Developmental 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.

A fourth-grade reader may be a sixth-grade mathematician. The grade is an administrative device which does violence to the nature of the developmental process.

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.

Evolution is not a genetically controlled distortion of one adult form into another; it is a genetically controlled alteration in a developmental program.

When you fall down, rise up. When you fall again, rise up again. This is just a developmental process that makes a healthy baby become a successful man.

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.

What would happen, they conjectured, if they simply went on assuming their children would do everything. Perhaps not quickly. Perhaps not by the book. But what if they simply erased those growth and development charts, with their precise, constricting points and curves? What if they kept their expectations but erased the time line? What harm could it do? Why not try?

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.

Children are compelled to give meaning to what is happening to them. When there is no clear explanation, they make one up; the intersection of trauma and the developmentally appropriate egocentrism of childhood often leads a little kid to think, I made it happen.

In this climate of profoundly disrupted relationships the child faces a formidable developmental task. She must find a way to form primary attachments to caretakers who are either dangerous or, from her perspective, negligent. She must find a way to develop a sense of basic trust and safely with caretakers who are untrustworthy and unsafe. She must develop a sense of self in relation to others who are helpless, uncaring or cruel. She must develop a capacity for bodily self-regulation in an environinent in which her body is at the disposal of others' needs as well as a capacity for self-soothing in an environment without solace. She must develop the capacity for initiative in an environment which demands that she bring her will into complete conformity with that of her abuser. And ultimately, she must develop a capacity for intimacy out of an environment where all intimate relationships are corrupt, and an identity out of an environment which defines her as a whore and a slave.

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.

Paradoxically, the more we try to change ourselves, the more we prevent change from occurring. On the other hand, the more we allow ourselves to fully experience who we are, the greater the possibility of change.

Entrepreneurship is the key to unlock the developmental progress.

Therapists will have much more impact when they are able to conceptualize or discern more precisely what this client’s core problem really is, how it came about developmentally, and how it is being played out and causing symptoms and problems in his current life.

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.

Finally I teach the joys of altruism. Many adolescent girls are self-absorbed. It's not a character flaw, it's a developmental stage. Nonetheless, in makes them unhappy and limits their understanding of the world. I encourage girls to find some ways to help people on a regular basis.

A Palestinian man cannot just die. For him to be mourned, he must be in a wheelchair or developmentally delayed, a medical professional, or noticeably elderly at the very least. Even then, there are questions about the validity of his victimhood.

Children who experience abuse also learn to deny pain and chaos or accept them as normal and proper. They learn that their feelings were wrong or didn't matter. They learn to focus on immediate survival - on not getting abused, and miss out on important developmental stages. As a result, they have problems developing their own identities.

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?

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.

Alas, that’s what adulthood is supposed to be about: “an overcoming” or (better yet) “a disciplining of a developmentally appropriate insanity.

Developmental trauma occurs when “emotional pain cannot find a relational home in which it can be held.”1 In retrospect, I can see that this was the case for

... 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]

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

Being abandoned through the neglect of our developmental dependency needs is the major factor in becoming an adult child. We grow up; we look like adults. We walk and talk like adults, but beneath the surface is a little child who feels empty and needy, a child whose needs are insatiable because he has a child’s needs in an adult body. This insatiable child is the core of all compulsive/addictive behavior.

When people look at a dangerous violent criminal at the beginning of his developmental process rather than at the very end of it, they will see, perhaps unexpectedly, that the dangerous violent criminal began as a relatively benign human being for whom they would probably have more sympathy than antipathy.

Real faith, however, is required to endure this necessary but painful developmental process. As things unfold, sometimes in full view, let us be merciful with each other. We certainly do not criticize hospital patients amid intensive care for looking pale and preoccupied. Why then those recovering from surgery on their souls? No need for us to stare; those stitches will finally come out. And in this hospital, too, it is important for everyone to remember that the hospital chart is not the patient. Extending our mercy to someone need not wait upon our full understanding of their challenges! Empathy may not be appreciated or reciprocated, but empathy is never wasted.

There is a succession of experiences which together constitute the educational and developmental ripening of the learner, according to the Sufis. People who think that each gain is the goal itself will freeze at any such stage, and cannot learn through successive and superseding lessons.

We achieve originality of style not by avoiding the influences of others but by blending them into a combination that has not been heard before.

Parents, deliberately or unaware, teach their children from birth how to behave, drink, feel and perceive. Liberation from these influences is no easy matter.

People with developmental disabilities and mental illness are only handicapped by how much we underestimate them.

The future is malleable, and to see it, you just have to listen to history and have a grand enough vision. - Salome Gluecksohn Waelsch - Developmental Genetics

No two people can possibly coordinate all their developmental crises.

Inside" Children Inside each of us are the children we were at each developmental stage. With regard to our creative dreams, these inside children can prevent us from living them by "acting out" in order to try to get our attention. Your inner 5-year-old is not going to patiently wait as you learn intricate metalworking techniques or study impressionist painting. Yet, your inner 10-year-old may be perfectly suited to learn and observe new skills. What's really needed is parenting of these inside children so that we bring them to age-appropriate activities.

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.

9. Random movements provide variation that leads to developmental breakthroughs. Monumental gains, Feldenkrais discovered, are made not by mechanical movement but by the opposite—random movements. Children learn to roll over, crawl, sit, and walk through experimentation. Most babies learn to roll over, for instance, when they follow something with their eyes that interests them, then follow it so far that, to their surprise, they roll over.

Nothing bothers me more than when people criticize my criticism of school by telling me that schools are not just places to learn maths and spelling, they are places where children learn a vaguely defined thing called socialization. I know. I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities.

Stud males might be emotional, temperamental, and developmentally stunted, at the mercy of their androgens, but that didn't make them incapable of generosity, friendship, cleverness, or creativity.

A limit must be stated in a manner that is deliberately calculated to minimize resentment, and to save self-respect. The very process of limit-setting, of saying “no,” should convey authority, not insult. It should deal with a specific event, not with a developmental history.

When we are anxiously attached, our inability to trust the intentions and behaviors of others will often lead us to escalate situations and then reject attempts to reassure us. It is a painful and dramatic spiral.

The question of the position of man, as an animal, has given rise to much disputation, with the result of proving that there is no anatomical or developmental character by which he is more widely distinguished from the group of animals most nearly allied to him, than they are from one another.

Eating disorders are prevalent among women who were sexually abused as children. They seem to have components of other symptoms such as obsessions, compulsions, avoidance of food, and anxiety, and they primarily include a distorted body image and feelings of body shame. For some women, eating disorders are related to the loss of control over their bodies during the sexual abuse and serve as a means of feeling in control of their bodies now. Eating disorders can also be indicative of the developmental stage and age at which the sexual abuse began. Women with anorexia and bulimia report that they were sexually abused either at the age of puberty or during puberty, when their bodies were beginning to develop and they felt a great deal of body shame from the abuse. By contrast, women with compulsive eating report that the sexual abuse occurred before the age of puberty; they used food for comfort.

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.

Dissociative identity disorder is conceptualized as a childhood onset, posttraumatic developmental disorder in which the child is unable to consolidate a unified sense of self. Detachment from emotional and physical pain during trauma can result in alterations in memory encoding and storage. In turn, this leads to fragmentation and compartmentalization of memory and impairments in retrieving memory.2,4,19 Exposure to early, usually repeated trauma results in the creation of discrete behavioral states that can persist and, over later development, become elaborated, ultimately developing into the alternate identities of dissociative identity disorder.

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.

They were and are children of privilege... the privilege taught, learned, and imbibed, in a "liberal arts education" is the privilege to indict. These children have, in the main, never worked, learned to obey, command, construct, amend, or complete - to actually contribute to the society. They have learned to be shrill, and that their indictment, on the economy, on sex, on race, on the environment, though based on no experience other than hearsay, must trump any discourse, let alone opposition. It occurred to me that I had seen this behavior elsewhere, where it was called developmental difficulty.

Humanity's "progress of knowledge" and the "evolution of consciousness" have too often been characterized as if our task were simply to ascend a very tall cognitive ladder with graded hierarchical steps that represent successive developmental stages in which we solve increasingly challenging mental riddles, like advanced problems in a graduate exam in biochemistry or logic. But to understand life and the cosmos better, perhaps we are required to transform not only our minds but our hearts. For the whole being, body and soul, mind and spirit, is implicated. Perhaps we must go not only high and far but down and deep. Our world view and cosmology, which defines the context for everything else, is profoundly affected by the degree to which all out faculties–intellectual, imaginative, aesthetic, moral, emotional, somatic, spiritual, relational–enter the process of knowing. How we approach "the other," and how we approach each other, will shape everything, including out own evolving self and the cosmos in which we participate.

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

Better Me + Better You = Better Us

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

It may come as a surprise that living life in a full and expanded way is one of the most difficult challenges we face as human beings.

Reading aloud with children is known to be the single most important activity for building the knowledge and skills they will eventually require for learning to read.

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.

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.

Avoiding awareness of our own reality is often an attempt to deny thoughts, desires, or intentions that we feel will threaten or contradict the needs of those with whom we feel strong attachment. We instinctively hide feelings and thoughts we assume would be threatening to other people, and might cause them to leave us. . . People who learned early in life to adapt to parental needs to an extent that we were unable to focus on our own developmental tasks and needs will often continue to play out this working mode” of conditional attachment. “You will attach to me as long as I meet your needs.

A crude way to put the whole thing is that our present culture is, both developmentally and historically, adolescent. And since adolescence is acknowledged to be the single most stressful and frightening period of human development--the stage when the adulthood we claim to crave begins to present itself as a real and narrowing system of responsibilities and limitations (taxes, death) and when we yearn inside for a return to the same childish oblivion we pretend to scorn--it’s not difficult to see why we as a culture are so susceptible to art and entertainment whose primary function is escape, i. e. fantasy, adrenaline, spectacle, romance, etc.

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.

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

Twenty years of medical research has shown that childhood adversity literally gets under our skin, changing people in ways that can endure in their bodies for decades. It can tip a child’s developmental trajectory and affect physiology. It can trigger chronic inflammation and hormonal changes that can last a lifetime. It can alter the way DNA is read and how cells replicate, and it can dramatically increase the risk for heart disease, stroke, cancer, diabetes—even Alzheimer’s.

After years of neurofeedback, I no longer see these disorders as distinct, but as individual manifestations of overwrought, amygdala-driven and dysregulated nervous systems. Just as emotion

The framework of this body that you have right now holds the entire story of who you have been, who you are now and who you are becoming; the good, the bad, and the ugly, but also the blessed.

It has been fashionable in some psychiatric and lay circles to blame the mother for whatever goes wrong in development. [...] If blame must be assessed it should be placed on the human condition which requires such prolonged dependence on one individual for development to take place. This makes the child extraordinarily vulnerable to the idiosyncrasies of that person (the mother). On the other hand, the prolonged dependence on this relationship also provides the potential for the richness of the human personality. It is a mistake, in my judgment, in psychotherapy to encourage or side with the patient's hostility to the mother. The patient has to become aware of and express it in therapy in order to grow but whatever the source of this hostility is in the past -- be it an actual memory or a fantasy to rationalize a feeling state -- the problem is now the patient's responsibility and he must work it out.

Why, then, are narrow genetic assumptions so widely accepted and, in particular, so enthusiastically embraced by the media? The neglect of developmental science is one factor. Our preference for a simple and quickly understood explanation is another, as is our tendency to look for one-to-one causations for almost everything. Life in its wondrous complexity does not conform to such easy reductions.

Evolution means that nature does not operate according to fixed laws but by the dynamic interplay of law, chance, and deep time; that is, one cannot understand natural processes apart from developmental categories. The interaction of forces creates a dynamic process of unfolding life, pointing to the fact that nature is incomplete; there are no fixed essences. Instead, nature is consistently oriented toward new and complex life.

At its heart, Codependency is a set of behaviors developed to manage the anxiety that comes when our primary attachments are formed with people who are inconsistent or unavailable in their response to us. Our anxiety-based responses to life can include over-reactivity, image management, unrealistic beliefs about our limits, and attempts to control the reality of others to the point where we lose our boundaries, self-esteem, and even our own reality. Ultimately, Codependency is a chronic stress disease, which can devastate our immune system and lead to systemic and even life-threatening illness.

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.

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.

In my practice I use neurofeedback primarily to help with the hyperarousal, confusion, and concentration problems of people who suffer from developmental trauma. However, it has also shown good results for numerous issues and conditions that go beyond the scope of this book, including relieving tension headaches, improving cognitive functioning following a traumatic brain injury, reducing anxiety and panic attacks, learning to deepen meditation states, treating autism, improving seizure control, self-regulation in mood disorders, and more.

Many „pathogens“ (both chemical and behavioral) can influence how you turn out; these include substance abuse by a mother during pregnancy, maternal stress, and low birth weight. As a child grows, neglect, physical abuse, and head injury can cause problems in mental development. Once the child is grown, substance abuse and exposure to a variety of toxins can damage the brain, modifying intelligence, aggression, and decision-making abilities. The major public health movement to remove lead-based paint grew out of an understanding that even low levels of lead can cause brain damage that makes children less inteligent and, in some cases, more impulsive and aggressive. How you turn out depends on where you´ve been. So when it comes to thinking about blameworthiness, the first difficulty to consider is that people do not choose their own developmental path. It´s problematic to imagine yourself in the shoes of a criminal and conclude, „Well, I wouldn´t have done that“ – because if you weren´t exposed to in utero cocaine, lead poisoning, or physical abuse, and he was, then you and he are not directly comparable.

ADHD impairments: in brain chemistry dynamics; chronic procrastination due to; in coordination of brain rhythms; delays in brain maturation; as developmental delay or ongoing impairment; executive function clusters affected by fig; frustrations in marriage; how they affect processing of emotions; impact on employment; impacting ability to sustain treatment; impaired brain connectivity; impaired cognitive functioning; James' story on identifying; for managing conflicting or unrecognized emotions; working memory and. See also People with ADHD; specific executive function cluster

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.

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.)

the dysregulation of the body’s neurobiological system, that impairs one’s ability to pay selective attention to one’s surroundings. The world becomes a land without street signs, the individual a car in bad need of a tune-up. The vastness of the attentional system partially accounts for the variation of ADD “types.” Where one individual needs an oil change, the next needs spark plugs replaced. Where one individual is withdrawn and overwhelmed by stimuli, the next is hyperactive and can’t get enough stimuli. Where one is frequently anxious, the other is depressed. To compensate, each develops his or her own coping strategies that developmentally add to, or subtract from, the brain’s various subsystems. So Mr. A becomes a stand-up comedian, and manic. Ms. B becomes an architectural wizard with obsessive-compulsive traits. Their offspring become a sculptor and a stunt pilot. None of them can balance their checkbook. And all of them wish they had more time in the day. With such diversity in the disorder,

Luther Burbank could directly work with plants to co-create most of the food plants we now take for granted is that he routinely accessed earlier developmental stages, in essence, taking them on as a lens through which to experience the world. This shifted his sensory gating dynamics, opening the doors of perception much wider, allowing a much richer sensory perception to occur. It allowed him to work with the metaphysical background directly. As Helen Keller once remarked of him . . . He has the rarest of gifts, the receptive spirit of a child. Only a wise child can understand the language of flowers and trees.

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

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.

there is a reason that puppies, and kittens, and young children, and newly emerging plants all have such a similar feeling to them. These developmental stages occur across genus and species lines—they exist for a purpose they are evolutionary innovations. They allow for unique perceptions of the world, and unique types of interactions with environment. Each developmental stage or consciousness module allows different aspects of the layered complexity of the world within which we are immersed to be perceived. That is a primary part of their function. It is an aspect of the emergent behaviors that occur in all self-organized biological systems

Women retain their dependence needs long past the developmental point at which those needs are normal and healthy. Unbeknownst to others - and worse, unbeknownst to ourselves - we carry dependency within us like some autoimmune disease. We carry it with us from kindergarten through college and graduate school, into our careers, and into the convenient "arrangement" of our marriages. (...) Much of the time - for many of us, all of the time - our unwillingness to stand on our own two feet goes unnoticed because it's expected. Women are relational creatures. They nurture and need. This, we have been told for many, many years, is nature. And although it cripples us, we have to let it go unquestioned.

Anxiously attached Codependents demonstrate the ability to maximize the attention they get from their partner, regardless of whether it is positive or negative (i.e., "I'd rather be screamed at than ignored"). Manipulation is used to keep the inattentive or inconsistent partner involved by alternating dramatic angry demands with needy dependence. When the partner is preoccupied and not paying attention, the anxious Codependent explodes in angry demands and behaviors that cannot be ignored.

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.

Donna made it obvious that not only is addiction a developmental journey, but it’s a journey that continues through the period of recovery. In fact, by the time I’d finished my interviews with Donna, the term “recovery” no longer made sense to me. “Recovery” implies going backward, becoming normal again. And it’s a reasonable term if you consider addiction a disease. But many of the addicts I’ve spoken with—including Donna—see themselves as having moved forward, not backward, once they quit, or even while they were quitting. They often find they’ve become far more aware and self-directed than the person they were before their addiction. There’s no easy way to explain this direction of change with the medical terminology of disease and recovery. Instead of recovering, it seems that addicts keep growing, as does anyone who overcomes their difficulties through deliberation and insight.

If you really want a child to thrive and blossom, lose the screens for the first few years of their lives. During those key developmental periods, let them engaging creative play. Legos are always great, as they encourage creativity and the hand-eye coordination nurtures synaptic growth. Let them explore their surroundings and allow them opportunities to experience nature. . Activities like cooking and playing music also have been shown to help young children thrive developmentally. But most importantly, let them experience boredom; there is nothing healthier for a child then to learn how to use their own interior resources to work through the challenges of being bored. This then acts as the fertile ground for developing their powers of observation, cultivating patience and developing an active imagination-- the most developmentally and neurosynaptically important skill that they can learn.

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.

In fact, the same intervention or response may even have the opposite effect on two different clients with contrasting developmental histories and cultural contexts. For example, if a client’s parent was distant or aloof, the therapist’s judicious self-disclosure may be helpful for the client. In contrast, the same type of self-disclosure is likely to be anxiety-arousing for a client who grew up serving as the confidant or emotional caregiver of a depressed parent. Greater sharing with the therapist may help the first client learn that, contrary to her deeply held beliefs, she does matter and can be of interest to other people. In contrast, for the second client, the same type of self-disclosure may inadvertently impose the unwanted needs of others and set this client back in treatment as, in her mind, she experiences herself back in her old caretaking role again—this time with the therapist. This unwanted reenactment occurs because the therapeutic relationship is now paralleling the same problematic relational theme that this client struggled with while growing up.

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)

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.

Complexity theory shows that great changes can emerge from small actions. Change involves a belief in the possible, even the “impossible.” Moreover, social innovators don’t follow a linear pathway of change; there are ups and downs, roller-coaster rides along cascades of dynamic interactions, unexpected and unanticipated divergences, tipping points and critical mass momentum shifts. Indeed, things often get worse before they get better as systems change creates resistance to and pushback against the new. Traditional evaluation approaches

Many survivors of relational and other forms of early life trauma are deeply troubled and often struggle with feelings of anger, grief, alienation, distrust, confusion, low self-esteem, loneliness, shame, and self-loathing. They seem to be prisoners of their emotions, alternating between being flooded by intense emotional and physiological distress related to the trauma or its consequences and being detached and unable to express or feel any emotion at all - alternations that are the signature posttraumatic pattern. These occur alongside or in conjunction with other common reactions and symptoms (e.g., depression, anxiety, and low self-esteem) and their secondary manifestations. Those with complex trauma histories often have diffuse identity issues and feel like outsiders, different from other people, whom they somehow can't seem to get along with, fit in with, or get close to, even when they try. Moreover, they often feel a sense of personal contamination and that no one understands or can help them. Quite frequently and unfortunately, both they and other people (including the professionals they turn to for help) do misunderstand them, devalue their strengths, or view their survival adaptations through a lens of pathology (e.g., seeing them as "demanding", "overdependent and needy", "aggressive", or as having borderline personality). Yet, despite all, many individuals with these histories display a remarkable capacity for resilience, a sense of morality and empathy for others, spirituality, and perseverance that are highly admirable under the circumstances and that create a strong capacity for survival. Three broad categories of survivorship, with much overlap between them, can be discerned: 1. Those who have successfully overcome their past and whose lives are healthy and satisfying. Often, individuals in this group have had reparative experiences within relationships that helped them to cope successfully. 2. Those whose lives are interrupted by recurring posttraumatic reactions (often in response to life events and experiences) that periodically hijack them and their functioning for various periods of time. 3. Those whose lives are impaired on an ongoing basis and who live in a condition of posttraumatic decline, even to the point of death, due to compromised medical and mental health status or as victims of suicide of community violence, including homicide.

The Sumerians considered themselves destined to “clothe and feed” such gods, because they viewed themselves as the servants, in a sense, of what we would call instinctive forces, “elicited” by the “environment.” Such forces can be reasonably regarded as the Sumerians regarded them—as deities inhabiting a “supracelestial place,” extant prior to the dawn of humanity. Erotic attraction, for example—a powerful god—has a developmental history that predates the emergence of humanity, is associated with relatively “innate” releasing “stimuli” (those that characterize erotic beauty), is of terrible power, and has an existence “transcending” that of any individual who is currently “possessed.” Pan, the Greek god of nature, produced/represented fear (produced “panic”); Ares or the Roman Mars, warlike fury and aggression. We no longer personify such “instincts,” except for the purposes of literary embellishment, so we don't think of them “existing” in a “place” (like heaven, for example). But the idea that such instincts inhabit a space—and that wars occur in that space—is a metaphor of exceeding power and explanatory utility. Transpersonal motive forces do wage war with one another over vast spans of time; are each forced to come to terms with their powerful “opponents” in the intrapsychic hierarchy. The battles between the different “ways of life” (or different philosophies) that eternally characterize human societies can usefully be visualized as combat undertaken by different standards of value (and, therefore, by different hierarchies of motivation). The “forces” involved in such wars do not die, as they are “immortal”: the human beings acting as “pawns of the gods” during such times are not so fortunate.

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

Trust of others is in short supply for many adult survivors, as complex trauma generally involves major relational betrayal. It is, therefore, expectable (although paradoxical) that clients with these histories are predisposed to be mistrustful at the outset of therapy, precisely because of (and in proportion to) the actual trustworthiness of the therapist. When past experiences have thought hard lessons, namely, that one can least afford to trust the people who should be most trustworthy, it stands to reason that confusion about trust results. The therapist must understand and not take offense either personally or professionally and not react judgmentally or defensively. Practically speaking, this involves the therapist being prepared to patiently and empathically respond to active or passive tests or challenges to trustworthiness as legitimate and meaningful communication that deserves a respectful reply in action as well as in words.

Here’s a simple definition of ideology: “A set of beliefs about the proper order of society and how it can be achieved.”8 And here’s the most basic of all ideological questions: Preserve the present order, or change it? At the French Assembly of 1789, the delegates who favored preservation sat on the right side of the chamber, while those who favored change sat on the left. The terms right and left have stood for conservatism and liberalism ever since. Political theorists since Marx had long assumed that people chose ideologies to further their self-interest. The rich and powerful want to preserve and conserve; the peasants and workers want to change things (or at least they would if their consciousness could be raised and they could see their self-interest properly, said the Marxists). But even though social class may once have been a good predictor of ideology, that link has been largely broken in modern times, when the rich go both ways (industrialists mostly right, tech billionaires mostly left) and so do the poor (rural poor mostly right, urban poor mostly left). And when political scientists looked into it, they found that self-interest does a remarkably poor job of predicting political attitudes.9 So for most of the late twentieth century, political scientists embraced blank-slate theories in which people soaked up the ideology of their parents or the TV programs they watched.10 Some political scientists even said that most people were so confused about political issues that they had no real ideology at all.11 But then came the studies of twins. In the 1980s, when scientists began analyzing large databases that allowed them to compare identical twins (who share all of their genes, plus, usually, their prenatal and childhood environments) to same-sex fraternal twins (who share half of their genes, plus their prenatal and childhood environments), they found that the identical twins were more similar on just about everything.12 And what’s more, identical twins reared in separate households (because of adoption) usually turn out to be very similar, whereas unrelated children reared together (because of adoption) rarely turn out similar to each other, or to their adoptive parents; they tend to be more similar to their genetic parents. Genes contribute, somehow, to just about every aspect of our personalities.13 We’re not just talking about IQ, mental illness, and basic personality traits such as shyness. We’re talking about the degree to which you like jazz, spicy foods, and abstract art; your likelihood of getting a divorce or dying in a car crash; your degree of religiosity, and your political orientation as an adult. Whether you end up on the right or the left of the political spectrum turns out to be just as heritable as most other traits: genetics explains between a third and a half of the variability among people on their political attitudes.14 Being raised in a liberal or conservative household accounts for much less. How can that be? How can there be a genetic basis for attitudes about nuclear power, progressive taxation, and foreign aid when these issues only emerged in the last century or two? And how can there be a genetic basis for ideology when people sometimes change their political parties as adults? To answer these questions it helps to return to the definition of innate that I gave in chapter 7. Innate does not mean unmalleable; it means organized in advance of experience. The genes guide the construction of the brain in the uterus, but that’s only the first draft, so to speak. The draft gets revised by childhood experiences. To understand the origins of ideology you have to take a developmental perspective, starting with the genes and ending with an adult voting for a particular candidate or joining a political protest. There are three major steps in the process. Step

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.

The alienating effects of wealth and modernity on the human experience start virtually at birth and never let up. Infants in hunter-gatherer societies are carried by their mothers as much as 90 percent of the time, which roughly corresponds to carrying rates among other primates. One can get an idea of how important this kind of touch is to primates from an infamous experiment conducted in the 1950s by a primatologist and psychologist named Harry Harlow. Baby rhesus monkeys were separated from their mothers and presented with the choice of two kinds of surrogates: a cuddly mother made out of terry cloth or an uninviting mother made out of wire mesh. The wire mesh mother, however, had a nipple that dispensed warm milk. The babies took their nourishment as quickly as possible and then rushed back to cling to the terry cloth mother, which had enough softness to provide the illusion of affection. Clearly, touch and closeness are vital to the health of baby primates—including humans. In America during the 1970s, mothers maintained skin-to-skin contact with babies as little as 16 percent of the time, which is a level that traditional societies would probably consider a form of child abuse. Also unthinkable would be the modern practice of making young children sleep by themselves. In two American studies of middle-class families during the 1980s, 85 percent of young children slept alone in their own room—a figure that rose to 95 percent among families considered “well educated.” Northern European societies, including America, are the only ones in history to make very young children sleep alone in such numbers. The isolation is thought to make many children bond intensely with stuffed animals for reassurance. Only in Northern European societies do children go through the well-known developmental stage of bonding with stuffed animals; elsewhere, children get their sense of safety from the adults sleeping near them. The point of making children sleep alone, according to Western psychologists, is to make them “self-soothing,” but that clearly runs contrary to our evolution. Humans are primates—we share 98 percent of our DNA with chimpanzees—and primates almost never leave infants unattended, because they would be extremely vulnerable to predators. Infants seem to know this instinctively, so being left alone in a dark room is terrifying to them. Compare the self-soothing approach to that of a traditional Mayan community in Guatemala: “Infants and children simply fall asleep when sleepy, do not wear specific sleep clothes or use traditional transitional objects, room share and cosleep with parents or siblings, and nurse on demand during the night.” Another study notes about Bali: “Babies are encouraged to acquire quickly the capacity to sleep under any circumstances, including situations of high stimulation, musical performances, and other noisy observances which reflect their more complete integration into adult social activities.

A few days after the fireworks, I gave them a lesson on category nouns versus exact nouns. I hadn’t heard of this distinction prior to opening the textbook. It transpired that a category noun was something like “vegetables,” whereas exact nouns were “beetroot,” “carrots,” “broccoli.” It was better to use exact nouns because this made your writing more precise and interesting. The chapter gave a short explanation followed by an exercise: an A4 page divided into columns. On the left were various category nouns. On the right, you had to fill in at least three corresponding exact nouns. I told the kids they could use their Cantonese-to-English dictionaries. Cynthia Mak asked what to say for “people.” Did it mean “sister,” “brother,” “father,” or “teacher,” “doctor,” “artist,” or— “They’re all okay,” I said. “But if I put ‘sister,’ ‘father,’ ‘brother’ in ‘people,’ then what about here?” She pointed to the box marked “family.” “Okay, don’t do those. Do ‘teacher’ or something.” “But what about here?”—signaling the “professions” row. “Okay, something else for ‘people.’” “Happy people, sad people?” “‘Happy people’ isn’t an exact noun—it’s an adjective plus a category noun.” “So what should I write?” We looked at each other. It was indeed a challenge to describe people in a way not immediately related to how they earned money or their position in the family unit. I said: “How about ‘friend,’ ‘boyfriend,’ ‘colleague’?” “I don’t want to write ‘boyfriend.’” I couldn’t blame her for questioning the exercise. “Friend,” “enemy,” and “colleague” didn’t seem like ways of narrowing down “people” in the way “apple” did for “fruit.” An apple would still be a fruit if it didn’t have any others in its vicinity, but you couldn’t be someone’s nemesis without their hanging around to complete the definition. The same issue cropped up with my earlier suggestions. “Family” was relational, and “profession” was created and given meaning by external structures. Admittedly “adult,” “child,” and “teenager” could stand on their own. But I still found it depressing that the way we specified ourselves—the way we made ourselves precise and interesting—was by pinpointing our developmental stage and likely distance from mortality. Fruit didn’t have that problem.

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.