Developmental Psychology Quotes

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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.
Idowu Koyenikan (Wealth for All: Living a Life of Success at the Edge of Your Ability)
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.
Idowu Koyenikan (Wealth for All: Living a Life of Success at the Edge of Your Ability)
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.
Idowu Koyenikan (Wealth for All: Living a Life of Success at the Edge of Your Ability)
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.
David Brooks (The Social Animal: The Hidden Sources of Love, Character, and Achievement)
Parents, deliberately or unaware, teach their children from birth how to behave, drink, feel and perceive. Liberation from these influences is no easy matter.
Eric Berne (Games People Play)
We live in truly unbelievable times. Autism is an epidemic in most western countries, western governments are nothing more than corrupt corporations, and corporations are routinely suppressing information regarding the toxicity of many common household items. The result is that many people are unnecessarily suffering from easily preventable developmental problems, sickness and cancer.
Steven Magee
The search for fusion regularly gives rise to various symptoms. Our own psyche knows what is right for us, knows what is developmentally demanded. When we use the Other to avoid our own task, we may be able to fool ourselves for awhile, but the soul will not be mocked. It will express its protest in physical ailments, activated complexes and disturbing dreams. The soul wishes its fullest expression; it is here, as Rumi expressed it, 'for its own joy.' Let's continue the fantasy of finding an Other willing to carry our individuation task for us. Well, in time, that Other would grow to resent us, even though he or she was a willing signatory to the silent contract. That resentment would leak into the relationship and corrode it. No one is angrier that someone doing 'the right thing' and secretly wishing for something else.
James Hollis (Eden Project: In Search of the Magical Other (Studies in Jungian Psychology By Jungian Analysts, 79))
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?
Susan J. Douglas
The traumatic stress field has adopted the term “Complex Trauma” to describe the experience of multiple and/or chronic and prolonged, developmentally adverse traumatic events, most often of an interpersonal nature (e.g., sexual or physical abuse, war, community violence) and early-life onset. These exposures often occur within the child’s caregiving system and include physical, emotional, and educational neglect and child maltreatment beginning in early childhood - Developmental Trauma Disorder
Bessel van der Kolk
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.
Erich Neumann (The Fear of the Feminine and Other Essays on Feminine Psychology)
Differentiating from parental introjects and psychological defences based on the emotional pain of childhood is essential not only for neurotic or seriously disturbed individuals; it is a central developmental issue in every person’s life.
Lisa Firestone (The Self Under Siege)
Then again, it'd taken more than two hundred years after the invention of the scientific method before any Muggle scientists had thought to systematically investigate which sentences a human four-year-old could or couldn't understand. The developmental psychology of linguistics could've been discovered in the eighteenth century, in principle, but no one had even thought to look until the twentieth. So you couldn't really blame the much smaller wizarding world for not investigating the Retrieval Charm.
Eliezer Yudkowsky (Harry Potter and the Methods of Rationality)
Spiritual bypassing—the use of spiritual beliefs to avoid dealing with painful feelings, unresolved wounds, and developmental needs—is so pervasive that it goes largely unnoticed. The spiritual ideals of any tradition, whether Christian commandments or Buddhist precepts, can provide easy justification for practitioners to duck uncomfortable feelings in favor of more seemingly enlightened activity. When split off from fundamental psychological needs, such actions often do much more harm than good. ROBERT AUGUSTUS MASTERS, Spiritual Bypassing: When Spirituality Disconnects Us from What Really Matters
Megan Devine (It's OK That You're Not OK: Meeting Grief and Loss in a Culture That Doesn't Understand)
The truth is that bilingual babies are like machines.
Albert Costa (The Bilingual Brain: And What It Tells Us about the Science of Language)
There are four nutrients you will want in your behavioral formula, adjusting them as your baby gets older: breast-feeding, talking to your baby, guided play, and praising effort rather than accomplishment. Brain research tells us there are also several toxins: pushing your child to perform tasks his brain is not developmentally ready to take on; stressing your child to the point of a psychological state termed “learned helplessness”; and, for the under-2 set, television.
John Medina (Brain Rules for Baby: How to Raise a Smart and Happy Child from Zero to Five)
A fork in the developmental path leads a child either to imitate adults in order to become more assertive and powerful themselves, or consciously to display weakness so as to get adult help and attention.
Tom Butler-Bowdon (50 Psychology Classics: Who We Are, How We Think, What We Do: Insight and Inspiration from 50 Key Books (50 Classics))
Dissociation is the ultimate form of human response to chronic developmental stress, because patients with dissociative disorders report the highest frequency of childhood abuse and/or neglect among all psychiatric disorders. The cardinal feature of dissociation is a disruption in one or more mental functions. Dissociative amnesia, depersonalization, derealization, identity confusion, and identity alterations are core phenomena of dissociative psychopathology which constitute a single dimension characterized by a spectrum of severity. Clinical Psychopharmacology and Neuroscience 2014 Dec; 12(3): 171-179 The Many Faces of Dissociation: Opportunities for Innovative Research in Psychiatry
Verdat Sar
Spiritual bypassing is a term I coined to describe a process I saw happening in the Buddhist community I was in, and also in myself. Although most of us were sincerely trying to work on ourselves, I noticed a widespread tendency to use spiritual ideas and practices to sidestep or avoid facing unresolved emotional issues, psychological wounds, and unfinished developmental tasks. When we are spiritually bypassing, we often use the goal of awakening or liberation to rationalize what I call premature transcendence: trying to rise above the raw and messy side of our humanness before we have fully faced and made peace with it. And then we tend to use absolute truth to disparage or dismiss relative human needs, feelings, psychological problems, relational difficulties, and developmental deficits. I see this as an ‘occupational hazard’ of the spiritual path, in that spirituality does involve a vision of going beyond our current karmic situation.
John Welwood
He saw those who had been delicately nurtured, and tenderly brought up, cheerful under privations, and superior to suffering, that would have crushed many of a rougher grain, because they bore within their own bosoms the material of happiness, contentment, and peace.
Charles Dickens (The Story of the Goblins Who Stole a Sexton)
We decided to become developmental psychologists and study children because there aren't any Martians. These brilliant beings with the little bodies and big heads are the closest we can get to a truly alien intelligence (even if we may occasionally suspect that they are bent on making us their slaves.)
Alison Gopnik (The Scientist in the Crib: What Early Learning Tells Us About the Mind)
In developmental psychology there is a general understanding that an individual must master the twin areas of sexuality and aggression (Freud’s Eros and Thanatos) in order to have truly achieved adulthood. In the same way, the maturation of the human race necessitates our collective mastery of these two areas.
Dave Grossman (On Killing)
In the nineteenth century, Emile Durkheim, the founder of sociology and an early pioneer of the social sciences, ran a thought experiment in one of his books: What if there were no crime? What if there emerged a society where everyone was perfectly respectful and nonviolent and everyone was equal? What if no one lied or hurt each other? What if corruption did not exist? What would happen? Would conflict cease? Would stress evaporate? Would everyone frolic in fields picking daises and singing the "Hallelujah" chorus from Handel's Messiah? Durkheim said no, that in fact the opposite would happen. He suggested that the more comfortable and ethical a society became, the more that small indiscretions would become magnified in our minds. If everyone stopped killing each other, we wouldn't necessarily feel good about it. We'd just get equally upset about the more minor stuff. Developmental psychology has long argued something similar: that protecting people from problems or adversity doesn't make them happier or more secure; it makes them more easily insecure. A young person who has been sheltered form dealing with any challenges or injustices growing up will come to find the slightest inconveniences of adult life intolerable, and will have the childish public meltdown to prove it.
Mark Manson (Everything is F*cked: A Book About Hope)
population history invariably combines individual choices, developmental strategies, and national psychologies—private motives and power motives.
Thomas Piketty (Capital in the Twenty-First Century)
Have no fear, most of the Indigo children that are struggling are the children that have had a very difficult time trying to live up to societies Indigo myth that developed around them
Tasha Heart
To the extent that we retain the critical attitudes and destructive elements we have incorporated into our own personalities, we remain undifferentiated from our parents throughout our lifetime.
Lisa Firestone (The Self Under Siege)
For example, in order to identify these schemas or clarify faulty relational expectations, therapists working from an object relations, attachment, or cognitive behavioral framework often ask themselves (and their clients) questions like these: 1. What does the client tend to want from me or others? (For example, clients who repeatedly were ignored, dismissed, or even rejected might wish to be responded to emotionally, reached out to when they have a problem, or to be taken seriously when they express a concern.) 2. What does the client usually expect from others? (Different clients might expect others to diminish or compete with them, to take advantage and try to exploit them, or to admire and idealize them as special.) 3. What is the client’s experience of self in relationship to others? (For example, they might think of themselves as being unimportant or unwanted, burdensome to others, or responsible for handling everything.) 4. What are the emotional reactions that keep recurring? (In relationships, the client may repeatedly find himself feeling insecure or worried, self-conscious or ashamed, or—for those who have enjoyed better developmental experiences—perhaps confident and appreciated.) 5. As a result of these core beliefs, what are the client’s interpersonal strategies for coping with his relational problems? (Common strategies include seeking approval or trying to please others, complying and going along with what others want them to do, emotionally disengaging or physically withdrawing from others, or trying to dominate others through intimidation or control others via criticism and disapproval.) 6. Finally, what kind of reactions do these interpersonal styles tend to elicit from the therapist and others? (For example, when interacting together, others often may feel boredom, disinterest, or irritation; a press to rescue or take care of them in some way; or a helpless feeling that no matter how hard we try, whatever we do to help disappoints them and fails to meet their need.)
Edward Teyber (Interpersonal Process in Therapy: An Integrative Model)
An integral approach is based on one basic idea: no human mind can be 100% wrong. Or, we might say, nobody is smart enough to be wrong all the time. And that means, when it comes to deciding which approaches, methodologies, epistemologies, or ways or knowing are "correct," the answer can only be, "All of them." That is, all of the numerous practices or paradigms of human inquiry — including physics, chemistry, hermeneutics, collaborative inquiry, meditation, neuroscience, vision quest, phenomenology, structuralism, subtle energy research, systems theory, shamanic voyaging, chaos theory, developmental psychology—all of those modes of inquiry have an important piece of the overall puzzle of a total existence that includes, among other many things, health and illness, doctors and patients, sickness and healing.
Ken Wilber
At the time, the Wikipedia page read, “Complex post-traumatic stress disorder (C-PTSD; also known as complex trauma disorder) is a psychological disorder that can develop in response to prolonged, repeated experience of interpersonal trauma in a context in which the individual has little or no chance of escape.” And then, a paragraph down: “C-PTSD is a learned set of responses, and a failure to complete numerous important developmental tasks. It is environmentally, not genetically, caused. Unlike most of the diagnoses it is confused with, it is neither inborn nor characterological, not DNA based, it is a disorder caused by lack of nurture.
Stephanie Foo (What My Bones Know: A Memoir of Healing from Complex Trauma)
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.
Robin Wasserman (Mother Daughter Widow Wife)
Ed Tronick, a pioneer in developmental psychology, teaches us, interpersonal rupture and repair is good for building resilience. These ruptures are perfect doses of moderate, controllable stress. Conversation, for example, promotes resilience; discussions and arguments over family dinners and mildly heated conversations with friends are—as long as there is repair—resilience-building and empathy-growing experiences. We shouldn’t be walking away from a conversation in a rage; we should regulate ourselves. Repair the ruptures. Reconnect and grow. When you walk away, everybody loses. We all need to get better at listening, regulating, reflecting.
Bruce D. Perry (What Happened to You?: Conversations on Trauma, Resilience, and Healing)
This is a book about restoring connection. It is the experience of being in connection that fulfills the longing we have to feel fully alive. An impaired capacity for connection to self and others, and the ensuing diminished aliveness, are the hidden dimensions that underlie most psychological and many physiological problems.
Laurence Heller (Healing Developmental Trauma: How Early Trauma Affects Self-Regulation, Self-Image, and the Capacity for Relationship)
Psychological abuse is.. the sustained, repetitive, inappropriate behavior which damages or substantially reduces the creative and developmental potential of crucially important mental faculties and mental processes of a child, including intelligence, memory, recognition, perception, attention, imagination, and moral development.
Kieran O'Hagan
GENERAL BOOKS ABOUT LANGUAGE Highly readable, witty, and provocative is Roger Brown’s Words and Things. Also readable, magnificent, though sometimes too dogmatic, is Eric H. Lenneberg’s Biological Foundations of Language. The deepest and most beautiful explorations of all are to be found in L. S. Vygotsky’s Thought and Language, originally published in Russian, posthumously, in 1934, and later translated by Eugenia Hanfmann and Gertrude Vahar. Vygotsky has been described—not unjustly—as “the Mozart of psychology.” A personal favorite of mine is Joseph Church’s Language and the Discovery of Reality: A Developmental Psychology of Cognition, a book one goes back to again and again.
Oliver Sacks (Seeing Voices)
..children only begin to understand differences in desires when they are about eighteen months old...Toddlers are systematically testing the dimensions on which their desires and the desires of others may be in conflict... The terrible twos reflects a genuine clash between children's need to understand other people and their need to live happily with them.
Alison Gopnik (The Scientist in the Crib: What Early Learning Tells Us About the Mind)
The price of freedom is eternal mindfulness. This is a book about restoring connection. It is the experience of being in connection that fulfills the longing we have to feel fully alive. An impaired capacity for connection to self and others, and the ensuing diminished aliveness, are the hidden dimensions that underlie most psychological and many physiological problems. Unfortunately, we are often unaware of the internal roadblocks that keep us from experiencing the connection and aliveness we yearn for. These roadblocks develop in reaction to developmental and shock trauma and the related nervous system dysregulation, disruptions in attachment, and distortions of identity. The goal of the NeuroAffective Relational Model (NARM) is to work with these dysregulations, disruptions, and distortions while never losing sight of supporting the development of a healthy capacity for connection and aliveness. In this book we address conflicts around the capacity for connection and explore how deeper connection and aliveness can be supported in the process of healing developmental trauma.
Laurence Heller (Healing Developmental Trauma: How Early Trauma Affects Self-Regulation, Self-Image, and the Capacity for Relationship)
The most sensitive period of their developmental age, when the kids are supposed to be taught to question everything and nourish their reasoning skills, they are taught that God created the world in seven days – that the human race did not evolve from apes through millions of years, rather it came from the amorous congress between two God-made humans, named Adam and Eve. And if you ask why? The answers of the uneducated primordial teachers would be that the scriptures say so. And now if you ask, can’t the scriptures be wrong – do I have to take these stories literally? They would lash out with rage and shout at you – how dare you question the scriptures! Every single word in it is true. There is no greater truth than the truth of these sacred texts.
Abhijit Naskar (The Education Decree)
Harari clearly has no knowledge at all of cross-cultural developmental psychology, and of how modes of thought develop in relation to the natural and socio-cultural environments. The people who carved the Stadel lion-man around 30,000 years ago and the Piraha had the same ability to learn as we do, which is why Piraha children can learn to count, but these cognitive skills have to be learnt: we are not born with them all ready to go. Cross-cultural developmental psychology has shown that the development of the cognitive skills of modern humans actually requires literacy and schooling, large-scale bureaucratic societies and complex urban life, the experience of cultural differences, and familiarity with modern technology, to name some of the more important requirements
C.R. Hallpike (Ship of Fools: An Anthology of Learned Nonsense about Primitive Society)
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.
Lucy H. Pearce (Burning Woman)
[W]e are basically more similar to our patients than we are different from them. The psychological mechanisms in pathological states are merely extensions of principles involved in normal developmental functioning. Doctor and patient are both human beings. [...] [C]ountertransference in the psychiatrist and transference in the patient are essentially identical processes - each unconsciously experiences the other as someone from the past.
Glen O. Gabbard (Psychodynamic Psychiatry in Clinical Practice)
Having a TV—which gives you the ability to receive information—fails to establish any capacity for sending information in the opposite direction. And the odd one-way nature of the primary connection Americans now have to our national conversation has a profound impact on their basic attitude toward democracy itself. If you can receive but not send, what does that do to your basic feelings about the nature of your connection to American self-government? “Attachment theory” is an interesting new branch of developmental psychology that sheds light on the importance of consistent, appropriate, and responsive two-way communication—and why it is essential for an individual’s feeling empowered. First developed by John Bowlby, a British psychiatrist, in 1958, attachment theory was further developed by his protégée Mary Ainsworth and other experts studying the psychological development of infants. Although it applies to individuals, attachment theory is, in my view, a metaphor that illuminates the significance of authentic free-flowing communication in any relationship that requires trust. By using this new approach, psychologists were able to discover that every infant learns a crucial and existential lesson during the first year of life about his or her fundamental relationship to the rest of the world. An infant develops an attachment pathway based on different patterns of care and, according to this theory, learns to adopt one of three basic postures toward the universe: In the best case, the infant learns that he or she has the inherent ability to exert a powerful influence on the world and evoke consistent, appropriate responses by communicating signals of hunger or discomfort, happiness or distress. If the caregiver—more often than not the mother—responds to most signals from the infant consistently and appropriately, the infant begins to assume that he or she has inherent power to affect the world. If the primary caregiver responds inappropriately and/or inconsistently, the infant learns to assume that he or she is powerless to affect the larger world and that his or her signals have no intrinsic significance where the universe is concerned. A child who receives really erratic and inconsistent responses from a primary caregiver, even if those responses are occasionally warm and sensitive, develops “anxious resistant attachment.” This pathway creates children who feature anxiety, dependence, and easy victimization. They are easily manipulated and exploited later in life. In the worst case, infants who receive no emotional response from the person or persons responsible for them are at high risk of learning a deep existential rage that makes them prone to violence and antisocial behavior as they grow up. Chronic unresponsiveness leads to what is called “anxious avoidance attachment,” a life pattern that features unquenchable anger, frustration, and aggressive, violent behavior.
Al Gore (The Assault on Reason)
With deep theoretical roots (e.g., Bandura 1973; Dollard et al. 1939), there are at least two functions of aggression: aggression that serves to attain some goal of the perpetrator (i.e., instrumental aggression, which can be considered planful and cool-headed) and aggression that is impulsively enacted in response to some provocation, real or imagined (i.e., reactive aggression, which can be considered unplanned and hot-headed). A simple example of instrumental aggression is an attack on the victim for some material reward, such as money or an iPhone. Reactive aggression is exemplified by an outburst to a perceived or actual slight. For child developmentalists, the distinction is important because each is associated with a unique developmental trajectory and consequent socioemotional outcomes. For example, reactively aggressive children are more apt to display poor psychological adjustment because their dysregulation leads to related social difficulties such as peer rejection (Coie and Koeppl 1990). By contrast, instrumentally aggressive children are not necessarily dysregulated. Moreover, their success at goal attainment may even lead to positive peer regard.
Todd K. Shackelford (The Evolution of Violence (Evolutionary Psychology))
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.
Gabor Maté (Hold On to Your Kids: Why Parents Need to Matter More Than Peers)
They both believed that the therapist’s job was to break through a patient’s character armor—the psychological and somatic defenses—in order to release the painful emotions held in the body. Bioenergetics, for example, recognizes that deep emotion, conscious or unconscious, is held physically. It encourages clients to express their emotions through kicking, hitting, biting, and yelling, with the goal of discharging these powerful affects and in the hope that doing so will lead to greater emotional freedom and health. Reich’s and Lowen’s unique contribution was to recognize that defenses were held not only in the mind but also in the body’s nervous system, musculature, and organs. This significant breakthrough was ahead of its time and anticipated many current developments in the neurological and biological sciences.
Laurence Heller (Healing Developmental Trauma: How Early Trauma Affects Self-Regulation, Self-Image, and the Capacity for Relationship)
As children, Other-blamers were likely exposed to developmental or attachment trauma, such as abusive, shaming, rejecting, or neglectful parenting. Parents who are substance abusers or psychologically troubled often underfocus on a child’s needs. Parents may have exhibited narcissistic or Other-blaming behaviors that the child models. Another possible cause is parents who were permissive or conflict avoiding and did not hold the child accountable. Parents who overfocus on achievement or behavioral compliance can also encourage a fear of failure that may bring on Other-blaming tendencies. These experiences can cause children to feel unloved, unprotected, and inadequate. They may struggle to experience empathy for others and may develop an unhealthy hypersensitivity and overreaction to shaming experiences. While Other-blaming as a shame-management strategy may be adaptive in childhood, it causes difficulties for adult relationships at all levels, from presidential to personal.
Bandy X. Lee (The Dangerous Case of Donald Trump: 27 Psychiatrists and Mental Health Experts Assess a President)
But what is happiness? The definition most in vogue, fueled by the positive psychology movement, is one of happiness as a state, characterized by pleasure; a banishing of pain, suffering, and boredom; a sense of engagement and meaning through the experience of positive emotions and resilience. This is the dominant version of the new incomes sought and paid in the most widely celebrated “great places to work.” Think of flexible work hours, pool tables and dart boards, dining areas run by chefs serving fabulous and nutritious food at all hours, frequent talks by visiting thought leaders, spaces for naps, unlimited vacation time. However, the research literature on happiness suggests another definition, one that is overlapping but significantly different. The second definition sees happiness as a process of human flourishing. This definition, whose roots go back to Aristotle and the Greeks’ concept of eudaemonia, includes an experience of meaning and engagement but in relation to the satisfactions of experiencing one’s own growth and unfolding, becoming more of the person one was meant to be, bringing more of oneself into the world.
Robert Kegan (An Everyone Culture: Becoming a Deliberately Developmental Organization)
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.
Thomas Keating (Invitation to Love: The Way of Christian Contemplation)
Bowlby's conviction that attachment needs continue throughout life and are not outgrown has important implications for psychotherapy. It means that the therapist inevitably becomes an important attachment figure for the patient, and that this is not necessarily best seen as a 'regression' to infantile dependence (the developmental 'train' going into reverse), but rather the activation of attachment needs that have been previously suppressed. Heinz Kohut (1977) has based his 'self psychology' on a similar perspective. He describes 'selfobject needs' that continue from infancy throughout life and comprise an individual's need for empathic responsiveness from parents, friends, lovers, spouses (and therapists). This responsiveness brings a sense of aliveness and meaning, security and self-esteem to a person's existence. Its lack leads to narcissistic disturbances of personality characterised by the desperate search for selfobjects - for example, idealisation of the therapist or the development of an erotic transference. When, as they inevitably will, these prove inadequate (as did the original environment), the person responds with 'narcissistic rage' and disappointment, which, in the absence of an adequate 'selfobject' cannot be dealt with in a productive way.
Jeremy Holmes (John Bowlby and Attachment Theory (Makers of Modern Psychotherapy))
One way to try to answer the question “What makes us human?” is to ask “What makes us different from great apes?” or, to be more precise, from nonhuman apes, since, of course, humans are apes. As just about every human by now knows—and as the experiments with Dokana once again confirm—nonhuman apes are extremely clever. They’re capable of making inferences, of solving complex puzzles, and of understanding what other apes are (and are not) likely to know. When researchers from Leipzig performed a battery of tests on chimpanzees, orangutans, and two-and-a-half-year-old children, they found that the chimps, the orangutans, and the kids performed comparably on a wide range of tasks that involved understanding of the physical world. For example, if an experimenter placed a reward inside one of three cups, and then moved the cups around, the apes found the goody just as often as the kids—indeed, in the case of chimps, more often. The apes seemed to grasp quantity as well as the kids did—they consistently chose the dish containing more treats, even when the choice involved using what might loosely be called math—and also seemed to have just as good a grasp of causality. (The apes, for instance, understood that a cup that rattled when shaken was more likely to contain food than one that did not.) And they were equally skillful at manipulating simple tools. Where the kids routinely outscored the apes was in tasks that involved reading social cues. When the children were given a hint about where to find a reward—someone pointing to or looking at the right container—they took it. The apes either didn’t understand that they were being offered help or couldn’t follow the cue. Similarly, when the children were shown how to obtain a reward, by, say, ripping open a box, they had no trouble grasping the point and imitating the behavior. The apes, once again, were flummoxed. Admittedly, the kids had a big advantage in the social realm, since the experimenters belonged to their own species. But, in general, apes seem to lack the impulse toward collective problem-solving that’s so central to human society. “Chimps do a lot of incredibly smart things,” Michael Tomasello, who heads the institute’s department of developmental and comparative psychology, told me. “But the main difference we’ve seen is 'putting our heads together.' If you were at the zoo today, you would never have seen two chimps carry something heavy together. They don’t have this kind of collaborative project.
Elizabeth Kolbert (The Sixth Extinction: An Unnatural History)
Thus polyvictimization or complex trauma are "developmentally adverse interpersonal traumas" (Ford, 2005) because they place the victim at risk not only for recurrent stress and psychophysiological arousal (e.g., PTSD, other anxiety disorders, depression) but also for interruptions and breakdowns in healthy psychobiological, psychological, and social development. Complex trauma not only involves shock, fear, terror, or powerlessness (either short or long term) but also, more fundamentally, constitutes a violation of the immature self and the challenge to the development of a positive and secure self, as major psychic energy is directed toward survival and defense rather than toward learning and personal development (Ford, 2009b, 2009c). Moreover, it may influence the brain's very development, structure, and functioning in both the short and long term (Lanius et al., 2010; Schore, 2009). Complex trauma often forces the child victim to substitute automatic survival tactics for adaptive self-regulation, starting at the most basic level of physical reactions (e.g., intense states of hyperarousal/agitation or hypoarousal/immobility) and behavioral (e.g., aggressive or passive/avoidant responses) that can become so automatic and habitual that the child's emotional and cognitive development are derailed or distorted. What is more, self-integrity is profoundly shaken, as the child victim incorporates the "lessons of abuse" into a view of him or herself as bad, inadequate, disgusting, contaminated and deserving of mistreatment and neglect. Such misattributions and related schema about self and others are some of the most common and robust cognitive and assumptive consequences of chronic childhood abuse (as well as other forms of interpersonal trauma) and are especially debilitating to healthy development and relationships (Cole & Putnam, 1992; McCann & Pearlman, 1992). Because the violation occurs in an interpersonal context that carries profound significance for personal development, relationships become suspect and a source of threat and fear rather than of safety and nurturance. In vulnerable children, complex trauma causes compromised attachment security, self-integrity and ultimately self-regulation. Thus it constitutes a threat not only to physical but also to psychological survival - to the development of the self and the capacity to regulate emotions (Arnold & Fisch, 2011). For example, emotional abuse by an adult caregiver that involves systematic disparagement, blame and shame of a child ("You worthless piece of s-t"; "You shouldn't have been born"; "You are the source of all of my problems"; "I should have aborted you"; "If you don't like what I tell you, you can go hang yourself") but does not involve sexual or physical violation or life threat is nevertheless psychologically damaging. Such bullying and antipathy on the part of a primary caregiver or other family members, in addition to maltreatment and role reversals that are found in many dysfunctional families, lead to severe psychobiological dysregulation and reactivity (Teicher, Samson, Polcari, & McGreenery, 2006).
Christine A. Courtois (Treatment of Complex Trauma: A Sequenced, Relationship-Based Approach)
Kaffman (2009) described childhood victimization as a "silent epidemic", and Finkelhor, Turner, Ormrod, and Hamby (2010) reported that children are the most traumatized class of humans around the globe. The findings of these researchers are at odds with the view that children have protected status in most families, societies, and cultures. Instead, Finkelhor reports that children are prime targets and highly vulnerable, due principally to their small size, their physical and emotional immaturity with its associated lack of control, power and resources; and their related dependency on caregivers. They are subjected to many forms of exploitation on an ongoing basis, imposed on them by individuals with greater power, strength, knowledge, and resources, many of whom are, paradoxically and tragically, responsible for their care and welfare. These traumas are interpersonal in nature and involve personal transgression, violation and exploitation of the child by those who rely on the child's lesser physical abilities, innocence, and immaturity to intimidate, bully, confuse, blackmail, exploit, or otherwise coerce. In the worst-case scenario, a parent or other significant caregiver directly and repeatedly abuses a child or does not respond to or protect a child or other vulnerable individual who is being abused and mistreated and isolates the child from others through threats or with direct violence. Consequently, such an abusive, nonprotective, or malevolently exploitative circumstance (Chefetz has coined the term "attack-ment" to describe these dynamics) has a profound impact on victim's ability to trust others. It also affects the victim's identity and self-concept, usually in negative ways that include self-hatred, low self-worth, and lack of self-confidence. As a result, both relationships, and the individual's sense of self and internal states (feelings, thoughts, and perceptions) can become sources of fear, despair, rage, or other extreme dysphoria or numbed and dissociated reactions. This state of alienation from self and others is further exacerbated when the occurrence of abuse or other victimization involves betrayal and is repeated and becomes chronic, in the process leading the victim to remain in a state of either hyperarousal/anticipation/hypervigilance or hypoarousal/numbing (or to alternate between these two states) and to develop strong protective mechanisms, such as dissociation, in order to endure recurrences. When these additional victimizations recur, they unfortunately tend to escalate in severity and intrusiveness over time, causing additional traumatization (Duckworth & Follette, 2011). In many cases of child maltreatment, emotional or psychological coercion and the use of the adult's authority and dominant power rather than physical force or violence is the fulcrum and weapon used against the child; however, force and violence are common in some settings and in some forms of abuse (sometimes in conjunction with extreme isolation and drugging of the child), as they are used to further control or terrorize the victim into submission. The use of force and violence is more commonplace and prevalent in some families, communities, religions, cultural/ethnic groups, and societies based on the views and values about adult prerogatives with children that are espoused. They may also be based on the sociopathy of the perpetrators.
Christine A. Courtois (Treatment of Complex Trauma: A Sequenced, Relationship-Based Approach)
Piaget's work on infancy is based on the diligent observation of and experimentation with his own three children, Lucienne (born 1925), Jacqueline (born 1927), and Laurent (born 1931) and comprises three volumes, The Origins of Intelligence in Children (OI; 1936/1952), The Construction of Reality in the Child (CR; 1937/1954), and Play, Dreams and Imitation in Children (PDI; 1945/1962). These volumes, which have been characterized as “three of the most remarkable and original documents in psychology” (Russell, 1978, p. 92), can justly be said to have revolutionized the way in which developmental psychologists think about and study infants (Vonèche & Vidal, 1985).
Ulrich Müller (The Cambridge Companion to Piaget (Cambridge Companions to Philosophy))
Biology: how the physical body functions         • Psychology: developmental issues and thought patterns         • Social connections: social support and current life situation         • Spiritual health: what life means
Daniel G. Amen (Unleash the Power of the Female Brain: Supercharging Yours for Better Health, Energy, Mood, Focus, and Sex)
Jürgen Habermas currently ranks as one of the most influential philosophers in the world. Bridging continental and Anglo-American traditions of thought, he has engaged in debates with thinkers as diverse as Gadamer and Putnam, Foucault and Rawls, Derrida and Brandom. His extensive written work addresses topics stretching from social-political theory to aesthetics, epistemology and language to philosophy of religion, and his ideas have significantly influenced not only philosophy but also political-legal thought, sociology, communication studies, argumentation theory and rhetoric, developmental psychology and theology.
Anonymous
At the root of the problem? That sticky wheat protein, gluten. Although the jury is still out on the connections between gluten sensitivity and behavioral or psychological issues, we do know a few facts: People with celiac disease may be at increased risk for developmental delay, learning difficulties, tic disorders, and ADHD.6 Depression and anxiety are often severe in patients with gluten sensitivity.7, 8 This is primarily due to the cytokines that block production of critical brain neurotransmitters like serotonin, which is essential in regulating mood. With the elimination of gluten and often dairy, many patients have been freed from not just their mood disorders but other conditions caused by an overactive immune system, like allergies and arthritis. As many as 45 percent of people with autism spectrum disorders (ASD) have gastrointestinal problems.9 Although not all gastrointestinal symptoms in ASD result from celiac disease, data shows an increased prevalence of celiac in pediatric cases of autism, compared to the general pediatric population. The good news is that we can reverse many of the symptoms of neurological, psychological, and behavioral disorders just by going gluten-free and adding supplements like DHA and probiotics to our diet.
David Perlmutter (Grain Brain: The Surprising Truth about Wheat, Carbs, and Sugar--Your Brain's Silent Killers)
To completely analyse what we do when we read would almost be the acme of the psychologist’s achievements, for it would be to describe very many of the most intricate workings of the human mind
Margaret J. Snowling (The Science of Reading: A Handbook (Wiley Blackwell Handbooks of Developmental Psychology 17))
Developmental psychologists have pretty much discarded the concept of developmental milestones, but developmental milestones remain the only thing that most people know about developmental psychology.
Nicholas Day (Baby Meets World: Suck, Smile, Touch, Toddle: A Journey Through Infancy)
Religious people of modern societies have then a weaker and more abstract religion than our ancestors had. The modern rest religions are by no means detached from psychological developmental stages but reflect transitional stages. Atheism and agnosticism clearly result from the gradual evolution of the adolescent stage of formal operations. Henceforth, the theology of Thomas Aquinas, Martin Luther, Hans Küng, J. B. Metz, or J. Ratzinger reflects transitional phases of the psychological evolution.
Anonymous
emergent relatedness assumes that the infant from the moment of birth is deeply social in the sense of being designed to engage in and find uniquely salient interactions with other humans.
Daniel N. Stern (The Interpersonal World of the Infant: A View from Psychoanalysis and Developmental Psychology)
By putting our own psychological fulfillment before the very real developmental needs of a growing dog, we may inadvertently create more behavioral issues.
Anonymous
Piaget's view of infants as active agents that confer increasingly complex meanings on the things interacted with has yet to be fully assimilated in developmental psychology and in philosophy.6
Ulrich Müller (The Cambridge Companion to Piaget (Cambridge Companions to Philosophy))
In fact, within Piaget's developmental epistemology, sensorimotor intelligence development takes up a systematic place: It is the centerpiece that bridges biological and psychological development.
Ulrich Müller (The Cambridge Companion to Piaget (Cambridge Companions to Philosophy))
The typical, well-meaning liberal approach to solving social tensions is to treat every value as equal, and then try to force a leveling or redistribution of resources (money, rights, goods, land) while leaving the values untouched. The typical conservative approach is take its particular values and try to foist them on everybody else. The developmental approach is to realize that there are many different values and worldviews; that some are more complex than others; that many of the problems at one stage of development can only be defused by evolving to a higher level; and that only by recognizing and facilitating this evolution can social justice be finally served.
Ken Wilber (Integral Psychology: Consciousness, Spirit, Psychology, Therapy)
What distinguishes the Jungian approach to developmental psychology from virtually all others is the idea that even in old age we are growing towards realization of our full potential. This
Anthony Stevens (Jung: A Very Short Introduction (Very Short Introductions Book 40))
Making good choices is a matter of life and death when you grow up in environments predisposed to violence, crime, and social failure, environments loaded with risk factors and often barren of developmental resources, where what you and your parents bring to the equation is crucial in an unforgiving way.
James Garbarino (Listening to Killers: Lessons Learned from My Twenty Years as a Psychological Expert Witness in Murder Cases)
The significant relationships of early adulthood are thus construed as the means to an end of individual achievement, and these "transitional figures" must be cast off or reconstructed following the realization of success. If in the process, however, they become, like Dido, an impediment to the fulfillment of the Dream, then the relationship must be renounced, "to allow the developmental process" to continue. This process is defined by Levinson explicitly as one of individuation: "throughout the life cycle, but especially in the key transition periods . . . the developmental process of individuation is going on." The process refers "to the changes in a person's relationships to himself and to the external world," the relationships that constitute his "Life Structure" (p. 195). If in the course of "Becoming One's Own Man," this structure is discovered to be flawed and threatens the great expectations of the Dream, then in order to avert "serious Failure or Decline," the man must "break out" to salvage his Dream. This act of breaking out is consummated by a "marker event" of separation, such as "leaving his wife, quitting his job, or moving to another region" (p. 206). Thus the road to mid-life salvation runs through either achievement or separation.
Carol Gilligan (In a Different Voice: Psychological Theory and Women’s Development)
Children's minds need not innately embody language structures, if languages embody the predispositions of children's minds!
Terrence W. Deacon (The Symbolic Species: The Co-evolution of Language and the Brain)
The infant's experience does not begin as chaos, but as a world already underway of which the structure is only lacunary...To say that infantile perception is structured from its first moment is not to declare the infant's perception and the adult's the same. Rather, it is a question of a summary structure replete with lacunae and indeterminate regions, and not the precise structuration which characterizes adult perception. In the developmental course of the child's perception, a number of transformations and reoganizations occur. However, from the beginning certain totalities (which merit the name of things) do exist, and together they constitute a 'world.
Maurice Merleau-Ponty (Child Psychology and Pedagogy: The Sorbonne Lectures 1949-1952 (Studies in Phenomenology and Existential Philosophy))
Developmental psychology has long argued something similar: that protecting people from problems or adversity doesn’t make them happier or more secure; it makes them more easily insecure. A young person who has been sheltered from dealing with any challenges or injustices growing up will come to find the slightest inconveniences of adult life intolerable, and will have the childish public meltdown to prove
Mark Manson (Everything is F*cked: A Book About Hope)
One of the primary jobs for a baby during the first months of learning is to build what we call a sound inventory of the language to which he or she is exposed.
Albert Costa (The Bilingual Brain: And What It Tells Us about the Science of Language)
He or she cannot clearly remember what happened when they were two, three, or four years of age. Worse, the reality of their developmental history has been clouded and denied by the effects of both the splitting and moral defenses. The result of this psychological conspiracy leaves one and only one recourse open for the victim: to unconsciously act out the same destructive pattern with the next generation of child-victims.
David P. Celani (Leaving Home: The Art of Separating from Your Difficult Family)
developmental psychology has much to say about the next stage of human consciousness, the one we are just starting to transition into. This next stage involves taming our ego and searching for more authentic, more wholesome ways of being.
Frederic Laloux (Reinventing Organizations: A Guide to Creating Organizations Inspired by the Next Stage of Human Consciousness)
Developmental psychology has long argued something similar: that protecting people from problems or adversity doesn’t make them happier or more secure; it makes them more easily insecure. A young person who has been sheltered from dealing with any challenges or injustices growing up will come to find the slightest inconveniences of adult life intolerable, and will have the childish public meltdown to prove it.7 What we find,
Mark Manson (Everything Is F*cked: A Book About Hope)
Developmental psychology has long argued something similar: that protecting people from problems or adversity doesn’t make them happier or more secure; it makes them more easily insecure. A young person who has been sheltered from dealing with any challenges or injustices growing up will come to find the slightest inconveniences of adult life intolerable, and will have the childish public meltdown to prove it.
Mark Manson (Everything Is F*cked: A Book About Hope)
For the purposes of this book, your “buttons” are your nervous system and a “trigger” is anything that revs up your nervous system and makes your buttons bigger, brighter, more sensitive, and way easier for your kids to push. And your children will push your buttons. They are genetically, evolutionarily, physiologically, developmentally, relationally, psychologically, and emotionally wired to jam their sticky little fingers into your buttons every chance they get. Some kids push harder and faster than other kids, but they all push. It doesn’t mean they secretly despise you. It just means they’re your kids. Many parenting books focus on how to get kids to stop with all the pushing already. While it is technically your job as a parent to teach your children to keep their hands to themselves, both literally and figuratively, this is not the best tactic for managing your shit. Do you really want to hinge your sanity on the behavior of someone who licks walls and melts down over the shape of a piece of toast? Yeah, I didn’t think so.
Carla Naumburg (How to Stop Losing Your Sh*t with Your Kids: A Practical Guide to Becoming a Calmer, Happier Parent)
Keating explains that as children we all need an appropriate amount of power and control, affection and esteem, and security and survival for healthy psychological grounding. But as we mature, our tendency is to overidentify with one of these programs for happiness, keeping us developmentally and spiritually stuck.
Christopher L. Heuertz (The Sacred Enneagram: Finding Your Unique Path to Spiritual Growth)
Developmental psychology is a metatheory that is built on the idea that mental processes and behavior change over time, from one mental process to another in a progressive manner. Mental processes are built from and upon previous ones. Behaviors are built from and upon previous ones.
Adam Cash (Psychology For Dummies)
Emotional abuse is a form of psychological battering. Psychological battering includes all forms of abuse because victims cannot be physically or sexually violated without also being psychologically battered. Emotional violence is involved in all abuse and causes the neglect of developmental dependency needs.
John Bradshaw (Bradshaw On: The Family: A New Way of Creating Solid Self-Esteem)
Just how do you grow a smart baby? We’re thinking in terms of soil, so it makes sense to formulate a fertilizer. What you put in is as important as what you leave out. There are four nutrients you will want in your behavioral formula, adjusting them as your baby gets older: breast-feeding, talking to your baby, guided play, and praising effort rather than accomplishment. Brain research tells us there are also several toxins: pushing your child to perform tasks his brain is not developmentally ready to take on; stressing your child to the point of a psychological state termed “learned helplessness”; and, for the under-2 set, television.
John Medina (Brain Rules for Baby: how to raise a smart and happy child from zero to five)
Developmental psychologists are interested in when and how changes occur in human psychology.
Open University (Introduction to child psychology)
Black-Liberians has subjected and mistreated each other before some of the Foreigners ever got hold. The problems that exist are not with Foreigners but is rooted in our approach and how we come to treat each other.
Henry Johnson Jr
One direct test of the hypothesis that parents have proclivities to invest in children according to their reproductive value is offered by a study of twins, of whom one in each pair was healthier. Evolutionary psychologist Janet Mann conducted a study of 14 infants: seven twin pairs, all of whom were born prematurely. When the infants were 4 months old, Mann made detailed behavioral observations of the interactions between the mothers and their infants (Mann, 1992). The interactions were observed when the fathers were not present and when both twins were awake. Among the behavioral recordings were assessments of positive maternal behavior, which included kissing, holding, soothing, talking to, playing with, and gazing at the infant. Independently, the health status of each infant was assessed at birth, at discharge from the hospital, at 4 months of age, and at 8 months of age. The health status examinations included medical, neurological, physical, cognitive, and developmental assessments. Mann then tested the healthy baby hypothesis: that the health status of the child would affect the degree of positive maternal behavior. When the infants were 4 months old, roughly half the mothers directed more positive maternal behavior toward the healthier infants; the other half showed no preference. By the time the infants were 8 months old, however, every single one of the mothers directed more positive maternal behavior toward the healthier infant, with no reversals. In sum, the results of this twin study support the healthy baby hypothesis. Another study found that the level of investment mothers devote based on the health status of the child depends on her own level of resources (Beaulieu & Bugental, 2008). Mothers lacking resources followed the predictable pattern—they invested less in high-risk (prematurely born) infants and invested more in low-risk (not prematurely born) infants. In contrast, mothers who have a lot of resources actually invest more in high-risk than in low-risk infants. The authors propose that if parents have abundant resources, then they can afford to give abundant resources to the needier child while still having enough resources in reserve to provide for their other children.
David M. Buss (Evolutionary Psychology: The New Science of the Mind)
Remedying this developmental arrest is essential because many new psychological studies now show that persistence – even more than intelligence or innate talent - is the key psychological characteristic necessary for finding fulfillment in life.
Pete Walker (Complex PTSD: From Surviving to Thriving)
Innovations are happening in conventional schooling. Some people will read the chapters to come and respond that their own children’s schools are incorporating evidence-based changes, making them more like Montessori schools—eliminating grades, combining ages, using a lot of group work, and so on. One could take the view that over the years, conventional schooling has gradually been discovering and incorporating many of the principles that Dr. Montessori discovered in the first half of the 20th century. However, although schooling is changing, those changes are often relatively superficial. A professor of education might develop a new reading or math program that is then adopted with great fanfare by a few school systems, but the curricular change is minute relative to the entire curriculum, and the Lockean model of the child and the factory structure of the school environment still underlie most of the child’s school day and year. “Adding new ‘techniques’ to the classroom does not lead to the developmental of a coherent philosophy. For example, adding the technique of having children work in ‘co-operative learning’ teams is quite different than a system in which collaboration is inherent in the structure” (Rogoff, Turkanis, & Bartlett, 2001, p. 13). Although small changes are made reflecting newer research on how children learn, particularly in good neighborhood elementary schools, most of the time, in most U.S. schools, conventional structures predominate (Hiebert, 1999; McCaslin et al., 2006; NICHD, 2005; Stigler, Gallimore, & Hiebert, 2000), and observers rate most classes to be low in quality (Weiss, Pasley, Smith, Banilower, & Heck, 2003). Superficial insertions of research-supported methods do not penetrate the underlying models on which are schools are based. Deeper change, implementing more realistic models of the child and the school, is necessary to improve schooling. How can we know what those new models should be? As in medicine, where there have been increasing calls for using research results to inform patient treatments, education reform must more thoroughly and deeply implement what the evidence indicates will work best. This has been advocated repeatedly over the years, even by Thorndike. Certainly more and more researchers, educators, and policy makers are heeding the call to take an evidence-based stance on education. Yet the changes made thus far in response to these calls have not managed to address to the fundamental problems of the poor models. The time has come for rethinking education, making it evidence based from the ground up, beginning with the child and the conditions under which children thrive. Considered en masse, the evidence from psychological research suggests truly radical change is needed to provide children with a form of schooling that will optimize their social and cognitive development. A better form of schooling will change the Lockean model of the child and the factory structure on which our schools are built into something radically different and much better suited to how children actually learn.
Angeline Stoll Lillard (Montessori: The Science Behind the Genius)
To Sum Up Mentalizing is both about self and others. One of the major impairments in severe eating disorders is minding oneself. Patients often refer to “inner chaos”, “unrest” and “being out of control”. The person with an eating disorder will have challenges in minding their own minds but also being sensitive to their own body signals. Hence, the concept embodied mentalizing. The mentalizing model is based in developmental psychology. A way of describing impaired mentalizing is via three forms of pre-mentalistic modes of experiencing psychic reality, psychic equivalence, teleological mode and pretend mode. None of these has the quality of a fully functional internal reality. Such theoretical constructs are highly relevant for eating disorders, and eating disorders are clinical cases that illustrate these constructs in highly concrete ways. The person who is most preoccupied with the external body may be the same person who has little contact with his or her own somatosensory signals, the lived body.
Paul Robinson (Hunger: Mentalization-based Treatments for Eating Disorders)
Kegan spent three decades tracking this group,32 seeing what happened to their psychological maturity and capacity along the way. He discovered that while some adults remained frozen in time, a select few achieved meaningful growth. Right around middle age, for example, Kegan noticed that some people moved beyond generally well-adjusted adulthood, or what he called “Self-Authoring,” into a different stage entirely: “Self-Transforming.” Defined by heightened empathy, an expanded capacity to hold differing and even conflicting perspectives, and a general flexibility in how you think of yourself, self-transforming is the developmental stage we tend to associate with wisdom (and Roger Martin’s Opposable Mind). But not everyone gets to be wise. While it usually takes three to five years for adults to move through a given stage of development, Kegan found that the further you go up that pyramid, the fewer people make it to the next stage. The move from self-authoring to self-transforming for example? Fewer than 5 percent of us ever make that jump.
Steven Kotler (Stealing Fire: How Silicon Valley, the Navy SEALs, and Maverick Scientists Are Revolutionizing the Way We Live and Work)
A “life of value,” as I see it, has two parts: The first is about one fulfilling oneself and finding meaning by prioritizing, or living the values that they authentically possess. When one’s life is consistent with what they truly value, then life just “feels right.” But beyond a more self-oriented approach to finding happiness and fulfillment, a good life is making positive differences to those in the family, the community, the country, and the world.
Jason A. Merchey (Wisdom: A Very Valuable Virtue That Cannot Be Bought)
As described by the Association for Contextual Behavioral Science, Acceptance and Commitment Therapy (ACT) is a form of empirically based psychological intervention that focuses on mindfulness. Mindfulness is the state of focusing on the present to remove oneself from feeling consumed by the emotion experienced in the moment. To properly observe yourself, begin by noticing where in your body you experience emotion. For example, think about a time when you felt really sad. You may have felt despair in your chest, or a sense of hollowness in your stomach. If you were angry, you may have felt a burning sensation in your arms. This occurs within everyone, in different variations. A study conducted by Carnegie Mellon University traced emotional responses in the brain to different activity signatures in the body through a functional magnetic resonance imaging (fMRI) scanner. If someone recalled a painful or traumatic memory, the prefrontal cortex and neocortex became less active, and their “reptilian brain” was activated. The former areas of the brain are responsible for conscious thought, spatial reasoning, and higher functions such as sensory perception. The latter is responsible for fight-or-flight responses. This means that the bodily responses caused by your emotions provide an opportunity for you to be mindful of them. Your emotions create sensations in your body that reflect your mind. Dr. Bruce Lipton, a developmental biologist who studies gene expression in relation to environmental factors, released a study on epigenetics that sheds light on this matter. It revealed that an individual’s body cannot heal when it is in its sympathetic state. The sympathetic nervous system, informally known as the fight-or-flight state, is triggered by certain emotional responses. This means that when we are consumed by emotion, an effective solution cannot be found until we shift our mind into reflecting on our emotions.
Thais Gibson (Attachment Theory: A Guide to Strengthening the Relationships in Your Life)
Another example, one that touches more people, is the nursing home industry. Numerous studies have shown that living at home, in a house or an apartment, is better psychologically, more fulfilling, and cheaper than living in nursing homes.14 Yet these institutions prosper when federal programs that foster living in the community are cut. There are also funding disincentives that the U.S. Congress, through Medicare and Medicaid, has created to ensure the profit bonanza of nursing homes. According to the activist disability journal Mouth (1995), there are 1.9 million people with disabilities living in nursing homes at an annual cost of $40,784, although it would cost only $9,692 a year to provide personal assistance services so the same people could live at home. Sixty-three percent of this cost is taxpayer funded. In 1992, 77,618 people with developmental disabilities (DD) lived in state-owned facilities at an average annual cost of $82,228, even though it would cost $27,649 for the most expensive support services to live at home. There are 150,257 people with mental illness living in tax-funded asylums at an average annual cost of $58,569. Another 19,553 disabled veterans also live in institutions, costing the Veterans Administration a whopping $75,641 per person.15 It is illogical that a government would want to pay more for less. It is illogical until one studies the amount of money spent by the nursing home lobby. Nursing homes are a growth industry that many wealthy people, including politicians, have wisely invested in. The scam is simple: get taxpayers to fund billions of dollars to these institutions which a few investors divide up. The idea that nursing homes are compassionate institutions or necessary resting places has lost much of its appeal recently, but the barrier to defunding them is built on a paternalism that eschews human dignity. As we have seen with public housing programs in the United States, the tendency is to warehouse (surplus) people in concentrated sites. This too has been the history with elderly people and people with disabilities in nursing homes. These institutions then can serve as a mechanism of social control and, at the same time, make some people wealthy.
James I. Charlton (Nothing About Us Without Us: Disability Oppression and Empowerment)
As described by the Association for Contextual Behavioral Science, Acceptance and Commitment Therapy (ACT) is a form of empirically based psychological intervention that focuses on mindfulness. Mindfulness is the state of focusing on the present to remove oneself from feeling consumed by the emotion experienced in the moment. To properly observe yourself, begin by noticing where in your body you experience emotion. For example, think about a time when you felt really sad. You may have felt despair in your chest, or a sense of hollowness in your stomach. If you were angry, you may have felt a burning sensation in your arms. This occurs within everyone, in different variations. A study conducted by Carnegie Mellon University traced emotional responses in the brain to different activity signatures in the body through a functional magnetic resonance imaging (fMRI) scanner. If someone recalled a painful or traumatic memory, the prefrontal cortex and neocortex became less active, and their “reptilian brain” was activated. The former areas of the brain are responsible for conscious thought, spatial reasoning, and higher functions such as sensory perception. The latter is responsible for fight-or-flight responses. This means that the bodily responses caused by your emotions provide an opportunity for you to be mindful of them. Your emotions create sensations in your body that reflect your mind. Dr. Bruce Lipton, a developmental biologist who studies gene expression in relation to environmental factors, released a study on epigenetics that sheds light on this matter. It revealed that an individual’s body cannot heal when it is in its sympathetic state. The sympathetic nervous system, informally known as the fight-or-flight state, is triggered by certain emotional responses. This means that when we are consumed by emotion, an effective solution cannot be found until we shift our mind into reflecting on our emotions. Let’s take a moment and test this theory together. Try to focus on what you’re feeling and where, and this will ground you in the present moment. By focusing on how you are responding, you essentially remove yourself from being consumed by your emotions in that moment. This brings you back into your sensory perception and moves the response in your brain back into the cortex and neocortex. This transition helps bring you back into a more logical state where emotions are not controlling your reactions.
Thais Gibson (Attachment Theory: A Guide to Strengthening the Relationships in Your Life)
And your children will push your buttons. They are genetically, evolutionarily, physiologically, developmentally, relationally, psychologically, and emotionally wired to jam their sticky little fingers into your buttons every chance they get. Some kids push harder and faster than other kids, but they all push. It doesn’t mean they secretly despise you. It just means they’re your kids.
Carla Naumburg (How to Stop Losing Your Shit with Your Kids: A Practical Guide to Becoming a Calmer, Happier Parent)
From what I can tell, most people are stuck in a developmental stage prior to critical thinking, where social and psychological factors are the ultimate reason for their ideas. Gaining popularity and social acceptance are usually higher goals than figuring out the truth, especially if the truth is unpopular.
Steve Patterson
Within an authentic education framework, learners’ individual psychological and neurological characteristics (akin to social-emotional learning aspects) are given consideration and accepted/honoured as they are, promoting inclusive practices. For example, emotional and other high sensitivities commonly found in gifted and creative personnel are not treated as constraints, maladjustments, or something antisocial; rather, they are considered as enriching a neurodiverse society to operate in a more balanced manner. All learners, including those with high developmental potential, get conducive environments to reach higher levels of development, similar to the self-actualised/self-transcended state. An authentic education system sends learners through a lasting deep learning and/or critical thinking experience, which human brains are capable of under conducive teaching-learning environments; human brains are treated as parallel processors that are capable of dealing with multiple inputs and solving complex problems, unlike machines or computers that are good at executing routine steps in reaching specific answers at very high speeds. In effect, in an authentic learning environment, most parts of a human brain (a.k.a. whole brain) including the right hemisphere, are stimulated using appropriate instructions and activities; this contrasts from mainly addressing the left hemisphere in a traditional environment.
Chandana Watagodakumbura (Education from a Deeper and Multidisciplinary Perspective: Enhanced by Relating to Social-Emotional Learning (SEL) Based on Mindfulness, Self-Awareness & Emotional Intelligence)
We now know that there is a critical period for language development. If you do not learn to speak as a youngster, you may never learn to speak. The babbling-cooing between baby and mother is a proto-language developed on the way to structuring specific facial muscles: the shapes that the tongue, lips, cheek and jaw will make and the ear will process in the construction of language. The baby is repeating the sounds she or he hears. It takes a lot of practice to get your tongue, mouth, jaw and cheek muscles to coordinate and accurately reflect back what is heard.
Susie Orbach (Bodies)
For a baby to thrive she or he has to be more than fed and kept clean. She or he needs to be held and to be engaged with as a living baby. This last thought might sound a bit mad. Of course a baby is alive. But if a baby receives only perfunctory care, if her or his needs for food and water and changing are met in a production-line manner, as happened for the many abandoned babies in the Romanian orphanes after Ceausescu was toppled, she or he may not thrive; she may die.
Susie Orbach (Bodies)
Fortunately, the metamorphosis came too late to permit me to go back to graduate school. And thus I escaped indoctrination. Whatever I learned about developmental psychology and social psychology, I learned on my own. I was an outsider looking in, and that has made all the difference. I did not buy into the assumptions of the academic establishment. I was not indebted to their granting agencies. And, once I had given up writing textbooks, I was not required to perpetuate the status quo by teaching the received gospel to a bunch of credulous college students. I gave up writing textbooks because one day it suddenly occurred to me that many of the things I had been telling those credulous college students were wrong.
Judith Rich Harris (The Nurture Assumption: Why Children Turn Out the Way They Do)
The more I thought about this developmental scheme, the more something seemed profoundly wrong. I read and reread what I had written, trying to figure out what was so insistently bothering me. In an unflattering moment, it seemed to me that I had stated the case so carefully that I couldn't crack my own argument; and yet something was definitely wrong."32
Frank Visser (Ken Wilber: Thought as Passion (SUNY series in Transpersonal and Humanistic Psychology))
Pedersen’s research identifies six categories of privacy behaviors: solitude, isolation, anonymity, reserve, intimacy with friends, and intimacy with family. His study shows that these varied behaviors accomplish a rich array of complex psychological “privacy functions” considered salient for psychological health and developmental success: contemplation, autonomy, rejuvenation, confiding, freedom, creativity, recovery, catharsis, and concealment. These are experiences without which we can neither flourish nor usefully contribute to our families, communities, and society.
Shoshana Zuboff (The Age of Surveillance Capitalism)
Developmental psychologist Jean Piaget (1963) observed that in order for people to learn anything new, their old mental pattern must break up and rework itself around the new, incoming knowledge. This process of internal breakdown and accommodation is key to continuing intellectual development. Likewise, Polish psychiatrist Kazimierz Dabrowski (1972) theorized that emotional distress is potentially a sign of growth, not necessarily illness. He saw psychological symptoms as coming from a freshly activated urge to grow and coined the term “positive disintegration” to describe times when people break down inside in order to reorganize into more emotionally complex beings.
Lindsay C. Gibson (Adult Children of Emotionally Immature Parents: How to Heal from Distant, Rejecting, or Self-Involved Parents)
Dabrowski believed that individuals who can tolerate negative emotions tend to have the highest developmental potential and saw negative emotions as the driving force behind much of human psychological development, since the discomfort these feelings cause can motivate ambitious people to find solutions. Instead of shutting down or getting defensive when faced with difficult experiences, people with developmental potential try to discover a deeper understanding about themselves and reality.
Lindsay C. Gibson (Adult Children of Emotionally Immature Parents: How to Heal from Distant, Rejecting, or Self-Involved Parents)
We live in a truly uncommon age of integration. Vast amounts of knowledge are being organized and integrated in ground-breaking, systematic ways. All over the world, people are creating revolutionary models of spiritual, psychological, ecological, and cultural ways of operating, all trying to provide solutions to our current local and global crises. These are bridges to a worldview that many are sensing is coming—one where truth can be universal, relative, and developmental all at once. Each generation has an opportunity to participate in the creative, co-evolutionary unfolding of reality. Now it is our turn.
Shahar Rabi (Spiritual Misfits: Collaboration and Belonging in a Divisive World)