought to be equally transparent to us in satisfying the child's attachment hunger. In his book On Becoming a Person, the psychotherapist Carl Rogers describes a warm, caring attitude for which he adopted the phrase unconditional positive regard because, he said, “It has no conditions of worth attached to it.” This is a caring, wrote Rogers, “which is not possessive, which demands no personal gratification. It is an atmosphere which simply demonstrates I care; not I care for you if you behave thus and so.” Rogers was summing up the qualities of a good therapist in relation to her/his clients. Substitute parent for therapist and child for client, and we have an eloquent description of what is needed in a parent-child relationship. Unconditional parental love is the indispensable nutrient for the child's healthy emotional growth. The first task is to create space in the child's heart for the certainty that she is precisely the person the parents want and love. She does not have to do anything or be any different to earn that love — in fact, she cannot do anything, since that love cannot be won or lost. It is not conditional. It is just there, regardless of which side the child is acting from — “good” or “bad.” The child can be ornery, unpleasant, whiny, uncooperative, and plain rude, and the parent still lets her feel loved. Ways have to be found to convey the unacceptability of certain behaviors without making the child herself feel unaccepted. She has to be able to bring her unrest, her least likable characteristics to the parent and still receive the parent's absolutely satisfying, security-inducing unconditional love. A child needs to experience enough security, enough unconditional love, for the required shift of energy to occur. It's as if the brain says, “Thank you very much, that is what we needed, and now we can get on with the real task of development, with becoming a separate being. I don't have to keep hunting for fuel; my tank has been refilled, so now I can get on the road again.” Nothing could be more important in the developmental scheme of things.

attachment is the first priority of living things. It is only when there is some release from this preoccupation that maturation can occur. In plants, the roots must first take hold for growth to commence and bearing fruit to become a possibility. For children, the ultimate agenda of becoming viable as a separate being can take over only when their needs are met for attachment, for nurturing contact, and for being able to depend on the relationship unconditionally. Few parents, and even fewer experts, understand this intuitively. “When I became a parent,” one thoughtful father who did understand said to me, “I saw that the world seemed absolutely convinced that you must form your children — actively form their characters rather than simply create an environment in which they can develop and thrive. Nobody seemed to get that if you give them the loving connection they need, they will flourish.” The key to activating maturation is to take care of the attachment needs of the child. To foster independence we must first invite dependence; to promote individuation we must provide a sense of belonging and unity; to help the child separate we must assume the responsibility for keeping the child close. We help a child let go by providing more contact and connection than he himself is seeking. When he asks for a hug, we give him a warmer one than he is giving us. We liberate children not by making them work for our love but by letting them rest in it. We help a child face the separation involved in going to sleep or going to school by satisfying his need for closeness. Thus the story of maturation is one of paradox: dependence and attachment foster independence and genuine separation. Attachment is the womb of maturation. Just as the biological womb gives birth to a separate being in the physical sense, attachment gives birth to a separate being in the psychological sense. Following physical birth, the developmental agenda is to form an emotional attachment wombfor the child from which he can be born once again as an autonomous individual, capable of functioning without being dominated by attachment drives.

There is yet another reason why peer-oriented kids are insatiable. In order to reach the turning point, a child must not only be fulfilled, but this fulfillment must sink in. It has to register somehow in the child's brain that the longing for closeness and connectedness is being met. This registration is not cognitive or even conscious, but deeply emotional. It is emotion that moves the child and shifts the energy from one developmental agenda to another, from attachment to individuation. The problem is that, for fulfillment to sink in, the child must be able to feel deeply and vulnerably — an experience most peer-oriented kids will be defended against. Peer-oriented children cannot permit themselves to feel their vulnerability. It may seem strange that feelings of fulfillment would require openness to feelings of vulnerability. There is no hurt or pain in fulfillment — quite the opposite. Yet there is an underlying emotional logic to this phenomenon. For the child to feel full he must first feel empty, to feel helped the child must first feel in need of help, to feel complete he must have felt incomplete. To experience the joy of reunion one must first experience the ache of loss, to be comforted one must first have felt hurt. Satiation may be a very pleasant experience, but the prerequisite is to be able to feel vulnerability. When a child loses the ability to feel her attachment voids, the child also loses the ability to feel nurtured and fulfilled. One of the first things I check for in my assessment of children is the existence of feelings of missing and loss. It is indicative of emotional health for children to be able to sense what is missing and to know what the emptiness is about. As soon as they are able to articulate, they should be able to say things like “I miss daddy,” “It hurt me that grandma didn't notice me,” “It didn't seem like you were interested in my story,” “I don't think so and so likes me.” Many children today are too defended, too emotionally closed, to experience such vulnerable emotions. Children are affected by what is missing whether they feel it or not, but only when they can feel and know what is missing can they be released from their pursuit of attachment. Parents of such children are not able to take them to the turning point or bring them to a place of rest. If a child becomes defended against vulnerability as a result of peer orientation, he is made insatiable in relation to the parents as well. That is the tragedy of peer orientation — it renders our love and affection so useless and unfulfilling. For children who are insatiable, nothing is ever enough. No matter what one does, how much one tries to make things work, how much attention and approval is given, the turning point is never reached. For parents this is extremely discouraging and exhausting. Nothing is as satisfying to a parent as the sense of being the source of fulfillment for a child. Millions of parents are cheated of such an experience because their children are either looking elsewhere for nurturance or are too defended against vulnerability to be capable of satiation. Insatiability keeps our children stuck in first gear developmentally, stuck in immaturity, unable to transcend basic instincts. They are thwarted from ever finding rest and remain ever dependent on someone or something outside themselves for satisfaction. Neither the discipline imposed by parents nor the love felt by them can cure this condition. The only hope is to bring children back into the attachment fold where they belong and then soften them up to where our love can actually penetrate and nurture.

3. The child is allowed to experience and express ordinary impulses, such as jealousy, rage, sexuality and defiance, because the parents have not disowned these feelings in themselves. 4. The child does not have to please the parent and can develop his own needs at his own developmental pace. 5. The child can depend on and use his parents because they are separate from him. 6. The parents’ independence and good boundaries allow the child to separate self and object representation. 7. Because the child is allowed to display ambivalent feelings, he can learn to regard himself and the caregiver as “both good and bad,” rather than splitting off certain parts as good and certain parts as bad. 8. The beginning of true object love is possible because the parents love the child as a separate object.

A school-age child has a huge list of developmental tasks to accomplish. The biggest one is learning the skills that she perceives she will need in adulthood. For some children, these skills are reading, writing, and math. For others, they are learning how to manipulate, con others, steal, or fight. A school-age child must learn from her own mistakes and decide for herself that “I am capable.” She must learn to listen in order to collect information and think logically. She must learn about rules and the consequences of breaking them. She must test her own ideas and values, and see that she can disagree with others and still be loved. School-age children grow in their ability to cooperate during the same years in which they contrast their abilities with those of others. They grapple with the concept of responsibility and strengthen their internal control mechanisms.

We have seen already in the first chapter how one such model—the developmental, pioneered by child psychologist Jean Piaget—helps explain the roots of our unconscious emotional programs for happiness. Each of us needs to be reassured and affirmed in his or her own personhood and self-identity. If this assurance is withheld because of lack of concern or commitment on the part of parents, these painful privations will require defensive or compensatory measures. As a consequence, our emotional life ceases to grow in relation to the unfolding values of human development and becomes fixated at the level of the perceived deprivation. The emotional fixation fossilizes into a program for happiness. When fully formed it develops into a center of gravity, which attracts to itself more and more of our psychological resources: thoughts, feelings, images, reactions, and behavior. Later experiences and events in life are all sucked into its gravitational field and interpreted as helpful or harmful in terms of our basic drive for happiness. These centers, as we shall see, are reinforced by the culture in which we live and the particular group with which we identify, or rather, overidentify.

Chris accompanied me to most of the exams as we got ready to have the baby. At one critical point, the doctor offered to do a test that would screen for developmental problems. People sometimes use the result of that test to decide whether to go ahead with the birth. We looked at each other as she said that. “Do you want to know?” I asked Chris. “I mean, what difference would it make if something was wrong with the baby?” “It won’t change anything. I’m going to love the baby, one way or another.” “Me, too. That’s our baby, no matter how it comes out.” We decided not to do the test, leaving the outcome to God. But we weren’t willing to leave everything unknown, or at least Chris didn’t: he wanted to know whether it was a boy or girl. A few checkups later, the sonogram proclaimed loudly, “It’s a boy!” I can still see myself lying on my back, belly covered with jelly, and Chris beaming next to me. He’d been sure the baby would be a girl-so many other Team guys were having girls that it seemed to be some sort of military requirement. I was very excited-and a little nervous. I hadn’t had a brother growing up. (Ten male cousins don’t count in this equation. Even if I love them all.” Talking to his mother, I mentioned that I had no idea what to expect with a boy. She, after all, was an expert-she’d had two, both of whom turned into fine young men. “I don’t know what to do with a boy,” I confessed. “You just chase them,” she replied. Boy, is that true.

Tom carried with him a glass full of wine, which clearly hadn’t been his first of the evening. He swaggered and swayed as he started to speak, and his eyes, while not quite at half mast, were certainly well on their way. “In my mind,” Tom began, “this is what love is all about.” Sounded good. A little slurred, but it was nice and simple. “And…and…and in my mind,” Tom continued, “in my mind, I know this is all about…this is all love here.” Oh dear. Oh no. “And all I can say is that in my mind,” he went on, “it’s just so great to know that true love is possible right now in this time.” Crickets. Tap-tap. Is this thing on? “I’ve known this guy for a long, long time,” he resumed, pointing to Marlboro Man, who was sitting and listening respectfully. “And…in my mind, all I have to say is that’s a long…long time.” Tom was dead serious. This was not a joke toast. This was not a ribbing toast. This was what was “in his mind.” He made that clear over and over. “I just want to finish by saying…that in my mind, love is…love is…everything,” he continued. People around the room began to snicker. At the large table where Marlboro Man and I sat with our friends, people began to crack up. Everyone except Marlboro Man. Instead of snickering and laughing at his friend--whom he’d known since they were boys and who, he knew, had recently gone through a rough couple of years--Marlboro Man quietly motioned to everyone at our table with a tactful “Shhhh,” followed by a quietly whispered “Don’t laugh at him.” Then Marlboro Man did what I should have known he’d do. He stood up, walked up to his friend, who was rapidly entering into embarrassing territory…and gave him a friendly handshake, patting him on the shoulder. And the dinner crowd, rather than bursting into the uproarious laughter that had been imminent moments before, clapped instead. I watched the man I was about to marry, who’d always demonstrated a tenderness and compassion for people--whether in movies or in real life--who were subject to being teased or ridiculed. He’d never shown a spot of discomfort in front of my handicapped brother Mike, for all the times Mike had sat on his lap or begged him for rides to the mall. He’d never mocked or ridiculed another person as long as I’d known him. And while his good friend Tom wasn’t exactly developmentally disabled, he’d just gotten perilously close to being voted Class Clown by a room full of people at our rehearsal dinner. But Marlboro Man had swept in and ensured that didn’t happen. My heart swelled with emotion.

As a writer, I think it is my duty to be as responsible as I can with (my)perspective, insights, experiences, & values. Being raised in a black & white- "good & bad" societal mentality has frustrated me. My common mentors (societal, religious, govt., authoritative', etc.) presented a skewed ‘role-model’ to me; colouring the world/‘s of myself, and other people, with their own personal expectations of how society should be. It’s not really trusting people to grow into who they are as a person. Going back to my original verve for writing has meant working (tirelessly) to (try to) remove habitual things; finite statements, assumptions, misinformation, misunderstanding, as well as cyclical (fear-based) conditioning. I want to be responsible. And this has meant that I had to work hard to shake loose from the past. Sometimes it meant screaming "How dare you teach me fear & ignorance!" into my pillow- as I work at ripping the (imposed) bars away from my craft. I am still working at it, and, as hard as it has been- it’s been worth it. I value the integrity of writing (as a creative craft) so very much. I always admired those writers who stood out from the traditional. The writers who challenged the conventional. Those [writers] who dared to present a balanced perspective- no matter how uncommon... To me, they were the best teachers. They inspired unchained learning, wisdom, and developmental skills... Those things which I see as gifting readers with bountiful landscapes into their [readers] own souls. This is what it means, for me, to be a writer. That does not mean it is what it has to mean for others. Each of us get our own unique voices, styles, expressions, dreams, and creativity. I also want to be understood- clearly, truly, and genuinely- as a human, and as a writer. And I want to foster my imagination, creativity, and passion; building a world that I love- knowing that other people may also enjoy it, and some may not.

When we first come into the world, we are small, fragile, and defenseless. We are totally dependent on the love and care of our parents, especially our mothers. In our modern society, we have learned very well how to take care of the physical, biological, and even the developmental needs of our babies, even though parents at various socio-economic levels still face vastly different challenges as they meet their infants’ needs. But we have let a vital need, the one whose fulfillment will determine our ability to have a feeling of self-worth and security, slip through the cracks of modern life. If our emotional needs are not met at the right time, we will face a daunting task later in life as we try to heal the structural wounds of our personalities. Like a plant that doesn’t get enough water or sun early on, we will have trouble growing to our full height, no matter how much fertilizer we get later. Fortunately, unlike plants, we can direct our consciousness and self-awareness toward healing, which can give us new foundations for fulfilling our lives.

Kristen had dreamed of having children since she was herself a child and had always thought that she would love motherhood as much as she would love her babies. “I know that being a mom will be demanding,” she told me once. “But I don’t think it will change me much. I’ll still have my life, and our baby will be part of it.” She envisioned long walks through the neighborhood with Emily. She envisioned herself mastering the endlessly repeating three-hour cycle of playing, feeding, sleeping, and diaper changing. Most of all, she envisioned a full parenting partnership, in which I’d help whenever I was home—morning, nighttime, and weekends. Of course, I didn’t know any of this until she told me, which she did after Emily was born. At first, the newness of parenthood made it seem as though everything was going according to our expectations. We’ll be up all day and all night for a few weeks, but then we’ll hit our stride and our lives will go back to normal, plus one baby. Kristen took a few months off from work to focus all of her attention on Emily, knowing that it would be hard to juggle the contradicting demands of an infant and a career. She was determined to own motherhood. “We’re still in that tough transition,” Kristen would tell me, trying to console Emily at four A.M. “Pretty soon, we’ll find our routine. I hope.” But things didn’t go as we had planned. There were complications with breast-feeding. Emily wasn’t gaining weight; she wouldn’t eat, wouldn’t sleep, wouldn’t play. She was born in December, when it was far too cold to go for walks outdoors. While I was at work, Kristen would sit on the floor with Emily in the dark—all the lights off, all the shades closed—and cry. She’d think about her friends, all of whom had made motherhood look so easy with their own babies. “Mary had no problem breast-feeding,” she’d tell me. “Jenny said that these first few months had been her favorite. Why can’t I get the hang of this?” I didn’t have any answers, but still I offered solutions, none of which she wanted to hear: “Talk to a lactation consultant about the feeding issues.” “Establish a routine and stick to it.” Eventually, she stopped talking altogether. While Kristen struggled, I watched from the sidelines, unaware that she needed help. I excused myself from the nighttime and morning responsibilities, as the interruptions to my daily schedule became too much for me to handle. We didn’t know this was because of a developmental disorder; I just looked incredibly selfish. I contributed, but not fully. I’d return from work, and Kristen would go upstairs to sleep for a few hours while I’d carry Emily from room to room, gently bouncing her as I walked, trying to keep her from crying. But eventually eleven o’clock would roll around and I’d go to bed, and Kristen would be awake the rest of the night with her. The next morning, I would wake up and leave for work, while Kristen stared down the barrel of another day alone. To my surprise, I grew increasingly disappointed in her: She wanted to have children. Why is she miserable all the time? What’s her problem? I also resented what I had come to recognize as our failing marriage. I’d expected our marriage to be happy, fulfilling, overflowing with constant affection. My wife was supposed to be able to handle things like motherhood with aplomb. Kristen loved me, and she loved Emily, but that wasn’t enough for me. In my version of a happy marriage, my wife would also love the difficulties of being my wife and being a mom. It hadn’t occurred to me that I’d have to earn the happiness, the fulfillment, the affection. Nor had it occurred to me that she might have her own perspective on marriage and motherhood.

I was so happy. I had changed lots of diapers in my twenty-two years and cared for lots of babies, but our Lily was ours, and to us, she was perfect and healthy. She was easy and quiet, and she slept really good. I always knew I was going to love being a mom, and I was right. I loved it. I could even take her to the movies, and she wouldn’t make a peep. Phil always says Lily was the first granddaughter who wasn’t afraid of him. And it was true. From the very first time they laid eyes on each other, baby Lily was a match for Phil. She just took to him. I guess it was the beard, and it was a good thing Jep had a hunting-season beard when she was born because she was used to it. She loved her Papaw Phil, and as soon as she was a few months old and could sit up, she’d sit in his lap and watch Fox News. Jep had always said he wanted his children to be around his family, especially his parents, so I made an effort to bring Lily down to Phil and Kay’s as often as possible. While Lily sat with Phil, I’d help Miss Kay with work or in the kitchen or just sit and visit. In the back of my mind, I still carried some of the fear and worry from my pregnancy. As she got closer to a year old, Jep and I noticed Lily hadn’t started talking yet, although she seemed to be normal and healthy in every other way. She was alert and sweet and smart, but she was quiet. Her eyes were big, and she watched everything going on around her. But she didn’t talk. In her second year, we got a little more worried because Lily still wasn’t talking. Developmentally, everything else was on track. She grew and ate solid good and crawled and walked, but still no words. We were concerned and afraid something might be wrong. Lily finally started talking when she was three, and she has turned out to be as smart as can be and does very well in school. There is nothing wrong with her. Lily is on her own timetable, and we had to wait patiently for her personality to emerge. I’m guessing her quiet personality came from her dad. I don’t know, but maybe I did all her talking for her, and she didn’t feel the need those first few years! Lily is twelve years old now. She’s still sweet and smart and quiet, and she still loves her family.

little kids love downtime in which they stare at the ceiling, but busy-ness and overprogramming are so fetishized in certain parent communities that they’ve come to be seen as child-rearing virtues in their own right, detached from any underlying developmental rationale. I couldn’t count the number of times a parent of one of my preschoolers worried that his child wasn’t enrolled in enough activities. Sometime in recent history, we began to see slow, unhurried experiences as subpar. For some parents, a child not signed up for karate class and music lessons is somehow seen to be neglected, even pitied. But the more we overprogram our children, the more we lose our own sense of their needs, not to mention our sanity, and how to provide for them.

adoption (or emotional adoption: placement in a foster family or in any other significant, life-altering family connection) is not an isolated event. It is a lifelong process and an intergenerational journey. As such, each member in the family nexus changes, and certain developmental transitions occur that need to be addressed with loving attention.

Families are finding that they are getting funding from a variety of sources. One typical family has counseling covered through their insurance for family counseling, and counseling funded by a federally funded adoption support program for their child. They receive respite care funded through the Division of Developmental Disabilities. They pay privately for Sibshop, a well-loved program for the siblings of their special needs children. Since the Sibshop is through a non-profit organization, it is particularly affordable. Their school district pays for tutoring. After they specifically requested a review, they received an adoption subsidy available to older children through their state. The cost of braces was partially reimbursed by the adoption support system, as well. The combination of resources and financial relief allowed the parents to enjoy some outings, plan a simple family vacation, and get some household help. They said, “Without this help, we would not have made it as an emotionally intact family. We would not have disrupted, but we would not have been the unit that we are today.

It helps kids to know that they are doing some of the emotional work that their peers may be doing later in life. Learning to cope with lack of control over life’s events, grief over losing loved ones, betrayal over misplaced loyalties, and shame over feeling inadequate are struggles for everyone over the life cycle. For a percentage of people, trauma will also be their experience. These children may be lagging in some emotional developmental tasks, but be ahead, ultimately, in learning to deal with life.

However, neither the previously neglectful parents nor the defense-blinded child can identify the source of the problem. These parents had no idea why their daughter fell in love with this unsuitable young man. Their illusion that they provided their daughter with a “good” childhood hid the personality damage they did to her during her developmental years. The young woman is blinded by both the splitting and moral defenses and so she too is unable to locate the source of her problems.

By his senior year, if he’s caught showing any kind of public display of affection with a girl, he’ll be taunted by his peers for being “whipped” since PDA is an indication he’s off limits to other girls. These experiences send a clear message to men during our developmental years that monogamy and manhood don’t mix.

Its not that people want to get hurt again. Its that they want to master a situation where they felt helpless. "Repetition compulsion" Maybe this time, the unconscious imagines, I can go back and heal that wound from long ago, by engaging with somebody familiar- but new. The truth is that they reopen the wounds and feel even more inadequate and unlovable." "He may be resistant to acknowledging it now, but I welcome his resistance because resistance is a clue to where the crux of the work lies; it signals what a therapist needs to pay attention to." "Conversion disorder: this is a condition in which a person's anxiety is "converted" into a neurologic conditions such as paralysis, balance issues, incontinence, deafness, tremors, or seizures." "People with conversion disorder aren't faking it- that’s called factitious disorder. People with factitious disorder have a need to be thought of as sick and intentionally go to great lengths to appear ill." "Interestingly, conversion disorder tends to be more prevalent in cultures with strict rules and few opportunities for emotional expression." "Ultracrepidarianism, which means "the habit of giving opinions and advice on matters outside of one's knowledge or competence" "Every decision they make is based on two things: fear and love. Therapy strives to teach you how to tell the two apart." "if you are talking that much, you cant be listening" and its variant, you have two ears and one mouth; there's a reason for that ratio)" "To feel better now, anytime, anywhere, within seconds" Why are we essentially outsourcing the thing that defines uses people? Was it that people couldn’t tolerate being alone or that they couldn’t tolerate being with other people?" "The four ultimate concerns are death, isolation, freedom, and meaningless" "Flooded: meaning one person is in overdrive, and when people feel flooded is best to wait a beat. The person needs a few minutes for his nervous system to reset before he can take anything in." "Developmental stage models: Freud, Jung, Erikson, Piaget and Maslow

Be careful who you let define your good. —Lois McMaster Bujold, science fiction writer • Why is learning to sift through possibilities and to prioritize them one of our key developmental tasks as women? • Do you have any dreams that are currently intersecting? How are you prioritizing them? • If you are deferring a dream, have you considered keeping a journal that outlines how what you are doing now will help you achieve your dream? • Some dreams that we all deserve may go unrealized indefinitely. Do we honor that loss? • Unrealized dreams may also lead to unimagined opportunities, new dreams, and happiness. What unrealized dreams have freed up the resources (time, money, energy) that you can reinvest in your current dreams? • Is it time to redirect or shift one of your dreams? • Is there something that you used to love to do that you’ve set aside? Is it possible that you can combine your childhood skills with the ones you’ve since acquired, to tell yourself a new story—one that is fresh and relevant to you today? • Do you have a dream that needs to be supersized? What do you need to make this happen? And if you are holding back—why?

Vision Our vision is that all children receive the developmental services they need to live their best life. Mission Our mission is to enable infants, children, and adults with disabilities to achieve their maximum independence, and to provide support for the families who love and care for them.

Childhood experiences literally impact the biology of the brain…our earliest developmental experiences, particularly touch and other relational-based sensory cutes, including the caregiver’s smell and the way they rock the infant, the songs they hum when feeding the infant, any unique movement in the way they respond to the infant when it’s needy-all of these things are organizing experiences that help create the infant’s “worldview,”…Really, every aspect of human functioning is influenced by early developmental experiences-both when there are consistent, predictable, and loving interactions and when there is chaos, threat, unpredictability, or lack of love…Love, given and felt, is dependent upon the ability to be present, attentive, attuned, and responsive to another human being. This glue of humanity has been essential to the survival of our species-and to the health and happiness of the individual. And this ability is based upon what happened to you, primarily as a young child.

When you put out a request with the highest and greatest sensation of love from your mind and heart, that request releases an electromagnetic wave that reverberates across the Universe, instantly drawing a spirit response.

Toxic shame begins as an adaptation to adverse childhood experiences. Shame is the mechanism of disconnecting from and attacking the Self. Shame becomes a survival strategy to protect against attachment loss and environmental failure, which are experienced as loss of love in the universe. When shame occurs early in a child’s development, their sense of Self becomes associated with shame.

When people experience relational trauma, they are generally not responding to a mortal threat. Instead, they are responding to a threat to the security of one’s sense of Self. This has profound impact on the neurodevelopment of children and self-organization. For young children, their sense of Self is dependent on their early environment. They are 100 percent dependent on their caregivers for their survival and well-being. A young child who experiences environmental failure has the lived experience that they themself won’t exist without connection and love.

The Root Chakra grounds us to the earth and to our generational tribe and sense of belonging. Then the chakras proceed upward through higher and lighter vibrations to the Crown Chakra which connects our energy with all beings and opens a window to divine love. Each chakra is associated with a color, a developmental stage of life, emotions, gemstones, a body system, and particular organs. Disease and imbalances are related to a blockage in a particular chakra or chakras.

Dear Mothers Everywhere! First and foremost - enjoy your children! Rediscover the world with them, as they revel in the mundane and everyday world you've long since taken for granted. Revel in that most mysterious and marvelous thing called maturation. Revel in their infinite capacity to unconditionally trust and love you as no other living thing possibly could. And when you catch yourself taking that for granted, pause. Breathe them in - and revel in the never failing ways your children just keep it -and you - real.

Reasons I quit teaching -Kids didn't love me -Teachers didn't like me -Principal hated me -Couldn't continue to witness bad decisions at the expense of children -Couldn't stand one more minute of professional development that was neither professional nor developmental -Couldn't stand reading bad writing Real reasons I quit teaching -I wasn't a good enough teacher -It hurt my heart to watch kids waste so much time and ability Reasons I became a teacher -Understood the job -Dad suggested it -Always like school -Mr. Sullivan -Summer Vacations Teaching revelations 1. Teaching is the only profession that you spend at least 15 years observation before trying to do it yourself 2. I wouldn't be a teacher if Dad hadn't suggested it 3. I still think of myself as a teacher even though I'm not 4. There will always be too m any kids in need of saving 5. If the only reason I became a teacher was for the summer vacations, that would've still be reason enough

Sometimes people walk away from love because it is so beautiful that it terrifies them. Sometimes they leave because the connection shines a bright light on their dark places and they are not ready to work them through. Sometimes they run away because they are not developmentally prepared to merge with another—they have more individuation work to do first. Sometimes they take off because love is not a priority in their lives—they have another path and purpose to walk first. Sometimes they end it because they prefer a relationship that is more practical than conscious, one that does not threaten the ways that they organize reality. Because so many of us carry shame, we have a tendency to personalize love's leavings, triggered by the rejection and feelings of abandonment. But this is not always true. Sometimes it has nothing to do with us. Sometimes the one who leaves is just not ready to hold it safe. Sometimes they know something we don't—they know their limits at that moment in time. Real love is no easy path. Readiness is everything. May we grieve loss without personalizing it. May we learn to love ourselves in the absence of the lover.

To counter the effects of too-early learning, here are some things you can do: Where possible, choose schools that are developmentally sensitive in their curriculum and appropriate for your child. Some kids will do really well as big fish in small ponds. It gives them the confidence to tackle the currents without being afraid of being swept away. They get to grow strong and feel strong. So what if there are bigger fish in bigger ponds? Help your children find the right curricular environments for them. Relax and take a long view, even if no one else around you is. Most kids who learn to read at five aren’t better readers at nine than those who learn to read at six or seven. Bill remembers vividly the mild panicky feeling he and Starr had when their daughter was five years old and some of her friends were starting to read. Even though they knew that kids learn to read much easier at age seven than at age five, and that pushing academics too early was harmful and produced no lasting benefit, Bill and Starr wondered if they were jeopardizing their child’s future by letting her fall behind her peers. They briefly considered pulling her out of her nonacademic kindergarten. But they stuck to their guns and left her in a school that did not push and did not give her any homework until the fourth grade. Despite an unrushed start, she received her PhD in economics from the University of Chicago at the age of twenty-six and is a successful economist. Bill loves telling that story, not to brag (okay, just a little), but to emphasize that it is difficult to buck the tide even when you know the current is carrying you the wrong way. Remember that any gains from rushing development will wash out. Parents often tell Bill that their third grader is doing fourth- or fifth-grade math—but he never hears twenty-six-year-olds brag that they’re more successful than most twenty-eight-year-olds. Don’t go overboard on AP classes. You are doing your child no favors if you let her take more APs at the cost of her mental health and sleep. There’s a reason why kids get more out of Moby-Dick in college than in high school. When we consider the enormous differences in the maturation of their prefrontal cortex—and the associated development in their capacity for abstraction and emotional maturity—it should come as no surprise that the majority of students will understand and appreciate novels written for adults better when they’re older. The same is true for complex scientific theories and data, quantitative concepts, and historical themes, which are easier for most kids to grasp when they are college aged. This isn’t to say that some students aren’t ready for college-level courses when they’re fifteen. The problem is that when this becomes the default for most students (I’ll never get into college if I don’t have five AP classes) it’s destructive.

Love serves to assuage the sorrows and wounds of some old developmental conundrums by binding the present to the past. It repairs the lingering humiliations of early life, melds the sensual to the tender, the body to the soul, and provides continuity at the same time that it separates the lover from the past.

Personality disorders belong on Axis II of a mental health diagnosis chart, along with other developmental disorders. In other words, someone who is a histrionic or psychopath (narcissist) can never fully be rehabilitated. The diagnosis is grouped with other developmental delays, the only difference is the psychopath, narcissist, etc. are a little bit higher functioning but lack the reasoning and empathy to make the choices for the betterment of society. These are the people that run our country and various other high-ranking institutions because they crave power. Would you allow your child with Down's Syndrome to drive your car? Why elect an unfit person to speak for you in the world? At least the person with Down's Syndrome can feel empathy and love, a narcissist, psychopath, histrionic, etc. cannot.

Adaptive Survival Style Shame-Based Identification Connection Feel shame at existing, feeling, and connecting Attunement Feel shame when experiencing and communicating their needs Trust Feel shame when feeling dependent, vulnerable, or weak Autonomy Feel shame at their impulses toward self-determination, autonomy, and independence Love/Sexuality Feel shame about sharing their heart and relational intimacy

Individuals with the Love-Sexuality Survival Style are highly energetic, attractive, and successful. They are the doers and the winners of the world, the sports heroes, cheerleaders, top actors and actresses, the people who often become the icons of our collective consciousness.

Connection: A survival style develops around the need for contact and the fear of it. • Attunement: A survival style develops around the conflict between having personal needs and the rejection of them. • Trust: A survival style develops around both the longing for and the fear of healthy trust and interdependence. • Autonomy: A survival style develops around both the desire for and the fear of setting limits and expressing independence. • Love-Sexuality: A survival style develops around wanting to love and be loved and the fear of vulnerability. It also develops around the splitting of love and sexuality.

Individuals with the Autonomy Survival Style have had to face the dilemma of choosing between themselves or their parents. To submit to their parents leaves them feeling invaded, controlled, and crushed. On the other hand, their loving feelings and the need to maintain the attachment relationship keep them from overtly challenging parents.

As the child grows older, obtaining love from the parents becomes linked to pleasing them, so that love is associated with duty, burden, and bondage. For many with this survival style, obtaining love becomes inextricably tied with the necessity to please, often at the expense of their own integrity and autonomy.

Called upon to give her baby what she never received herself, this mother may be conflicted about giving, unconsciously wanting her baby to give her the love and nurturing she never received.

Essayist and critic Wendell Berry, in his book Sex, Economy, Freedom, and Community (New York: Pantheon, 1994), takes aim at a premise beneath much of today’s hostility to the Christian ethic—namely, the assumption that sex is private, and what I do in the privacy of my bedroom with another consenting adult is strictly my own business. Thinkers like Berry retort that this claim appears on the surface to be broad minded but is actually very dogmatic. That is, it is based on a set of philosophical assumptions that are not neutral at all but semi-religious and have major political implications. In particular, it is based on a highly individualistic understanding of human nature. Berry writes, “Sex is not, nor can it be any individual’s ‘own business,’ nor is it merely the private concern of any couple. Sex, like any other necessary, precious, and volatile power that is commonly held, is everybody’s business . . .” (p. 119). Communities occur only when individuals voluntarily out of love bind themselves to each other, curtailing their own freedom. In the past, sexual intimacy between a man and a woman was understood as a powerful way for two people to bind themselves to stay together and build a family. Sex, Berry insists, is the ultimate “nurturing discipline.” It is a “relational glue” that creates the deep oneness and therefore stability in the relationship that not only is necessary for children to flourish but is crucial for local communities to thrive. The most obvious social cost to sex outside marriage is the enormous spread of disease and the burden of children without sufficient parental support. The less obvious but much greater cost is the exploding number of developmental and psychological problems among children who do not live in stable family environments for most of their lives. Most subtle of all is the sociological fact that what you do in private shapes your character, and that affects how you relate to others in society. When people use sex for individual recreation and fulfillment, it weakens the entire body politic’s ability to live for others. You learn to commodify people and think of them as a means to satisfy your own passing pleasure. It turns out that sex is not just your business; it’s everybody’s business.

While large, impersonal orphanages provided children with minimal care and attention from an ever-changing series of nurses, children in loving foster families had available to them surrogate caregivers with whom they readily formed attachments. Children in foster care also demonstrated significantly less distress about the separation from their mothers, and they overcame their distress more readily when reunited with their own families. Therefore, it is not separation per se that is so devastating, but rather the extended stay in a strange, bleak or socially insensitive environment with little or no contact with the mother or other familiar figures.

Can you maybe keep your accomplishments to yourself before it scares everyone else at this party? Some of us are on a lot of drugs right now and frankly it's rude to talk about you meeting developmental milestones and having “love” in your life. Thanks.

I see so many situations where a child is in the midst of plenty, a virtual banquet spread out before him, but is suffering from psychological malnourishment because of attachment problems. You cannot feed someone who is not sitting at your table. All the love in the world would not be enough to take the child to the turning point — the umbilical cord needs to be hooked up for the nourishment to get through. It is impossible to satiate the attachment needs of a child who is not actively attaching to the person willing and able to provide for those needs. When a child replaces parents with peers as the primary attachment figures, it is to peers she will look for emotional nurturing. Plainly put, it is exceptional for peer attachments to ever satisfy that attachment hunger. The developmental shift of energy never occurs. Because there is no move from attachment to individuation, peer orientation and immaturity go hand and hand. Peer relationships connect immature beings. They are inherently insecure. They cannot allow a child to rest from the relentless foraging for approval, love, and significance. The child is never free from the pursuit of closeness. Instead of rest, peer orientation brings agitation. The more peer-oriented the child, the more pervasive and chronic the underlying restlessness becomes. No matter how much contact and connection exist with peers, proximity can never be taken for granted or held fast. A child feeding off his popularity with others—or suffering the lack of it — is conscious of every nuance, threatened by every unfavorable word, look, gesture. With peers, the turning point is never reached: the pursuit of closeness never shifts into venturing forth as a sepa-rate being. Owing to their highly conditional nature, peer relationships — with few exceptions — cannot promote the growth of the child's emerging self. One exception would be the friendship of children who are secure in their adult attachments; in such cases the acceptance and companionship of a peer can add to a child's sense of security. Feeling fundamentally safe in his adult relationships, such a child gets an extra glow from peer friendships — not having to depend on them, he need not feel threatened by their inherent instability.

She devised a very simple experiment to look at the four behaviors that Bowlby and she believed were basic to attachment: that we monitor and maintain emotional and physical closeness with our beloved; that we reach out for this person when we are unsure, upset, or feeling down; that we miss this person when we are apart; and that we count on this person to be there for us when we go out into the world and explore. The experiment was called the Strange Situation and has generated literally thousands of scientific studies and revolutionized developmental psychology.

The first 2 weeks after birth, mother's body is flooded with hormones, designed to ensure baby's survival. Oxytocin, a powerful bonding hormone (known as the love hormone) creates the euphoric feeling following childbirth and is the reason you're bursting with love for your new baby.

skin-to-skin contact triggers Oxytocin (the love hormone) to be released in both baby and mum. This encourages bonding between mother and baby, and it's more than likely the reason why midwives recommend immediate skin-to-skin contact after birth

The cells of your baby's body are unable to grow without loving contact. The genome responsible for growth enzymes stops production without loving contact. With only a few loving strokes, the genome is signalled and growth begins again.

The love you shower upon your baby in the early weeks will truly last a lifetime. Bear this in mind as you raise your precious baby.

by providing a loving, nurturing, stimulating environment for your baby, you will create the ideal conditions for her to develop optimally

Giving timе to your toddler and building a close loving bond with him will hеlр tо build a hеаlthу rеlаtiоnѕhiр, mаking it easier for him to cope with the demands of life.

In developmental psychology we talk breezily about the big differences between nine-month-olds’ and twelve-month-olds’ conceptions of objects, or three-year-olds’ and four-year-olds’ understanding of minds. But what this means is that in just a few months, these children have completely changed their minds about what the world is like. Imagine that your world-view in September was totally different from what it was in June, and then completely changed again by Christmas. Or imagine that your most basic beliefs would be entirely transformed between 2009 and 2010, and then again by 2012. Really flexible and innovative adults might change their minds this way two or three times in a lifetime.

Dr. Janet Hagberg and Robert Guelich from Fuller Seminary spent decades analyzing the data of thousands of Christians' lives, searching for a developmental process by which we become more like Jesus over our lifetimes. They identified a six-stage spiritual development theory: The Critical Journey - Stages of Faith Stage 1: Recognition of God Stage 2: Life of Discipleship Stage 3: Productive Life [The Wall] Stage 4: Journey Inward Stage 5: Journey Outward Stage 6: Life of Love After watching this process unfold over many lives, they made this sobering observation: Most Christians never mature beyond stage three, which is a very basic level of maturity; very few reach their full potential in Christ.