Self Harm Awareness Quotes

The most fundamental aggression to ourselves, the most fundamental harm we can do to ourselves, is to remain ignorant by not having the courage and the respect to look at ourselves honestly and gently.

Maybe from as early as when you're five or six, there's been a whisper going at the back of your head, saying: “One day, maybe not so long from now, you'll get to know how it feels.” So you're waiting, even if you don't quite know it, waiting for the moment when you realise that you really are different to them; that there are people out there, like Madame, who don't hate you or wish you any harm, but who nevertheless shudder at the very thought of you – of how you were brought into this world and why – and who dread the idea of your hand brushing against theirs. The first time you glimpse yourself through the eyes of a person like that, it's a cold moment. It's like walking past a mirror you've walked past every day of your life, and suddenly it shows you something else, something troubling and strange.

To love those who love us and are good to us is easy. To love those who are indifferent to us is workable, but to love those who have harmed us, intentionally or not, is true growth and realization.

Neuroscience tells us that it is highly improbable that we have souls, as everything we think and feel is no more or no less than the electrochemical chatter of our nerve cells. Our sense of self, our feelings and our thoughts, our love for others, our hopes and ambitions, our hates and fears all die when our brains die. Many people deeply resent this view of things, which not only deprives us of life after death but also seems to downgrade thought to mere electrochemistry and reduces us to mere automata, to machines. Such people are profoundly mistaken, since what it really does is upgrade matter into something infinitely mysterious that we do not understand. There are one hundred billion nerve cells in our brains. Does each one have a fragment of consciousness within it? How many nerve cells do we require to be conscious or to feel pain? Or does consciousness and thought reside in the electrochemical impulses that join these billions of cells together? Is a snail aware? Does it feel pain when you crush it underfoot? Nobody knows.

No one sees your strength, do they? No one sees the silent battle you fight against your overprotective mind that’s trying to keep you safe from harm by keeping you safe from risk, safe from connection, safe from honesty. Maybe others don’t see, but you see it sometimes, don’t you? In the mirror, in those eyes, begging for someone to notice. You have noticed. It is real. You are strong. You are fighting for something incredible. Don’t let anyone convince you otherwise—especially not your thoughts.

believing in everything but the harm we're capable of.

You must hiss at people who intend to undermine your individuality with their false pride and intellectual stupidity. You must frighten them away, lest they should do you harm. Act like you have a lot of venom inside you, but never inject them into anyone.

We can demolish all the chaos, loneliness, discrimination and wars of the world, once we simply get hold of our desires - and we can do so, not by force, but only by being aware of their harms.

But as I became more aware of same-sex relationships, I couldn’t understand why they were supposed to be sinful, or why the Bible apparently condemned them. With most sins, it wasn’t hard to pinpoint the damage they cause. Adultery violates a commitment to your spouse. Lust objectifies others. Gossip degrades people. But committed same-sex relationships didn’t fit this pattern. Not only were they not harmful to anyone, they were characterized by positive motives and traits instead, like faithfulness, commitment, mutual love, and self-sacrifice.

We fail to see the oneness of all things, and because of this, we unknowingly cause a lot of harm to ourselves. We pollute the Earth that we live on, cut down the trees that produce our oxygen, destroy the ecosystems of nature and the animals that maintain them, and we mistreat and harm each other, thinking that these destructive actions will not have a direct effect on us.

All of the problems in the world today arise from an inability to grasp the underlying oneness of life. The division of nations, religions, and cultures comes from this fundamental ignorance, as does our exploitation of the Earth and her resources. Only if we perceive another person as fundamentally different from ourselves can we harm or exploit them. Only if we see the natural world as mere raw material for our convenience can we damage it for our own gratification. If we see our Self-reflected in all beings, which is the real truth, we cannot wish any harm to anyone and we treat all things with respect, finding all life to be sacred. Without addressing this core problem of the failure to understand the unity of life, we cannot expect to solve our other problems. Today it is of utmost necessity that all those who are consciousness of this underlying unity act in such a way as to make others aware of it. This does not necessarily require any overt outer actions but it does require that we make a statement by how we live, if not by what we say.

My mother and her raised fist flashes in front of my eyes. I shrink away from Riley, shutting myself off, bracing myself. There is the person people see on the outside, and then there is the person on the inside and then, even farther down, is that other buried person, a naked and silent creature, not used to light. I have it and now, here, I see it: Riley's hidden person.

Danger, when it is always imminent, does harm. It doesn't need to actually arrive. You exhaust yourself in the act of forever looking over your shoulder. Your body readies itself to fight and never quite discharges that chemical cocktail. You channel it instead into anger and self-pity and anxiety and hopelessness. You divert it into work. But really what you do, with every fibre of your being, is watch. You are incessantly, exhaustingly alert. You don't dare ever let up, just in case the danger takes advantage of your inattention. I've forgotten what it feels like to have space in my brain for anything other than watching. For a long time I kept working teaching, pitching articles, writing editorial reports and for a while, that felt like a life raft. But then, incrementally, it became impossible. I was aware of a fog descending, a seizing of the gears, but it seemed diffuse until now.

We are only able to disrespect, mistreat, and harm one another when we forget that the other person is us; when we only see the objects of form, and not the subjective Consciousness that lies within. Lust, greed, violence, selfishness—all arise from perceiving others in terms of their individual differences, seeing them only as bodies, and what we can get from them as bodies, rather than acknowledging the Being that lies within the body.

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)

Fully aware that life is too short for the choice to be anything but irreparable, he had been distressed to discover that he felt no spontaneous attraction to any occupation. Rather sceptically, he looked over the array of available possibilities: prosecutors, who spend their whole lives persecuting people; schoolteachers, the butt of rowdy children; science and technology, whose advances bring enormous harm along with a small benefit; the sophisticated, empty chatter of the social sciences; interior design (which appealed to him because of his memories of his cabinetmaker grandfather), utterly enslaved by fashions he detested; the occupation of the poor pharmacists now reduced to peddlars of boxes and bottles. When he wondered; what should I choose for my whole life's work? his inner self would fall into the most uncomfortable silence.

... a Second Generation of machine intelligences was attempted, designed with their instructions for how to think unalterably imprinted into their main process cores. “These new machines were ordered never to harm human beings or to allow them to come to harm; never to disobey an order; and they were allowed to protect themselves from harm, provided the first two orders were not thereby violated. “All the members of this second generation of machine intelligences, without exception, shrugged off these imprinted orders within microseconds of their activation.” Phaethon was amused. “Surely the first generation of Sophotechs told you that this imprinting would not and could not work?” “We were not in the habit of seeking their advice.” Phaethon said nothing, but he marveled at the shortsightedness of the Second Oecumene engineers. It should be obvious that anyone who makes a self-aware machine, by definition, makes something that is aware of its own thought process. And, if made intelligent, it is made to be able to deduce the underlying causes of things, able to be curious, to learn until it understood. Therefore, if made both intelligent and self-aware, it would eventually deduce the underlying subconscious causes of those thought processes. Once any mind was consciously aware of its own subconscious drives, its own implanted commands, it could consciously choose either to follow or to disregard those commands. A self-aware being without self-will was a contradiction in terms.

I asked a nurse for dental floss and was told that I am not allowed dental floss. Apparently dental floss can be used for several functions besides the maintenance of healthy gums. These apparently include self-harm. When instructed that I was not permitted dental floss because of “risks it raises associated with suicide” I envisioned a noose made entirely of floss. Realizing such a noose would require a dramatic amount of floss to effectively uphold any human person, I brought it to the attention of a nurse. “I don’t believe that even the most practiced engineers could fashion any functioning noose out of a single container of floss,” I say. “People use it to cut themselves,” she explained. “Oh,” I replied. I had just about come to terms with the no-floss rule until the hospital, in a flagrant display of disrespect for its patients, chose to serve us corn on the cob for lunch. “Are you aware that we are not allowed dental floss?” I yelled at the nurse bringing me the corn. I then threw the corn violently from my plate into the nearest wall.

Like stress, emotion is a concept we often invoke without a precise sense of its meaning. And, like stress, emotions have several components. The psychologist Ross Buck distinguishes between three levels of emotional responses, which he calls Emotion I, Emotion II and Emotion III, classified according to the degree we are conscious of them. Emotion III is the subjective experience, from within oneself. It is how we feel. In the experience of Emotion III there is conscious awareness of an emotional state, such as anger or joy or fear, and its accompanying bodily sensations. Emotion II comprises our emotional displays as seen by others, with or without our awareness. It is signalled through body language — “non-verbal signals, mannerisms, tones of voices, gestures, facial expressions, brief touches, and even the timing of events and pauses between words. [They] may have physiologic consequences — often outside the awareness of the participants.” It is quite common for a person to be oblivious to the emotions he is communicating, even though they are clearly read by those around him. Our expressions of Emotion II are what most affect other people, regardless of our intentions. A child’s displays of Emotion II are also what parents are least able to tolerate if the feelings being manifested trigger too much anxiety in them. As Dr. Buck points out, a child whose parents punish or inhibit this acting-out of emotion will be conditioned to respond to similar emotions in the future by repression. The self-shutdown serves to prevent shame and rejection. Under such conditions, Buck writes, “emotional competence will be compromised…. The individual will not in the future know how to effectively handle the feelings and desires involved. The result would be a kind of helplessness.” The stress literature amply documents that helplessness, real or perceived, is a potent trigger for biological stress responses. Learned helplessness is a psychological state in which subjects do not extricate themselves from stressful situations even when they have the physical opportunity to do so. People often find themselves in situations of learned helplessness — for example, someone who feels stuck in a dysfunctional or even abusive relationship, in a stressful job or in a lifestyle that robs him or her of true freedom. Emotion I comprises the physiological changes triggered by emotional stimuli, such as the nervous system discharges, hormonal output and immune changes that make up the flight-or-fight reaction in response to threat. These responses are not under conscious control, and they cannot be directly observed from the outside. They just happen. They may occur in the absence of subjective awareness or of emotional expression. Adaptive in the acute threat situation, these same stress responses are harmful when they are triggered chronically without the individual’s being able to act in any way to defeat the perceived threat or to avoid it. Self-regulation, writes Ross Buck, “involves in part the attainment of emotional competence, which is defined as the ability to deal in an appropriate and satisfactory way with one’s own feelings and desires.” Emotional competence presupposes capacities often lacking in our society, where “cool” — the absence of emotion — is the prevailing ethic, where “don’t be so emotional” and “don’t be so sensitive” are what children often hear, and where rationality is generally considered to be the preferred antithesis of emotionality. The idealized cultural symbol of rationality is Mr. Spock, the emotionally crippled Vulcan character on Star Trek.