+IMPORTANT INFORMATION: ASSETS KIDS NEED (AND WHAT ABOUT ABUSED KIDS???)

++++++

As I mentioned in my post this morning —

+RESILIENCY: LOOKING AT PROTECTIVE FACTORS

I am beginning to look at the positive influences in my insanely abusive home of origin.  It is really hard for me to even put those two phrases together in one sentence, let alone in one thought.

But in order to answer in my book questions like those I mentioned in my last post (above) I cannot spare this stage in my research.  So, here goes with MORE EXTREMELY IMPORTANT INFORMATION!

For blog readers here who were abused as infant-children please join me in looking at information presented below in new and creative ways.  WE DID SURVIVE hell and become terrific people!

How, exactly, did this happen??

I will be spending time with my proverbial fine-tooth comb going through the information presented here to discover what I need to know about my childhood so I can reasonably answer this question!

++++++++

How Are Your Community’s Young People Doing?

Search Institute’s research on Developmental Assets is conducted one community at a time. To see how your young people are doing, commission an asset-based portrait of your community’s young people

+++++++++++++++

Below you can find several different lists of Developmental Assets®. Each is tailored for a specific age group or language:

40 Developmental Assets for Adolescents (ages 12-18) – – (see below in this post) –
View   Download   Download in Spanish

40 Developmental Assets for Middle Childhood (ages 8-12)
View   Download   Download in Spanish

NEW! 40 Developmental Assets for Grades K–3 (ages 5-9)
View   Download   Download in Spanish

40 Developmental Assets for Early Childhood (ages 3-5)
View   Download   Download in Spanish

+++++++++++++++

40 Developmental Assets for Adolescents

What are Developmental Assets?

The Developmental Assets® are 40 common sense, positive experiences and qualities that help influence choices young people make and help them become caring, responsible, successful adults.  Because of its basis in youth development, resiliency, and prevention research and its proven effectiveness, the Developmental Assets framework has become one of the most widely used approach to positive youth development in the United States.
Read the list of assets
Watch the Introduction to Developmental Assets video
Download a web-based introduction to Developmental Assets

Background on the Developmental Assets

Since its creation in 1990, Search Institute’s framework of Developmental Assets has become the most widely used approach to positive youth development in the United States. The assets are grounded in extensive research in youth development, resiliency, and prevention. They represent the relationships, opportunities, and personal qualities that young people need to avoid risks and to thrive.

The Power of Assets

The 40 Developmental Assets represent everyday wisdom about positive experiences and characteristics for young people. Search Institute research has found that these assets are powerful influences on adolescent behavior—both protecting young people from many different risky behaviors, and promoting positive attitudes and actions.

Who needs them? Why are they important?

Over time, studies of more than 2.2 million young people consistently show that the more assets young people have, the less likely they are to engage in a wide range of high-risk behaviors and the more likely they are to thrive.  Research has proven that youth with the most assets are least likely to engage in four different patterns of high-risk behavior, including problem alcohol use, violence, illicit drug use, and sexual activity. The same kind of impact is evident with many other problem behaviors, including tobacco use, depression and attempted suicide, antisocial behavior, school problems, driving and alcohol, and gambling.  Read the study and the results.

The positive power of assets is evident across all cultural and socioeconomic groups of youth, and there is also evidence that assets have the same kind of power for younger children. Furthermore, levels of assets are better predictors of high-risk involvement and thriving than poverty or being from a single-parent family.

The average young person experiences fewer than half of the 40 assets, and boys experience an average of three fewer assets than girls.

How to get started building assets

There are many ways you can start building assets for the children and youth around you. Whether they’re in your family, school, or community, Search Institute has resources you can use to create a better world for kids.

++

Search Institute has identified the following building blocks of healthy development—known as Developmental Assets—that help young children grow up healthy, caring, and responsible.

This particular list is intended for adolescents (age 12-18). If you’d like to see the lists for other age groups, you can find them on the Developmental Assets Lists page.

For more information on the assets and the research behind them, see the Developmental Assets or Developmental Assets Research page (same as links presented above).

EXTERNAL ASSETS

Support

  • Family Support | Family life provides high levels of love and support.  SHOW ME HOW TO TAKE ACTION
  • Positive Family Communication | Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents.  SHOW ME HOW TO TAKE ACTION
  • Other Adult Relationships | Young person receives support from three or more nonparent adults.  SHOW ME HOW TO TAKE ACTION
  • Caring Neighborhood | Young person experiences caring neighbors.  SHOW ME HOW TO TAKE ACTION
  • Caring School Climate | School provides a caring, encouraging environment.  SHOW ME HOW TO TAKE ACTION
  • Parent Involvement in Schooling | Parent(s) are actively involved in helping the child succeed in school.

Empowerment

  • Community Values Youth | Young person perceives that adults in the community value youth.  SHOW ME HOW TO TAKE ACTION
  • Youth as Resources | Young people are given useful roles in the community.  SHOW ME HOW TO TAKE ACTION
  • Service to Others | Young person serves in the community one hour or more per week.  SHOW ME HOW TO TAKE ACTION
  • Safety | Young person feels safe at home, school, and in the neighborhood.  SHOW ME HOW TO TAKE ACTION

Boundaries and Expectations

  • Family Boundaries | Family has clear rules and consequences and monitors the young person’s whereabouts.  SHOW ME HOW TO TAKE ACTION
  • School Boundaries | School provides clear rules and consequences.  SHOW ME HOW TO TAKE ACTION
  • Neighborhood Boundaries | Neighbors take responsibility for monitoring young people’s behavior.  SHOW ME HOW TO TAKE ACTION
  • Adult Role Models | Parent(s) and other adults model positive, responsible behavior.  SHOW ME HOW TO TAKE ACTION
  • Positive Peer Influence | Young person’s best friends model responsible behavior.  SHOW ME HOW TO TAKE ACTION
  • High Expectations | Both parent(s) and teachers encourage the young person to do well.

Constructive Use of Time

  • Creative Activities | Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.  SHOW ME HOW TO TAKE ACTION
  • Youth Programs | Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.  SHOW ME HOW TO TAKE ACTION
  • Religious Community | Young person spends one hour or more per week in activities in a religious institution.  SHOW ME HOW TO TAKE ACTION
  • Time at Home | Young person is out with friends “with nothing special to do” two or fewer nights per week.  SHOW ME HOW TO TAKE ACTION

INTERNAL ASSETS

Commitment to Learning

  • Achievement Motivation | Young person is motivated to do well in school.  SHOW ME HOW TO TAKE ACTION
  • School Engagement | Young person is actively engaged in learning.  SHOW ME HOW TO TAKE ACTION
  • Homework | Young person reports doing at least one hour of homework every school day.  SHOW ME HOW TO TAKE ACTION
  • Bonding to School | Young person cares about her or his school.  SHOW ME HOW TO TAKE ACTION
  • Reading for Pleasure | Young person reads for pleasure three or more hours per week.  SHOW ME HOW TO TAKE ACTION

Positive Values

  • Caring | Young Person places high value on helping other people.  SHOW ME HOW TO TAKE ACTION
  • Equality and Social Justice | Young person places high value on promoting equality and reducing hunger and poverty.  SHOW ME HOW TO TAKE ACTION
  • Integrity | Young person acts on convictions and stands up for her or his beliefs.  SHOW ME HOW TO TAKE ACTION
  • Honesty | Young person “tells the truth even when it is not easy.”   SHOW ME HOW TO TAKE ACTION
  • Responsibility | Young person accepts and takes personal responsibility.  SHOW ME HOW TO TAKE ACTION
  • Restraint | Young person believes it is important not to be sexually active or to use alcohol or other drugs.  SHOW ME HOW TO TAKE ACTION

Social Competencies

  • Planning and Decision Making | Young person knows how to plan ahead and make choices.  SHOW ME HOW TO TAKE ACTION
  • Interpersonal Competence | Young person has empathy, sensitivity, and friendship skills.  SHOW ME HOW TO TAKE ACTION
  • Cultural Competence | Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.  SHOW ME HOW TO TAKE ACTION
  • Resistance Skills | Young person can resist negative peer pressure and dangerous situations.  SHOW ME HOW TO TAKE ACTION
  • Peaceful Conflict Resolution | Young person seeks to resolve conflict nonviolently.  SHOW ME HOW TO TAKE ACTION

Positive Identity

  • Personal Power | Young person feels he or she has control over “things that happen to me.”
    SHOW ME HOW TO TAKE ACTION
  • Self-Esteem | Young person reports having a high self-esteem.
    SHOW ME HOW TO TAKE ACTION
  • Sense of Purpose | Young person reports that “my life has a purpose.”
    SHOW ME HOW TO TAKE ACTION
  • Positive View of Personal Future | Young person is optimistic about her or his personal future.
    SHOW ME HOW TO TAKE ACTION

This list is an educational tool. It is not intended to be nor is it appropriate as a scientific measure of the developmental assets of individuals.
Copyright © 1997, 2007 by Search Institute. All rights reserved. This chart may be reproduced for educational, noncommercial use only (with this copyright line). No other use is permitted without prior permission from Search Institute, 615 First Avenue N.E., Suite 125, Minneapolis, MN 55413; 800-888-7828. See Search Institute’s Permissions Guidelines and Request Form.

The following are registered trademarks of Search Institute: Search Institute®, Developmental Assets® and Healthy Communities • Healthy Youth®.

 ++

Free Asset Resources –

Watch this great primer on the Assets and their power to make a difference.

++

Developmental Assets Research

The framework of Developmental Assets is grounded in extensive research on what kids need to succeed. Since 1989, Search Institute has been studying the assets in the lives of young people. To date, about three million young people have been surveyed in thousands of communities across North America. Read more about the research behind this framework.

The Current State of Assets Among U. S. Adolescents

The Asset Approach provides an easy-to-use overview of the assets to help you introduce this approach to other leaders, parents, youth, and other stakeholders in your community. Also available in Spanish.

Assets in Real Life

Beginning in 1997, Search Institute launched a revolutionary longitudinal study of asset building in the St. Louis Park School District of St. Louis Park, Minnesota.

What is Successful Development?

Developmental Assets help youth develop successfully . . . but what does that mean? This study took a look at different methods of defining successful development and relevant indicators.

Developmental Assets: Not Just for Adolescents

Search Institute’s framework of Developmental Assets was developed based on the research on adolescents in the United States. However, the basic strength-based approach and framework is consistent with research on what kids need to succeed throughout childhood—and probably into adulthood. Search Institute continues to deepen its research and framework to be relevant for all ages of young people.

The Applicability of Assets

Many people wonder if the research on assets is applicable to young people from different racial, ethnic, and socioeconomic backgrounds. Research shows that the assets are beneficial to all youth, regardless of these factors.

Other Research Publications on Developmental Assets

++++++

Click here to read or to Leave a Comment »

++++

endnote:

How Many Assets Do Young People Have?

While the assets are powerful shapers of young people’s lives and choices, too few young people experience many of these assets, based on surveys of almost 150,000 6th- to 12th-grade youth in 202 communities across the Unites States in calendar year 2003.

The Gap in Assets Among Youth

While there is no “magic number” of assets young people should have, our data indicate that 31 is a worthy, though challenging, benchmark for experiencing their positive effects most strongly. Yet, as this chart shows, only 8 percent of youth have 31 or more assets. More than half have 20 or fewer assets.  Click here: http://www.search-institute.org/research/assets/asset-levels

++

Developmental Assets Research

The framework of Developmental Assets is grounded in extensive research on what kids need to succeed. Since 1989, Search Institute has been studying the assets in the lives of young people. To date, about three million young people have been surveyed in thousands of communities across North America. Read more about the research behind this framework.

The Current State of Assets Among U. S. Adolescents

The Asset Approach provides an easy-to-use overview of the assets to help you introduce this approach to other leaders, parents, youth, and other stakeholders in your community. Also available in Spanish.

++
This is a very powerful illustration — risk-taking vs. thriving behaviors and # of assets:

Protecting Youth from High-Risk Behaviors

Assets have tremendous power to protect youth from many different harmful or unhealthy choices. To illustrate this power, these charts show that youth with the most assets are least likely to engage in four different patterns of high-risk behavior, based on surveys of almost 150,000 6th- to 12th-grade youth in 202 communities across the United States in calendar year 2003. CLICK HERE TO SEE CHART

++

That pattern held true for the Fargo-Moorhead (North Dakota-Minnesoata) data collected in 2007 – (pg. 20-21): http://www.ndsu.edu/sdc/publications/reports/UnitedWay_2010ChildNeedsCassClay.pdf
+++

+RESILIENCY: LOOKING AT PROTECTIVE FACTORS

+++++++++

I expect to be writing a series of posts about my explorations into what experts seem to call PROTECTIVE FACTORS.   These factors appear to be the supporting tree trunk for what these experts refer to as RESILIENCY within infants, children, families, adults and societies.  I will be studying information such as that presented on this post so that I can think more clearly about the conditions in the bigger picture that existed within my severely abusive home of origin.

How did my parents’ 6 children survive and grow into fine human beings?  How did I, the chosen target child for my mentally ill mother’s ongoing pervasive and terrible abuse not only survive, but NOT abuse my own children?

There MUST have been some Protective Factors in our family.  I need to know what they were and how LACK of many of these factors must have powerfully interacted with the Protective Factors that WERE present. At first glance at the information presented below I cannot begin to imagine that the family I grew up in had ANY of these factors present — and yet some combination of them MUST have been there.  This study of mine on this topic will take some time!!

So, here is my beginning —

++++

A child welfare site offers this:  what are the protective factors?

The five Protective Factors are the foundation of the Strengthening Families approach. Extensive evidence supports the common-sense notion that when these Protective Factors are present and robust in a family, the likelihood of abuse and neglect diminish. Research also shows that these are the factors that create healthy environments for the optimal development of all children.

Parental Resilience

No one can eliminate stress from parenting, but building parental resilience can affect how a parent deals with stress.  Parental resilience is the ability to constructively cope with and bounce back from all types of challenges.  It is about creatively solving problems, building trusting relationships, maintaining a positive attitude, and seeking help when it is needed.

Social Connections

Friends, family members, neighbors, and other members of a community provide emotional support and concrete assistance to parents.  Social connections help parents build networks of support that serve multiple purposes: they can help parents develop and reinforce community norms around childrearing, provide assistance in times of need, and serve as a resource for parenting information or help solving problems.  Because isolation is a common risk factor for abuse and neglect, parents who are isolated need support in building positive friendships.

Concrete Support in Times of Need

Parents need access to the types of concrete supports and services that can minimize the stress of difficult situations, such as a family crisis, a condition such as substance abuse, or stress associated with lack of resources.  Building this Protective Factor is about helping to ensure the basic needs of a family, such as food, clothing, and shelter, are met, and well as connecting parents and children to services, especially those that have a stigma associated with them, like domestic violence shelter or substance abuse counseling, in times of crisis.

Knowledge of Parenting and Child Development

Having accurate information about raising young children and appropriate expectations for their behavior help parents better understand and care for children.  It is important that information is available when parents need it, that is, when it is relevant to their life and their child. Parents whose own families used harsh discipline techniques or parents of children with developmental or behavior problems or special needs require extra support in building this Protective Factor.

Social and Emotional Competence of Children

A child’s ability to interact positively with others, to self-regulate, and to effectively communicate his or her emotions has a great impact on the parent-child relationship.  Children with challenging behaviors are more likely to be abused, so early identification and work with them helps keep their development on track and keeps them safe.  Also, children who have experienced or witnessed violence need a safe environment that offers opportunities to develop normally.

++

There is a pdf file from Strengthening Families through Early Care and Education at this link that describes how their programs are designed to help families build these five protective factors into their lives and into their family.

++++++++++

From the Child Welfare Information Gateway website –

Risk & Protective Factors

Find research on the risk factors that contribute to child abuse and neglect, including characteristics of parents or caregivers, families, children, and communities that increase risk. Also find research on protective factors that promote safe and supportive families and resilience in children.

Risk and Protective Factors for Mental, Emotional, and Behavioral Disorders Across the Life Cycle (PDF – 193 KB)
National Research Council and Institute of Medicine (2009)
Lists risk and protective factors at the individual, family, and school/community levels for depression, anxiety, substance abuse, schizophrenia, and conduct disorders.

Related Topics

Preventing child abuse & neglect
Responding to child abuse & neglect

+++++++++

Note:  If the two active links in the first paragraph of this post go dormant and are no longer active – please just Google search those terms to find information — using Protective Factors in one search and Resiliency in another search.

SEE ALSO:

+IMPORTANT INFORMATION: ASSETS KIDS NEED (AND WHAT ABOUT ABUSED KIDS???)

Click here to read or to Leave a Comment »

+STATE OF THIS DAY – AND ‘FAST TRACK THINKING’

++++++++

In this update about the progress of my life’s process I will first say that I have not identified the source of the stink in my house – so I am still working on that.  Next I will say that spring is fast approaching and a great deal of much-loved labor related to the flower and vegetable gardens are in progress.  Then I will say (also related to recent posts) that since I stopped dead in my book-writing tracks early last November I have now as of 2 days ago swung myself around in a full circle so that I am back at that writing work.

Thanks in a large part to my dear sister’s comment of support and encouragement on my post about wanting to do something helpful that can matter to other people, I am understanding that of all the little things I might be able to do in that direction – which includes my efforts toward the failed Congo drum group’s performances in my community — are NOT what I either want to or need to be concerned with at this time.

I have something to offer that is uniquely mine.  I have a story of severe trauma from infant-child abuse to tell — along with what I have LEARNED about and from those experiences.

So – unable evidently to waste much time in sleeping last night I was awake and hard at research well before the crack of dawn today.

++++

I believe my daughter who is involved in writing our book with me, and I, will increasingly be involved in what I call today “fast track thinking.”

I picture a vast freeway – the internet one – which includes a commuter lane.  With the voluminous amounts of information available to us we can move in research directions at near-lightning speed — IF we know what we are after and how the pieces fit together.

The direction of thinking being built this morning is related to what is most unfortunately becoming a slang word:  RESILIENCY.

The word itself refers to a concept that is unclear to nearly everyone using it today.  It is important to become as clear as possible about the ideas and realities that are related to this word.  What I have found and will continue to find about RESILIENCY is accumulating at this link

WELL-BEING

at which the following sub-pages are appearing

While there is much I could write in this post about this topic I have too many other things to attend to today.  I am preparing the soil to start my jalapeno seeds indoors today.  I need to go prepare the beds for the 100 Texas Sweet Onion starts that need to go into the ground today and upgrade/check the drip irrigation.  I need to rework the compost piles — etc.

So what I have to say about the connections between lifelong quality of life and well-being (and its lack), the degrees of security vs insecurity of earliest caregiver relationships, about how the signals our body receives during critical early stages of development from our attachment relationships determine how our genes manifest and how our body-brain develops (and greatly influences our physical and emotional health for our lifetime), and about how all these signals are actually our Reproductive Fitness Indicators personally as we ourselves are representatives of the quality of the environment that formed us, and about resiliency as it is created by a combination of risk and protective factors — all has to wait for another time.

++++++++

Click here to read or to Leave a Comment »

+A JOB WORTH DOING – CLEANING OUT THE STINK

++++

It is with a balance between humor and resignation that I must report there is something rotten in my house – in my back room, to be specific.

All kinds of parallels spring to mind between all that was truly rotten in my parents’ abusive home I raised myself in and the obviously very dead something that is stinking up the back half of my house.  But I will not dwell on these connections because I evidently have an unpleasant task ahead of me for this afternoon.

I began to notice the stink yesterday as I was preparing to leave for the afternoon to run errands – which happened to include a great deal of fortunate and very pleasant visiting with friends in town which lifted my rather glum spirits noticeably.

I wanted to believe the odor I was detecting was coming from something that had died in the very shallow crawl space under my house.  I decided yesterday I could do nothing to improve the situation but let time go by while the dead whatever mummified itself.

Well, the stink is today too close to home to fool myself any longer.  Something is dead IN MY ROOM.  (Appropriate explicative can be imagined here!)

++

So, off I am soon to go into the netherworld of long ago moved furniture with high hopes my efforts will be rewarded with the discovery of something I can remove without puking along the way.

In the meantime, I chuckled as I found and read the following online.  Again the parallel between the scenes being described here and the bizarre, chaotic and insane madness of the home of origin for severe infant and child abuse survivors is obvious.

Shakespeare Quotes

Something is rotten in the state of Denmark

Horatio:
He waxes desperate with imagination.

Marcellus:
Let’s follow. ‘Tis not fit thus to obey him.

Horatio:
Have after. To what issue will this come?

Marcellus:
Something is rotten in the state of Denmark.

Horatio:
Heaven will direct it.

Marcellus:
Nay, let’s follow him. [Exeunt.]

Hamlet Act 1, scene 4, 87–91

This is one time when the popular misquotation—”Something’s rotten in Denmark”—is a real improvement on the original. But you ought to be careful around purists, who will also remember that the minor character Marcellus, and not Hamlet, is the one who coins the phrase. There’s a reason he says “state of Denmark” rather than just Denmark: the fish is rotting from the head down—all is not well at the top of the political hierarchy.

There have been some hair-raising goings-on outside the castle at Elsinore. As the terrified Horatio and Marcellus look on, the ghost of the recently deceased king appears to Prince Hamlet. The spirit beckons Hamlet offstage, and the frenzied prince follows after, ordering the witnesses to stay put. They quickly decide to tag along anyway—it’s not “fit” to obey someone who is in such a desperate state. In this confused exchange, Marcellus’s famous non sequitur sustains the foreboding mood of the disjointed and mysterious action. And it reinforces the point and tone of some of Hamlet’s earlier remarks—for example, that Denmark is “an unweeded garden” of “things rank and gross in nature” (Act 1, scene 2). When his father’s ghost tells him his chilling tale in scene 5, the prince will realize just how rotten things really are in Denmark.

Citation:  “Something is rotten in the state of Denmark.” Brush Up Your Shakespeare. Ed. Michael Macrone. Cader Company, 1990. eNotes.com. 15 Mar, 2012

++

Well, I am off to have the time of my life, no doubt!!  Cleaning the stink out of one’s home, mind and life is, after all, a one person job!  Grrrrrr!!!

++++

Click here to read or to Leave a Comment »

++++

+IS IT ‘WRONG’ TO WANT TO MATTER?

++++

This blog originated three years ago next month.  In its beginning I never thought about censoring what I wrote here.  I wrote with passion then.  I wrote believing in what I had to say as it expressed what I was learning.  I believed that what I had to say had value to myself and to other severe infant-child abuse survivors.  I wrote with hope.

Today?  I could almost say that more than 100% of the time I make a decision that what I could write here on any given day has no value to anyone.  Somewhere along the line in time I crossed an inward line of self-judgment that keeps me from freely expressing myself here because I can’t find any value in what I think during most of my days.

Self-judgment.  Self censorship.  I don’t even know where that came from, or when it entered my blog writing process – but I do know it’s here.  Somewhere along the line I began to believe that life is too complex, too complicated, for me or for anyone else to have any ‘answers’ about anything.  Therefore if there are no answers then there is no value in anything I have to say?  Evidently I believe that…..

++

I do think it is hard to self-examine one’s beliefs – at least it is hard for me to do this.  In this blog’s beginning I did not worry about feeling vulnerable or about being open to criticism.  I did not worry about saying something ‘wrong’.  I did not worry about ‘making mistakes’.  I did not worry about any reader judging me.  I had confidence.  I did not judge myself.

My guiding thought seems to be, “If I don’t have anything useful (positive) to say then it is best I don’t say anything at all.”  This blog is therefore beginning to be full of “nothing to say.”  Which does leave me thinking about words words words.

++

My daughter, who lives 1,700 miles away from me in the north, told me on the phone yesterday about difficulties she had with her day yesterday due to difficulties her little son, who just turned 2 last Sunday, had with HIS day.  I think mostly due to the hour change in time which is makes a HUGE difference to a little person’s schedule, the start of the day followed into difficulties all the way down the line for the little person.

By the end of the day when his mother picked him up from daycare he was in tears – the stiff-as-a-board yelling like there is no tomorrow kind of tears.  Momma couldn’t get him to even bend his body enough to strap him into his car seat for the ride home.

Throughout the conversation with my daughter I found myself telling her that for all the experiences her son has through a very busy day, he is at a disadvantage because he has no words to TELL her what he is feeling – or why.  At the same time I mentioned this I realized he ALSO has, therefore, no words to THINK himself about his own life.  Imagine that!  No words.

I also know from remembering the growth and development of my own children that when my grandson does grow a vocabulary large enough to begin to TALK about the complexities of his own life that he will not censor what he says or thinks.  When does that self-censorship process enter the language-using process?  And once it does, what purpose does it serve?

Certainly this child will, as all children do, first go through the stage of chattering constantly.  I remember going through the stage with my children of helping them understand that they do not need to SPEAK every word that they THINK.  But what an amazing step in human development it is to be able to use language!  What a miracle!

++

And then, as I can see so clearly now for myself, there can come a time when as an adult one can judge nearly every thought that goes through one’s mind.  Too many words?  Too many thoughts?  Too many of the ‘wrong’ thoughts?  How do I really know what I think – or what I might be able to say, to write – is NOT productive?

Certainly nobody in my entire childhood ever cared about what I had to say.  Nobody cared about what I felt.  Given that terrible severe abuse was ongoing throughout all of my childhood, I never learned THEN that there was any benefit whatsoever about being able to talk about myself to anyone else.

This is tied to what I find myself thinking about quite a bit lately:  What is it about my being in the world that really matters or has value to anyone else?  On this level my self-judgments are about far more than what I think or say – the judgments are about what I do, what I am doing in a day, what I can do – and most importantly the judgments are about what GOOD I have to offer to anybody else.

++

I realized yesterday that the great difficulties I experience with being disappointed are directly tied to words I use such as ‘depression’, ‘ sadness’ and ‘loneliness’.  I realized that because I live alone in a very limited small life, I most often feel I lack the ability to MATTER to anyone.

As a mother, for the 35 years of my life I had children under age 18 in my home to take care of, I never thought about things in this way.  Of course what I did MATTERED.  I was a mother who was raising my children.  Anything else I did along the way paled in comparison to the important impact I always believed that I made regarding the short- and the long-term well-being of my children.

++

I have been working outside in my garden in recent days as the weather warms.  What I do matters to my plants.  Caring for my chickens, dog, 2 cats and parakeet matter to them.  But what of human beings?

I realized that the struggles I had with the cancellation of the Congo drum group events I had planned (scan back for recent posts) was mostly about my frustration with having thought I could do something useful that could matter to other people in some small way.  This is no different than what I wanted for my writing efforts on this blog.  It is no different for the hopes I had for writing a book about the traumas of my infancy and childhood.

I am limited financially and emotionally and physically in many ways that keep me living a quiet life – which I DO need.  Yesterday I found myself wondering if I don’t have some kind of ancient memory in my DNA that reminds me of what it was like to live intimately in community with other people.  Loneliness was probably unheard of in those days – un-experienced, un-thought of, and therefore not an experience to be expressed in words.

In today’s world with 7-billion of us on this earth, and in this American culture I live in, it seems to be that ‘independence’ has led to isolation and compartmentalization of experience – it is so easy to live in ‘pieces’ while being deprived of the experience of finding oneself mattering in the bigger picture of the ‘whole’.

Unless, I suppose, one can be creative enough to find some way to connect in social circles.  Me?  A part of a social circle?  What does THAT mean?

A big part of the ongoing abuse I suffered was, as I have mentioned here many times before, about extreme isolation from EVERYONE – my siblings, my father, any other relatives, and from any hope of friendship (except for a very brief time spent in Brownies).  My grandson lives a very very social life.  He is loved and tenderly attended to by his parents, by their friends, and spends most of his days immersed in a social environment of day care.  He is being created to be a social being.

Given that the species of humanity IS a social species – my grandson is being given very real advantages that I never, never had.  Once I left home when I was 18 – I began – through force of circumstance – to PRETEND to myself and to everyone else that I had a single clue about what being a social being in a social world was all about.

Over the years these efforts have exhausted me.  This doesn’t mean I have ever stopped having social needs.  That I can no longer experience the ‘social’ experiences that I did even as a mother raising my children, and given the fact that I have no mate and am not likely at my age of 60 to EVER again have a mate, and given a whole LOT of very real limitations of place and finances, etc. – I really don’t know how I am going to find a way to MATTER to anyone except, of course to my children and friends I am closest to.

Does it help me to begin to clarify in words that what could so easily be named depression, sadness, frustration, disappointment, loneliness is ACTUALLY directly tied to my sense of not mattering on the bigger SOCIAL level?  Do I feel any ripples I might make in the universe are so infinitesimally tiny that NOBODY but God will ever notice?

Does any of this matter?  Is there a solution?  Can I find it?  Can I stop censoring my writing because I have THESE thoughts and feelings?

++++

*ABOUT OUR TESTS AND DIFFICULTIES

++++

Click here to read or to Leave a Comment »

+++++++++++++++

+A NEW SONG: THE HARD PART OF FLYING

++++++

The Hard Part of Flying

We sat on the banks of a river gently flowing by

And watched an Eagle Mother teach her young one how to fly

She stood by her child on the edge of her nest in a tree

Spread her wings as she floated away calling “Follow me.”

When Eagle’s child refused to fly Mother began to scold

She screeched across the river “Child, do as you are told!”

Her child called back “I’m safe right here!  I can’t fly!  I’m scared to!”

Mother answered her child “You will fly because you dared to!”

Finally Mother gave up and as she yelled a great shout

She dove back to her nest and with a swoop shoved her child out

Yes the young one flew with its Mother following after

As the wind carried back to us the sounds of their laughter

As we watch Eagles circle high above us in the air

We know it was their Mothers who pushed and shoved them up there

All the love and noisy coaxing that we don’t often see

Is just a part of helping children learn they can fly free

++

Dedicated to Prairie Rose and to all of her children

++

© Linda Lloyd Danielson, March 11, 2012

++++++

++++

Click here to read or to Leave a Comment »

++++

+POST FOR CHILD ABUSE SURVIVORS: WHAT CAN WE KNOW FROM AN INNER ‘CRINGE’?

+++++++++++

Much has been written about the physiological STARTLE RESPONSE.  This morning I find myself wondering what alert system human beings have that lets us know of some challenge to our selfhood rather than a challenge to our physical well-being.

How might we recognize this selfhood challenge?  Certainly we might first receive our alert through some physical sensation we experience, but what might a selfhood challenge response tell us about more than our physical body in physical space?

++

Here is a thoughtful blog post by Don Shetterly:  Startle Reflex

Another interesting online article connecting the startle response to pain through the vagus nerve system – CLICK HERE

MORE ON THIS BLOG:  +LINKS – VAGUS NERVE – ABUSE- HEALING

For some background about how the startle reflex is connected to the fear response – CLICK HERE

++

However, my own thinking today about our response to challenges to our selfhood is perhaps more philosophical than it is physiological.  The first word that came to mind for me was the word CRINGE – as I recognize that when CONSCIENCE and CONSCIOUSNESS are called into play – I suspect that we experience an INNER cringe reaction that is actually our response to what feels WRONG to us in contrast to what feels RIGHT to us.

We are meant as sentient beings to be able to recognize wrong from right – and hopefully our motivation is to act on behalf of right rather than wrong.  Our inner cringe response lets us know that something we have noticed is creating a reaction of RECOILING from what feels negative and very probably harmful to us.

As Webster’s dictionary is indicating in relation to these patterns we are experiencing an aversion to something that makes us – however imperceptibly we might notice our reaction in our body – SHRINK in size in some way.  We are huddling within.  The dictionary indicates conditions related to cringe, cower, dwindle, refrain, wince, curl up, twinge…..

A TWINGE of conscience?

++

And, yes, these reactions I am talking about here today are directly connected IN OUR BODY to one of the most important and instantaneous survival reactions we have — our DISGUST response.  A reaction of disgust, which nature has designed us to have immediately if we see a certain look on another person’s face that lets us know to THROW OUT/UP anything we have in our own mouth that caused that special look on the face of someone else who has that same thing in their mouth!  GET RID OF POISON is what all of these reactions are meant to do — and they ARE innately linked within our body with our immune system.

Toxic poisons to our selfhood are every bit as real as poisons to our body are.

++

Oh, as a severely abused infant-child I knew these states of being nearly all of the time.  I HAD to experience these reactions because my abuser, my severely mentally ill brutally abusive (probably severe Borderline Personality Disorder (BPD)) mother DID NOT FEEL THESE REACTIONS WHEN SHE SHOULD HAVE!  My mother experienced no SHAME response whatsoever for any affliction she did to me.  See also:  +A CRITICAL FACT I JUST LEARNED ABOUT MY ABUSIVE BORDERLINE MOTHER

Not only, then, was I forced to be her target for violence/violations as I was forced to be some projected evil incarnation of her own hated self, I was forced to feel all these powerful reactions to something that was so terribly WRONG – because I COULD feel these things – while my mother could not feel them.

++

My inner jury is out as to whether or not I think a person can have a conscience about something they are blocked from being consciously aware of.  I suspect that human consciousness is intimately linked to our conscience.  Both of these two BIG Cs are connected in their operation through our vagal nerve system:

See also on this blog:

+MY MOTHER’S VAGUS NERVE: THE MAKING OF HER PERFECT BORDERLINE STORM?

++

My concern today is not only about how I react to other people based on my ability to HAVE an inner conscience/conscious CRINGE response that lets me know there is some challenge regarding wrong and right that I need to pay attention (attend to) so I can examine how I treat others.  My concern today is also about the long journey I have taken to be able to respect and recognize, to honor and to respond healthily when I alert myself to something someone ELSE is ‘doing to me’ that is NOT healthy to me.

This is about something early severe abuse survivors have to learn far down the road from when they were supposed to learn who to trust and who not to beginning in the second month of life.

The ability to recognize something is wrong in any relationship comes hard to early abuse survivors.  Knowing who to trust and who not to trust – what actions, which information to trust and not to trust – I believe becomes very complicated for us because we did not have these abilities built into our early forming body-brain during our early attachment months of life.

We have to include in our reactions and responses a level of intellectually THINKING about these things that slows us down – and opens up a wide margin for error that instantaneous built-in physiological reactions do NOT include.  Intellect is slow slow SLOW compared to automatic responses!

++

In thinking about all the kinds of trauma-triggered changes that happen in the body-brain of abused infants and children, it is easy to begin to recognize when our automatic ‘stress response’ system is overriding our ability to consciously choose how we are going to react to a threat or challenge in our present-day life.  (i.e., we are ‘too sensitive’, we ‘over react’ to perceived threats that don’t exist in the present, etc.)

Yet in the case of being able to trust our inner CRINGE – to recognize when someone/something is making us shrink and feel smaller – in other words when we are in some way being attacked on some level through an abuse of real or imaginary power over us – we ARE at a disadvantage in a sort of reverse way!

Threats that ‘normal’ people know-recognize instinctively and respond to automatically with instantaneous speed – in a healthy and normal response to challenges to their SELFHOOD – we are LUCKY if we notice at all!

And then when we DO NOTICE we are at risk for reacting very slowly – because we have to draw upon information that was NOT built into our body-brain.  The information we have that can help us has been learned far, far down the road in our life.  We have assembled our own information packet that we have to slow down and consult – most often on a case-by-case basis!

I know for myself I was raised through terrible abuse to DOUBT myself continually – at the same time I was NEVER ALLOWED TO DOUBT MY ABUSER!!

Doubt is a very healthy reaction to any kind of an inner cringe-cowering-shrinking-recoiling experience that we might have – but NOT when we aim that doubt at our own self!  I am no longer interested in erring on the side of someone else when I have this reaction!  It is not helpful for me to first suspect myself as the source of some ‘wrong’ I have detected through my inner alert system!

And (a word to some) go right ahead and accuse me of being defensive!  That’s why I have an immune system in the first place – to defend myself against threat and harm.  This is ME I am talking about.  This is MY SELFHOOD I have the absolute RIGHT to defend!  To the best of my ability I will allow no attack on ME whatsoever —- so —- don’t bother to try one!

++++

Please click here to read or to Leave a Comment »

+++++++++++

+IMPORTANT NEW BOOK: “SCARED SICK – THE ROLE OF CHILDHOOD TRAUMA IN ADULT DISEASE

+++++++++

Important new book:  Scared Sick: The Role of Childhood Trauma in Adult Disease by Robin Karr-Morse (Jan 3, 2012)

“No one explains better than Robin Karr-Morse…how toxic stress triggers problems that have created a major public health crisis – the research, the risks, and the results. Highlighting case studies and cutting-edge scientific findings, the authors show how our innate fight-or-flight system can injure us if overworked in the early stages of life, triggering diabetes, heart disease, obesity, depression, and addiction later in life.”

[And many more health problems including anxiety, asthma, other autoimmune diseases including arthritis, many cases of cancer, triggered genes for suicide — and many more]

Book Description

The first years of human life are more important than we ever realized. In Scared Sick, Robin Karr-Morse connects psychology, neurobiology, endocrinology, immunology, and genetics to demonstrate how chronic fear in infancy and early childhood— when we are most helpless—lies at the root of common diseases in adulthood.

Compassionate and based on the latest research, Scared Sick will unveil a major public health crisis. Highlighting case studies and cutting-edge scientific findings, Karr- Morse shows how our innate fight-or-flight system can injure us if overworked in the early stages of life. Persistent stress can trigger diabetes, heart disease, obesity, depression, and addiction later on.

Editorial Reviews

Publishers Weekly
“information-packed….the authors do make a very persuasive case that preventive measures should be taken to eliminate or mitigate early trauma” 

Kirkus Reviews
“A wake-up call? Absolutely.”

Daniel J. Siegel, MD, Executive Director, Mindsight Institute, Clinical Professor, UCLA School of Medicine, and author of Mindsight

“Karr-Morse and Wiley have done it again! Scared Sick raises many profound and urgent questions about how stress during the earliest moments of our lives—in utero and out in the world—can create lasting negative impacts on the health of our bodies and minds. While many of the exact details remain to be clarified with further research, this book’s summary of the science of stress creates a call to action that is quite clear: We need to awaken ourselves to the importance of both preventing toxic stress early in life and helping the many who have been affected during these early years to have the healing support that is available in the form of social connections and mindful reflective skills that can lead us in new and helpful directions in our collective lives.”

Vincent J. Felitti, MD, Founder, The California Institutes of Preventive Medicine

Scared Sick is useful, highly readable, scientifically advanced, and relevant to all of us in better understanding our lives, especially how our earliest life experiences can translate into health and disease over the decades. Another impressive book by Robin Karr-Morse with Meredith Wiley.”

David Lawrence, Jr., President of The Early Childhood Initiative Foundation and former publisher of The Miami Herald
Ghosts from the Nursery helped me decide—more than a decade ago—to retire to devote all my energies to ‘school readiness’ issues. The thesis of Scared Sick energizes me further. Within is an abundance of information and wisdom—about fetuses who feel pain, prenatal depression, trauma and the Unabomber, the mixed blessings of child care, and much more. The book is a splendid blend of sense and science.”

About the Author

Robin Karr-Morse is family therapist and a veteran of child welfare and public education systems in Oregon. Formerly the Director of Parent Training for the state child welfare system, she was the first executive director of the Oregon Children’s Trust Fund, a consultant to Dr. T. Berry Brazelton’s Touchpoints Program and a lecturer on the Brazelton Seminar Faculty. She has worked with county, state and national officials across the country to create social policies which support families in children’s earliest development. Currently, she is working with a group of colleagues to build “The Parenting Institute” to provide parents with state of the art developmental knowledge, skills and support which focuses on building emotionally competent children from conception through adolescence.

++

Scared Sick Lecture and Book-signing with Robin Karr-Morse and Meredith Wiley, April 2 in Albany

Posted: 08 Mar 2012 10:17 AM PST

Toxic: extremely harsh, malicious, or harmful. Stress: a physical, chemical, or emotional factor that causes bodily or mental tension and may be a factor in disease causation.

Toxic stress is a regular companion for children living in families where abuse, neglect, and dysfunction are part of everyday life.  The impact on children and on our communities is profound and far-reaching.

++

Meredith Wiley is a former prosecutor and currently state director of Fight Crime: Invest in Kids New York, a crime fighting organization of law enforcement leaders and victims of violence who work to educate policy makers and the public on what works to get kids off to a good start in life and keep them from ever becoming criminals. Meredith is a former prosecutor.  She has been appointed to the New York State Children’s Cabinet Advisory Council, the Early Childhood Advisory Council, the Governor’s Task Force to Transform Juvenile Justice and the Juvenile Justice Advisory Group, and also is on the National Board of Advisors for the Nurse Family Partnership Program and the National Board of Advisors for the Parent Child Home Program.

++++

See also TIME Magazine article:  +THE MOST IMPORTANT 9 MONTHS OF OUR LIFE

Click here to read or to Leave a Comment »

+++++++++

+WRITING A SONG: – FALLEN BUTTERFLY –

++++++++++++

Some weeks ago a blog reader left me a comment related to my learning to play keyboard, to read and to write songs.  I’ve had this project idea on a back burner these past few weeks – but today I am beginning to investigate what this blog commenter mentioned might be a program that I can write songs for.

All I know is that ‘hospice’ and ‘bedside singing’ were mentioned.  As I begin my online inquiries I find links to stories such as these:

Bedside Choir Provides ‘Threshold’ Comfort

Harbour SingersThe Harbour Singers was formed in 2008 to support persons in end of life care settings at a hospice, hospital, nursing home, or at home throughout the Southern Maine region. We offer a gift of song at bedside from a small group of caring volunteers.
“The Harbour Singers is a non-denominational chorus with non-profit status under the umbrella of the
Unitarian Universalist Church of Saco & Biddeford. The choir is open to all who wish to sing. Any person, whether they come with a religious affiliation, spiritual practice or social concern, is welcome to join.”

The Bedside Singers

Singing for Hospice and Healing

Bedside Songs Help Ease The Pain and Sleep Better

Music Therapy Hospice Volunteers

++

Well, I don’t know where this line of thinking will lead me – I DO NOT SING!  But I might be able to write songs that someone else involved in programs such as these listed might be able to use in singing at bedsides elsewhere.  If any readers have any info for me related to these ideas please drop a comment here!

Today I am putting a little waltz tune I wrote last night to words:

++++++++++++

Fallen Butterfly

When you find a butterfly that’s fallen to the ground

Listen to it carefully.  It speaks in quiet sound…

I tell you a tale of glory

Alpha and omega story

Blissful I began my life wrapped in a warm cocoon

Next I was a caterpillar, yet I changed so soon…

Two wings I was given to fly

Through the air so free, far and wide

My job was to pollinate.  I did my job so well

‘Til my wings beat slower, I flew lower and I fell…

Living on nectar from flowers

Peaceful was I all my hours

My days were full of colors so glorious and bright

I gracefully folded my wings in prayer every night…

I have been delicate and strong

My life full of beauty and song

Nothing I did was harmful.  I made no being sad

I never wished for anything more than what I had…

But no forever-soul have I

My time is over when I die

This lovely butterfly is all I could ever be

I cannot rise to the kingdom of humanity…

God gave to me this life vernal

And to you a soul eternal

++

(note pattern:  1/8, 1/8, 1/4, 1/4 – with an 1/8, 1/4, 1/4 pattern sounding at the end of some lines as notes without words)

+++++

Click here to read or to Leave a Comment »

++++++++++++

+TERRORS IN CONGO – KONY 2012

++++++++

From: Michael Laracy [mailto:mlaracy@aecf.org]
Sent: Thursday, March 08, 2012 7:26 AM
To:The KIDS COUNT Discussion List [KIDS COUNT]
Subject: [kidscount] Powerful Social Media and Marketing Project: Kony 2012

Hi, folks –

My teenage daughter, Charlotte, will be spending a couple of weeks this summer on a community service trip to Kenya.  Consequently, she’s been especially interested lately in current events within Africa.

Yesterday, she send me a link to a new YouTube video describing an effort to stop Joseph Kony and his murderous Lord’s Resistance Army which has slaughtered thousands of men, women and children in central Africa.  The project is called Kony 2012, and the video is at http://www.youtube.com/watch?v=Y4MnpzG5Sqc.   It is 30 minutes long, but I do recommend that you check it out because I think it is maybe the most brilliant and creative piece of social marketing and social media I’ve ever seen.  It is also utterly compelling and powerful.  It’s already gone hugely viral, and if you watch the video, you’ll see why.

For more info on the effort to bring Kony to justice, check out this excellent Washington Post Column by Michael Gerson:

http://www.washingtonpost.com/opinions/joseph-kony-and-the-international-effort-to-bring-him-to-justice/2012/01/26/gIQAYk04TQ_story.html

The net tightens around Joseph Kony

By Michael Gerson, Published: January 26

DUNGU, Congo

Francoise, age 16, talks quietly, revealing a shy smile only after praise for her tight cornrows. While walking to school four years ago, she and some classmates were captured by the Lord’s Resistance Army (LRA). The girls were distributed to soldiers as “wives.” In the mornings, Francoise cooked. In the afternoons, she carried packs on the march. When she tried to escape, the soldiers melted a water container and poured the plastic on her shoulders. Once, when the fighters saw two infants along the path, they crushed them with a pestle. “I witnessed that,” she says.

She recalls seeing Joseph Kony “maybe once a year.” Kony is the leader of the LRA and perhaps the most hated and hunted man on earth. His followers, she explains, think that “he is a supernatural being. He has a power over them.”

Francoise describes a six-week walk to an LRA camp in a remote part of the neighboring Central African Republic (CAR). Then the sounds of an attacking plane and helicopter. In the chaos, she escaped, arriving home just before Christmas.

Her story is eyewitness confirmation of an important event. During the summer, Kony recalled his commanders to the CAR for his first major leadership meeting in two years. On Sept. 12, forces of Uganda’s military (known as the UPDF) scattered the LRA fighters. Kony survived and fled. But the net around him tightens.

The pursuit of the LRA ranges over 240,000 square miles of jungle terrain in three countries. According to officers at the Joint Intelligence and Operations Center in Dungu, there were more than 300 LRA attacks last year. Units operate in small bands both east and west of Dungu. But Kony is still thought to be in the CAR. Experts on the conflict speculate his current location to be somewhere west of the Chinko River, a few hours by helicopter from his pursuers’ nearest military outpost.

During decades of fighting in the bush, Kony has been protected by a bodyguard of myths. His eyes are said to shine bright red. When he runs, his legs are invisible. His soldiers believe that they were created from Kony’s blood. They spill the blood of others without compunction. A few hundred of Kony’s fighters have turned a vast territory into a gathering place of fears.

Organizations such as the Eastern Congo Initiative and Invisible Children are constructing an early-warning radio system to warn villages of impending attacks. United Nations peacekeepers protect civilians in Dungu and other towns.

But for this region to be repaired, the LRA must be broken. Military forces of Congo and the CAR are incapable. So the task has fallen to Ugandan soldiers, advised by the U.S. military. More than 80 U.S. special operations forces have been deployed to forward operating bases in Congo, the CAR and South Sudan. Their mission is to provide intelligence and assistance to the Ugandan military, which has skilled trackers — some of them formerly with the LRA — on Kony’s trail.

Over the past few months, the pressure has begun to tell. Small groups of LRA fighters continue attacks on civilians, mainly to secure supplies. But larger gatherings, such as the Sept. 12 meeting, risk disruption. LRA leaders know that mass civilian killings — a traditional Kony tactic — would call attention to their location. LRA forces have recently released some captive women and children. U.S. advisers view this as a sign of stress — an attempt to lighten the load of a harried force.

The Kony manhunt, however, faces complications. For political reasons, Congo’s government recently ordered Ugandan forces out of its territory, leaving the LRA with significant sanctuaries. The UPDF — which is also fighting al-Shabab in Somalia — is stretched thin. Ugandan operations in the CAR and South Sudan involve just a few transport helicopters and a single reconnaissance drone. The whole effort is hampered by a lack of tactical air support, airlift capacity and advanced communications.

An American combat mission in this conflict is not contemplated. But the U.S. government should press Congo to readmit Ugandan troops pursuing the LRA. And the U.S. military could aid the UPDF with more advanced air and communications capabilities. A small, final push might remove the LRA’s most capable leaders from the field.

After a four-year nightmare, Francoise hopes to go back to school. Joseph Kony, the author of nightmares, remains at large in some jungle camp. He is not a supernatural being. He is human, and thus mortal. It is time to prove it.

michaelgerson@washpost.com

Many thanks,

Mike

 

Michael C. Laracy   /   Director

Policy Reform & Advocacy   /   The Annie E. Casey Foundation

701 St. Paul St.   /   Baltimore, MD 21202

410-223-2934 (o)   /   443-414-1379 (c)

mlaracy@aecf.org   /    www.aecf.org   /   @MikeLaracy

++++++++

Click here to read or to Leave a Comment »

++++++++++