G Major Family Quotes

The majority of diseases which the human family have been and still are suffering under, they have created by ignorance of their own organic laws. They seem indifferent in regard to the matter of health, and work perseveringly to tear themselves to pieces, and when broken down and debilitated in body and mind, send for the doctor and drug themselves to death.—

Charles G. Finney, known as “America’s foremost revivalist,” was a major leader of the Second Great Awakening. Finney was a fiery, entertaining, and spontaneous preacher, and was widely influential among millions of Americans. In addition, however, Finney was deeply concerned with social justice. He was an abolitionist leader who frequently denounced slavery from his pulpit and denied communion to slaveholders.

Charles G. Finney, known as “America’s foremost revivalist,” was a major leader of the Second Great Awakening. Finney was a fiery, entertaining, and spontaneous preacher, and was widely influential among millions of Americans. In addition, however, Finney was deeply concerned with social justice. He was an abolitionist leader who frequently denounced slavery from his pulpit and denied communion to slaveholders. He was president of Oberlin, the first college in America to educate black and white men and women in the same classrooms.

Western societies want men to be upstanding, proactive citizens who take responsibility for themselves, who work with others to improve their communities and nation as a whole. The irony is that society is not giving the support, guidance, means, or places for these young men even to be motivated or interested in aspiring to these goals. In fact, society - from politics to the media to the classroom to our very own families - is a major contributor to this demise because it is inhibiting young men's intellectual, creative, and social abilities right from the start. And the irony is only compounded by the fact that men play such a powerful part in society, which means they are effectively denying their younger counterparts the opportunity to thrive.

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

Naturally, at first, one is inclined to regard such differences as mere individual idiosyncrasies. But anyone with the opportunity of gaining a fundamental knowledge of many men will soon discover that such a far-reaching contrast does not merely concern the individual case, but is a question of typical attitudes, with a universality far greater than a limited psychological experience would at first assume. In reality, as the preceding chapters will have shown, it is a question of a fundamental opposition; at times clear and at times obscure, but always emerging whenever we are dealing with individuals whose personality is in any way pronounced. Such men are found not only among the educated classes, but in every rank of society; with equal distinctness, therefore, our types can be demonstrated among labourers and peasants as among the most differentiated members of a nation. Furthermore, these types over-ride the distinctions of sex, since one finds the same contrasts amongst women of all classes. Such a universal distribution could hardly arise at the instigation of consciousness, ie. as the result of a conscious and deliberate choice of attitude. If this were the case, a definite level of society, linked together by a similar education and environment and, therefore, correspondingly localized, would surely have a majority representation of such an attitude. But the actual facts are just the reverse, for the types have, apparently, quite a random distribution. In the same family one child is introverted, and another extraverted.

Thus polyvictimization or complex trauma are "developmentally adverse interpersonal traumas" (Ford, 2005) because they place the victim at risk not only for recurrent stress and psychophysiological arousal (e.g., PTSD, other anxiety disorders, depression) but also for interruptions and breakdowns in healthy psychobiological, psychological, and social development. Complex trauma not only involves shock, fear, terror, or powerlessness (either short or long term) but also, more fundamentally, constitutes a violation of the immature self and the challenge to the development of a positive and secure self, as major psychic energy is directed toward survival and defense rather than toward learning and personal development (Ford, 2009b, 2009c). Moreover, it may influence the brain's very development, structure, and functioning in both the short and long term (Lanius et al., 2010; Schore, 2009). Complex trauma often forces the child victim to substitute automatic survival tactics for adaptive self-regulation, starting at the most basic level of physical reactions (e.g., intense states of hyperarousal/agitation or hypoarousal/immobility) and behavioral (e.g., aggressive or passive/avoidant responses) that can become so automatic and habitual that the child's emotional and cognitive development are derailed or distorted. What is more, self-integrity is profoundly shaken, as the child victim incorporates the "lessons of abuse" into a view of him or herself as bad, inadequate, disgusting, contaminated and deserving of mistreatment and neglect. Such misattributions and related schema about self and others are some of the most common and robust cognitive and assumptive consequences of chronic childhood abuse (as well as other forms of interpersonal trauma) and are especially debilitating to healthy development and relationships (Cole & Putnam, 1992; McCann & Pearlman, 1992). Because the violation occurs in an interpersonal context that carries profound significance for personal development, relationships become suspect and a source of threat and fear rather than of safety and nurturance. In vulnerable children, complex trauma causes compromised attachment security, self-integrity and ultimately self-regulation. Thus it constitutes a threat not only to physical but also to psychological survival - to the development of the self and the capacity to regulate emotions (Arnold & Fisch, 2011). For example, emotional abuse by an adult caregiver that involves systematic disparagement, blame and shame of a child ("You worthless piece of s-t"; "You shouldn't have been born"; "You are the source of all of my problems"; "I should have aborted you"; "If you don't like what I tell you, you can go hang yourself") but does not involve sexual or physical violation or life threat is nevertheless psychologically damaging. Such bullying and antipathy on the part of a primary caregiver or other family members, in addition to maltreatment and role reversals that are found in many dysfunctional families, lead to severe psychobiological dysregulation and reactivity (Teicher, Samson, Polcari, & McGreenery, 2006).

America today is not the same nation as when you were born. Depending on your age, if you were born in America, your home nation was a significantly different land than it is today:   ·                    America didn’t allow aborting babies in the womb; ·                     Same sex marriage was not only illegal, no one ever talked about it, or even seriously considered the possibility; (“The speed and breadth of change (in the gay movement) has just been breathtaking.”, New York Times, June 21, 2009) ·                    Mass media was clean and non-offensive. Think of The I Love Lucy Show or The Walton Family, compared with what is aired today; ·                    The United States government did not take $500 million dollars every year from the taxpayers and give it to Planned Parenthood, the nation’s largest abortion provider. ·                    Videogames that glorify violence, cop killing and allow gamesters who have bought millions of copies, to have virtual sex with women before killing them, did not exist. ·                    Americans’ tax dollars did not fund Title X grants to Planned Parenthood who fund a website which features videos that show a “creepy guidance counselor who gives advice to teens on how to have (safe) sex and depict teens engaged in sex.” ·                    Americans didn’t owe $483,000 per household for unfunded retirement and health care obligations (Peter G. Peterson Foundation). ·                    The phrase “sound as a dollar” meant something. ·                    The Federal government’s debt was manageable.            American Christian missionaries who have been abroad for relatively short times say they find it hard to believe how far this nation has declined morally since they were last in the country. In just a two week period, not long ago, these events all occurred: the Iowa Supreme Court declared that same sex marriage was legal in the State; the President on a foreign tour declared that “we do not consider ourselves a Christian nation…” and a day later bowed before the King of the nation that supplied most of the 9/11 terrorists; Vermont became the first State to authorize same sex marriage by legislative action, as opposed to judicial dictate; the CEO of General Motors was fired by the federal government; an American ship was boarded and its crew captured by pirates for the first time in over 200 years; and a major Christian leader/author apologized on Larry King Live for supporting California’s Proposition 8 in defense of traditional marriage, reversing his earlier position. The pace of societal change is rapidly accelerating.

The white middle-class kids were looking forward to high school, academically and socially. The black kids and the white working-class kids had mixed feelings about the transition. For them high school meant an end to the one big happy family they had experienced in their grammar school. Because these students were a minority, they spent some time hanging out within their groups, building identity, and part of the time with the majority kids, building bridges. In high school, though, as they had heard from older siblings and friends, the black kids hung out with the black kids, the Asian kids with the Asian kids, and so on. There were big enough groups in each of these categories that identity politics often took precedence over friendship. Friendships across those lines weren’t impossible, but they were much harder.

The crucial differentiating advantage of Goldman Sachs would be one that outsiders might find surprising: Its complex variety of many businesses was sure to have lots of conflicts. Goldman Sachs, Blankfein said, should embrace the challenge of those conflicts. Like market risk, the risk of conflicts would keep most competitors away—but by engaging actively with clients, Goldman Sachs would understand these conflicts better and could manage them better. Blankfein (who spends a significant part of his time managing real or perceived conflicts) said, “If major clients—governments, institutional investors, corporations, and wealthy families—believe they can trust our judgment, we can invite them to partner with us and share in their success.”24

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My medical records noted two major traumas: my parents’ divorce. And, when I was thirteen, I had been molested by a stranger at knifepoint. We were a verbal family, well versed in psychological discourse, but we didn’t talk about the attack much. Immediately after it, I went to see a therapist named Dr. G. My family referred to the sexual assault as “the incident,” which simply meant we never used the phrase the incident again. In retrospect, the attack was connected with the breakdowns that followed, but at the time it was hard for me to see—and the psychiatric community favored genetic implications of mental illness over environmental issues. This thinking has evolved over the past couple of decades to incorporate both environmental and genetic factors, but it’s a complicated and controversial determination to make. Is mental illness a result of nature or nurture? How many of these diseases are caused by experienced trauma, how many by a genetic lottery? How many by a combination of both?