+A CRITICAL FACT I JUST LEARNED ABOUT MY ABUSIVE BORDERLINE MOTHER

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Never did I know about my psychotically abusive Borderline mother what I learned today.  My mother could do what she did to me because she lacked the normal human capacity to experience authentic embarrassment.

Evidently my own forensic autobiographical writing had to wait for very specific research to be done that could give me what I need to complete my journey.  And, yes, I am finding extremely important —  and surprising — clues in the book I mentioned in yesterday’s post, Born to Be Good: The Science of a Meaningful Life (2009) by Dr. Dacher Keltner.

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Keltner has carved himself a memorable niche in research on human emotion with his landmark discovery of the 2 to 3 second biologically hard wired human emotional display of embarrassment.  I had to read to page 74 of his book before I came to his description of what embarrassment is all about.

What Keltner has found in his continued study of this biological display of human emotion is directly connected to how my mother could treat me the way that she did from birth until I left home at 18.  Something was wrong with how the orbitofrontal region of her brain formed and operated.  My mother could not feel appropriate embarrassment, and did not have an appropriate social conscience.

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In the first pages of his book Keltner describes the history of the study of emotion from Charles Darwin forward.  He explains how researchers meticulously and accurately created a map of how all the muscles of the human face move and interact to express emotion.  Some of the combinations can be faked.  The most important expressions of prosocial human emotions, including embarrassment, cannot.  (Exceptions can occur with gifted actors.)

I am going to present to you here today excerpts from Keltner’s writing on embarrassment because I believe his thoughts are of central importance to those of us who suffered from severe infant-child abuse.  At the same time that I see how his work applies to my mother, I can also see how they apply to me.

Embarrassment takes place in the orbitofrontal cortex that has not matured enough before the age of 18 months to allow a human to experience it.  When I think about my mother and myself, I consider that the earliest forming right, limbic, emotional brain, built from birth to age one (at which point an infant CAN experience shame), I understand that when early caregiver interactions did not form this emotional brain foundation well, the future development of the orbitofrontal cortex will also be changed.

Unlike subjects in research studies who have damage done to JUST the orbitofrontal cortex region of their brain, severe infant-child abuse survivors are likely to have an entire combination of a series of ‘cascading’ brain changes that began at birth (or before).

Keltner is not talking about how infant-child abuse affects the developing foundation of the early brain.  Yet the more I read what he says about embarrassment the more I realized that he is talking about something that went fundamentally wrong with my mother.  He is also talking about something that went fundamentally wrong with me because my mother’s abuse of me formed my brain, though fortunately I did not end up with the exact same problems that she had.

For those of you who suffered from severe infant-child abuse, keep your abuser in mind as you consider the excerpts from Keltner’s book I present here below (I encourage you to read his book for the fuller, important context for all that follows).

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“What does embarrassment have to do with incivility, remoteness, and murder?  I trained my eye in the frame-by-frame view of human social life….  I slowed down the blur of two-second snippets of embarrassment and studied its fleeting elements – gaze shifts, head movements down, coy, compressed smiles, neck exposures, and glancing touches of the face.  At the time I began my research, the display of embarrassment was thought to be a sign of confusion and thwarted intention.  My research told a different story, about how these elements of embarrassment are the visible signals of an evolved force that brings people together during conflict and after breeches of the social contract, when relations are adrift, and aggressive inclinations perilously on the rise.  This subtle display is a sign of our respect for others, our appreciation of their view of things, and our commitment to the moral and social order.  I found that facial displays of embarrassment are evolved signals whose rudiments are observed in other species, and that the study of this seemingly inconsequential emotion offers a porthole onto the ethical brain….”  (page 76)

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I did not understand when I first read these words the full implications of what Keltner was saying.  Looking back on them now I can see here a description of what was so wrong with my mother.  My bet is if you read the second half of this paragraph again you will clearly see your abuser.  My mother had no “evolved force that brings people together during conflict and after breeches of the social contract.”  She had no ability to perceive when relations were adrift and “and aggressive inclinations [were] perilously on the rise.”  She certainly did not seem to have the ability to care that she continually and perpetually caused them.

She had no “respect for others” and had no “appreciation of their view of things.”  And she sure didn’t have any “commitment to the moral and social order.”  She lacked “this subtle display” of embarrassment, which was both the cause of her problems and a sign of their existence.  Something was terribly wrong with my mother’s “ethical brain.”

In my situation, it would be the study of the LACK “of this seemingly inconsequential emotion” in my mother that can show me “a porthole onto the ethical brain” whose development can go so terribly, terribly wrong through harmful and insufficient early brain-forming caregiver experiences.

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Keltner was doing research on the magnitude of subject’s 250-millisecond (a quarter of a second) startle response when he made his amazing discovery of the patterned embarrassment response.  He found something that no other researcher had ever paid attention to before and had completely ignored.

People who participated in his research were left alone to relax in an observation room.  Their startle response to an unanticipated loud “BAM!” was filmed.  Keltner describes what he found as he later examined the films frame-by-frame.

“And then I noticed something unexpected.  In the first frame after the startle response, people look purified, cleansed, as if their body and mind had been shut down for a second and then turned on – the orienting function of the startle.  And then in the next frame their gaze shifted to the side.  A knowing, abashed look washed over their faces.  People looked as if they had been goosed, or whispered to of something lewd.  And then a flicker of a nonverbal display that Darwin had actually missed.  Participants averted their gaze downwards, they turned their head and body away, they showed an awkward, self-conscious smile.  Some blushed.  Some touched their cheeks or noses with a finger or two.”  (page 80)

He was able to accurately show that young children under the age of 18 months did not show the embarrassment response.  Keltner then went on to devise experiments that were increasingly designed to embarrass people in settings where their facial reactions could be specifically filmed.  Subjects went through a regiment of having to make a specific (and difficult to accomplish) ‘weird’ face that had to be held for 10 long seconds.  At the end of this time, subjects were filmed in their ensuing embarrassment response.  Keltner then charted his frame-by-frame filmed observations in 20-millisecond (rate of 50 per second) segments that allowed him to map the patterns of the embarrassment response.

Keltner states:

“What I charted in the elements of the embarrassment display was a fleeting but highly coordinated two- to three-second signal.  First the participant’s eyes shot down within .75 seconds after finishing the pose of the awkward face.  Then the individual turned his head to the side, typically leftward, and down with the next .5 seconds, exposing the neck.  Contained within this head motion down and to the left was a smile, which typically lasted about two seconds.  At the onset and offset of this smile, like bookends, were other facial actions in the mouth, smile controls:  lip sucks, lip presses, lip puckers.  And while the person’s head was down and to the left a few curious actions:  the person looked up two to three times with furtive glances, and the person often touched his or her face.  This three-second snippet of behavior was not some bedlam of confused actions; it had the timing, patterning, and contour of an evolved signal, coordinated, brief, and smooth in its onset and offset.”  (pages 83-84)

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I want to mention here a profound connection between the findings of research on human emotion and the permanent, long-term consequences of severe early relational infant-child deprivation and trauma.  As you can see by Keltner’s research, this entire embarrassment display happens very fast.  From start to finish it takes two to three seconds.

Researchers have to use sophisticated photographic techniques in order to break this display down into its visual components.  The human emotional-social brain has built into it the capacity to send, receive, respond and act according to these nonverbal signals of communication.  Or it is SUPPOSED to.  If early deprivation and trauma interrupts the optimal formation of the brain circuitry and regions that accomplish these amazing feats of communication, all hell can literally break lose.

Most severe early abuse survivors, my mother and me included, did not have what we needed during our early brain developmental critical windows of growth so that these patterns of signaling could happen ‘normally’.  While my mother’s brain development and operation went off into a different direction than mine did, I still suffer very disturbing consequences from her abusive treatment of me from birth.

Here is a connection to aspects of the social difficulties autistic spectrum people face with their different emotional-social brain.  We do not and cannot ‘run the race’ of ‘normal’ human nonverbal communication equally with those whose early brains formed in the usual fashion.  While we CAN hopefully train ourselves to recognize what we are lacking so that we can compensate somewhat, we will always be at an emotional-social disadvantage in emotional-social interactions.  We do not read these cues or respond to them ‘normally’.

While Keltner does not address this fact, what he says about emotional display-cue expressions applies to what severe early abuse survivors need to consciously learn.  Keltner says about his work with embarrassment observation:

“…with careful frame-by-frame analysis a different picture emerged, and one in line with Darwin-inspired analysis of emotional displays as involuntary, truthful signs of our commitments to particular courses of actions.  Our facial expression of anger, for example, signals to others likely aggressive actions, and prompts actions in others that prevent costly aggressive encounters.  Within this school of thought, emotional displays are highly coordinated, stereotyped patterns of behavior, honed by thousands of generations of evolution and the beneficial effects displays have on social interactions.  Evolved displays unfold briefly, typically between two and three seconds.  The brevity of emotional displays is, in part, due to limits on the time that certain facial muscles can fire.  Emotional displays are brief, as well, because of the pressing needs facial expressions are attuned to – the approaching predator, the child catapulting toward danger, the flickering signs of interest shown by a potential mate amid many suitors.”  (pages 82-83)

Those of us who did not get to develop optimal early-forming (through interactions with our mothering caregiver) emotional-social brains will always be at a disadvantage in regard to the normal signaling Keltner is describing.  They WORK for humans because they are not voluntary.  They are automatic, very fast, authentic and cannot be mimicked.  They work because they are honest and truthful expressions of our intent to take action – one way or the other.  They are evolutionarily designed patterns of instantaneous communication that make twittering look like something out of the stone age.

My mother’s violence and abuse of me from birth stole these abilities from me, just as someone stole them from her.  This is NOT a minor or insignificant loss!

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Keltner continues:

“When I reviewed forty studies of appeasement and reconciliation processes across species, from blue-footed boobies to 4,500-pound elephant seals, the evolutionary origins of embarrassment became apparent:  It is a display that reconciles, that brings people together in contexts of distance and likely aggression.”  (page 86)

Keltner breaks down the individual segments of the embarrassment display according to what the behaviors are signaling:

“Gaze aversion is a cut-off behavior.  Extended eye contact signals continue what you’re doing; gaze aversion acts like a red light, terminating what has been happening.  Our embarrassed participants, by quickly averting their gaze, were exiting the previous situation.  They were signaling an end to the situation for obvious reasons:  embarrassment follows actions…that sully our reputations and jeopardize our social standing.

“What about those head turns and head movements down?  Various species, including pits, rabbits, pigeons, doves, Japanese quail, loons, and salamanders, resort to head movements down, head turns, head bobs, and constricted posture to appease.  These actions shrink the size of the organism, and expose areas of vulnerability (the neck and jugular vein, in the case of human embarrassment).  These actions signal weakness….  At the heart of the embarrassment display, as in other species’ appeasement behaviors, is weakness, humility and modesty.

“The embarrassed smile has a simple story with a subtle twist.  The smile originates in the fear grimace of bared-teeth grin of nonhuman primates….the embarrassed smile is more than just a smile; it has accompanying muscle actions in the mouth that alter the appearance of the smile.  The most frequent one is the lip press, a sign of inhibition….  Just as common are lip puckers, a faint kiss gracing the embarrassed smile as it unfolds during its two- to three-second attempt to make peace….

“The face touch may be the most mysterious element of embarrassment.  Several primates cover their faces when appeasing.  Even the rabbit rubs its nose with its paws when appeasing.  Face touching in humans has many functions….  Certain face touches seem to act like the curtains on a stage, closing up one act of the social drama and ushering in the next.  A psychoanalyst has even argued that we face-touch to remind ourselves that we exist, in the midst of social exchanges where our sense of self feels to be drifting away….

“In turning to other species’ appeasement displays, the social forces that have shaped this display during the tens of millions of years of primate evolution were there to see.  This simple display brought together signals of inhibition, weakness, modesty, sexual allure, and defense all woven together in a two- or three-second display.  The mission of the display is to make peace, to prevent conflict and costly aggression, and to bring people closer together, to reestablish cooperative bonds.  We may feel alienated, flawed, alone, and exposed when embarrassed, but our experience and display of this complex emotion is a wellspring of forgiveness and reconciliation.  The complement would also prove to be true.  The absence of embarrassment is a sign of abandoning the social contract.”  (pages 86-88)

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Now, HERE I begin to see the direct connection between Keltner’s work and my mother:  “The absence of embarrassment is a sign of abandoning the social contract.”  Someone ignored and abandoned any appropriate ‘social contract’ in the early treatment of my mother.  The ‘social contract’ was formed into my mother’s early brain in some strange and distorted manner that did not include what she needed to mother her own children – or even to allow her to interact appropriately with any other human in her lifetime.

Most fortunately, even though my brain formed differently from normal, I CAN feel embarrassment.  I do have a ‘social contract’.  My ability to experience how it operates is not ‘normal’, but I do have one.  My mother had one, too, in some ways – but when it came to her repeated explosions of violence and her chronic malicious intent toward me, she had none.  There was nothing prosocial about her relationship with me.

Infant-child abuse happens outside of “the social contract.”

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Keltner’s next description of his continued research brought my mother’s condition into even more clear focus.  He introduced a test, “designed to produce some failure in all children,” to groups of well-adjusted boys and compared their responses to groups of boys known to be prone to violence.  He states about his findings:

“I chose to study the other end of the continuum – people prone to violence.  My thesis was simple:  To the extent that embarrassment displays reflect respect for others and a commitment to the moral order, the relative absence of embarrassment should be accompanied by the tendency to act in antisocial ways, the most extreme being violence…..  Consistent with my moral commitment hypothesis, the well-adjusted boys showed the most embarrassment, and in fact this was their dominant response to the test.  They in effect were displaying concern over their performance, and perhaps a deeper respect for the institution of education.  The externalizing [violent, acting out] boys, in contrast, showed little or no embarrassment.  Instead, these boys erupted with occasional facial displays of anger (one boy gave the finger to the camera when the experimenter momentarily had to leave the testing room).  The fleeting, subtle embarrassment display is a strong index of our commitment to the social-moral order and the greater good.

“Neuroscientist James Blair has followed up on this work on embarrassment and violence by studying “acquired sociopathy,” that is, antisocial tendencies brought on by brain trauma….”  (pages 89-90)

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That is exactly what early relational deprivation and trauma does to an infant-child’s growing brain.  If ‘brings on’ changes in the developing emotional-social brain that end up creating very similar patterns – like in my mother – that is demonstrated in this “acquired sociopathy” research.  (Keltner describes some of this research in his writing here).

This research shows that damage to the orbitofrontal cortex brain region can lead to complete incompetence in experiencing embarrassment or in attributing the experience to others.  These people also show great difficulty in identifying anger and disgust expressions, “the kinds of expressions that often signal disapproval and trigger our embarrassment.”  Keltner observes about the findings related to deficits of orbitofrontal cortex damage that these people “are not wired to respond to the judgments of others.”  (page 91)

OK, Mommy – gotcha!  “Not wired to respond to the judgments of others.”  I can see in the hundreds of my mother’s letters that I have transcribed that my mother DID certainly respond by judging others herself, which certainly brutally and fundamentally included her judgment of me (which always triggered rage-attack)!!  But she seemed to be strangely and distortedly immune to others’ judgments of her.  As I can see in her letters, if she ever detected what she perceived as a judgment against her, she reacted with rage-attack.  Something was wrong with my mother’s orbitofrontal cortex.  (See search results for Borderline and orbitofrontal cortex HERE – lots to read)

Keltner’s descriptions of people who have suffered damage to the orbitofrontal cortex region of their brain from falls, blows, etc. can be summarized in this assessment of such a man:

“This damage had left J.S.’s reasoning processes intact, but it had short-circuited his capacity for embarrassment.  In actuality, he had lost something much larger:  his ability to appease, reconcile, forgive, and participate in the social-moral-order.”  (pages 91-91)

I would also make a note here that when brain developmental changes happen through the consequences of deprivation, trauma and child abuse, not even the “reasoning processes” develop normally, either.  When someone ends up like my mother did, MANY changes have happened in the developing early brain.  But this clear-cut link between my mother’s inabilities and Keltner’s research are irrefutable.

Keltner continues with this chilling observation about the findings from research on survivors of orbitofrontal cortex damage.  My mother eerily fit the profile these findings present:

“They have lost the ability to appease, to reconcile, and signal their concern for others…..  in judging the emotions of others, our orbitofrontal patients were inept at identifying embarrassment from photos, although they were quite skilled at judging other facial expressions, for example those of happiness, amusement, or surprise.  They resembled psychopaths, who prove to be unresponsive to the signs of suffering in others.

“Embarrassment warns us of immoral acts and prevents us from mistakes that unsettle social harmony.  It signals our sense of wrong-doing and our respect for the judgments of others.  It provokes ordinary acts of forgiveness and reconciliation, without which it would be a dog-eat-dog world.  Orbitofrontal patients, fully capable in the realm of reason, have lost this art of embarrassment.  They have lost the subtle ethic of modesty.”  (pages 93-94)

[my note:  again, not my mother’s brain did not develop normal reasoning abilities, either – See:  child abuse, brain development, reasoning ]

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Keltner completes his chapter on embarrassment by saying:

“Embarrassment is like an ocean wave:  It throws you and those near you into the earth, but you come up embracing and laughing.

The simple elements of the embarrassment display I have documented and traced back to other species’ appeasement and reconciliation processes – the gaze aversion, head movements down, awkward smiles, and face touches – are a language of cooperation; they are the unspoken ethic of modesty.  With these fleeting displays of deference, we preempt conflicts.  We navigate conflict-laden situations (watch how regularly people display embarrassment when in close physical spaces, when negotiating the turn-taking of everyday conversations, or when sharing good).  We express gratitude and appreciation.  We quickly extricate embarrassed souls from their momentary predicaments with deflections of attention or face-saving parodies of the mishap.

“Embarrassment is the foundation of an ethic of modesty….”  (page 95)

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Keltner is not talking about Victorian displays of prudish concerns.  My Boston-raised mother was an expert at these.  He is talking about ancient and authentic, automatic and essential patterns of negotiating ourselves as members of a socially-bonded species.  My mother could mimic ‘voluntary’ displays that parodied embarrassment, but she lacked the authentic, supposed-to-be hard wired neurological ability to respond normally regarding embarrassment.

It intrigues me that nowhere in Keltner’s writing have I seen the world ‘conscience’ appear.  He is not describing some philosophical, abstract process.  He is talking about a body-based, evolutionarily programmed, physiological response that my mother seemed to be entirely missing.

Keltner included small pictures in his text of a carved face of the Buddha, a picture of Gandhi and one of the Dalai Lama (page 90) that clearly show the embarrassment-spectrum facial expressions that I find so beautiful to look at.  Now that I have found this new information that lets me think about my abusive mother in a new way, I can realize that I NEVER saw my mother’s face take on any semblance of the expression of authentic, genuine embarrassment.  My mother was tragically missing this key component to being human.  She could never make this statement that Keltner describes:

“….the elements of the embarrassment are fleeting statements the individual makes about his or her respect for the judgment of others.  Embarrassment reveals how much the individual cares about the rules that bind us to one another.  Gaze aversion, head turns to the side and down, the coy smile, and the occasional face touch are perhaps the most potent nonverbal clues we have to an individual’s commitment to the moral order.  These nonverbal cues, in the words of sociologist Erving Goffman, are “acts of devotion…in which an actor celebrates and confirms his relation to a recipient.””  (page 89)

Keltner concludes that embarrassment offers transformation through reconciliation and forgiveness.  “It is in these in-the-moment acts of deference that we honor others, and in so doing, become strong.  It is often when tender and weak that we are alive….” and most closely connected to the fullest experience of living a meaningful life.

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Did something change inside of my mother when she was little that disallowed her from ever being able to tolerate the feeling of weakness — and thus vulnerability — that Keltner is describing?

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+GREAT BOOK ABOUT THE BEST IN HUMANS

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My book Born to Be Good: The Science of a Meaningful Life – Paperback (Oct 5, 2009) by Dacher Keltner has arrived.  I am eagerly embarking on its study about what’s best about humans.  My insanely abusive Borderline mother sure didn’t teach me anything about THAT!

Keltner resides in the camp of study about positive human emotions.  Interestingly, researchers could not really study what has always been termed ‘happiness’ equally with the survival emotions such as fear and rage until technology invented photographic equipment that operates as fast as our face moves when we express emotion.

The more survival-based emergency related emotions happen in bigger ways so that we can watch them happen more easily than we can (could) watch expressions related to happiness and well-being.  Just as we needed really FAST photography to accurately be able to watch the visual information transmitted and received between infants and mothers (that build our earliest fundamental brain regions), we also needed it to see what happens when we treat one another well and with kindness.

(For an example of how the extremely rapid fraction-of-a-millisecond mother-infant communication takes place please scroll down to page 22 in Dr. Allan N. Schore’s paper, EFFECTS OF A SECURE ATTACHMENT RELATIONSHIP ON RIGHT BRAIN DEVELOPMENT, AFFECT REGULATION, AND INFANT MENTAL HEALTH)

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Humans are born with the capacity to experience emotion.  We simply live them without thinking about what they are, what they mean, or what they are named.  In safe and secure infant-childhood environments we are helped by our caregivers to gradually learn about our emotions as we learn about our self and others in the world.  Eventually we learn what emotions are named and about how to ever more effectively regulate them.

Because this ability to regulate and differentiate emotions happens within our earliest infant-child attachment relationship environment, the process is either assisted or interfered with by our caregivers.  In my own case, as I study Keltner’s book, I doubt I will be able to think about very many instances from my infant-childhood at all where I would have even been allowed to experience the positive emotional states.

I find it interesting that even in the field of vastly expensive scientific research that the differentiation of ‘happiness’ and the study of this state had to wait until technology caught up with our desire and need to better understand the happiness aspect of who we are.

Dr. Keltner is at the cutting-edge of this research.  His study happens because he can use the new lens of sophisticated super-stop action photography to see our human finely tuned happiness communications in the same way that evolution of the lens allowed us to see new aspects of our world through microscopes and telescopes.

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Keltner states about the study of happiness in the first chapter of his book:

“The canonical [orthodox] studies of human emotion, studies of the universality of facial expression, of how emotion is registered in the nervous system, how emotion shapes judgment and decision making, had never looked into these states.  The groundbreaking studies of emotion had only examined one state covered by the term “happiness.”  But research is often misled by “ordinary” language, the language we speak rather than the language of scientific theory.  Happiness is a diffuse term.  It masks important distinctions between emotions such as gratitude, awe, contentment, pride, love, compassion and desire – the focus of this book – as well as expressive behaviors such as teasing, touch, and laughter.  This narrow concentration on “happiness” has stunted our scientific understanding of the emotions that move people toward higher jen ratios.  By solely asking, “Am I happy?” we miss out on the many nuances of the meaningful life.

My hope is to shift what goes into the numerator of you jen ration, to bring into sharper focus the millisecond manifestations of human goodness.  I hope that you will see human behavior in a new light, the subtle cues of embarrassment, playful vocalizations, the visceral feelings of compassion, the sense of gratitude in another’s touch to your shoulder, that have been shaped by the seven million years of hominid evolution and that bring the good in others to completion.  In our pursuit of happiness we have lost sight of these essential emotions.  Our everyday conversations about happiness are filled withy references to sensory pleasure – delicious Australian wines, comfortable hotel beds, body tone produced by our exercise regimens.  What is missing is the language and practice of emotions like compassion, gratitude, amusement, and wonder.  My hope is to tilt your jen ratio to what the poet Percy Shelley describes as the great secret of morals:  “the identification of ourselves with the beautiful which exists in thought, action, or person, not our own.”  The key to this quest resides in the study of emotions long ignored by affective science.”  (pages 14-15)

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My mother was extremely short on jen, as are all people who outright neglect, abuse and maltreat people – infants and children most included.  My mother’s experiences in her own abusive childhood seemed to completely obliterate any ability she was born with to understand what ‘being good’ was all about.  Certainly it was my experience with her that she was never able to ‘be good’ to me and in fact she did not believe I even had the capacity to ‘be good’ myself.

In fact, my mother projected her own ‘badness’ that she found intolerable inside herself out onto me and proceeded to spend the 18 years of my childhood ‘punishing’ me for being ‘that bad’.  This process was, I believe, entirely connected to abuse in her own childhood as she had been told her ‘badness’ made her unlovable, but if she could only be ‘good enough’ she would be lovable and loved again.  Something became permanently broken in my mother’s early ‘good-bad’ early forming brain, and it made her into a monster.

Knowing this about my Borderline mother makes me very curious about Keltner’s book whose very title —  BORN TO BE GOOD — addresses the underlying conflicts my entire childhood was consumed with:  Evil versus Good versus Evil versus Good……..  Every interaction I had with my mother from the time I was born was in reality a communication from her to me about how essentially and fundamentally un-good and totally evil I was.

The extremes of my mother’s psychosis were so severe that she literally believed I was satan’s child and was not even born as a human being.  I was condemned beyond salvation, though my mother believed through every word and deed she abused me with that she was doing her very super-human best to save me as she battled to accomplish the impossible task of turning me into ‘something good’.

Keltner’s book is about the best in human social interactions.  I want to know more about this because I certainly have vast personal experience about what the worst in human social interactions can be like.  I want to improve my own ‘jen ratio’.  What might this mean?

By first translating the broad term ‘happiness’ into the broader term ‘goodness’, Keltner then describes the kinds of minute human interactions that both communicate goodness and build it into self and others.  The term “jen ratio” is the kingpin of his writing    About jen itself Keltner states:

“…Confucius taught a new way of finding the meaningful life through the cultivation of jen.  A person of jen, Confucius observes, “wishing to establish his own character, also establishes the character of others.”  A person of jen “brings the good things of others to completion and does not bring the bad things of others to completion.”  Jen is felt in that deeply satisfying moment when you bring out the goodness in others.

Jen science is based on its own microscopic observations of things not closely examined before.  Most centrally, it is founded on the study of emotions such as compassion, gratitude, awe, embarrassment, and amusement, emotions that transpire between people, bringing the good in each other to completion.  Jen science has examined new human languages [My note:  New to scientific study, ancient to humans] under its microscope – movements of muscles in the face that signal devotion, patterns of touch that signal appreciation, playful tones of the voice that transforms conflicts.  It brings into focus new substances that we are made of, neurotransmitters as well as regions of our nervous system that promote trust, caring, devotion, forgiveness, and play.  It reveals a new way of thinking about the evolution of human goodness, which requires revision of longstanding assumptions that we are solely wired to maximize desire, to compete, and to be vigilant to what is bad.

“The jen ratio is a lens onto the balance of good and bad in your life.  In the denominator of the jen ratio place recent actions in which someone has brought the bad in others to completion….  Above this, in the numerator of the ratio, tally up the actions that bring the good in others to completion….  As the value of your jen ratio rises, so too does the humanity of your world.

“Think of the jen ratio as a lens through which you might take stock of your attempt at living a meaningful life.”  (pages 3-5)

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I haven’t seen these two words in Keltner’s book yet, hope and enthusiasm, but this is how I feel as I enter into this new journey.  For all my awarenesses about the differences between how my body-brain-mind-self was formed in comparison to others who benefited from having a safe and secure attachment foundation rather than one formed in, by and for trauma, I enthusiastically hope that by understanding how we ALL have a jen ration operating in our lives I can begin to make my own ration better.

I will keep you posted (literally!) about my experiences with the information contained within the pages of Keltner’s BORN TO BE GOOD book I was fortunate to discover!

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+ATTACHMENT: SMART AND STUPID RESEARCH

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Personally I am tired of wandering around in the darkness wondering why I am not a particularly HAPPY person with some kind of an active, exciting, thrilling, fulfilling life full of social connections and emotional well-being.

Sure, my childhood sucked.  But, so what?  “Too bad, so sad, be glad you are grown up now and can make any choice you want to make about yourself in your life.  Get over it!  Get on with it!  Quit feeling sorry for yourself!  Your life is what you make of it.  Still having problems?  You must have bad genes.”

My response is, “Oh, yeah?  Says who?  What can ‘the research’ tell us?”

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My sister sent me an interesting link the other day that presents information directly connected to what I wrote in my December 26, 2009 post where I mentioned that I suspect my social-emotional brain shares some characteristics with autism.  Take a look at this Yahoo news article about research coming from a study of school children:

Texas study confirms lower autism rate in Hispanics

For every 10 percent increase in Hispanic schoolchildren in a given district, the researchers found, the prevalence of autism decreased by 11 percent, while the prevalence of kids with intellectual disabilities or learning disabilities increased by 8 percent and 2 percent, respectively.

The reverse was seen as the percentage of non-Hispanic white children in a district increased, with the prevalence of autism rising by 9 percent and the prevalence of intellectual and learning disabilities falling by 11 percent and 2 percent.

The observed relationships remained for Hispanic children after the researchers accounted for key socioeconomic and health care provider factors, although “urbanicity” of a district, median household income, and number of health care professionals did explain the increased percentage of autism among districts with more non-Hispanic white kids — a finding the researchers call “curious.”

Whether lower autism prevalence in Hispanics is attributable to other, still-unexamined socioeconomic, health care delivery or biological factors “remains a crucial area for further research,” Palmer and colleagues conclude.”

SOURCE: American Journal of Public Health, December 2009.

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Well, will you look at that.  All that time, effort and money spent on this research study and did they think to include a measurement of what matters most?  Did they include any kind of questions about size of immediate family, number of siblings, size of the dwelling, or amount of contact with extended family?

I can’t access the full research article online, but here’s what its abstract says:

Am J Public Health. 2009 Dec 17. [Epub ahead of print]

Explaining Low Rates of Autism Among Hispanic Schoolchildren in Texas.

Palmer RF, Walker T, Mandell D, Bayles B, Miller CS.

University of Texas Health Science Center.

In data from the Texas Educational Agency and the Health Resources and Services Administration, we found fewer autism diagnoses in school districts with higher percentages of Hispanic children. Our results are consistent with previous reports of autism rates 2 to 3 times as high among non-Hispanic Whites as among Hispanics. Socioeconomic factors failed to explain lower autism prevalence among Hispanic schoolchildren in Texas. These findings raise questions: Is autism underdiagnosed among Hispanics? Are there protective factors associated with Hispanic ethnicity?

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Researchers are evidently content to conclude their research with such statements as “this is a curious finding,” while they continue to ask their unanswered questions like, “Are there protective factors associated with Hispanic ethnicity?”  There is no reason I can think of to expect that degrees of human attachment don’t affect genes for autism just like it does for schizophrenia, suicide, depression, PTSD and other ‘disorders’ of the body-brain.

I have lived for the last ten years in a small town in southeastern Arizona on the Mexican-American border line.  The fence lies right behind my back yard.  99.9% of this town’s community is Hispanic.  Every family I know has a lot of children.  The children are cherished.  Every family has extended ties to extended family.  Their median income is low.  Many children often share a bedroom.  I have watched them as they grow from infanthood in the closest of interactions with one another within all age groups.  They are social and they are connected to one another.  Nobody is alone.

Duh, researchers.  Do you think that MAYBE the research findings might have to do with safe and secure attachment that builds for these people an excellently formed early social-emotional brain so that autism is not as likely to appear among their culture?

Is there some kind of STUPID gene operating among researchers that prevents them from bothering to consider collecting what is the most obvious information that would answer their questions?  Or is there some kind of implicit agreement among researchers to keep skipping the gathering of the most important attachment related information so they can keep on doing more and more stupid research without gaining any true understanding – because it gives them job security?

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I know this pattern exists.  The same kind of researcher ‘stupid gene’ operated during the South African – Kenyan youth research project on the consequences of trauma.  Follow this link for a description of the kinds of information the researchers collected on the 2000 teenagers in their study.  Did they include any standardized, accurate and useful assessment of attachment relationships among their subjects?  Of course not!  How could they justify spending more and more money on research to answer the puzzling results they found?

The most striking finding was the discrepancy in the rate of PTSD between South African and Kenyan adolescents in the context of equally high rates of trauma exposure (and even higher for specific types of trauma in the Kenyan sample).  The lower rate of PTSD in Kenya adolescents is difficult to explain.”  Seedat et al, 2004, p 173

Note the “difficult to explain” statement.  Read for yourself, “Give me more money so I can use my stupid genes and do more research.  I want to keep my job.”

These researchers noted at the conclusion of their massive project that for all the money spent and for all the extensive effort they put into their research, the were left unable to

“…account for higher rates of PTSD in the South African students, despite higher rates of exposure in Kenyan youth to both sexual assault and physical assault by a family member, as these are traumas that are likely to be repeated.  Further, these traumas were most likely to e associated with a PTSD full-symptom diagnosis.  This discrepancy is one for which we do not have an adequate explanation.”  Seedat et al, 2004, p 174

Obviously these Kenyan children were not necessarily safe and secure in their own home, so how might we consider that attachment information might help explain the difference in outcome between these two groups of extremely traumatized youth?

No standardized or valid attachment assessment tool exists.  These researchers do not seem to be bothered by its absence.  Even though they did not use the word ‘attachment’ in their research conclusions, these researchers did ‘wonder’ if the patterns of differences they observed might be related to the long history of cultural disruption that South Africa has endured in contrast to the retained cultural integrity of Kenya.

Can degrees of safe and secure versus unsafe and insecure attachment be related to degrees of cultural integrity?  The findings of both of these two research studies point in that direction.  Because neither study contained any (nonexistent) standardized collection of attachment information, both studies are left simply pointing in a “a direction for further research.”  Of course this doesn’t bother the researchers.  It guarantees their job security.

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The hole in the bucket of both of these studies validates my thinking.  It is the degree of safe and secure attachment that an infant-child has in its beginning with its mothering caregiver that most influences how a person’s genes manifest themselves as the very young body-brain develops.  The protective factors against any so-called ‘mental illness’, be it depression, aspects of autism, or PTSD are activated very early in a person’s development.

Looking at the end result of degrees of attachment security, even within school age children, tells researchers nothing about how their ‘subjects’ got to be the way they are.  I want to know, “How safe and securely attached were these children to their mothers and their other earliest caregivers from the time they were born – as their body-brain developed in interaction with the experiences the little one had in its environment?”

In my thinking, cultural integrity protects mothers and therefore protects the infants who benefit in their earliest, fundamental development from safe and secure attachment.  As the early body-brain is forming, information from the environment has already told an individual’s genes how to respond and adapt.  Although safe and secure attachment is certainly not guaranteed to children like those in Kenya, not EVEN in their home, the underlying structure of their body-brain seems to have included residency factors that protect them from PTSD.

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Without trying to explain the research today that describes the physiological impact that early stress has on development (notes for a lot of this research can be found HERE), I will simply present some links here today related to research that is showing how child abuse changes genetic expression:

Child Abuse Causes Damage at Genetic Level

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Child abuse ‘impacts stress gene’

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Infant Abuse Linked To Early Experience, Not Genetics

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Gene protects adults abused as children from depression

Influence of child abuse on adult depression: moderation by the corticotropin-releasing hormone receptor gene.

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The Neurobiology of Child Abuse and Neglect

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Do Genetics and Childhood Environment Combine to Pose Risk for Adult PTSD?

Association of FKBP5 polymorphisms and childhood abuse with risk of posttraumatic stress disorder symptoms in adults.

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Selected Publications of the Members of the Attachment Parenting International Research Group

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And also, the results of a Google search for child abuse brain development

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Researchers need to come up with an accurate way to measure degrees of safe and secure versus unsafe and insecure attachment and add this measurement tool into the design of all research about the affects that trauma has on human beings throughout the lifespan.

Every research study being done that does not include a measure of degrees of attachment is missing the critical piece of information about how attachment creates resiliency factors that protect humans from ongoing problems related to trauma experiences.

All funding channels that support trauma-related research need to mandate that an assessment of the quality of human attachment be included.  Of course, this means that attachment patterns need to be taken most seriously as a primary factor that profoundly influences trauma research results.  Let’s do smart rather than stupid research!  Find a way to accurately measure degree and quality of human attachment – NOW!

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Please note:  I will be taking a break from the blog until Wednesday, January 6, 2010.  Best wishes for a Happy New Year 2010!

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+INSECURE ATTACHMENT BREEDS CHILD ABUSE

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I did not intend to write myself around in a big circle about attachment today, but I did.  I guess that is what my ‘global’ thinking just naturally does.  In the end my conclusion is that child abuse continues to happen quite simply because we let it.

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As usual I have a collection of thoughts that I can’t make sense out of until I write them down.  Once I open a Word page and begin to place all these letters together, one after the other, in rows I begin to see a THING, a post, as it forms itself on my computer screen.

Hum.  What is it I want to say?  I think about myself at age 18, having been sent away from my parents’ home out into the world some thousands of miles away from Alaska and into Navy boot camp.  What did I know of the world outside the doors of my childhood home(s)?  Nothing.

What did I know about interacting with other humans on the level playing field of so-called adulthood?  Nothing.  What did I know about what had been done to me, all the violence and hatred, fear and sadness my childhood had built up inside of me?  Nothing.

Who could I talk to about what had been done to me?  Nobody.  Who cared?  No one.  Did any of this matter to the bigger world outside of my own skin?  No, it didn’t.

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Sometimes I find myself thinking about what good I could do with the profits of a bestseller if I actually could write one and it sold well.  How could one book, or even two or three generate enough capitol to do anything that could make much of a difference toward improving the quality of life – either for survivors of child abuse or for the offspring of those trauma-changed people?

Whenever I think about efforts that might be designed to prevent child abuse my thoughts return to my mother like a compass needle pointing North.  I can’t say that women like me, who become pregnant in their teens and face the world alone are at highest risk for abusing their children.  I didn’t abuse mine.  My mother wasn’t married until she was 23.  She and my father wanted children, planned them, brought them into the world as if they were part of some perfectly orchestrated drama with the stage set and all the necessary actors trained, present and accounted for.

Would it have made a difference in my case if someone had given my parents an infant-child growth and development chart that described the needs of a human social-emotional brain in some up-beat, attractive, catchy format that would have told them clearly what safe and secure human attachment LOOKS like and FEELS like especially between a mother and her offspring?

Well, gee.  Any kind of a cutesy, informative infant-child brain growth and early development chart presented to MY MOTHER in a little pamphlet would have had to say inside as soon as she opened it up:

1)  DO NOT HATE YOUR BABY

2)  YOUR BABY IS NOT SATAN’S CHILD

3)  YOUR UNBORN INFANT DID NOT TRY TO KILL YOU AS SHE WAS BEING BORN

4)  YOUR INFANT-CHILD IS NOT A CURSE UPON YOUR LIFE

5)  YOUR BABY WAS BORN PERFECT AND IF YOU CANNOT LOVE HER, GIVE HER AWAY TO SOMEONE WHO WILL

OK.  So what if I don’t think about my mother and about other mothers and fathers who obviously have something seriously wrong with the way their own early social-emotional brain-body-mind-self developed.  Do I aim at simply trying to heighten the overall public mindset about the critical impact that all early interactions with an infant have on its growing brain?

Would anyone who had been so specifically enlightened have EVER recognized what my mother was doing to me even if they had learned this infant-brain building information.

Nope.

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I reached a dead end in my thinking.  Don’t you hate it when that happens?  Where do I go next?  Toward educating the mates of mothers such as mine was?

When I turn my thinking in the direction of my father the first thing that comes to mind is adult attachment disorders.  In order to begin to think about what kind of information could have reached my father, I think about how I could perhaps put proceeds from a bestseller into an effort to enlighten the public about what human attachment is, about how our attachment patterns are formed through our earliest brain-building experiences with our mothering caregiver, and about how those attachment patterns form how we relate to others – including our mates and offspring – for the rest of our lives.

My mother was a gregarious, charming, extremely attractive woman.  She LOOKED like quite the catch.  She ACTED like quite the catch.  My father was quiet, reserved, gentle, handsome, smart and educated.  He also appeared at quite the catch.  Mildred meets Bill, Bill marries Mildred.  End of story for the next almost 40 years until my father gave up and divorced my mother.

How to have reached my father so that he could possibly have understood that something was terribly, terribly wrong in my home of origin?

OK.  So my father did not abuse me.  So my father never once intervened to protect me.  Nobody would have spotted what was happening to me through studying my father.

UNLESS……What?

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Let me talk for a moment about how infant-childhood formed insecure attachment patterns operate in adult relationships.  First of all, if we still believe that about 50% of infant-children grow up in ‘normal’ families with good enough safe and secure attachment so that their social-emotional brain foundation operates in safe and secure patterned ways, we would pretty well know just from a description of how safe and secure adult attachment operates that even if a securely attached person should choose a mate who is insecurely attached, chances are that relationship will not last.

In fact, given that the securely attached person has a much better formed social-emotional brain from the start, they are likely to recognize the insecurely attached pattern from the beginning and then will smartly avoid any involvement in the first place.

Think about the groups of brain-changed primates I wrote about in yesterday’s post.  Those primates expertly found one another according to the patterns of signaling that each transmitted, received and understood.  If we understood ourselves better as humans, our changed-brain detection systems are every bit as capable of knowing the truth about one another as any ‘lower’ primate does.

Humans ignore the signals of secure and insecure social-emotional brain patterns.  We ignore the signs of insecure attachment.

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This brings to mind a strange collection of images.  First I think about the Ray Bradbury story that was made into a movie, Something Wicked This Way Comes.  Bradbury wrote the signs of Wicked into the story.  Signs of Wicked exist in humans.  Do we know what they are?  That depends.

In a social-emotional brain-body that has had trauma built into it and then responds to the world with insecurely attached patterns, changes in the Wicked, or Danger detection systems have been changed.  Although primates would still evidently be able to detect signals and signs from one another clearly enough to act on these differences, humans have reached a social evolution point where they can choose to ignore them and still survive.

Another image that comes to my mind is about how all kinds of living creatures can detect and ‘predict’ earthquakes.  They can sense the coming of a Tsunami.  That happens because they have no interference with their ability to remember signs and signals and to act on them the best way that they can.

Living creatures have amazing abilities to know when threat and danger is coming so that they can avoid the consequences of related potential harm whenever possible.  While humans might not have senses refined enough to be able to sense and predict earthquakes and Tsunamis that other living creatures do, we are certainly supposed to be able to do so in regard to human relationships.  If we LACK the ability to sense and detect danger that lies ahead if we chose to become ‘involved’ with another person, that only happens if we have an insecure attachment-formed early social-emotional brain.  Unfortunately, in a best-case scenario, this group includes – on some level – at least half of our adult population.

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If suddenly we gained our ability (I can’t say regained because we never got to build a securely attached social-emotional brain in the first place) to detect ‘Something Wicked This Way Comes’ both in ourselves and in those around us, we would still have to be able to ACT appropriately (better) in response to this information.  Very few of us with insecure attachment patterns are going to be able to do this.

We would need to be able to recognize the signs of insecure attachment patterns BOTH within our own self and within other people.  It is the nature of insecure attachment patterns that we are lacking in the ability to recognize the signs within EITHER others or within our self.  This does not mean that the signs do not exist and it does not mean that we cannot learn to understand what they are.  Once we do this, we empower ourselves to make different choices every single step of the way.

Those of us trained to drive a vehicle on public roads are trained to know what a green, yellow and red light mean when we encounter one at an intersection.  This brings to my mind one of my very favorite ideas:  BIFURCATION POINT.  A bifurcation point is a decision point where a choice is made.

Some people describe chaos as a state where all possibilities exist.  As we move forward through space and time in our life, we make billions and billions of choices we don’t think about.  For every choice we make we are ordering chaos into patterns.  One of my favorite books, Eskimo Realities, by Edmund Snow Carpenter, describes an ancient cultural approach to bringing life into existence through the ordering of chaos.

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My mother and father reached a significant bifurcation point when they met one another in the winter of 1948-1949.  Both of them ignored (for whatever reasons) the warning signs and signals about the Something Wicked that would come if they continued their relationship on down wedding lane.  What happened to me was obviously a result of their choices – or I would not exist.  The rest of what happened to me, the 18 years of severe abuse I suffered from my mother with my father’s full support of my mother, also happened to be because of the choices they made at their significant bifurcation points.

Trauma Altered Development that changes the way an infant-child’s body-brain-mind-self forms itself in a malevolent environment happens every infitesimally small bifurcation point at a time.  Every single brain neuron that responds to the conditions of an infant-child’s early environment does so at the molecular bifurcation point of early brain development.  The resiliency factors that we have as humans within our DNA operate in response – continually – to and within our environment.  This is how our attachment patterns come into being within us.

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At this point in my writing today as some inner force nudges each letter into existence on this page boils down to one single word.  INFLUENCE.

Our early environment, as it communicated its condition to us during our earliest development through our attachment experiences with our earliest mothering caregiver, influenced the molecular decisions our body-brain chose to make as it built itself.  Every time a bifurcation point was reached our body-brain physiologically, automatically and without our conscious informed consent made a decision and a choice for us.

What we need to understand is that ALL of these influences and the corresponding choices that were made within our body-brain are essentially and fundamentally ABOUT attachment in the world.  Because we are a social species (not something we have a choice over), which means that social attachment patterns are at the core of our existence, and because being a social species means that we have a prescribed range of possible responses to an influence when it occurs, ALL OF OUR RESPONSES at every bifurcation point we encounter and pass through in our lifetime means that we are having a social attachment-related experience.

We have no choice but to be influenced by all the containing parameters of the species to which we belong – our social one – in whose image we are created.

This means to me that if there is one thing that would most benefit us from learning about so that we can empower ourselves to make the best and wisest conscious choices at every bifurcation point we reach, it would be about how our human attachment systems operate.

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I could duck briefly under the umbrella of ‘ongoing life’ here and simply state that as long as we remain attached to this world we remain alive.  When we are no longer attached to this world we die.  We need basics, like air, water and food to remain attached and alive.  We have ongoing attachment systems within us that let us utilize this air, water and food.  All of our attachment systems are connected and operate together throughout every instant of our ongoing life.  Our connections to one another as members of a social species are, most simply put, a part of the same ongoing attachment-to-life system.  Our environment influences us, and our attachment systems respond.

Consciousness cannot be in any way disconnected in our thinking from attachment.  The same brain that formed itself within us during our critical windows of early infant-child development allows or disallows consciousness to manifest according to how our early attachment experiences influenced our growth.  This was no less true for my father as it was for my mother or for my self, or for any of the rest of us.

Our brain-building human attachment experiences influenced what we are conscious of and how.  There is only one other point that comes to mind as I write these words:  CARING.  Although what we care about and how is obviously tied to the body-brain we were built with from the start of our life here, I believe that it is at the level of CARING that we can most influence not only one another, but our own ongoing experience in the world.

The saying “You can lead a horse to water but you cannot make it drink” comes to mind.  Interestingly, some say that this might be the oldest proverb in the English language.  If a horse doesn’t care to drink, it won’t.

What might influence human caring?  A donkey or a chicken could detect the signs and signals from the environment that an earthquake or a Tsunami is coming until it was ‘blue in the face’, but if nobody pays attention, if nobody gives a damn, if nobody cares, what is the point?

So, again, what might influence human caring?  One thing and one thing only comes to mind:  PAIN.  Yet the word ‘pain’, as it came into modern English in the 14th century, has roots to both ‘punishment’ and through Sanskrit roots to ‘he revenges’.  These ideas are connected in our language to ‘vengeance’, ‘payment’, and ‘penalty’.  In order to find the oldest 9before the 12th century) connecting concept in the roots of our language, I had to go back to the word ‘bear’ as in ‘to bear’.

It all goes back to what influences we tolerate, either through choice or because we have to.  The word ‘tolerate’ in our language goes directly back in its roots to ‘to bear’, which of course goes back to ‘carry’.

As severe infant-child abuse survivors, we had no choice but to tolerate, bear and carry within our body-brains the malevolent treatment we received.  Our deprivation-traumas changed how we developed.  That means our attachment patterns within our self to the world changed.  These changes happened according to the degree of safe and secure or unsafe and insecure attachments we had with our earliest caregivers.

How much we continue to bear remains up to us.  When and if it ever comes down to how I choose to spend any future book sale proceeds, I will allocate them exactly and specifically to public education efforts about the human attachment continuum because attachment is how our life originates and how it continues.

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What each of us had to bear when we were little is exactly what we continue to bear unless and until we care enough to change.  Caring enough will happen as people come to understand exactly what IT is that they are bearing in the first place, and that different options DO exist so they don’t have to bear IT any more.  Neither do they have to pass what they are bearing down to future generations.

IT is made up of the unsafe and insecure attachment patterns that were built into our body-brain when we were tiny while our body-brain was being built.  Conditions of our early life influenced our entire existence in the direction of survival in either a benevolent or a malevolent world.

While everyone after the age of consciousness can be influenced to be informed enough to care enough to learn to make better attachment-related choices, it is only each individual person who can actually make their own choices.  As a social species we have the power collectively to care enough to prevent – what?

I have come around full circle to the concept of free will, free choice, freedom.  Our word ‘free’ (before the 12th century word) ties back to Sanskrit ‘own, dear’.  ‘Own’ goes back to roots before the 12th century to ‘owe’.  ‘Owe’ goes back before the 12th century to Sanskrit ‘he possesses’.  The word ‘dear’ also goes back in our language to before the 12th century as it connects to ‘costly’.  Not surprisingly, by following the connections through the concept of ‘cost’ back through ‘constant’ to before the 12th century we end up here:  ‘to stand’.

What are we able to bear?  What are we able to stand?

What are we willing to bear?  What are we willing to stand?

Are we as a society willing and able to bear that little tiny infants and children are being maltreated?  Are we as a society willing and able to stand for infant-child abuse to continue along with its cost to individual and collective well-being?

Or are we willing and able to care enough to stand up and stop it?

Think about the nature and quality of your own human attachment system.  Who do you include and who do you exclude?  If other people do not care about other people’s children enough to take a stand against all maltreatment of all children, the tragedy of child abuse will remain a reality quite simply because we choose to bear it.

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Don’t forget to check out — Brain Facts – A primer on the brain and nervous system

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— NEW:  CLICK ON POST, PAGE AND/OR COMMENT TITLE

AND LOOK FOR ‘YOU RATE IT’ STARS AT BOTTOM OF PAGE —

Please feel free to comment directly at the end of this post or on

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Your Page – Readers’ Responses

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+LEARNING STYLES AND LONELINESS

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People have differing styles of learning about themselves in the world which are no doubt influenced by our earliest experiences.  I present a link today to a very simple ‘test’ that will show you clearly what your own individual preferences for processing yourself in the world are.  This information comes to us ‘free and easy’ from the engineering department of North Carolina State University.  I found their website today that presents extremely clear and concise information about the four main styles of learning:

INDEX OF LEARNING STYLES (ILS)

It contains a link to the  ILS questionnaire.   Click on this link and complete the 44-item questionnaire that can be submitted and automatically — and instantly — scored on the Web.  This is an ‘older person’s’ version for determining learning styles – just right for us!

Many people believe (myself included) that if our public educational system bothered to do a version of this simple assessment for students, and then bothered to tailor instruction for students according to the learning styles that are most a part of their individual nature, the current miserable state of education among our youth would not exist as it does.  Our learning styles continue to influence how we process ourselves in the world for the rest of our lives.

I hope you will take a few moments to take this test for yourself before you read the rest of this post because I think our first response to the questions will be more on target if we don’t think too much about them ahead of time.  I would recommend going through this experience from your ‘gut’ (body) rather than from your ‘head’ (second-guessing) so that you can better ALLOW your responses to come naturally rather than force them.

After you complete the 44-item questionnaire, your results will appear immediately as soon as you submit them.  You will see a continuum between the extreme ends of all four main learning styles.  Your result will show an ‘X’ above some point on each of these four lines.  THEN click on LEARNING STYLES AND STRATEGIES for the description of what each of these four styles are.  (This link is also at the bottom of your ‘results’ page.)

If you are the type of learner who wants as much information as possible BEFORE you attempt any unfamiliar task, this link (above) will give you an explanation related to the results as it describes the ‘playing field’!

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How did your scores come out on the continuums between these four dimensions of learning styles?

These are my scores::

—  ‘1’ toward the ‘reflective’ end on ‘active-reflective

— ‘11’ toward the ‘intuitive’ end on ‘sensing-intuitive

— ‘9’ toward the ‘visual’ end on ‘visual-verbal

— ‘9’ toward the ‘global’ end on ‘sequential-global

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I believe that where we find ourselves on this MAP shows us how we are in the world, period.  Our learning style shows us how we pay attention, how we perceive, how we process, how we order and orient ourselves in the world.

Here, as with everything else about how I am in the world, I have to consider the impact that severe ongoing early trauma and abuse had on me as my body-brain-mind-self developed in the world through Trauma Altered Development.

How did the trauma of my childhood affect and influence the development of my learning style for me?  I see that I am very nearly at the extreme ends on three of the four continuums.  Only on the ‘active-reflective’ scale do I lie within a middle, more balanced range.

I can more clearly NAME and understand my own writing process when I think in terms of my position on these four scales.  I intuit my writing, I visualize from within myself (really by a sort of sensing and feeling from within my body) what ‘wants’ to be said, and the whole process operates in a globalized fashion where the end result becomes a ‘whole’ rather than a collection of parts that can be rearranged, reordered or restructured.

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For example, my thinking about how things end up being connected to one another makes more sense when I can simply allow my own individual style to shine.

As I have been thinking about my Christmas Eve post +TRAGEDIES OF CHILD ABUSE REFLECTED IN STORIES, I realize that my ‘cup runneth over’ with thoughts than seem disconnected (dissociated)  from the theme of the post.  Yet I know they are related and are connected (associated) in some way or I wouldn’t have them all tumbling around inside of me.

So, what is my inner logic?  What is the pattern and what are the connections?  I won’t begin to know until I write them down!

First of all, to own for myself the truth of what I wrote in this December 24th post I have to accept that my brain did not form in an optimal way through safe and secure attachment – obviously – or I would not have had the experience as a child in relation to the story-movie I wrote about.

In-tune reflection, empathy and mirroring between an infant as it grows its brain and its earliest mothering caregiver are meant to build a social-emotional brain that is built with patterns of human familiarity and connectedness.  The infant is supposed to see its own emotion-states-self mirrored back to it by its mothering caregiver.  As this happens, the infant is learning about patterns of harmonious similarity between itself and the human world it has been born into as these patterns both build the brain and build themselves into it.

At the same time patterns of how the infant is a separate DIFFERENT individual get harmoniously built into the early forming foundation of the infant’s social-emotional brain at the same time it is learning about similarities.  Ideally patterns of ASSOCIATION (similarities – “WE are socially human.”) form the foundation of the social-emotional brain rather than patterns of DISSOCIATION (“Gee, I have no idea what’s going on, or who is who, or what in the UNIVERSE is happening here!”)

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The first scenario happens through safe and secure attachment in a benevolent world.  The infant has repeated experiences of being shown that there is a WE that is made up of two separate people.  The self of the infant is growing in relationship to the self of the caregiver.

The second scenario happens in a malevolent environment where trauma is present.  Trauma is trauma because it is not ordinary or normal, and because it interrupts the ongoing experience of being safely and securely attached in the world.  If trauma is not resolved, and continues to place itself at the center of infant-mothering caregiver interactions (in all kinds of miserable ways), the infant will not be able to either clearly see the OTHER or be able to form its own self in relationship to this scrambled and scrambling messed up maybe-other.

The main relationship then ends up being to the ongoing TRAUMA rather than being a relationship between two benevolent entities in a benevolent world.

Voila!  Enter here a connection to my December 24th post.  What amazes me most is that I survived my severely traumatic childhood being able to function in anything like a human way!!  Making point one:  My version of being human is NOT normal!

If my first truly social-human experience of feeling myself mirrored back to myself happened the way I describe in my December 24th post, there is no possible way that I can feel – and here comes point number two – connected within myself to other people in anything like a normal way.

Oh – I am going to pause here and say something about use of the word NORMAL.  I have avoided this word, but my professional statistician daughter assures me that it is a fallacy to ever think that normal is not real.  Take a look at any Bell Curve.  Think about these images.  NORMAL is there in the middle, and pretending it isn’t is a childhood magical thinking stage illusion!  Normal exists, and it IS measurable once we define what we are talking about.

So, normal.  Oh, yes.  I experienced Trauma Altered Development and I am not normal.  Normal for members of a social species like ours has to do with comfort level that is connected to our experience of well-being – being well as a safely and securely attached member of our species.

What is my own experience of being an evolutionarily changed, adapted to trauma since my early social-emotional brain formed human?

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I am alone.  That is what happens within a traumatized infant-child’s brain in an unsafe and insecure, violent, chaotic, unstable, unpredictable malevolent early brain forming world.  Patterns of overwhelming isolation and DISSOCIATIONS built my brain.  My brain did not form within itself patterns of associations and similarities between myself and others.

If we go back to the foundational brain-building facts of Dr. Allen Schore’s most important 60-page article about infant early development, we can see how things are normally supposed to work between an infant and its mothering caregiver as its social-emotional brain is being built – from the beginning.  My brain did not get built normally.  I am a trauma altered person.

My growing brain could invent nothing outside of the experiences I had that built it.  I had very limited exposure from my birth to anyone besides my mother.  She designed my environment.  She controlled it.  In the beginning, most fortunately, she did not ban my 14-month-older brother from having contact with me.  It was those experiences that my earliest forming infant brain had with a human being – my little brother who loved me as much as it is possible for a human being to love another person – that I believe most saved my life.

Without those early human interactional face-to-face mirroring interactions with my baby brother, my growing brain would not have formed hardly ANY human connection circuits, pathways and patterns into my brain.  As I continued to grow from being an infant into a toddler, my mother began to interfere with and prevent contact even between me and my brother in the same ways she prevented my contact with my father, grandmother and other children.

But while the early interactions I had with my brother probably saved my life, they were NOT enough to save me from Trauma Altered Development.  My brain formed itself with human beings on one side of an impenetrable wall, and what self I could manage to form on the other side.

That means I was formed ALONE, disconnected and dissociated from the experience of being WITH other humans in the world.  That fundamental fact is what my December 24th post is ultimately about.

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My brain formed in isolation.  Isolation is NOT a GOOD condition for humans or any other mammal to form within.  I believe my Trauma Altered Development contributed to the fact that how my self is in the world lies on the extreme ends of three of the four learning style spectrums presented at the beginning of the post.  In my intuitive, visual, global way of knowing things, I KNOW that how my social-emotional early-formed brain developed itself is so far outside the Bell Curve range of normal that it is far closer to one shared on a continuum with autistic people.

I do not anticipate ever being able to find a so-called ‘mental health’ professional who would agree with me.  But I KNOW what I KNOW, and I am right.  I am my own living proof that I know what I am talking about.

It enrages me that I was forced to form a social-emotional brain that does not contain within it normal patterns of being a social human being.  I was BORN with full potential to have a normal brain.  I was FORCED through abuse and trauma to grow a different one.

Another thing that enrages me is that nobody ever told me – ever HAS told me about the facts regarding how my social-emotional brain formed differently from normal.  Luckily ‘they’ did the research, I found it, and now I DO understand what happened to me to give me this unending inner feeling of being not just lonely in any normal sense of the word – but fundamentally isolated and alone – within the very fabric of my body-brain-mind-self’s molecular construction.

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I write this post today for all readers who suffered extreme early trauma and abuse and who suffered from Trauma Altered Development as a consequence.

If you picture Michelangelo’s image of God giving life to Adam painted on the Sistine Chapel ceiling, and imagine the space between the finger tips as a visual presentation of a gap that cannot ever be bridged between an individual self and the world of other people, others of you without Trauma Altered Development might begin to get a sense of what our kind of isolation, aloneness and loneliness is like.

I believe that a person with a social-emotional brain built through mostly safe and secure early attachment experiences can FEEL connected to others which bridges this gap.  The gap that is supposed to exist between people is supposed to be closed through this ‘feeling felt’ experience.  This gap is only supposed to exist between human beings on the most central levels of selfhood where the boundaries that allow for selfhood itself to exist are not meant to be crossed.

On all other levels people are supposed to have early brains formed that can so communicate with one another between selves through empathic reflective mirroring — that happens in their normally formed social-emotional brain — that they have a choice about being connected to others of their species that the rest of us will never have (including people on the Autistic spectrum).

I am no longer remotely concerned with couching the reality of my state of being in any kind of terms that might make other normally developed social-emotional brained people feel comfortable.  I am different from most human beings, and now I know it – along with the why, how and what of it.  I am not ‘disordered, dysfunctional, blah, blah, blah’ either.  I am different.

I was left isolated and alone with a brutal monster of a mother who did not want me to be alive.  How she treated me – along with the absence of anyone else in my life who gave a damn – gave me a nonsocial emotionally altered body-brain-mind-self.  None of these changes happened as a result of my choice.

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I attended a community Christmas dinner yesterday.  Now that I know HOW I feel being a human in relationship to other humans, I can understand and accept that at no time in my life have I EVER, nor do I hope to in the future to EVER, feel connected to or with them.

I now know I am specifically skilled at pretending to be ‘one of them’.  I can watch them and interpret their actions.  I can mimic these communications in return.  I have a human body, so I look like other people.  But I know the differences between us now, and because I do I also know more and more about how my own feelings inside of myself stem from this fundamental disconnection (dissociation) between myself and other people that exists at the foundation of my long ago formed right social-emotional brain.

I might as well be on the other side of a glass wall forming a barrier between myself and others that can never be removed.

I cannot imagine a greater loss in life than is the loss of any ability to truly FEEL connected – through the circuitry of our brain – to others of our species.

When I write about child abuse, when I speak about the abridgment of fundamental universal human rights of children, when I talk about the consequences of maltreatment in infant-childhood that CAUSES Trauma Altered Development, I am talking about the crime of allowing human beings to be formed in the world so absolutely, fundamentally, essentially ALONE in a dangerous world that their brains are prevented from forming the beginning circuitry that would allow human connection to take place.

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About three years ago I accidentally discovered information that came about through an offshoot of primate brain research that was accomplished through surgical alteration of the victim brains.  I cannot locate my source, and will be very happy when I can.

The gist of it is that at some primate brain study facility that had a very large and ‘nice’ compound for the subject-victims to live in, a discovery was made in a surprising way.  All the primates in the compound had enough space and enough food, etc. so that their social patterns happened most certainly according to the following:

Researchers discovered that the primates bonded to one another and formed their social groups exactly and specifically according to which area of their brain had been tampered with, damaged and changed.  The victims of brain region alteration found one another based only on the similarity of changes caused by what had been done to them.  Each group was self sustaining and had no interaction with any other group who had suffered from damage to any different part of their brain.

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When I talk about having a changed social-emotional brain due to Trauma Altered Development, I am talking about every one of us who survived our terrible childhoods because of these changes knowing on an intuitive, global and visual level – which includes ALL of the information we KNOW from within our entire body-brain-self – that we are lost in a world where we cannot find one another in the way that these (really) trauma-changed-brain primates could.

When we feel lonely, when we feel isolated and alone, when we feel ‘alien’ and ‘different’ from mainstream normal others – it’s because we are.  If nonhuman primates can figure this out, it’s certainly time that the humans did.

I am tempted to say that we DO find one another – in prisons, on the streets, in battered spouse centers, in poverty, ‘mental health’ centers, etc.  While I DO believe this is true, there’s far more to the story.  Most of us find ourselves among people who did not suffer developmental early social-emotional brain changes.  We then additionally suffer from all kinds of mismatches between our experience of being alive and theirs.

We need to validate what we KNOW and how we KNOW it so that we can fully celebrate who we are.  We need to understand HOW and WHAT happened to us – on our most basic, fundamental, essential levels.  We need to know how to live better lives in spite of the changes that happened to us, and I will never be able to say this enough:  We need to HONOR who we are and how we are in the world.  (And we must remember that changes to our early growing social-emotional brain happened according to degrees of early deprivation-trauma we experienced.)

So — THIS is what I wanted to write about today.  Now that I wrote it – I know it – and so do you.  Those brain-changed primates evidently can easily tell how they are different – so they can be different together.  As members of another social species, it is time humans understand this same fact.

If we don’t like the fact that some people end up with a trauma-changed social-emotional brain, we need to  – STOP CHILD ABUSE NOW!  STOP TRANSMITTING UNRESOLVED TRAUMA DOWN THE GENERATIONS NOW!  STOP THE STORM NOW!

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Don’t forget to check out — Brain Facts – A primer on the brain and nervous system

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+TRAGEDIES OF CHILD ABUSE REFLECTED IN STORIES

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Something related to my abusive childhood experiences with Christmas stands out so clearly and powerfully I am not going to ignore it.  I can’t put bows or shiny tinsel or colored lights on this post to pretty it up.  I can only present what I know.

I have already written a holiday season post presented on December 8, 2009 – +CONSUMERS BEWARE OF TRAUMA TRIGGERS LURKING IN ‘HOLIDAY SEASON MAGIC’.  I would rather not write another one, but tonight is Christmas Eve, and in America it is hard to escape from the reality that the holiday season is often a complicated one for abuse survivors of any age.

How well does our internal experience of the holiday season match what we see mirrored back to us about what we think the holidays are SUPPOSED to be like?  How closely does our personal experience match other people’s?  How much mirroring and ‘reflecting back and forth’ actually goes between ourselves, our own reality, and the social environment we are immersed within?

How might our early infant-child experiences of maltreatment be influenced by our mirror neuron system?

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Much has been written in recent years about our brain’s mirror neurons which allow our brain to fire parallel patterns in the motor areas of our brain as the one’s that are firing in the brain of somebody we are watching perform an action.  Whether or not these mirror neurons operate in regard to empathy or not is still open to neuroscientific debate.

Do our mirror neurons allow us to predict the actions of others?  Are mirror neurons a part of what allows us to form a Theory of Mind because they help us to understand other people?  How do they operate in allowing us to learn actions that better facilitate our existence in the world?  How might mirror neurons interact with our ability to understand gestures and body movements as a part of human language and signaling communication?

We know that the patterns of signaling communication between a very young infant and its earliest mothering caregiver create the circuits, pathways and patterns of development within the human emotional-social limbic brain.  These patterns of communication are supposed to operate through a mutual reflective, attuned, mirroring process.  Trauma interrupts the optimal development of this early forming brain as it communicates a need to change development to match conditions in a malevolent world.

An infant-child’s experiences within an abusive, neglectful, malevolent world do not magically skip the holiday season even if and when, as happened in my childhood home, an infant-child’s parents PRETEND the holidays are a safe, secure, happy and wonderful time.  Patterns of trauma that built our body-brain in early malevolent conditions do not magically disappear from our adult body during the holiday season, either.

Trying to match ourselves to a HAPPY holiday reality that we see reflected within our culture and mirrored back to us can create an incongruous, dissociated experience.

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Song, music, story, dramatic expression, dance, movement, gestures, active story telling and eventually written literature and film carries power to invoke imagination through a sharing of experience between human beings.  Our mirror neuron system is involved in how we process information contained in these forms of expression.

As members of a social species, we respond to patterns that resonate with our own experience either because we can recognize ourselves within the messages being communicated, or because we have an active imaginal interaction with them.

I bring this up today because I am going to share with you a story that moved me as a young extremely abused child.  I didn’t read the story in print.  I watched the movie version.  Looking back, I now understand that my 6, 7, 8, 9-year-old experiences with this movie was not a ‘normal’ one.  I loved the story because it was the first time I ever saw my own inner experience as a child clearly and accurately mirrored and reflected back to me in the fullest possible way.

Of course as a child watching this movie on television I did not know that it was speaking back to me the reality of my own heart, mind and life.  I was simply mesmerized because I was involved with the story as if it was happening inside of me rather than on the outside.

I resonated with the story.  It and I were in harmony as if we were telling this story together as two people might sing a song together, perfectly matched either note for note or harmonizing together perfectly.  It was this TOGETHER-WITH feeling that I had never experienced before that tells me now that only in this movie did I experience a sharing of the emotions that had formed and filled my body-brain-mind-self from the time of my birth.

The little girl character in this story matched me.  I knew there was some matching between my experience and that portrayed in Cinderella, for example.  But I also knew inside the marrow of my bones that I did not match any chance of a happy ending like Cinderella had.  My story could only match one with a different kind of ending, and this story I am including the text of today more closely matched what might be my kind of happy ending.

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The Little Match Girl (or The Little Match-Seller)

Hans Christian Andersen wrote “The Little Match Girl” (Danish: Den Lille Pige med Svovlstikkerne, meaning “The little girl with the sulphur sticks”).  The story was first published in 1845 and has been adapted to various media including animated film, and a television musical.

I don’t remember which movie version of the story I saw on television as I watched it over repeated holiday seasons of my young childhood.  Here is the text of the story.

The Little Match-Seller

Most terribly cold it was; it snowed, and was nearly quite dark, and evening– the last evening of the year. In this cold and darkness there went along the street a poor little girl, bareheaded, and with naked feet. When she left home she had slippers on, it is true; but what was the good of that? They were very large slippers, which her mother had hitherto worn; so large were they; and the poor little thing lost them as she scuffled away across the street, because of two carriages that rolled by dreadfully fast.

One slipper was nowhere to be found; the other had been laid hold of by an urchin, and off he ran with it; he thought it would do capitally for a cradle when he some day or other should have children himself. So the little maiden walked on with her tiny naked feet, that were quite red and blue from cold. She carried a quantity of matches in an old apron, and she held a bundle of them in her hand. Nobody had bought anything of her the whole livelong day; no one had given her a single farthing.

She crept along trembling with cold and hunger–a very picture of sorrow, the poor little thing!

The flakes of snow covered her long fair hair, which fell in beautiful curls around her neck; but of that, of course, she never once now thought. From all the windows the candles were gleaming, and it smelt so deliciously of roast goose, for you know it was New Year’s Eve; yes, of that she thought.

In a corner formed by two houses, of which one advanced more than the other, she seated herself down and cowered together. Her little feet she had drawn close up to her, but she grew colder and colder, and to go home she did not venture, for she had not sold any matches and could not bring a farthing of money: from her father she would certainly get blows, and at home it was cold too, for above her she had only the roof, through which the wind whistled, even though the largest cracks were stopped up with straw and rags.

Her little hands were almost numbed with cold. Oh! a match might afford her a world of comfort, if she only dared take a single one out of the bundle, draw it against the wall, and warm her fingers by it. She drew one out. “Rischt!” how it blazed, how it burnt! It was a warm, bright flame, like a candle, as she held her hands over it: it was a wonderful light. It seemed really to the little maiden as though she were sitting before a large iron stove, with burnished brass feet and a brass ornament at top. The fire burned with such blessed influence; it warmed so delightfully. The little girl had already stretched out her feet to warm them too; but–the small flame went out, the stove vanished: she had only the remains of the burnt-out match in her hand.

She rubbed another against the wall: it burned brightly, and where the light fell on the wall, there the wall became transparent like a veil, so that she could see into the room. On the table was spread a snow-white tablecloth; upon it was a splendid porcelain service, and the roast goose was steaming famously with its stuffing of apple and dried plums. And what was still more capital to behold was, the goose hopped down from the dish, reeled about on the floor with knife and fork in its breast, till it came up to the poor little girl; when–the match went out and nothing but the thick, cold, damp wall was left behind. She lighted another match. Now there she was sitting under the most magnificent Christmas tree: it was still larger, and more decorated than the one which she had seen through the glass door in the rich merchant’s house.

Thousands of lights were burning on the green branches, and gaily-colored pictures, such as she had seen in the shop-windows, looked down upon her. The little maiden stretched out her hands towards them when–the match went out. The lights of the Christmas tree rose higher and higher, she saw them now as stars in heaven; one fell down and formed a long trail of fire.

“Someone is just dead!” said the little girl; for her old grandmother, the only person who had loved her, and who was now no more, had told her, that when a star falls, a soul ascends to God.

She drew another match against the wall: it was again light, and in the lustre there stood the old grandmother, so bright and radiant, so mild, and with such an expression of love.

“Grandmother!” cried the little one. “Oh, take me with you! You go away when the match burns out; you vanish like the warm stove, like the delicious roast goose, and like the magnificent Christmas tree!” And she rubbed the whole bundle of matches quickly against the wall, for she wanted to be quite sure of keeping her grandmother near her. And the matches gave such a brilliant light that it was brighter than at noon-day: never formerly had the grandmother been so beautiful and so tall. She took the little maiden, on her arm, and both flew in brightness and in joy so high, so very high, and then above was neither cold, nor hunger, nor anxiety–they were with God.

But in the corner, at the cold hour of dawn, sat the poor girl, with rosy cheeks and with a smiling mouth, leaning against the wall–frozen to death on the last evening of the old year. Stiff and stark sat the child there with her matches, of which one bundle had been burnt. “She wanted to warm herself,” people said. No one had the slightest suspicion of what beautiful things she had seen; no one even dreamed of the splendor in which, with her grandmother she had entered on the joys of a new year .

Literature Network » Hans Christian Andersen » The Little Match Girl

This translation posted on The Literature Network

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I can say what a terribly sad state of affairs it was that watching this story made me feel warm inside, and this is true.  I can also say what a miracle it was that I was exposed to an art form that allowed me to experience what it felt like to have my inner experience matched and mirrored back to me.  I finally felt that majestic feeling of mutual resonance that allowed me to know that someone out there knew my reality.

Although I wasn’t literally freezing or starving to death physically as a child, my world was that cold on the inside.  I knew what it felt like to be beaten.  I knew what it felt like to be alone.  I knew what it felt like to be unloved.  But I had no words for my own experience.  I did not even have the ability to think about my own experience or about my own feelings as I experienced my experiences.  All I could do was endure.

I had lost the only person who ever loved me when we left my grandmother behind in Los Angles the year I turned six when we moved to Alaska.

Did I empathize with the little match girl or did I simply completely know with the entirety of my being what her experience was?  I think what mattered to me most was that I knew that little match girl would know completely how I felt.  On a very deep unconscious level I knew that this little match girl was having my feelings.  I watched her have them in this story.

Is this experience what empathy is all about?  How starved I was for affection.  How starved I was for warmth and love.  How starved I was for understanding.  How fundamentally starved I was for a mutual experience of sharing my inner reality with any other single person in the universe.

How including rather than excluding is the human experience that I could feel this understood and connected to a century old story portrayed by an actress showing through the hard cold screen of a television set?

Others might have the luxury of being able to feel compassion for the girl in this story.  I certainly didn’t.  Others might pity her.  How many would experience harmonious, resonating empathy WITH her?

I never pitied myself as a child.  I did not experience anger or resentment.  I had no fight left in me because my mother had put the full force of her considerably powerful and successful efforts into obliterating any trace of Linda from my existence.  But she could not touch the warmth inside of me I felt watching that movie as the power it had to touch me reached out of that television like the light of that little girl’s shooting star.

I had no ability to imagine my life as being different or better.  I did not know how overwhelmingly sad I was.  I only felt the great sorrow of knowing that I could not die and be with my grandmother like this girl in the movie got to do.  I knew I couldn’t have this same happy ending to my story because my grandmother wasn’t dead yet.

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Before we moved to Alaska I had the opportunity to experience a little bit of an attachment relationship with my grandmother, but my mother was able to interfere with and mostly completely prevent my grandmother from having contact with me.  This experience of ‘feeling felt’ is SUPPOSED to build our early-forming emotional-social right limbic brain:

The feeling of being felt

In The Developing Mind, Daniel J. Siegel uses the phrase “the feeling of being felt” to describe relationships that shape the mental circuits responsible for memory, emotion, and self-awareness. Brain-altering communication is triggered by deeply felt emotions that register in facial expressions, eye contact, touch, posture, movements, pace and timing, intensity, and tone of voice.”

Looking back I believe that being able to watch this movie changed my life.  It created for me one of the few times in the 18 years of my infant-childhood that I clearly experienced the feeling of ‘feeling felt’.  This is a critically important experience for us to have as members of a social species.  It involves looking out into our social world and seeing in other people our own experience mirrored back to us.

In today’s world of sanitized and ‘prettified’ young children’s stories, even to the outright fabrication of happy endings for stories like Andersen’s and the other old fairy tales, I would have been deprived of even having this single most significant self-building experience of being able to see my own reality mirrored back to me from the social human world outside of me.

I might wish to believe that infant-children are no longer suffering in the kinds of childhoods I had, that their lives have been sanitized and prettified right along with the stories they have access to through the media including books.  But I know this is not true.

I am not talking about monsters portrayed in imaginary form.  I am talking about the impact this movie had on me BECAUSE it involved a human girl in a human world with humans that ignored her, mistreated her, did not help her, and let her die.  HUMANS do this to HUMAN children, and we cannot pretend that they don’t simply because we have changed and banned the stories that might let these children see their own reality mirrored back to them so that they can have the feeling of ‘feeling felt’ which will be the most important experience humans can ever have.

It is only through having this experience of ‘feeling felt’ that we can ever truly know that we exist at all as an individual self, and that we are not here in this world fundamentally isolated and alone.  It is this feeling that lies at the heart of safe and secure attachment.  It is this feeling that is supposed to be at the basis of our early forming social-emotional brain and that directs our development toward life in a benevolent.   When it is missing in a malevolent world our development changes to help us survive.

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There is one other aspect of our humanity that I want to mention here.  There are times when we cannot use a mirroring, reflecting empathy process with someone else.  There are times when we cannot truly give back to someone else that feeling for them that they are being truly felt by us.  There are times when we reach a line we cannot cross in our own ability to feel what another person is feeling.

When we reach this line we cannot fake it.  It is at these times when we cannot share with another person our feelings that need to be shared — so that they can experience that we truly feel what they are feeling — we have something else to give them.  That something else is compassion.  Not pity, not sympathy, but a compassion that means we are WITH that other person with a genuine concern for their well-being that lets us both know we are not alone.

According to Dr. Dacher Keltner, there is an additional aspect to compassion that makes it different from empathy.  He states in his article, The Evolution of Compassion:

Compassion has a biological basis in the brain and body. It can be communicated in the face and with touch. And when experienced, compassion overwhelms selfish concerns, and motivates altruistic behavior.

As children, both the imaginary little match girl and me needed NOT to be left alone in a malevolent world.  We needed someone not only to empathize with our feelings; we needed someone to DO something to help us.  I never even knew as a child that I had this need.  Someone on the outside of my world needed to care enough to not only tell me I needed help, but to show me by actually caring enough to help me.

There never was anything about Christmas, or about any other holiday of my childhood that made this fact less true.  When I mirror back to myself my own memories of the holidays of my childhood, the memory of myself seeing myself reflected back to myself in the story of The Little Match Girl always stands out in stark contrast to all the phony, fake efforts at holiday cheer my abusive mother created in her pretend version of reality.

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+SOMEONE AT BERKELEY, HEAR MY PLEA!

Dear Dr. Dacher Keltner,

I have committed myself to the search for understanding about what goes so terribly wrong in early infant-child development in an environment of deprivation-trauma that can make someone like my mother end up being an extremely violent and abusive mother.  I suffered from her malevolent treatment from my birth until I left home at 18, and I suffered Trauma Altered Development as a result.  My mother completely lacked the ability to experience compassion.

I have read the work of Doctors Damasio, Schore, Siegel, Perry, Scaer, Allen, LeDoux and others but only discovered your work yesterday as I searched for the connections that might give credence to my thoughts about both the experience of being a survivor of severe abuse from birth and about the experience that leads some parents to be so absolutely abusive.

I discovered the work of Dr. Martin Teicher and ‘the Harvard Research Group’ several years ago as these researchers describe the ‘evolutionarily altered brain’ that severe infant-child abuse survivors end up with due to what I call the Trauma Altered Development that they experienced during their critical window periods of early development.

I have never believed that these trauma alterations exist solely within the brain.  I believe every aspect of a young survivor’s body is changed, and I believe that these changes, including and especially the epigenetic ones, happen as a result of signaling from the immune system.

I believe that most of what we label (and stigmatize) as mental and behavioral ‘dysfunction’ and ‘disorder’ can be more accurately and helpfully understood in terms of the Trauma Altered Development that severely abused infant-children must undergo during their development in order to survive it.  I believe the underlying mechanisms (including the opioid and cannabinoid systems) are all affected through deviations away from safe and secure attachment.

The Center for Disease Control is finally releasing statistics about the devastating lifelong consequences of infant-child abuse survivorship.  I believe that our systems that ‘treat’ lack of well-being among all age groups need to first assess an individual’s level of deprivation-trauma during early development through tools similar to the Adverse Childhood Experience (ACE) questionnaires the CDC is using, along with an assessment of safe and secure attachment (or the opposite) of everyone before anything like a ‘diagnosis’ of a ‘mental’ or ‘behavioral’ condition is given.

I am a 58 year old severe infant-child abuse survivor.  My body has within it a long and nearly unbelievable history of trauma from birth.  This information informs my work and my thinking, but I must be able to connect what I know from my insides with what research is showing as a whole.  Discovering your work yesterday let me know I am thinking in the right direction.

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I am asking for any help in locating resources about the vagus nerve-immune system connection as it relates to the very earliest signaling within a deprivation-traumatized developing infant-child that sets into motion the cascade of evolutionary alterations within a survivor’s body.  I believe that in many if not most cases of severe child abuse the perpetrator’s early development was changed within an early malevolent environment in such a way that the ability to experience compassion was erased from their range of response options.

Since the beginning five years ago of my attempt to understand what happened to my mother to turn her into a psychotic, violent, dangerous Borderline (and what happened to me as a consequence of the abuse I suffered from her), I have searched for what I call ‘informed compassion’.  I work continually on my blog, Stop the Storm, to present my ongoing ideas in order to perhaps help others who have experienced the level of abuse that I did.

We were forced to become evolutionarily altered beings in order to survive our infant-childhoods, and while I can find in the developmental neuroscience literature many descriptions of how we are changed, I find nothing that specifically talks about how we experience ourselves in our body-brain-mind-self as BEING these trauma-changed people and what this means to the WHOLE of who we are.

What you write about is what we need to know to help us live good lives to the best of our ability in spite of the trauma changes we experienced in our early development that makes us into a different kind of human being.  The response of our immune system, through signaling from our vagus nerve ‘system’ in a malevolent unsafe and secure early environment, gave us what we needed to reach our adulthood.  But we suffer.  We continue to suffer – and that needs to change.

Being stigmatized, labeled, diagnosed and given drugs is not our best solution!  I believe that we are alive because of the incredible human capacity for resiliency that allowed us to so adapt to our intolerable early malevolent world that we made it out alive.  But we did so by paying a price.

We need to lessen the cost of remaining alive.  Severe infant-childhood abuse survivors with Trauma Altered Development (as the CDC research is showing) fill our prisons, our homeless shelters, our domestic abuse centers, our poverty ranks, our hospitals and our cemeteries.  The unresolved trauma that we experience is most likely to be transmitted down the generations to and through our offspring.

We have a right to know the truth about what happened to us, how and why.  If, as I believe, our vagus nerve-immune system response to early trauma in unsafe and insecure early attachment environments told our body that we had to change in order to survive in a completely malevolent world – we need to know this and no longer be told that we are ‘maladapted’, ‘maladjusted’, ‘dysfunctional’, ‘disordered’, ‘diseased’, ‘sick’, ‘mentally ill’, ‘genetically faulty’, ‘flawed’ and ‘inadequate’ human beings.

We have a right to be joined in our recognition of the gift of resiliency that the human body has retained to survive in harsh and malevolent environments and in our celebration of survivorship.  We also need help in understanding what REALLY happened to us – what that means – and how we can truly improve our lives.

If there is anyone in the great academic institution of which you are a part that might be willing to assist me in my work I would be extremely grateful.  I am in ‘a think tank of one’ over here!

I believe your work is at the connecting point of where unsafe and insecure attachment interacts with an infant-child’s immune system-vagus nerve that causes early trauma adaptations to occur.  I ordered your book today and enthusiastically await its arrival.

I thank you for reading my letter and for any assistance you might be able to offer me in my work.

Very sincerely,

Linda A. Danielson

(‘alchemynow’)

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DR. KELTNER’S BOOK:

Born to Be Good: The Science of a Meaningful Life by Dacher Keltner

HIS VIDEO:

Dacher Keltner in Conversation

43 min – Feb 5, 2009
Why have we evolved positive emotions like gratitude, amusement, awe and compassion?

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Don’t forget to check out — Brain Facts – A primer on the brain and nervous system

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Your Page – Readers’ Responses

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+CALM THE CRYING BABY — IMMUNE SYSTEM STIMULATES VAGUS NERVE TRAUMA ALTERED DEVELOPMENT

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I have been in HOT pursuit of an idea all day.  This thought has lingered inside of me for 4 years in a ‘body knowing’ place because of what I know as a survivor of severe abuse and malevolent treatment from birth until I left home at 18.

In order for this idea to be given form I need to link it to other people’s related thoughts, and many of these ideas are only recently appearing as science races into a new place of truth about what it means to be a human — and how we develop in interaction with our environment from out conception.

I am not a scientist.  Even if I come up with a theory, and develop an hypothesis, I cannot create or perform research to either prove or disprove my ideas.  So, I have to use the interactive thinking the web provides and see what I can come up with.

And I found something very exciting – but I could not find it until I included the words ‘fish’ and ‘evolution’ into my search on the ‘vagus nerve’ and ‘the immune response’.

It has been my thinking that there has to be a point within the body — and within the body of a developing infant-child exactly ‘where the fire meets the gunpowder’.  A tiny person is powerless to stop trauma that happens to it from outside of its body.  It is therefore forced to try to stop the trauma ON ITS INSIDES.

This STOP action is the job of the vagus nerve as it controls the parasympathetic STOP arm of our Autonomic Nervous System and interacts with our immune system.  Right at this point where the developing body has to try to STOP the force of the impact of trauma ON ITS INSIDES is where Trauma Altered Development is forced to kick in.

It is RIGHT here, at this present moment in time where I cannot think into the future and must patiently await for science to confirm what I know is true – that RIGHT here where the fire meets the gunpowder, where a developing infant-child has to adapt within a malevolent environment and alter who it is becoming that EPIGENTIC forces that interfere with normal development by altering the immune system-vagus nerve-Autonomic Nervous System and brain interactions in preparation for survival within a toxic, malevolent unsafe and insecure attachment environment come into play.  The research proving this point is coming, but it is not entirely here yet.

This, I believe, is where and how what Dr. Martin Teicher calls evolutionarily altered development happens.  When a tiny growing body cannot STOP the ongoing affects of trauma happening to it from outside its body, the STOPPING happens on the inside.

This form of Stop the Storm of the impact of trauma — within a developing little body — causes things to happen like what happened to change my mother into the monster she became.  She could not afford to experience the suffering deprivation-trauma caused her so her body found a way to STOP it.

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My idea goes back to the very beginnings of how severe abuse and neglect in a malevolent environment force a newborn to begin to alter its development in adaptation to the deprivation-traumas that surround and impact it.

Thinking about how a tiny little body has so much work to do to grow its Central Nervous System including its brain, and about how its Autonomic Nervous System is able to at least control its heart rate and breathing from birth, knowing that an infant’s immune system is already in operation, I think about how all these developing processes interconnect.

I believe that it is the job of the immune system to protect and defend us within our environment.  I therefore suspect that it is our immune system that responds to the toxins in our environment – and if our earliest caregivers actually maltreat us and are themselves toxins in our early world, then our immune system must respond accordingly.

In this response to threat, to trauma, all our development is changed.  I suspect that there is an intersection within us where our immune system affects our Autonomic Nervous System (ANS).  The vagus nerves are intimately connected with the parasympathetic STOP arm of our ANS.  (I have collected pages of information and active links today on the subject.)

I think about how development altered through trauma ends up often making people into such changed people that their lives become very difficult in adulthood, both for themselves and for those around them.  I think about my mother’s birthday post I wrote for her last night, and I think about how compassionate would be the opposite of the way she turned out.

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I have spent the best part of this day searching for information I read online a few years back about how information transmitted through the vagus nerve reaches male brains differently than it does female’s.  I remember reading that men receive the information from one branch of the nerve – the left one – only while women receive information into both sides of their brains through both branches of the vagus nerve at the same time.

I combed through every gender and the brain link I presented last Sunday, and found nothing about this!  So I have been on the hunt, in pursuit, ever since.

I just found a fascinating article connecting the vagus nerve to compassion—something that my mother, through her trauma altered early development, did not grow up to possess – compassion.  Something about her adaptation to early deprivation and trauma changed her – and eliminated the possibility of having this experience from her for the rest of her life.

This article 9referenced below) follows exactly my line of expanding thought about how early trauma interacts with our immune system, our developing brain, and impacts our Autonomic Nervous System’s development.  It seems very probable to me that the evolutionarily altered person Dr. Martin Teicher describes due to developmental changes through early exposure to trauma experiences changes related to what this article is describing.

Compassion at the Core of Social Work: A – Florida State University

This article by Dan Orzech contains the following:

THE SEAT OF COMPASSION:

THE VAGUS NERVE?

 

“… Dacher Keltner, PhD, believes that the seat of compassion may just lie somewhere else: the vagus nerve. Keltner is a professor of psychology at the University of California, Berkeley, and coeditor of Greater Good, a magazine about prosocial behavior such as compassion and forgiveness. For the past several years, he has been examining the novel hypothesis that the vagus nervea bundle of nerves that emerges out of the brain stem and wanders throughout the body, connecting to the lungs, heart, and digestive system, among other areas-is related to prosocial behavior such as caring for others and connecting with other people.

The vagus nerve is considered part of the parasympathetic branch of the autonomic nervous system. That means it’s involved in relaxation and calming the body down-the opposite of the “fight or flight” arousal for which the sympathetic branch of the autonomic nervous system is responsible. Medicine has traditionally focused on the vagus nerve’s role in controlling things such as breathing, heart rate, kidney function, and digestion. But researchers lately have experimented with stimulating the vagus nerve to treat epilepsy as well as drug-resistant cases of clinical depression (see sidebar).

Keltner has been exploring the idea that the vagus nerve-which is unique to mammals-is part of an attachment response. Mammals, he says, “attach to their offspring, and the vagus nerve helps us do that.” Researchers have already found that children with high levels of vagal activity are more resilient, can better handle stress, and get along better with peers than children with lower vagal tone.

In his laboratory; Keltner has found that the level of activity in peoples vagus nerve correlates with how warm and friendly they are to other people. Interestingly it also correlates with how likely they are to report having had a spiritual experience during a six-month follow-up period. And, says Keltner, vagal tone is correlated with how much compassion people feel when they’re presented with slides showing people in distress, such as starving children or people who are wincing or showing a facial expression of suffering. Among other things, Keltner is interested in the implications of these findings for human evolution. “Much of the scientific research so far on emotions,” he says, “has focused on negative emotions like anger, fear, or disgust”-what Keltner calls the “fight or flight” emotions. “We tend to assume,” says Keltner, “that evolution produced just these fight/flight tendencies, but it may have also produced a biologically based tendency to be good to other people and to sacrifice self-interest.

Evolutionary thought is increasingly arising at the position that the defining characteristic of human evolution is our sociality We are constantly cooperating, constantly doing things in interdependent fashion, and constantly embedded in relationships. From an evolutionary perspective, that suggests that we should have a set of emotions that help us do that work.”

MORE:

WATCH THIS VIDEO – HE SAYS WHAT I’VE BEEN LOOKING FOR – THE VAGUS NERVE CONTROLS OUR IMMUNE SYSTEM!!  I believe that it is here that an abused developing infant-child experiences the start of its Trauma Altered Development.

 

Dacher Keltner in Conversation

43 min – Feb 5, 2009
Why have we evolved positive emotions like gratitude, amusement, awe and compassion? Dacher Keltner, professor of psychology at UC Berkeley
fora.tv/2009/02/05/Dacher_Keltner_in_Conversation

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HIS BOOK:

Born to Be Good: The Science of a Meaningful Life by Dacher Keltner

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The Evolution of Compassion

Dacher Keltner

University of California, Berkeley

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Dacher Keltner
Professor
Ph.D., Stanford University

Campus Contact Information
Departmental Area(s): Social/Personality; Change, Plasticity &
Development;
Director: Berkeley Social Interaction Laboratory

Interests: Social/Personality: emotion; social interaction; individual
differences in emotion; conflict and negotiation; culture

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Well, this is enough thinking and research for one day!  I am not going on to read the following today!!  It has just always made perfect sense to me that something in a traumatized tiny developing body causes its immune system to respond – and triggers the vast array of changes that we see in severe infant-child abuse survivors.  I believe the answer lies along this track.

What happens to an infant’s physiological development when no one calms the crying baby?

WHAT HAPPENS WHEN PARENTS HIT AND TERRIFY THE BABY?  Immune systems changes to development through interaction with the vagus nerve, that’s what.

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Vagal activity, early growth and emotional development – Elsevier

by T Field – 2008 – Cited by 1Related articles
The vagus nerve is a key component in the regulation of the autonomic nervous system and Infant growth and development. Several studies have documented a ….. including the hypothalamic-pituitary–adrenal axis and the immune system

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Parental Meta-Emotion Philosophy and the Emotional Life of …

by JM Gottman – 1996 – Cited by 228Related articlesAll 5 versions
nerve. The tonic firing of the vagus nerve slows down many physiological processes, such as the …. a central part of the immune system that is …..

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Calm Sleeping Baby – Baby Massage

Relaxation and enhancement of neurological development. Massage provides both stimulation and relaxation for an infant, Massage stimulates a nerve in the brain, known as the vagus nerve. Strengthens the immune system. Massage causes a significant increase is Natural Killer Cell numbers.

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Tears – Wikipedia, the free encyclopedia

Strong emotions, such as sorrow or elation, may lead to crying. lysozyme) fight against bacterial infection as a part of the immune system. A newborn infant has insufficient development of nervous control, so s/he “cries without weeping. of the facial nerve causes sufferers to shed tears while eating.

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TOUCH IN LABOR AND INFANCY: Clinical Implications

Increases in infants’ vagal activity during massage may lead to an increase As noted earlier, massage has been shown to increase activity of the vagus nerve, As in animal studies, massage has shown immunesystem benefits in humans. autonomic nervous system; a disturbance in the development of sleep-wake

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INFANT IN PAIN

Oct 29, 2009 Does your infant suffer from colic? Reflux? Projectile Vomiting? In her book, Molecules of Emotion,8 Dr Candice Pert (a recognized system interference are a hindrance to normal immune system function. Scientists are still discovering exactly how the immune and nerve systems interrelate.

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[PDF] Emotion

File Format: PDF/Adobe Acrobat – View as HTML
vagus nerve— a branch of the parasympathetic autonomic nervous system — may be involved in positive …. New research on the immune system suggests a biological …… Handbook of infant development

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[PDF] Phylogenetic origins of affective experiences: The neural …

File Format: PDF/Adobe Acrobat – Quick View
by SW Porges – Cited by 3Related articlesAll 3 versions
The healing power of emotion: Affective neuroscience, development ….. how the autonomic nervous system interacts with the immune system, nervous system. The vagus nerve exits the brain stem and has branches …… Porges SW, Doussard-Roosevelt JA, Portales AL, and Greenspan SI (1996) Infant regulation of the

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Evolution and Emotions

File Format: Microsoft Powerpoint – View as HTML
Neurological Development and the Limbic System. R-Hemi has closer connections to limbic system than L-Hemi. R-Hemi develops earlier in infancy than L-Hemi. Emotions appear in Stim vagus nerve, slows Heart 1 (H1). ….Effectiveness of the immune system; ability to ward off illness,

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The Brain and the Neuro-psycho-immune System – Anne Baring’s Website

When Cannon stimulated the vagus through electrodes implanted in the …. Emotions are in the digestive system, in the immune system, The nervous system consists of the brain and network of nerve cells We remember most the most vivid memories – this was probably of great help in evolutionary development,

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Vagus Nerve Is Direct Link From Brain To Immune System

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Deep Brain Stimulation … – Blogs – Revolution Health

which explains how the brain and the immune system are interconnected through the vagus nerve. “It turns out that the brain talks directly to the immune

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How the Dalai Lama can help you live to 120… « Terryorisms

Oct 5, 2006 … it is the way the immune system responds to the mind. Let me explain. You immune system is controlled by a nerve call the vagus nerve

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The Dana Foundation – Seeking the cause of deadly inflammation ….

May 3, 2007 And the vagus nerve story is progressing on multiple fronts, for device development, for understanding classical physiology, meditation, “Look, everybody knows that meditation is good for your immune system.

 

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Breakthrough “Neuro Nutrition” Targets the Brain and Vagus Nerve

Jul 6, 2008 … The Vagus Nerve is the body’s most powerful anti-inflammatory … the Vagus Nerve, has a direct ability to restore the human immune system

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NSLIJ – Scientists Figure Out How the Immune System and Brain …

When they stimulated the vagus nerve, a long nerve that goes from the base of Many laboratories at The Feinstein Institute study the immune system in

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Cholinergic anti-inflammatory pathway – Wikipedia, the free …

Kevin Tracey found that the vagus nerve provides the immune system with a direct connection to the brain. Tracey’s paper in the December 2002 issue of

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The vagus nerve, cytokines and depression

The vagus nerve mediates behavioural depression, but not fever, in response to peripheral immune The immune system, depression and antidepressants

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Article: Scientists figure out how the immune system and brain ….

Jul 21, 2008 Scientists figure out how the immune system and brain communicate When they stimulated the vagus nerve, a long nerve that goes from the ……..In a major step in understanding how the nervous system and the immune system Pain & Central Nervous System

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Brain ‘talks’ directly to body’s immune system – The Hindustan …

Brain ‘talks’ directly to body’s immune system – Report from the Asian News Pain & Central Nervous System Week, Vagus Nerve Stimulation Can Suppress

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FASCINATING IDEAS HERE — DOES THE VAGUS NERVE HELP ORGANIZE CONSCIOUSNESS AND THE SELF?

[PDF] Does vagus nerve constitute a self-organization complexity or a …

File Format: PDF/Adobe Acrobat
by B Mravec – 2006 – Cited by 3Related articles
nervous system modulates immune functions via vagus nerve (5, 6). from the immune system to the brain via the vagus nerve

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[PDF] Evidences for vagus nerve in maintenance of immune balance and …

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Brain ‘talks’ directly to body’s immune system

post: Nov 14, 2007

He discovered that the vagus nerve speaks directly to the immune system through a neurochemical called acetylcholine.

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Vagus Nerve Schwannoma: effects on internal organs?

I just gave a talk the vagus nerve and the immune system–the vagus nerve > probably plays a very important role in many important chemoregulatory

 

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BiomedExperts: The vagus nerve mediates behavioural depression ….

We propose that behavioural depression is mediated by the vagus nerve indicate that the recently proposed vagal link between the immune system and the

 

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MY MOTHER’S DREAM – March 29, 1960
The whole family was out walking and suddenly we looked up to see a dark rainbow appear – then it got bright and behind it a skyline appeared outlining massive dormed buildings such as I’ve never seen and skyscraper buildings – then it all disappeared and a big wind came.

We realized it was a hurricane. We could hardly stand up against the wind. We saw big apartment buildings on the sides of the streets but the entrances faced another street and we were on the wrong side. The wind grew stronger – finally a door appeared and we went in the building and the person asked us what was wrong? We told her of the great wind but as we pointed outside – all was silent and the wind was gone … and I awoke.

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Stop the Storm of the intergenerational transmission of unresolved trauma carried on through the maltreatment of little infant-children.  If we don’t do this, changes in development will continue to rob these children of their own life free from Trauma Altered Development.

If we don’t stop the trauma from happening on the outside, the tiny developing body will do everything in its power to stop its affects on the inside.  This is what happened to my mother.

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Don’t forget to check out — Brain Facts – A primer on the brain and nervous system

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AND LOOK FOR ‘YOU RATE IT’ STARS AT BOTTOM OF PAGE —

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Your Page – Readers’ Responses

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+GENDER AND THE BRAIN — DIFFERENCES AND EARLY TRAUMA

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While severe early infant-child maltreatment will often cause Trauma Altered Development, those changes will occur according to our gender.  As we begin to understand how maltreatment of infants and children changes the way a body-brain-mind-self grows through adaptation to trauma, we must consider the physiological differences between the female and the male brain.

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I have been thinking about a man’s comment posted yesterday to +PTSD AND SEVERE ABUSE SURVIVORSHIP – CONCLUSION, which included the following:

There are times when I am doing certain things that I have mastered so purely, that when I am in the middle of “being”, I am, whole, relaxed and alive.


There is no me and you, there just IS, if that makes sense.


This tells me that when we can let go of all the memories of pain, anger, abandonment, being on the defensive all the time, that WE can get for ourselves what was not there
.”

This brings to my mind a topic that I haven’t included yet on my blog – physiological differences between a female and a male brain which affects how we receive and process information.  As we learn about how severe early maltreatment changes an infant-child’s growing and developing body-brain, we must also consider that gender differences occur every step of the way.

I replied to this comment in terms of the fact that memory not only builds an early forming body-brain, but also forms itself into that body-brain.  We cannot ‘let go’ of these memories.  They ARE integrated with who we are – body-brain-mind-self – from the time of our beginnings.

We continually make new memories into our body.  We can achieve amazing consciously altered changes in the present.  Yet we have no choice but to process our self in our lifetime with the structural foundation of the body-brain that was made for us – through secure and safe attachments in a mostly benevolent world, or through insecure and unsafe attachments in a mostly malevolent one.  Our fundamental physiology evolved in our infant-early childhood according to the signals we received from our environment so that we could adjust and alter our development accordingly.

BUT – I need to put the big BUT in here:  Male and female brains are different from our conception.  There is much yet to be learned about what these differences actually are and how they affect us.  When I talk about Trauma Altered Development, it is important to include the concept that our developing early brains are responding to input from the environment differently — according to our sex — from the start.

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What follows is a presentation of links to LOTS of information about the differences between the female and male brain, and about how severe maltreatment of infant-children during development changes them – each according to their body-brain’s gender.

As you read them, think “adult” rather than just “child” — if we survive our abuse, these trauma consequences do not simply disappear!

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Here is a link to an excellent (and readable!) article – highly recommended!

Understanding the Effects of Maltreatment on Early Brain Development
In Focus: Understanding the Effects of Maltreatment on Early Brain Development

The effects of abuse and neglect on the developing brain during children’s first few years can result in various mental health problems. For example:

  • Diminished growth in the left hemisphere may increase the risk for depression (Teicher, 2000).
  • Irritability in the limbic system can set the stage for the emergence of panic disorder and post-traumatic stress disorder (PTSD) (Teicher, 2000).
  • Smaller growth in the hippocampus and limbic abnormalities can increase the risk for dissociative disorders and memory impairments (Teicher, 2000).
  • Impairment in the connection between the two brain hemispheres has been linked to symptoms of attention-deficit/hyperactivity disorder (ADHD) (Teicher, 2000).
  • Severely neglected children who have been deprived of sensory stimulation-including touch, movement, and sound-may be at risk for Sensory Integration Disorder (SID) (Parent Network for the Post-Institutionalized Child, 1999).
  • Children who have been raised in environments that totally disregarded their needs for comfort, stimulation, and affection may be at risk for Reactive Attachment Disorder (Parent Network for the Post-Institutionalized Child, 1999).

We are learning more about the serious, long-term consequences of abuse and neglect on brain development, and subsequent physical, cognitive, emotional, and social growth.”

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An interesting collection of information about sex differences in the brain is presented on the Medical Education Online website, I encourage readers to click on this link for a straightforward description of what some of these fundamental differences are.  Note the description of differences between the sexes in their emotional-social limbic brain structure and operation.
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Another interesting presentation of research related to this topic can be found at:

Female, male brain differences studied

BY: MELANIE MORAN

5/05/2006 – New research attempting to shed light on the age old question of how male and female brains differ has found that timing is everything.

I personally strongly suspect that a severely abused infant experiences brain developmental trauma-related changes as their brain-mind grows to experience TIMING.

My own experience through a severely abusive infant-childhood left me with permanent changes in regard to how I create, store, process and consider my own memory of myself in the world.  I suspect that because I am female my dissociation might have originated and therefore operates differently than it would if I had been born a boy.

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Sex Hormones Influence Human Cognitive Pattern

There are consistent differences between men’s and women’s cognitive skills, indicating, whatever the source, that their nervous systems also differ. Cognitive sex differences appear well before puberty, are present across cultures, and to some extent parallel differences seen in nonhuman mammals. Nonetheless, we must keep in mind that in the larger comparative context, the similarities between men’s and women’s brains far outweigh the differences.”

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Here’s another great article that describes in part how women relate to young children differently than men do:

Understanding the Difference Between Men and Women

by Michael G. Conner, Psy.D,

What is very interesting about the differences between men and women is their access to right brain. Women are more connected to their right brain because the connective tissue is greater. Men can access their right brain but they have to “listen” for the messages it provides. It is easy for most men to ignore what the right brain has to offer.

The right brain is focused, for the most part, on information that is not left brain. The right brain “makes sense” of the qualities of voice such as tone, pitch, volume. It also “makes sense” of facial expressions, gestures, body language and the feelings we get. In a sense, our right brain is our emotional radar. It picks up on information that is felt, perceived, heard or seen. This is one reason why women are so much more aware of how children and adults are feeling. This comes in handy to a mother because it allows a mother to “read” and understand an infant based on behaviors and sounds. That’s important because children can’t speak. It is also why women are usually much more attuned, sensitive and unable to ignore an infant who is upset. Mothers seem to know more for reasons that they cannot explain fully to fathers.”

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This Psychology Today article, The New Sex Scorecard by Hara Estroff Marano, about sex differences and the brain, states, “Males and females, it turns out, are different from the moment of conception, and the difference shows itself in every system of body and brain.”  It’s an excellent, easy to read description about our differences, and from here we can begin to think about how early infant-child trauma during our body-brain develop can affect us differently.

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Are There Differences between the Brains of Males and Females?

Renato M.E. Sabbatini, PhD

The conclusion is that neuroscience has made great strides in the 90s, regarding the discovery of concrete, scientifically proved anatomical and functional differences between the brains of males and females.”

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Male brain vs. female brain I: Why do men try to figure out their relationships? Why do women talk to their cars?

These sex differences emerged during the course of human evolution because men and women often faced different selection pressures. Men have come to acquire systemizing and mechanistic skills because such skills were necessary for inventing and making tools and weapons. At the same time, low empathizing ability was helpful for men in tolerating solitude during long hunting and tracking trips, and for committing acts of interpersonal violence and aggression necessary for male competition. (It is very difficult to kill other people if you strongly feel for them.) Similarly, women have come to acquire empathizing and mentalistic skills because they facilitate various aspects of mothering, such as anticipating and understanding the needs of infants who cannot yet talk, or making friends and allies in new environments, in which ancestral women found themselves upon marriage.”

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Differences in Male and Female Brain Structure

depression and chronic anxiety are diagnosed far more often in women; this may have to do with differences in the chemical composition of the brain, as one study has shown that women produce only about half as much serotonin (a neurotransmitter linked to depression) as men and have fewer transporters to recycle it.

Or, it may have to do with how the various sides of the female brain respond to emotions and pain. Men, on the other hand, are more likely to be diagnosed with autism, Tourette’s syndrome, dyslexia and schizophrenia, to name a few.

Additionally, disorders like schizophrenia and Alzheimer’s disease can show up differently in men and women.

Based on the location of neurons, brain injuries may affect men and women differently.

This sort of knowledge could affect drug treatments, or at least explain why some drugs work differently in men and women. It extends beyond just drugs, though. One study has found that men and women’s brains fire differently when they do plan a visually guided action, like reaching for an object. This may necessitate changes in physical therapy after a brain disorder that affects one side of the brain, like a stroke.”

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Gender-Specific Differences Found In Human Brain

Men and women’s brains are distinctly different. While men have more neurons in the cerebral cortex, the brain’s outer layer, women have more neuropil, which contains the processes allowing cell communication.”

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Gender differences seen in brain connections

Human brains appear to come in at least two flavours: male and female. Now variations in the density of the synapses that connect neurons may help to explain differences in how men and women think.

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The Effect of Childhood Trauma on Brain Development

As recently as the 1980s, many professionals thought that by the time babies are born, the structure of their brains was already genetically determined. However, emerging research shows evidence of altered brain functioning as a result of early abuse and neglect. The key to why this occurs appears to be in the brain.

The following studies highlight some of the effects of maltreatment on brain development:

Bremner, J. D., Southwick, S. M., & Charney, D. S. (1991, fall). Animal Models for the Neurobiology of Trauma. National Center for PTSD Research Quarterly, 2(4), 1-7. (PDF Format – Acrobat Reader required)

Clinicians will notice parallels between the behavioral and biological sequelae of inescapable stress and the phe-nomenology of PTSD symptoms in their patients. The animal model of inescapable stress parallels the experience of being pinned down in combat or being the victim of repeated assaults. Inescapable stress produces a variety of behaviors in animals including abnormal alarm states, aggression, sensitivity to stress, altered sleep patterns, deficits in learning and memory, and withdrawal. These behaviors resemble those seen in patients with PTSD. For instance, evidence from animal findings of alterations in noradrenergic brain systems is consistent with emerging findings of abnormalities in noradrenergic systems in patients with PTSD as evidenced by abnormal responses to the alpha-2 noradrenergic receptor antagonist yohimbine. The identification of specific neurobiological abnormalities may lead to the development of new psychopharmacological and psychotherapeutic treatments based on the pathophysiology of PTSD.

Bremner JD, Randall P, et al. (1997). MRI-based measurement of hippocampal volume in posttraumatic stress disorder related to childhood physical and sexual abuse: A preliminary report. Biol Psychiatry, 41, 23-32.

Bremner, J. D. (1999). The Lasting Effects of Psychological Trauma on Memory and the Hippocampus.

Childhood abuse and other extreme stressors can have lasting effects on brain areas involved in memory and emotion. The hippocampus is a brain area involved in learning and memory that is particularly sensitive to stress

Bremner, J. D. (2000). The Invisible Epidemic: Post-Traumatic Stress Disorder, Memory and the Brain. (PDF)

The biology of soul murder: Fear can harm a child’s brain. Is it reversible? (Nov. 11, 1996). U.S. News & World Report

Excerpt: “Once viewed as genetically programmed, the brain is now known to be plastic, an organ molded by both genes and experience throughout life. A single traumatic experience can alter an adult’s brain: A horrifying battle, for instance, may induce the flashbacks, depression and hair-trigger response of post-traumatic stress disorder (PTSD). And researchers are finding that abuse and neglect early in life can have even more devastating consequences, tangling both the chemistry and the architecture of children’s brains and leaving them at risk for drug abuse, teen pregnancy and psychiatric problems later in life.

Centers for Disease Control and Prevention (CDC). (2008). The Effects of Childhood Stress on Health Across the Lifespan

This booklet summarizes the research on childhood stress and its implications for adult health and well-being. Of particular interest is the stress caused by child abuse, neglect, and repeated exposure to intimate partner violence. Intensive and prolonged stress can lead to a variety of short- and long-term negative health effects. It can disrupt early brain development and compromise functioning of the nervous and immune systems. In addition, childhood stress can lead to health problems later in life including alcoholism, depression, eating disorders, heart disease, cancer, and other chronic diseases. This publication provides violence prevention practitioners with ideas about how to incorporate information on childhood stress into their work.
http://www.cdc.gov/ncipc/pub-res/pdf/Childhood_Stress.pdf (warning large file)

Chamberlain, D.B. (1989). Babies Remember Pain. Pre- and Peri-natal Psychology, 3(4), 297-310.

We are still enthralled by popular myths that babies don’t feel, don’t think, don’t remember, and have no sense of self. Scientific research shows these myths to be false and calls into question painful procedures and rituals at birth that are both inhumane and unnecessary.

De Bellis, Michael D. (1999). Developmental Traumatology: Neurobiological Development in Maltreated Children With PTSD. Psychiatric Times, 16 (11),

Science shows that child abuse may be associated with alterations of the body’s major stress systems. These neurobiological effects may cause delays or deficits in a child’s ability to achieve age-appropriate behavioral, cognitive and emotional regulation.

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What about differences in brain between the sexes when it comes to Trauma Altered Development related to malevolent early treatment?

Here is an excellent article on differences in brain development between girls and boys:

Gender Differences in the Sequence of Brain Development

by Leonard Sax, M.D., Ph.D.

The most profound difference between girls and boys is not in any brain structure per se, but rather in the sequence of development of the various brain regions. The different regions of the brain develop in a different sequence, and different tempo, in girls compared with boys.”

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Gender Differences in Dissociation:  A Dimensional Approach

From abstract:

Considering that epidemiological research on dissociative disorders has suggested a 9 to 1 predominance of female cases, this study investigated the relationship between gender and dissociation using a dimensional approach. A total of 2,153 participants from different diagnostic groups completed the Dissociative Experience Scale. …. There were no significant sex differences in the distribution of high dissociators. Our findings suggest that men and women do not generally differ in dissociative psychopathology.”

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Sex differences in brain maturation in maltreatment-related pediatric posttraumatic stress disorder

These data suggest that there are sex differences in the brain maturation of boys and girls with maltreatment-related PTSD.”

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Developmental traumatology part II: brain development

(study of 44 maltreated children and adolescents with PTSD and 61 matched controls )

Results: PTSD subjects had smaller intracranial and cerebral volumes than matched controls. The total midsagittal area of corpus callosum and middle and posterior regions remained smaller; while right, left, and total lateral ventricles were proportionally larger than controls, after adjustment for intracranial volume. Brain volume robustly and positively correlated with age of onset of PTSD trauma and negatively correlated with duration of abuse. Symptoms of intrusive thoughts, avoidance, hyperarousal or dissociation correlated positively with ventricular volume, and negatively with brain volume and total corpus callosum and regional measures. Significant gender by diagnosis effect revealed greater corpus callosum area reduction in maltreated males with PTSD and a trend for greater cerebral volume reduction than maltreated females with PTSD. The predicted decrease in hippocampal volume seen in adult PTSD was not seen in these subjects.

Conclusions: These data suggest that the overwhelming stress of maltreatment experiences in childhood is associated with adverse brain development.”

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Brain Development:  Evidence of Gender Differences (text review page)

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(I couldn’t access the text of this online, but you can order it if you want)

Brain structures in pediatric maltreatment-related posttraumatic stress disorder: a sociodemographically matched study
Biological Psychiatry, Volume 52, Issue 11, Pages 1066-1078

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Developmental Problems of Maltreated Children

Research has estimated that 10% to 61% of maltreated children have mental health problems….  Undoubtedly, differences in maltreatment status, duration, and severity as well as the way psychopathology was measured account for some discrepancies in prevalence.”

[Linda note:  Whether or not a child has a safe and secure adult attachment is a MAJOR factor that affects a traumatized child’s resiliency.]

Maltreated boys display higher rates of aggression than maltreated girls whereas maltreated girls displayed higher rates of internalizing problems (e.g., depression, anxiety, somatic, etc.) than maltreated boys

Health, Growth and Motor Delays, and Compromised Physiological Systems

These fast facts highlight key issues related to the occurrence of developmental problems for maltreated children younger than the age of 3:

  • Twenty-two percent to eighty percent demonstrate acute and chronic health problems
  • Eleven percent demonstrate failure to thrive
  • Twenty percent demonstrate growth delays
  • Four percent to forty-seven percent demonstrate gross and fine motor delays

The occurrence of developmental problems for maltreated children younger than the age of 3

  • Twenty-three percent to sixty-five percent of maltreated children demonstrate cognitive delays
  • Fourteen percent to sixty-four percent of maltreated children demonstrate speech and language delays

Common problems seen in maltreated children younger than the age of 3:

  • Poor emotional comprehension
  • Heightened arousal to negative emotions
  • Increased expression of negative emotion
  • Increased evidence of insecure attachment relationships
  • Poor peer relations and social competence

Diagnosable mental health difficulties in very young children. The occurrence of developmental problems for maltreated children younger than the age of 3 is summarized in these prevalence data:

  • Fourteen percent to thirty-seven percent of maltreated children demonstrate externalizing problems such as aggressive behavior and oppositional behavior
  • Approximately 11% of maltreated children demonstrate internalizing problems such as depression, anxiety, and somatic [physical] complaints
  • Maltreated children exhibit the following specific disorders:
    • Reactive Attachment Disorder — approximately 7%
    • Post Traumatic Stress Disorder or the PTSD symptom of hypervigilance approximately 7%
    • Adjustment Disorders — 40%
    • Regulatory Disorders — 22%”

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+KIDS NEED TLC — NOT TRAUMA!

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I took the day off from writing a post yesterday and spent the afternoon hanging out in the local laundromat cafe visiting friends.   Even so, I sure didn’t take the day off from thinking about child abuse.  I find that I am asking questions about severe infant-child abuse survivors that there are no answers for — at least not yet.

I’m not even sure these questions could be asked until NOW — at this point in time — when the research is in full support not only of the questions themselves, but of what we will find in answer to them.  We can now see what happens to infant-children when they are given traumas instead of TLC.

I can find the new neuroscientific research about the links between infant maltreatment and life long adult ‘maladaptive’ conditions, but this research cannot possibly begin to tell me what the very real experience of living with the Trauma Altered Development survivors is like from the inside!

I have to ask questions for which there are no answers — yet — because so many people (including probably all the neuroscience researchers) just GOT their social emotional brain in the first place through their safe and secure early caregiver attachments, and therefore already have the answers built right into their body-brain from the start.  To them, there ARE no such questions as I have to ask – therefore, no answers.

Are we survivors supposed to continue to pretend that we don’t know the difference between ourselves and ‘them’?  Are we supposed to be content to have ‘them’ tell us we have a ‘psychopathology’, a disease, a dysfunction, a disorder, take our diagnosis and shut up about it all?  I don’t THINK SO!

I am working my way in my thinking through the most important mother-infant brain building article by Dr. Allan Schore that I introduced two days ago in my post.   In the meantime I am busy making Holiday cut out cookies, a task I haven’t done for 20 years, with the hopes of delivering them to people who have no home.

As I prepare to decorate these cookies, I think about the profound links between severe infant-child abuse and maltreatment and the long term health consequences to survivors – including homelessness.

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Maybe in part because I didn’t write a post yesterday, I dreamed on last night.  I was disappointed this morning when I woke up, opened my eyes, and realized the post I wrote while I was sleeping wasn’t available to ‘cut, copy or paste’ into my blog!

I do remember the very clear visual image that was contained in that dream post, though.  I was thinking about carnations, my grandmother’s favorite flower.  I saw this flower as a white one in a glass of pure water.  In a ‘good enough’ benevolent safe and securely attached infant-childhood body-brain-mind-self development naturally follows a ‘best’ pathway so the little one (in the image of a white carnation) is in no way changed in its development by trauma it suffered in its  malevolent early experiences.

Then I saw an image of a carnation (little person) who did have to go through Trauma Altered Development — and in the image there was the white flower in a glass of water that looked purple in my dream.  The stem of the white flower had to suck up all that purple up its stem — through wounds it received through its development in a malevolent hurtful environment.  In the dream I watched the injured flower turn from white into increasingly darker shades of purple.

First the outside ruffled edges of these traumatized flowers began to change.  According to how long the white flower was left in the wounding environment, the color of the flower was forced to deepen until all of the flower’s ‘development’ changed.

I might have lost all the words to the dream post I wrote, but I did not lose the image of the flowers which followed me into my waking day.

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I also thank ‘totanaca‘ for the comment posted today to CONTACT INFO in regard to work being done toward creating and implementing a national ban on corporeal punishment — of legalized physical assault — against children in our public schools.  Please visit this site dedicated to the banning efforts and make your voice heard:

Ways to ban Corporal Punishment of Children

If you haven’t already found them, please read related posts on this blog.

Corporeal punishment in the public schools creates an atmosphere of terror for our children.  Children form bonds with their teachers and school officials, and violence against children then forms a trauma bond where there should be safe and secure attachment.  Witness abuse is also fostered among all children in a corporeal punishment environment who are helpless to protect not only themselves from physical assault, but also cannot protect their peers.  These are human rights violation concerns.

Children have human rights.

CHILDREN ARE TO BE TREASURED AND PROTECTED!  THEY NEED TLC — NOT TRAUMA!

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Cookie baking note: I just ignored the timer that went off to remind me and warn me that the sheet I was baking of tiny little purple cookie people needed to be attended to.  I got preoccupied and busy doing other things until I smelled the burning cookies!

Sure enough, they are all burned to a crisp and I had to throw them out.  Children are not cookies!  When their needs are not met, when their human rights are violated, when they are maltreated in a malevolent environment so that they suffer Trauma Altered Development — and then have to suffer without a best-built social-emotional brain (and changed body, including nervous and immune system changes) for the rest of their lives — what do we do with them?  Throw them out?

Adult survivors of severe trauma in childhood are dying on the average 20 years earlier than non traumatized children (adults), fill our hospitals and clinics with severe adult onset disease, fill our prisons, our battered shelters, our ‘mental’ and ‘behavioral’ health centers and our streets.  We allow them to be traumatized when they are children and throw them out when they are ‘damaged’ as adults.

Our nation’s statistics are matching this dismal state of our national affairs.  We are ignoring all the warnings — are we going to let this continue?  Believe me, it was not my tiny purple cookie people’s fault they got burned!  The job of baking them right was MINE.

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