Developmental Stages Quotes

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.

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.

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.

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.

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.

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.

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.

The mother of all developmental stage theories was

the sensory inflows are gated differently as ego states change, both during the developmental stages of life or when previous developmental stages are intentionally regenerated later in life.

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.

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

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.

Every child apprehends, feels and changes with age and developmental stage, as they also learn to develop. Nevertheless, if you recognize what to expect and predict with a child’s behavior, you will be less annoyed and less destructive.

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

More long non-coding RNAs are expressed in the brain than any other tissue (with the possible exception of the testes).26 Some have been conserved from birds to humans, with expression patterns that occur in the same regions and at the same developmental stages. These

The task of the modern individual is to move appropriately and effectively from disengaged spectator to attentive perceiver in order to slide easily into the social order. The starer, in contrast, is an undisciplined spectator arrested in an earlier developmental stage or one resistant to the attentiveness of the modern networker. The starer is a properly attentive spectator befuddled, halted in mid-glance, mobility throttled, processing checked, network run amuck...So the challenge of proper looking is converting the impulse to stare into attention, which is socially acceptable. (21-22)

It also helps to be a developmental psychologist, since I know I am in a life stage when my growth involves relinquishing control.

One of the greatest challenges of a parent is to save their teenagers from themselves, while the culture is declaring that it is trying to save them from their parents.

Readers make writers and writers make readers

Philosophers of science have repeatedly demonstrated that more than one theoretical construction can always be placed upon a given collection of data. History of science indicates that, particularly in the early developmental stages of a new paradigm, it is not even very difficult to invent such alternates. But that invention of alternates is just what scientists seldom undertake except during the pre-paradigm stage of their science's development and at very special occasions during its subsequent evolution. So long as the tools a paradigm supplies continue to prove capable of solving the problems it defines, science moves fastest and penetrates most deeply through confident employment of those tools. The reason is clear. As in manufacture so in science-retooling is an extravagance to be reserved for the occasion that demands it. The significance of crises is the indication they provide that an occasion for retooling has arrived.

Altering sensory gating parameters are most easily accomplished in one of three ways, and we’ve already talked in some depth about the first one: 1) having a task that demands a greater focus on incoming sensory data flows. The others are: 2) regenerating a state similar to that which occurred during the first few years of life, or 3) by altering the nature of the gating channels themselves by shifting consciousness (which is somewhat different from re-generating developmental stages).

The fundamental problem with learning mathematics is that while the number sense may be genetic, exact calculation requires cultural tools—symbols and algorithms—that have been around for only a few thousand years and must therefore be absorbed by areas of the brain that evolved for other purposes. The process is made easier when what we are learning harmonizes with built-in circuitry. If we can’t change the architecture of our brains, we can at least adapt our teaching methods to the constraints it imposes. For nearly three decades, American educators have pushed “reform math,” in which children are encouraged to explore their own ways of solving problems. Before reform math, there was the “new math,” now widely thought to have been an educational disaster. (In France, it was called les maths modernes and is similarly despised.) The new math was grounded in the theories of the influential Swiss psychologist Jean Piaget, who believed that children are born without any sense of number and only gradually build up the concept in a series of developmental stages. Piaget thought that children, until the age of four or five, cannot grasp the simple principle that moving objects around does not affect how many of them there are, and that there was therefore no point in trying to teach them arithmetic before the age of six or seven.

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.

To sum up: at various stages of embryonic development, and at various structural levels, we find different biochemical mechanisms, but analogue principles at work. At every stage and level the game is played according to fixed rules but with flexible strategies (although their flexibility is normally hidden from the eye and revealed only by the transplantation and grafting techniques of experimental embryology). The overall rules of the game are laid down in the complete set of instructions operative at any level at any time is triggered off by messages from the inter- and extra-cellular environment, which vary in character according to structural level and developmental stage: fertilizing agents, cytoplasmic feedbacks, direct-contact evocators, hormones, and other catalysts.

The symmetrical complement of the serpent, then, is the stone as representative of the earth. Here we enter a later developmental stage of the symbolism, the alchemical stage, whose central idea is the lapis. Just as the serpent forms the lower opposite of man, so the lapis complements the serpent. It corresponds, on the other hand, to man, for it is not only represented in human form but even has “body, soul, and spirit,” is an homunculus and, as the texts show, a symbol of the self. It is, however, not a human ego but a collective entity, a collective soul, like the Indian hiranyagarbha, ‘golden seed.’ The stone is the “father-mother” of the metals, an hermaphrodite. Though it is an ultimate unity, it is not an elementary but a composite unity that has evolved. For the stone we could substitute all those “thousand names” which the alchemists devised for their central symbol, but nothing different or more fitting would have been said.

Consider your arms and legs. They contain exactly the same kinds of muscle cells, nerve cells, and so on. They contain the same proteins and other chemicals; the bones are made of identical substance. Yet they have different shapes, just as houses of different design can be made from the same building materials. The chemicals alone do not determine the form. Nor does the DNA. The DNA is the same in all the cells of the arms and the legs, and indeed everywhere else in the body. All the cells are genetically programmed identically. Yet somehow they behave differently and form tissues and organs of different structures. Clearly some formative influence other than DNA must be shaping the developing arms and legs. All developmental biologists acknowledge this fact. But at this stage their mechanistic explanations peter out into vague statements about "complex spatio-temporal patterns of physico-chemical interaction not yet fully understood." Obviously this is not a solution but just another way of stating the problem.

Pienemann (1999, 2003) developed processability theory on the basis of research with learners of different languages in a variety of settings, both instructional and informal. One important aspect of his theory is the integration of developmental sequences with first language influence. He argues that his theory explains why learners do not simply transfer features from their first language at early stages of acquisition. Instead, they have to develop a certain level of processing capacity in the second language before they can use their knowledge of the features that already exist in their first language.

Parents often have the misconception that setting boundaries occurs when a child misbehaves, but the fact is that the word ‘misbehave’ is misused. Children don’t ‘mis’behave. They behave, either positively or negatively, to communicate. Small children communicate through their behavior because that is the only method of communication they have. Even when they become verbal, though, they still aren’t able to articulate big feelings and subtle problems well verbally, so as parents it’s our role to ‘listen between the lines’ of our children’s behavior to discern the need being communicated. Setting boundaries is not about ‘mis’behavior. It’s about guiding behavior, and guidance is something we provide through everyday interactions with our children. Repetition is the hallmark of the early years of parenting, from the endless tasks of diapering and feeding to the endless explorations of a curious toddler. There is no way, and no point in trying, to make a child stop acting like a child. There are, though, gentle ways to guide a child through the normal developmental stages safely and peacefully. The repetitious nature of boundary-setting in the early years is a bit like washing your hair, “Lather, rinse, repeat, repeat, repeat, repeat…” Knowing that and accepting it makes the seemingly endless repetitions, reminders, and redirections a bit easier to handle.

Principles That Great Teachers Follow Great teachers know that each brain is unique and uniquely organized. Great teachers know that all brains are not equally good at everything. Great teachers know that the brain is a complex, dynamic system and is changed daily by experiences. Great teachers know that learning is a constructivist process, and that the ability to learn continues through developmental stages as an individual matures. Great teachers know that the search for meaning is innate in human nature. Great teachers know that brains have a high degree of plasticity and develop throughout the lifespan. Great teachers know that MBE science principles apply to all ages. Great teachers know that learning is based in part on the brain’s ability to self-correct. Great teachers know that the search for meaning occurs through pattern recognition. Great teachers know that brains seek novelty. Great teachers know that emotions are critical to detecting patterns, to decision-making, and to learning. Great teachers know that learning is enhanced by challenge and inhibited by threat. Great teachers know that human learning involves both focused attention and peripheral perception. Great teachers know that the brain conceptually processes parts and wholes simultaneously. Great teachers know that the brain depends on interactions with other people to make sense of social situations. Great teachers know that feedback is important to learning. Great teachers know that learning relies on memory and attention. Great teachers know that memory systems differ in input and recall. Great teachers know that the brain remembers best when facts and skills are embedded in natural contexts. Great teachers know that learning involves conscious and unconscious processes. Great teachers know that learning engages the entire physiology (the body influences the brain, and the brain controls the body).

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

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

Thе period of еаrlу сhildhооd from the аgеѕ оf 2 tо 4 years iѕ crucial to your toddler's developing sense of self.

Eаrlу childhood iѕ a time оf trеmеndоuѕ growth across all areas оf dеvеlорmеnt

Yоur baby iѕ a соmbination of genetics and environment.

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

Play is a crucial building block to your toddler's later learning.

We uѕе twо eyes tо rеаd аnd the раrt оf оur brаin thаt dеvеlорѕ оur lаnguаgе аnd аuditоrу рrосеѕѕеѕ iѕ оn thе орроѕitе side to whеrе our visual реrсерtiоn dеvеlорѕ. Wе nееd visual реrсерtiоn tо rесоgnisе the written lеttеrѕ and auditory рrосеѕѕing to convert them tо the ѕоundѕ аnd wоrdѕ they rерrеѕеnt. Toddlers bеgin tо dеvеlор this through mоvеmеnt аnd рlауing in thеir еnvirоnmеnt with diffеrеnt objects аnd obstacles.

At 6 months old, your baby is halfway through her first year. She's passed through crucial developmental stages and has progressed from being wholly reliant upon your for her survival, to being able to move and communicate independently.

A neglected child may learn to get attention by getting into trouble or by annoying his parents. One will drink muddy water when he is dying of thirst. I know of children who get their touch and stimulation needs met by getting spanked. Much has been written about abortive adaptation. Suffice it to say, when one’s basic dependency needs are not met at the proper time and in the proper sequence, the personality is arrested at those developmental stages. The child learns adaptive ways to get his needs met. Over the course of time, as one experiences need-deprivation, one loses awareness of these needs. Ultimately, one does not even know what one needs.

How is regeneration of the spinal cord in the salamander related to its initial development ? There is now evidence that in the salamander, the steps of progenitor cell-patterning and controlled neurogenesis that naturally regenerate a severed tail largely recapitulate the steps followed during early embryonic development to initially build the central nervous system. For example, ependymal cells are descendants of radial glial cells retained from the earliest developmental stages in regenerating vertebrates. The ependymal tube that gives rise to regenerated spinal cord following salamander tail amputation is very similar in appearance to the early structure of the neural tube of developing amniotes. But how does that recapitulation occur ? By using a transgenic axolotl that expresses green fluorescent proteins (GFPs), they further examined the regenerated spinal cord by replacing a segment of the spinal cord from a typical animal with a piece of the spinal cord from a GFP-expressing animal - that is, one with green fluorescent cells. They found that the implanted cells in the experimental animals regenerated a green spinal cord ! Thus, regeneration may be a more neural stem-cell like, or pluripotent, state as a response to injury.

The apparent incompatibility between the abundance of habitable planets in our Galaxy and the lack of extraterrestrial visitors, known as the Fermi paradox, suggest the existence of what Hanson calls a "Great Filter," an evolutionary/technological roadblock somewhere along the developmental path from nonliving matter to space-colonizing life. If we discover independently evolved primitive life in our Solar System, this would suggest that primitive life is not rare, and that the roadblock lies after our current human stage of development-perhaps because assumption 1 is false, or because almost all advanced civilizations self-destruct before they are able to colonize. I'm therefore crossing my fingers that all searches for life on Mars and elsewhere find nothing: this is consistent with the scenario where primitive life is rare but we humans got lucky, so that we have the roadblock behind us and have extraordinary future potential.

The chemicals along a strand of DNA are arranged so that the molecule can make a copy of itself. Things being the way they are out there (or way down in there), these copies are not perfect. In the same way, you can tell the difference between an original document and a copy of the document made with a copy machine, it’s very difficult in nature to make a perfect copy. Those small changes in DNA that occur during an organism’s developmental stage result in the organism being just slightly different from its parents or parent organism.

What Is Your Discipline Philosophy? The main point we’ve communicated in this chapter is that parents need to be intentional about how they respond when their kids misbehave. Rather than dramatically or emotionally reacting, or responding to every infraction with a one-size-fits-all strategy that ignores the context of the situation or a child’s developmental stage, parents can work from principles and strategies that both match their belief system and respect their children as the individuals they are. No-Drama Discipline focuses not only on addressing immediate circumstances and short-term behavior, but also on building skills and creating connections in the brain that, in the long run, will help children make thoughtful choices and handle their emotions well automatically, meaning that discipline will be needed less and less. How are you doing on this? How intentional are you when you discipline your children? Take a moment right now and think about your normal response to your kids’ behavior.

How do you make a child behave? The answer may be shocking: you don’t. He alone is able to choose to modify his behavior within the scope of his current developmental capabilities.

If you don’t like your child’s behavior, just wait a few weeks for a new developmental stage. By then, you’ll have an entirely different problem to figure out!

If we gauge societies in light of the developmental maturity of their citizens, we see very little difference, even between extremes. One society may be, on average, slightly further along than another, but the reality is that no society has advanced beyond the stage where girls play dress-up and boys torture frogs.

The result is a slow-life strategy, with lower birth rates, slower development, and more resources and care put into each child. Thus, children do fewer things on their own (fewer walk to school by themselves or stay at home alone), teens are less independent (fewer get their driver’s license or date), young adults postpone adult milestones (marrying and having children later than earlier generations), life stages once considered middle-aged tilt younger (“fifty is the new forty”), staying healthy past retirement age is the rule rather than the exception, and life expectancies stretch toward 80. The entire developmental trajectory has slowed down, from childhood to older adulthood. These slower life trajectories are all ultimately caused by technology, including modern medical care (which lengthens life spans), birth control (allowing people to have fewer children), labor-saving devices (which slow aging), and a knowledge-based economy (which requires more years of education). Especially at older ages, the slowing is actually biologically quantifiable.

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

If their systems were flooded with stress hormones just like Sarah’s or the tadpoles’, it stood to reason that their bodies, including their blood pressure, blood sugar, and neurological functions, might react in similar ways; all could be seen as side effects of stress hormones. It made biological sense that a high dose of stress hormones at the wrong developmental stage could have an outsize impact on my patients’ downstream health.

Anyone who has taken an introductory psychology course has likely encountered the developmental-stage models posited by Freud, Jung, Erikson, Piaget, and Maslow. But there’s one stage model I keep in mind nearly every minute of every session—the stages of change. If therapy is about guiding people from where they are now to where they’d like to be, we must always consider: How do humans actually change? In the 1980s, a psychologist named James Prochaska developed the transtheoretical model of behavior change (TTM) based on research showing that people generally don’t “just do it,” as Nike (or a new year’s resolution) might have it, but instead tend to move through a series of sequential stages that look like this: Stage 1: Pre-contemplation Stage 2: Contemplation Stage 3: Preparation Stage 4: Action Stage 5: Maintenance

Children’s bodies and brains are still in an early developmental stage of growth until at least the age of three. To inject infants with a variety of vaccines, which contain toxins and materials the body will recognize as foreign contaminants seems an ill-conceived “health” policy. Before the age of one, it is not recommended by our healthcare organizations to allow a child to eat honey, because a child’s system is not developed enough to handle “natures perfect food.” Currently, we are not only injecting infants with a plethora of vaccines in their first year but are starting them out with a vaccine on their first day on the planet. Is it any wonder why we have such rampant illness in the infant and adolescent population today? A little common sense appears to be needed here.

What I understand this to mean is that adulthood is not a developmental stage but a social position, and as such cannot be attained or maintained without the support and acknowledgement of others. And what others are acknowledging is not the state of one’s innermost psychological, mental or spiritual development–whatever that may mean–but the observable adherence to certain norms, of speech, of behaviour, of appearance, and the successful performance of certain roles.

Using such a mind-to-mind metric, I would be very “close” to the person I was yesterday, slightly less close to the person I was two days ago, and so forth. In other words, although there is a great degree of overlap between the individuals Douglas Hofstadter today and Douglas Hofstadter yesterday, they are not identical. We nonetheless standardly (and reflexively) choose to consider them identical because it is so convenient, so natural, and so easy. It makes life much simpler. This convention allows us to give things (both animate and inanimate) fixed names and to talk about them from one day to the next without constantly having to update our lexicon. Moreover, this convention is ingrained in us when we are infants — at about the same Piagetian developmental stage as that in which we learn that when a ball rolls behind a box, it still exists even though it’s not visible, and may even reappear on the other side of the box in a second or two!

The truth is that both sets of parents are “real.” During the developmental stages of early childhood, when a child’s thinking is concrete, an adopted child needs to understand that there are two mothers and two fathers, but there is only one set of, or one parent. The role of parent must be made clear and distinguished from that of mother and father.

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.

Even though these individuals had seemed perfectly healthy at birth, something that had happened during their development in the womb affected them for decades afterwards. And it wasn’t just the fact that something had happened that mattered, it was when it happened. Events that take place in the first three months of development, a stage when the foetus is really very small, can affect an individual for the rest of their life. This is completely consistent with the model of developmental programming, and the epigenetic basis to this. In the early stages of pregnancy, where different cell types are developing, epigenetic proteins are probably vital for stabilising gene expression patterns. But remember that our cells contain thousands of genes, spread over billions of base-pairs, and we have hundreds of epigenetic proteins. Even in normal development there are likely to be slight variations in the expression of some of these proteins, and the precise effects that they have at specific chromosomal regions. A little bit more DNA methylation here, a little bit less there. The epigenetic machinery reinforces and then maintains particular patterns of modifications, thus creating the levels of gene expression. Consequently, these initial small fluctuations in histone and DNA modifications may eventually become ‘set’ and get transmitted to daughter cells, or be maintained in long-lived cells such as neurons, that can last for decades. Because the epigenome gets ‘stuck’, so too may the patterns of gene expression in certain chromosomal regions. In the short term the consequences of this may be relatively minor. But over decades all these mild abnormalities in gene expression, resulting from a slightly inappropriate set of chromatin modifications, may lead to a gradually increasing functional impairment. Clinically, we don’t recognise this until it passes some invisible threshold and the patient begins to show symptoms.

By far the greatest numbers of our class are called placental (or eutherian) mammals. Humans, tigers, mice, blue whales – we all nourish our young in the same way. Our offspring undergo a really long developmental phase inside the mother, in the uterus. During this developmental stage, the young get their nourishment via the placenta. This large, pancake-shaped structure acts as an interface between the blood system of the foetus and the blood system of the mother. Blood doesn’t actually flow from one to the other. Instead the two blood systems pass so closely to one another that nutrients such as sugars, vitamins, minerals and amino acids can pass from the mother to the foetus. Oxygen also passes from the mother’s blood to the foetal blood supply. In exchange, the foetus gets rid of waste gases and other potentially harmful toxins by passing them back into the mother’s circulation.

the features of the language that are most frequent are not always learned first. For example, virtually every English sentence has one or more articles (‘a’ or ‘the’), but even advanced learners have difficulty using these forms correctly in all contexts. Finally, although the learner’s first language does have an influence, many aspects of these developmental stages are similar among learners from different first language backgrounds.

Women typically go through four developmental stages; 1. Gotta get a man. 2. Gotta get a house. 3. Gotta get a kid. 4. Gotta get a life. Stage four is commonly referred to as the change of life, or the clinical term men-on-pause.

findings suggested that the type of instruction students had experienced—isolated pattern practice drills—resulted in a developmental sequence that appeared to be different from that of learners in more natural learning environments. For a time after their instruction had focused on it, learners reliably produced a particular grammatical morpheme in its obligatory contexts. For example, after weeks of drilling on present progressive, students usually supplied both the auxiliary be and the -ing ending (for example, ‘He’s playing ball’). However, they also produced one or more of the morphemes in places where they did not belong (‘He’s want a cookie’). The same forms were produced with considerably less accuracy in obligatory contexts when they were no longer being practised in class and when the third person singular simple present -s was being drilled instead. At this point, many students appeared to revert to what looked like a developmentally earlier stage, using no tense marking at all (for example, ‘He play ball’). These findings provided evidence that an almost exclusive focus on accuracy and practice of particular grammatical forms does not mean that learners will be able to use the forms correctly outside the classroom drill setting, nor that they will continue to use them correctly once other forms are introduced. Not surprisingly, this instruction, that depended on repetition and drill of decontextualized sentences, did not seem to favour the development of comprehension, fluency, or communicative abilities either.

Toddlers are delightful works-in-progress. Parents will want to learn as much as possible about toddler development so that they can better understand their child’s stage of development, and respond appropriately to their child’s behavior. Even though many adopted toddlers arrive home with physical, cognitive, language, or physical delays, there are many things parents can do to foster their child’s development. Nurturing a child’s growth by providing developmentally appropriate activities is one of the great joys of parenting.

Suffice it to say, when one’s basic dependency needs are not met at the proper time and in the proper sequence, the personality is arrested at those developmental stages. The child learns adaptive ways to get his needs met. Over the course of time, as one experiences need-deprivation, one loses awareness of these needs. Ultimately, one does not even know what one needs. 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.

counselors, often confuses stages, states, and lines. He mentioned that clients could move through all four stages (sensorimotor to formal operations) in a single counseling session. People do not actually develop through four (or even two) stages in a day. Rather, different lines of development may be differentially developed, so that a client may appear to exhibit very rudimentary development in one aspect (for example, morality) and advanced development in another (scientific or mathematical thinking). Similar phenomena (clients’ appearing to exhibit the qualities of different stages of development) can be accounted for by distinguishing between stages and states of consciousness. For example, a client may have a developmental center of gravity that hovers around the formal-reflexive mind but experience a state of panic or intense depression during which he resorts to the type of illogical and contrary-to-evidence thinking that characterize preoperational thinking. There are a few places where Ivey seems to distinguish between stages and states, as when he is describing a concrete operational client with whom the counselor finds various deletions, distortions, overgeneralizations, and other errors of thinking or behaving that “represent preoperational states” (1986, p. 163, italics added). This is an important point. The basic structures are not completely stable; otherwise, they would endure even under extreme stress. Hence, developmental waves are conceived of as relatively stable and enduring—far more stable and enduring than states of consciousness, but also far from rigidly permanent structures. Levels and Lines of Development Ivey also wrote of how clients cycle through Piaget’s stages of cognitive development: Each person who continues on to higher levels of development is also, paradoxically, forced to return to basic sensori-motor and pre-operational experience… . the skilled individual who decides to learn a foreign language … must enter language training at the lowest level and work through sensori-motor, preoperational, and concrete experience before being able to engage in formal operations with the new language. (Ivey, 1986, p. 161) People do not revert from the capacity for formal operational thinking to sensorimotor, except perhaps because of a brain injury or organic disorders of the nervous system. Piaget was very emphatic that cognitive development occurs in invariant stages, meaning that everyone progresses through the stages in the same order. At the same time, it is true that just because an individual exhibits formal operational thinking (a stage or level of cognitive development) in chemistry and mathematics does not mean that she automatically can perform at mastery levels in any domain, such as, in this case, a foreign language. This is another example of the utility of Wilber’s (2000e) distinguishing the sundry lines

Traditional silo or linear thinking is no longer sufficient to cope with unpredictable emergencies. We need the capacity to take a whole-system approach that is a product of personal development, of moving from the old fear paradigm to one of trust and of recognizing that humankind is evolving both socially and spiritually. Individuals can evolve far faster than the collective if they decide to embark on a personal developmental journey. Given the leadership failures that are so apparent today, a little compulsory evolution would do our leaders no harm at all. In practice the coaching process fosters evolution at every stage, for evolution emerges from within and can never be taught in prescriptive ways.

All this reprogramming of the genome in normal early development changes the epigenome of the gametes and creates the new epigenome of the zygote. This ensures that the gene expression patterns of eggs and sperm are replaced by the gene expression patterns of the zygote and the subsequent developmental stages. But this reprogramming also has another effect. Cells can accumulate inappropriate or abnormal epigenetic modifications at various genes. These disrupt normal gene expression and can even contribute to disease, as we shall see later in this book. The reprogramming of the egg and the sperm prevent them from passing on from parent to offspring any inappropriate epigenetic modifications they have accumulated. Not so much wiping the slate clean, more like re-installing the operating system.

Three situations were distinguished to characterize the developmental process of an artifact at some stage: no dominant technological frame, one technological frame, and several dominant technological frames. It is stressed that these situations should not be interpreted as forming a rigid scheme of phases through which an artifact successively has to pass. Rather, it is a heuristic device to simplify the description of the “seamless web” of history. In

FREE CITIES AND THE BOURGEOISIE Contemporary conventional wisdom has it that democracy will not emerge without the existence of a strong middle class, that is, a group of people who own some property and are neither elites nor the rural poor. This notion finds its origins in English political development, which to a greater degree than any other European country (with the possible exception of Holland) saw the early emergence of cities and an urban-based bourgeoisie. The urban middle class played a key role in Parliament and gained substantial economic and political power well prior to the Civil War and Glorious Revolution. It was a powerful counterweight to the great lords and the king in their three-way contest for power. The rise of an urban bourgeoisie was part of a broader Western European shift that encompassed the Low Countries, northern Italy, and the Hanseatic port cities of northern Germany as well. This important phenomenon has been described at length by authors from Karl Marx to Max Weber to Henri Pirenne.15 Marx made the “rise of the bourgeoisie” the centerpiece of his entire theory of modernization, a necessary and inevitable stage in the developmental process of all societies. The existence of free cities explains, as we

Fig. 3.7 The cell polarity model of differentiation of blastomeres. A, If the plane of cleavage of a blastomere is perpendicular to the surface of the embryo, each daughter cell becomes trophoblast. B, If the plane of cleavage is parallel to the surface, the daughter blastomere located at the surface becomes trophoblast, whereas the daughter cell located on the interior becomes part of the inner cell mass. Even though by the 16-cell stage the

Thus, the very high developmental stance of pluralism—the product of at least six major stages of transformation—turns around and denies the very path that produced its own noble stance. It extends an egalitarian embrace to every stance, no matter how shallow or narcissistic. Thus, the more egalitarianism is implemented, the more it invites, indeed encourages, the Culture of Narcissism. And the Culture of Narcissism is the antithesis of the integral culture, the opposite of a world at peace.

There may be occasional periods when the bilingual child seems a little behind the monolingual in learning a language. However, this lag is usually temporary. With sufficient exposure and practice, the bilingual child will go through the same language development stages as the monolingual child. Occasionally the speed of the journey may be slightly slower, but the route through the developmental stages is the same.

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.

...a perceived abandonment at any point in life will cause the individual to revert back in her mind to the very first traumatic separation— AND—the earlier the first trauma, the greater the panic and anger generated when perceived abandonment occurs again. [...] McKenzie proved in his massive study that the same regions of the brain were reactivated—the same brain cells ignited—all still hard-wired to the rest of the body as though stuck in the past. More simply—a perceived abandonment in later life triggers the brain back to the earlier stages of brain development when the first perceived abandonment occurred. For example, a woman’s husband leaves or dies— she shifts brain activity to the region of her brain that was developing at the time of the initial separation to sometime during infancy [...] She becomes the helpless little girl once again, developmentally: the same neurotransmitters and all. This is the McKenzie TwoTrauma Mechanism. Everyone has an inner child that will never mature with unresolved conflict from early separation panic. However, as Dr. McKenzie showed, the earlier that the separation trauma occurs, the more it sets the stage for enormous rage later in life.

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

Beyond Baby Steps: The 5 Ages and Stages of Your Child’s Growth and Development Parenting is a marvelous journey, and witnessing all of the baby’s development stages can leave you dewy-eyed. However, the baby’s milestones feel like a fleeting period; snap your fingers and your teeny tiny ones are not so tiny anymore! From those first reluctant steps to the terrible twos, the childhood developmental stages reveal new wonders and challenges at each turn. It’s a ride marked by infant milestones and baby developmental stages month by month, unveiling the beautiful journey ahead. This comprehensive guide will walk you through the ages and stages of infant milestones and a child’s growth and development so that you don’t miss any precious baby milestones.

It is possible that the pattern of the dependent system was imprinted on us in early stages of development. Addiction asks the child to bend herself into irregular, unnatural shapes to accommodate the caregiver’s underdeveloped life skills. It is no accident that adult children of addicts report not knowing who they are. Coping skills for everyday life are slim to nonexistent because they are too busy caregiving for people in their lives before they are equipped to. Growing up in an addict household means that the child’s emotional and developmental needs are not met, and that which naturally generates vitality are sent underground.

Teaching music to beginners is a rewarding journey that requires patience, creativity, and effective instructional strategies. Whether you're introducing young children to their first instrument or guiding adult learners through the basics of music theory, creating engaging lessons is essential for fostering a love for music and promoting skill development. In this blog, we'll explore practical strategies and techniques for teaching music to novices, focusing on methods that inspire enthusiasm, facilitate learning, and cultivate musical growth. Before diving into the lesson material, it's essential to establish clear learning objectives that outline what students will be able to accomplish by the end of each session. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART), providing students with a clear roadmap for their musical journey. By clearly defining learning goals as emphasized by music teachers like Charles Barnett, students can understand what is expected of them and track their progress over time, enhancing motivation and accountability. Moreover, aligning learning objectives with students' interests, abilities, and developmental stages can help tailor the lesson content to their individual needs and preferences. Whether the goal is to master basic instrumental techniques, understand musical notation, or develop ear training skills, ensuring alignment between objectives and student expectations is crucial for creating engaging and effective music lessons.

One of the best perks of being a child therapist is that parents think you are awfully clever when their child shows dramatic improvement. Mostly what happens is that the child grew up. He reached a new developmental stage that let him share, control his aggressive impulses, or make a friend.

The apparent incompatibility between the abundance of habitable planets in our Galaxy and the lack of extraterrestrial visitors, known as the Fermi paradox, suggests the existence of what the economist Robin Hanson calls a “Great Filter,” an evolutionary/technological roadblock somewhere along the developmental path from the non-living matter to space-settling life. If we discover independently evolved life elsewhere, this would suggest that primitive life isn’t rare, and that the roadblock lies after our current human stage of development—perhaps because space settlement is impossible, or because almost all advanced civilizations self-destruct before they’re able to go cosmic. I’m therefore crossing my fingers that all searches for extraterrestrial life find nothing: this is consistent with the scenario where evolving intelligent life is rare but we humans got lucky, so that we have the roadblock behind us and have extraordinary future potential.

If two people cannot meet on relatively equal footing, there are two options: the relationship can end, or it can be organized around the developmental stage of the least conscious member.

we parent, and especially when we discipline, we need to work hard to understand our children’s points of view, their developmental stage, and what they are ultimately capable of.

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.

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.

One example is the “stage mom” who, out of her own frustrated desire to be famous, drives her daughter to fulfill her failed ambitions. Another is the “football father” who pushes his son to fulfill his dreams of athletic glory. Children will protect the attachment relationship with their parents by adopting the false self that their parents require. Having to choose between their own authenticity and the parents’ demands puts these children in an impossible bind. In the process, children of such parents fail to develop an authentic self.

Here are some basic facts: Women live longer than me. Women have stronger immune systems. Women are less likely to suffer from a developmental disability, are more likely to see the world in a wider variety of colors, and overall are better at fighting cancer. Women are simply stronger than men at every stage of life.

We, as humans, need to grieve our losses. We can get stuck emotionally until we recognize our loss and grieve for it. Grief validates all the good in our lives. Grieving well means recognizing and naming the loss, mourning the loss, accepting the loss, coming to closure, and moving forward to the next developmental stage.’ 4

Original pain work was necessary for you to connect with your authentic self, your natural wonder child. But even after you’ve reclaimed him, work remains to be done. Because your wonder child was arrested in early stages of development, he didn’t have a chance to learn the things he needed to learn at each developmental stage. Most of the wounded inner child’s problems have resulted from these learning deficits. Now these deficits can be repaired. Corrective experience is a form of reeducation.

As the child grows, lots of verbal encouragement needs to be added to stroking. This is a form of protection. Since children can’t live without strokes, they get them by hook or by crook. If they can’t get good strokes, they’ll go for bad ones. You will drink polluted water if there is no other water available. Your wounded inner child probably settled for lots of polluted water. That’s why the affirmations we used for each developmental stage are so important. You need to keep using them. They are the emotional strokes your child needs for nourishment. Go back now and look at the affirmations for each stage. Recall which affirmations were the most powerful for you. Use these for your special strokes. Your inner child needs to hear them every day when you are first learning to champion him. Mine are as follows:

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.

The vagus nerve plays a central role in ANS regulation because it connects your brain to your digestive system, heart, lungs, throat, and facial muscles. Dr. Stephen Porges introduced polyvagal theory, which proposes your nervous system reflects a developmental progression with three evolutionary stages:

A neuron in the human brain can never equate the human mind, but this analogy doesn't hold true for a digital mind, by virtue of its mathematical structure, it may – through evolutionary progression and provided there are no insurmountable evolvability constraints – transcend to the higher-order Syntellect. A mind is a web of patterns fully integrated as a coherent intelligent system; it is a self-generating, self-reflective, self-governing network of sentient components (that are themselves minds) that evolves, as a rule, by propagating through dimensionality and ascension to ever-higher hierarchical levels of emergent complexity. In this book, the Syntellect emergence is hypothesized to be the next meta-system transition, developmental stage for the human mind – becoming one global mind – that would constitute quintessence of the looming Cybernetic Singularity.

Ontogeny is a branch of embryology that studies how very dissimilar organisms look similar in the developmental stages (e.g., fish, frogs and people).

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

The DSM-V offers a comprehensive set of criteria to define narcissism: A. Significant impairments in personality functioning manifest by: 1. Impairments in self functioning (a or b): a. Identity: Excessive reference to others for self-definition and self-esteem regulation; exaggerated self-appraisal may be inflated or deflated, or vacillate between extremes; emotional regulation mirrors fluctuations in self-esteem. b. Self-direction: Goal-setting is based on gaining approval from others; personal standards are unreasonably high in order to see oneself as exceptional, or too low based on a sense of entitlement; often unaware of own motivations. AND 2. Impairments in interpersonal functioning (a or b): a. Empathy: Impaired ability to recognize or identify with the feelings and needs of others; excessively attuned to reactions of others, but only if perceived as relevant to self; over- or underestimate of own effect on others. b. Intimacy: Relationships largely superficial and exist to serve self-esteem regulation; mutuality constrained by little genuine interest in others experiences and predominance of a need for personal gain. B. Pathological personality traits in the following domain: 1. Antagonism, characterized by: a. Grandiosity: Feelings of entitlement, either overt or covert; self-centeredness; firmly holding to the belief that one is better than others; condescending toward others. b. Attention seeking: Excessive attempts to attract and be the focus of the attention of others; admiration seeking. C. The impairments in personality functioning and the individual’s personality trait expression are relatively stable across time and consistent across situations. D. The impairments in personality functioning and the individual’s personality trait expression are not better understood as normative for the individual’s developmental stage or sociocultural environment. E. The impairments in personality functioning and the individual’s personality trait expression are not solely due to the direct physiological effects of a substance (e.g., a drug of abuse, medication) or a general medical condition (e.g., severe head trauma).7

Emotional tendencies such as those related to fear, anger, and separation distress emerge at early developmental stages, allowing young animals to cope with archetypal emergency situations that could compromise their survival. Gradually, through their effects on other parts of the brain, these systems allow animals to have more subtle social feelings and to anticipate important events and deal with them in increasingly complex ways. Others, such as sexual lust and maternal devotion, emerge later to promote reproductive success.

Psychiatrically speaking, living people are more difficult to examine than the dead: those who are alive naturally want to protect their privacy; the dead cannot do so. Now we come to the controversial tale of John’s sister Rosemary. Did she too have a mental illness? The standard story is that she was born with mental retardation that worsened over time, leading to being institutionalized from her mid-twenties until her death in 2005 at age eighty-six. Her sister Eunice, in a widely read 1962 article, revealed Rose’s mental retardation. Decades later, historians discovered that when she was twenty-three years old Rosemary received a frontal lobotomy from the founders of psychosurgery, neurologist Walter Freeman and neurosurgeon James Watts. This revelation raised the question of whether Rosemary had, like most lobotomy cases, preexisting mental illness. In retrospect, Rosemary probably had mild mental retardation from birth, with delayed developmental stages (walking, talking) uncommon in mental illnesses.

Many people spend their life stuck in this ‘meaningless’ swamp of early transpersonal awareness without realizing that it’s just a developmental stage. Instead of moving on to higher levels of consciousness, they wrongly believe it’s something they have to live with and set out on a quest to dull the pain. The two most popular strategies to dull the pain are: anaesthetic; distraction.

A key part of a neurosequential approach is to help parents, teachers, and clinicians know the “stage” and watch the “state.” Meaning we want to help them learn what the child’s actual developmental capabilities are—their actual stage, as opposed to their age. And we want to help them become aware of the child’s state-dependence; we encourage them to ask themselves, “Is this child in a state where they can effectively ‘hear’ what I’m trying to say or teach?

Unless I miss my guess, Yolly is about to become obsessed with horses. It's practically a stage on Piaget's developmental profile.

[A] fierce ideological battle between the two traditions of psychiatry is playing out on the world stage today. One side (the neo-Kraepelinian biological psychiatrists) holds that ADHD symptoms constitute a distinct biological disorder, even without brain damage from recognized diseases or brain injury. The other side (the psychoanalysts, humanists, social psychologists, and family therapists) maintains that ADHD is simply a catchall name for social, emotional, and developmental issues of childhood.