+THOUGHTS ABOUT DISSOCIATION — MY WAY

+++++

I have set before myself the intimidating task of putting in order the history of the Lloyd family presented in this terribly disorganized collection of our family’s slides taken during the homesteading years of my childhood in Alaska.  Yesterday I hauled the box of slides up to my neighborhood laundromat cafe and set myself up on a corner table to go to work on this task.  No doubt the terribly unsettled feelings I have this morning as I awoke at 3:20 a.m. are coming from the digging up of memories related to these pictures.

There will eventually be another nearly overwhelming task of figuring out what to do with these pictures once I have them identified by year and put all in order in their tidy little archival quality plastic slide holder sheets.  But it does me no good to try to think ahead to that part of this job.  Right now I am left with doing what needs to be done first — putting our chaotic family story into linear order by time and by place.

++

Another string of thoughts I am having is related to my having picked up a book at the laundromat last week.  There are shelves of books at the laundromat where people bring in and donate books they don’t want.  Often in trade people take books they find there home to read.

This 1989 book may be considered obsolete:

Breaking Free: A Recovery Workbook for Facing Codependence (1989)

Pia Mellody and Andrea Wells Miller

I have never yet read any book on ‘codependence’ all the way through.  I have great difficulty in thinking about human beings in terms of a word many authors on the subjects use – or over use:  ‘dysfunctional’.

That word is a mechanistic word perhaps appropriate for some kind of tool or machine.  Humans are not machines.  I know I COULD stretch my imagination to begin to understand what the word means when applied to people — but no matter how ‘messed up’ any person might be, we are never really BROKEN — like some material object might be that once had a purpose to fulfill that is no longer possible at some point once this material object breaks!

There is another word that is nearly always paired with ‘codependency’ and ‘dysfunctional’.  That word is ‘dissociation’, usually listed (as it is in this book) with ‘defense mechanisms’ abused/traumatized children and adults are said to use in some situations they experience that are overwhelming — and terrible.

These authors include ‘dissociation’ in a descriptive list that also includes ‘suppression’ and ‘repression’ as follows:

“Suppression is consciously choosing to forget things that are too painful to remember.  You make a decision to put the memory away, or to “forget,” so that you don’t have to feel the painful or unacceptable feelings associated with it.

“Repression is automatically and unconsciously forgetting things that are too painful to remember.  Such painful and frightening memories are “automatically” shifted into the unconscious mind where they are “lost” or hidden.

“A child using dissociation psychologically takes his or her emotional and mental self away somewhere where the abuse is not experienced in full.  In other words, the child no longer experiences the abuse at the intense emotional and mental level at which the physical pain is felt, although the physical body of the child is still being abused.

“Children usually reserve dissociation to survive abuse they believe is life-threatening, such as incest, molestation, or being beaten until they think the beating is going to kill them.  The fear is either that who they are is going to be destroyed, or that they’ll be physically destroyed.”  (page xiii)

++

I don’t have the book,

Facing Codependence: What It Is, Where It Comes from, How It Sabotages Our Lives by Pia Mellody and Andrea Wells Miller (May 17, 1989)

to which the workbook I picked up belongs.  This may be a useful pair of books for some people to use to identify the details of their childhood abuse history so that they can begin to change their relationship patterns with self and others in their adult lives.

Personally I have never gotten any further than the introduction in any of these types of books after I have opened the covers to.  I doubt I will get any further in this workbook, either.

++

I do not have a history of sexual abuse.  I do have a history of extremely severe and overwhelming abuse of all other kinds over the first 18 years of my life.  I think that coming from the infancy-childhood that I did I am as ‘functional’ as any human being could possibly be!  I did a FANTASTIC job of surviving!

I am complex, as every human being is.  Labeling what might be ‘wrong’ with me in mechanistic terms just has never felt helpful to me.

In addition, what developmental neuroscientists know today about how early trauma and its stress changes development removes, in my opinion, much of what writers used to stuff into the closet with ‘dissociation’ painted on a sign and nailed to the door vague if not completely inaccurate.

++

I do agree that dissociation is about memory processing and retrieval — or non-retrieval.  The fact is that much of what used to be thrown also behind the doors named ‘suppression’ and ‘repression’ don’t belong there, either.

Very simply put as I need to understand it, the stress hormone cortisol can literally heat up the brain’s neurons in the hippocampus memory processing region of the brain that factual details of traumas are never retained in the first place.  The cortisol literally burns the neurons trying to process the memory into cinders.

POOF!  Facts GONE!

Another part of the brain, the amygdala, processes emotional memories belonging in and kept by THE BODY.

It is rare in these kinds of discussions for the other important aspects of memory to be included such details about (do Google searches for some of these memory terms) — noetic and autonoetic consciousness, autobiographical memory, semantic memory, episodic memory, working memory, etc.  If you online search ‘brain development memory’ you will find even more info.  Add in ‘child abuse’, and……

What matters TO ME has to do with how abuse I suffered interfered with my own ongoing experiences of my SELF in my body in my earliest life.  Every time I was attacked in any way I was thrown off of the track of experiencing myself in my own life.  Theses attacks caused breaks – breaches – in my ongoing experience of ‘self-in-life’.

They did not, however, BREAK ME.  These attacks were NOT a part of ME – were not a part of MY EXPERIENCE of my own self in my life as a child.

These attacks BELONGED TO MY MOTHER, not to me.  During the many extended abuse episodes I experienced as a child the time of my childhood life did continue to pass (with me in the middle of these ‘times’).  I suffered.  I endured.  But HOW I experienced attacks was different than ‘eating up as my own’ the actual attacks themselves – which came from my mother.

++

Maybe I can describe it like this:

You are trying to concentrate on something that concerns YOU.  Perhaps you are browsing your Facebook page, reading a book, writing an email, watching a movie…..

Someone comes and INTERRUPTS you!

You KNOW the difference between what you wish to be doing, that which occupies YOU — and what someone else does to interrupt you.

True, once the interruption has passed so that you can put your concentration back where YOU naturally want it, things ARE different.  The facts about the interruption do become a part of your reality – somehow……

That interruption has for all practical purposes created a ‘dissociation’ of some kind in what WAS and could have been your continuous experience of being your own self doing what you wanted to do.  BUT YOU DID NOT CREATE THAT INTERRUPTION OR THE AUTOMATIC DISSOCIATION that the interruption created.

To say that dissociation that happens in this way is connected to a ‘defense mechanism’ within you — well, to me that’s a nonsensical assessment of the conditions of reality as I am presenting them here as an illustration.

You didn’t create the break in your own ongoing experience of yourself in your OWN life — someone else did it to/for you.

There we were as kids associating with our self having our own experiences of our self in our life — and BAM!!  We were interrupted — usually violently and painfully in ways that caused terror within us.

Then we had to cope with the interruptions (endure, survive) until such a time as we could AGAIN get back to OUR BUSINESS (re-associate with our self) of being a kid growing up having experiences of meaning to self.  When we were interrupted we then had to DIS-ASSOCIATE from our own business because someone else INTRUDED into our life.

++

I do not OWN the interruptions my abusive mother caused in my life as an infant-child.  SHE created those nearly continual dissociations in my experience.  I DID NOT CREATE those breaks in my ongoing experience of my own self having my own life.  MOTHER DID!

Mother heaped her suffering upon me in any way she could, any time she wanted to.  I could not prevent these attacks or the interruptions they created in my own experience of myself in my body in my infancy and childhood.

I was completely present every time these interruptions happened.  If I had not been hyper-present during her beatings to make every effort I could not to get my head smashed open as she bashed me this way and that against hard objects, I would be dead now. (etc.)

I suffered my mother’s suffering.  In between, in my invisible times when she wasn’t occupying the time of my early life that actually BELONGED to ME, I had a wonderful time being curious and finding beauty and learning things about the world.  But my own time was not allowed to happen in a continuous stream.

I therefore have very little ability to remember my life in a continuous stream.  Mother interrupted me too many times for my body-brain to build pathways and circuits to process my memory of myself in my life in anything like an ‘ordinary’ way.  My memories are kept in ‘pieces’ just as surely as these slides I am working with provide snippets of visual images that are NOT innately connected to one another — or to any specific meaning by themselves — in any way.

I am the one creating coherent order out of the chaos of this slide mess – just as I am the one continually creating coherent order out of my own experience of myself living my life.

The way I have always remembered myself in my own life is not due to any ‘defense mechanisms’, but rather to the very real physiological conditions of my growth and development in a terribly traumatic and abusive environment.  As a result I am different, but I am not broken.

Nothing I have ever encountered in any book about ‘codependency’ addresses the reality of my experience.  I therefore diverge in my understanding from that of such authors before I make it through their book’s introduction.  I don’t even bother to try to make my thinking follow the course of their thoughts.  To do so would be yet another interruption in my own ongoing experience of my self in my body in my life — I don’t want or need.

++

SEE ALSO:

+A COLLECTION OF THIS BLOG’S LINKS ON DISSOCIATION AND DISORGANIZED-DISORIENTED INSECURE ATTACHMENT

+++++

Click here to read or to Leave a Comment »

++++


+CHRISTINE LAWSON’S BOOK – NEEDS OF THE PEOPLE – TRAUMA BONDING AND BETRAYAL TRAUMA???

++++

Please note – from a blog comment on April 15, 2012 –

Link here to book on BPD – Compassion for Annie: A Healthy Response to Mental Disorders – by Marilyn R. Dowell

at http://dowellpublications.com/

++++

I can think of many other more pleasant things I would rather be doing right now than to sit here to write this post.  Yet as one of my sisters told me years ago, the simplest measure of ‘mental health’ is to stop immediately if there is a pebble in your shoe and take it out.  So, the fact that I think this post needs to be written will remain a pebble in my shoe today – so I might as well take the time right now to do this and then get on with my day.

This post written December 8, 2011 continues to receive comments:

+SHAME ON YOU CHRISTINE ANN LAWSON! YOU ARE A DANGEROUS LIAR

Nowhere in the post to I ‘call Lawson evil’.  It is completely possible to detect evil actions that a person does and name them for what they are without ‘calling’ the person who commits those acts evil-in-their-essence.  My mother committed evil acts of horrendous abuse toward me for the 18 long years of my childhood, yet never have I ‘called’ my mother evil.  I am finally free today, at age 60, to name my mother’s actions EVIL.

++

I am noticing a theme seems to be appearing among many of the comments coming through on the above post in which I take very strong issue with Christine Ann Lawson’s statement in her 2004 book “Understanding the Borderline Mother” found on page 168 in her chapter on ‘Make-Believe Children about ‘The No-Good Child’ of Borderline mothers:

It is only a matter of time before the borderline’s no-good daughter becomes a borderline mother herself.

++

What I need to say at this moment to clear the proverbial pebble out of my shoe is that how I felt about my mother as a child is resonating with me as I read many of the comments being made to my perceptions of Lawson’s statement.

My mother was the only mother I had.  I was, as an infant and child, completely dependent for my survival upon her taking care of my basic needs.  I was not only at risk for forming a TRAUMA BOND with my mother – I DID form such a TRAUMA BOND with her.  (An online search for the term ‘trauma bond’ will bring up some interesting readings.)

BETRAYAL TRAUMA is an ongoing component, in my opinion, of ongoing trauma bond operations.  (Again, an online search using the term ‘betrayal trauma’ will bring up related pages to read on this topic.)

I believe that not only therapists, but also any ‘self-help’ writer who makes claims of being an ‘expert’ (implied or directly stated) on a subject (such as Borderline Personality Disorder) has a great responsibility to be very, very clear in their statements between what is FACT and what is the writer’s opinion.

++

This is an excellent book on the risks concerning the splitting of power between ‘expert’ and ‘needing client’:  Power in the Helping Professions by Adolf Guggenbühl-Craig (Feb 23, 2009)

++

I am sensing among the commenters to the above mentioned post that a form of TRAUMA BONDING to Lawson is operating among people who have just found in Lawson’s book some information that is extremely helpful to them.  Because there is GOOD and helpful if not vital information being found in Lawson’s book does not mean that ALL IS WELL – GOOD – RIGHT – TRUE – or not evil!

Just because my life depended upon my mother taking care of my basic needs did NOT mean that great evil was not present in her abuse of me.

Readers who are experiencing what might be a trauma bond with Lawson will not be able to identify the BETRAYAL TRAUMA that I feel is directly and clearly present in Lawson’s statement, “It is only a matter of time before the borderline’s no-good daughter becomes a borderline mother herself.

Needing to make these points was the pebble in my shoe, that has now been taken out and put into this post – so – YAY!!  I can get on with the many other far friendlier tasks of my glorious day!  Anything else that I needed to say is here:  +SHAME ON YOU CHRISTINE ANN LAWSON! YOU ARE A DANGEROUS LIAR

++++

Click here to read or to Leave a Comment »

++++

+A BRIEF LOOK AT THE WORDS ‘IGNORE’ AND ‘IGNORANT’

++++

I found myself thinking about what has always seemed like simply-a-word to me all of my life – meaning that never before this morning as my feet followed my 45-minute walking route have I ever actually THOUGHT about this word I popped into my last post right next to the word ‘deny’.

IGNORE – it strikes me today that this word exactly describes my father’s complete non-reaction to all of his wife’s terrible abuse of me while I grew up.  I would add that I never saw any visible sign that Father was reacting to what he witnessed.  Yes, this seems to be exactly what he was so good at – IGNORING THINGS!

Then I began to wonder how the word IGNORE might be connected to the word IGNORANCE.  Webster’s online dictionary states that ‘ignorance’ appeared in our modern English language 500 years before ‘ignore’ did.  Yet both words are rooted in Latin for KNOW – or rather, in NOT knowing.

Is ignorance an acceptable excuse for people’s unacceptable behaviors?  The concept I associate with the word ‘ignore’ implies to me an action that happens through conscious choice not to know, while ignorance seems to mean to me the existence of some kind of a ‘forgiving’ blanket that diminishes accountability.

++

I also happen to know that it is one of the hallmark patterns in what can be called a Dismissive-Avoidant Insecure Attachment Disorder (pattern) that was built within an infant prior to one year of age through patterns of an early caregiver’s relating to an infant in which MUCH information, especially EMOTIONAL information was NOT present in the infant-caregiver interactions.

When an early caregiver does not provide an infant with appropriate emotional signals the early-forming right social-emotional limbic region of the infant’s brain is not fed the right kind – or often ANY kind – of necessary emotional information so the emotional regulation brain circuits and pathways in the brain never get built in the first place.

Yes, these inadequate patterns of early caregiver response to an infant are most often accomplished through ignorance.  Nonetheless, it is IGNORING emotional information that creates the foundation for the creation of a Dismissive-Avoidant Insecure Attachment Disorder individual – such as my father was.

See:

Parenting From the Inside Out by Mary Hartzell and Daniel J. Siegel (Apr 22, 2004) – includes an excellent description of the Insecure Attachment Disorders and how they operate in infant-caregiver interactions, thus transmitting to the infant the same disorder the caregiver has – unless there are other very healthy, strong, safe and secure attachment relationships available to the infant as it’s right brain grows during its first year of life.

The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind, Survive Everyday Parenting Struggles, and Help Your Family Thrive by Daniel J. Siegel and Tina Payne Bryson (Oct 4, 2011)

Mindsight: The New Science of Personal Transformation by Daniel J. Siegel (Dec 28, 2010)

++

Ignorance is NOT bliss!  (The phrase “Ignorance is bliss” is from the poem Ode on A Distant Prospect of Eton College by the English poet Thomas Gray. The poem was published in 1742.)  Ignorance always carries great risk for harm – and in my thinking needs to be eliminated in every circumstance in which we recognize its presence.

Do I EXCUSE my father’s complete complicity with my mother’s insane abuse?  Were there extenuating circumstances (as the list of synonym descriptions of ‘excuse’ implies)?  Was my father exempt from accountability?  Was my mother?  Was the society I was raised within that also never offered help to me blameless?

HOW exactly did my father repeatedly watch my mother beat the crap out of the little person that was his daughter and do NOTHING to intervene?  Or is the more accurate question WHY did he not intervene?

I seem to be further out on the ‘ignorance’ end of the knowing spectrum today – because I still do not have answers to my own questions.  Perhaps I never will in this lifetime.

++++

Click here to read or to  Leave a Comment »

++++

+SOME LINKS ON LONELINESS AND AGING – ATTACHMENT NEEDS NEVER LEAVE US

+++++++++++

I just finished a conversation with my daughter (working on her doctorate in gerontology) who expressed frustration with the very limited academic perspective on ‘social networking’ within the ‘aging and aged’ population.  Nowhere in the research readings that have been assigned to her has there been a single mention of ‘loneliness’ among our older population.

I reminded her that she will continue to notice gaping holes in approaches to development at the older end of the human life spectrum just as we know they exist on the front end (infancy and early childhood) – regarding the impact of attachment relationships.

I am posting here some links I pulled together to send to my daughter.  I believe that those who suffer from insecure and unsafe attachments in their earliest most critically important stages of body-brain building months of life are almost guaranteed to suffer from their Trauma Altered Development over the course of their entire lifespan.

Sadly, information about problems that concern older people is likely to ignore difficulties across the lifespan that trauma in infancy and childhood creates.  It seems those within the ‘ivory towers’ of academia most often design research that meets only their own views of the reality of the chosen few rather than address the reality that huge segments of our population face.

I encourage my daughter not to give up on her studies.  I assure her that many of the conflicts she feels right now are connected to her much broader base of understanding about people.  She has much to offer to those who need help most – no matter what age span she focuses her attention on.

The actions it takes to gain a doctorate happen within an academia that works within its own limitations about what ‘research proves’ at the same time that its own biases are denied/ignored.  As society truly begins to understand that the experiences a person has within their first 33 months of life (conception to age 2) profoundly impact what happens on the ‘old age’ of the lifespan (and everything that happens in between) there will be new research that ‘proves’ an entirely different picture about human well-being than does today’s limited and often inaccurate research that has been accepted as being ‘true’ thus far.

Because my daughter is one of these new researchers her road to her doctorate might seem a lonely one.  As her momma I believe that the more she believes in and trusts herself, the smoother her road will be.

+++++++++++

Aging and Loneliness

http://psychology.uchicago.edu/people/faculty/cacioppo/jtcreprints/hc07.pdf

Learning to live with loneliness – [It would be better to help people learn how to diminish loneliness, I think!]

http://artofaging.blogspot.com/2008/06/learning-to-live-with-loneliness_03.html

Loneliness can speed aging

http://www.webmd.com/mental-health/news/20070820/loneliness-can-speed-aging

midlife loneliness speeds aging (probably related to above)

http://lifetwo.com/production/node/20070828-midlife-loneliness-is-a-killer

+++

Important one

Loneliness, depression and sociability in old age

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3016701/

+++

How to stay connected as you age

http://health.usnews.com/health-news/blogs/on-women/2009/12/01/loneliness-is-contagious-4-ways-to-stay-connected-as-you-age

Social isolation

http://www.coag.uvic.ca/documents/research_snapshots/Social_Isolation_Loneliness.htm

loneliness study/facebook

http://www.ageinplacetech.com/blog/aarp-loneliness-studyin-your-facebook

Dealing with the loneliness of aging

http://howardgleckman.com/blog/?p=345

Aging gorilla and the bunny

http://www.dailymail.co.uk/news/article-2112763/Aging-gorilla-stifles-loneliness-zoos-gift-pet-bunny-named-Panda.html

Aging, loneliness, longevity – emotional wellness – healing power of friendships

http://www.everydayhealth.com/longevity/emotional-wellness/healing-power-of-friendships.aspx

Aging – deadly for men

http://www2.macleans.ca/2011/11/09/fat-wallets-and-no-friends/

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

Combining term ‘attachment’ with ‘aging loneliness’

The Impact of Relationships on Aging, Longevity and Health

http://longevity.about.com/od/lifelongrelationships/p/relations_aging.htm

++++

Important – Cambridge research –

Being alone in later life

http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=66727

++++

Research – Factors Associated With Loneliness of Noninstitutionalized and Institutionalized Older Adults

http://jah.sagepub.com/content/23/1/177.abstract

The Relationship of Loneliness and Stress to Human-Animal Attachment in the Elderly.

http://www.deltasociety.org/document.doc?id=327

Social correlates of loneliness in later life (1989 research)

http://www.springerlink.com/content/v26041314462r477/

++

IMPORTANT

2012 research

The impact of depression and sense of coherence on emotional and social loneliness among nursing home residents without cognitive impairment – a questionnaire survey

http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2702.2011.03932.x/abstract

++

Loneliness and the aging

http://gradworks.umi.com/EP/13/EP13974.html

Feelings of subjective emotional loneliness: an exploration of attachment

http://www.iscet.pt/sites/default/files/obsolidao/Artigos/Feelings%20of%20Subjective%20Emotional%20Loneliness.An%20exploration%20of%20attachment.pdf

++

research – attachment – aging – brain

http://www.mendeley.com/research/overexpressing-the-glucocorticoid-receptor-in-forebrain-causes-an-aginglike-neuroendocrine-phenotype-and-mild-cognitive-dysfunction/

Repeated stress enhances vulnerability to neural dysfunction that is cumulative over the course of the lifespan. “

++

Child abuse, neglect and trauma survivors have been greatly impacted by ‘repeated stress’ over their entire lifespan — start to finish.  There is great power for positive change possible for all of us who fully comprehend that connecting what happens at the beginning of a human’s life all the way through to the end of life is the ONLY way to consider human reality accurately.

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

Click here to read or to Leave a Comment »

++++

+BEING A PHYSICAL BEING IN AN IMPERFECT WORLD

++++

In following my previous post and its comments I note that in my mind all of the so-called ‘stress responses’ are first of all physiological reactions to breaks in our ongoing experience of ourselves in our life.  Dr. Allan N. Schore, an important developmental neuroscientist, refers to these breaks (or breaches) as RUPTURES that are then in need of REPAIR.

These are some of the links on this Stop the Storm blog about Schore’s work:

**Dr. Allan Schore on Emotional Regulation – Notes

+LINKS TO ESSENCES OF IMPORTANT ATTACHMENT RESEARCH ON DEVELOPMENT

++ DR. SCHORE ON SHAME

These posts are also related:

+IMPORTANT NEW RESEARCH ON ‘EXECUTIVE FUNCTION’ OF THE BRAIN – AND INFANT EXPERIENCE IMPACTS THESE ABILITIES

+A COLLECTION OF IMPORTANT EARLIER POSTS ON ATTACHMENT

+A COLLECTION OF LINKS ON BODY-BRAIN CHANGES CAUSED BY EARLY INFANT-CHILD ABUSE

+FACTS OF THE MATTER

++

It seems possible to me that in essence every human ‘stress response’ is a ‘shame’ response in some way (which includes the ‘fawning’ response I mention in my previous post).  It seems possible to me that humans are designed to KNOW what BEST is.  We know what goodness is, rightness, health, peace and calm IS — so that anything that happens to us that interrupts this BEST state is — actually — A SHAME!!

We are built to live well.

We are built to be healthy.

We are designed to be HAPPY!

Yet ‘life’ is often a great disappointment as one thing after another jumps into our life-living pathway to ‘upset’ us so that we have to respond IN SOME WAY in order to reestablish this very NICE state we are born to desire above all else — for our own self and for everyone and everything else on this planet.

Yes, because these states of being are essentially of a spiritually astute nature we most often FORGET our own reality.  We do NOT REMEMBER that we are destined to be good people living wisely in a peaceful world.

Of course being physical beings in a physical world (at this stage of our earliest development as souls) means that all kinds of ‘natural disasters’ CAN happen.  Accidents happen.  Things surprise us and interfere with our attempts to live an ongoing life of peaceful calm.  (And, yes, from this point of view being born to parents who cannot love us and instead harm us greatly is, on the level of what our soul knows, a GREAT SURPRISE!)

According to the way we were built during our first months and years of our lives, our nervous system (including our brain) will respond to interruptions in our ongoing experience of being alive – a response to ruptures in goodness that need to be repaired — in the best way that we know how.

Survival is the end goal – one way or the other — and the patterns of healing of old wounds and traumas that we use  moment to moment throughout our lives CAN be changed.  Yet for survivors of unsafe and insecure early attachment relationships/environments greater effort than ‘ordinary’ is nearly ALWAYS required of us to find the best ways possible to respond to challenges to the state of peaceful calm that most early abuse and neglect survivors — have never known before!

Peaceful calm – sounds so clear and so simple — but this state is built into our body brain from the moments of our beginnings as physical beings — OR NOT!

Some of us don’t even know what this state of being actually feels like.  We have to discover ways to learn what peaceful calm is — how to ‘get there’, how to ‘return there’ when something big or little troubles us, and how to best ‘stay there’ as much as we can.

“Every road leads to Rome” – so with therapy or without it if our personal goal is to heal, we will find ways to accomplish our intention.

And, at this moment, I need to finish preparing to leave my home this morning to drive into town to our local Farmers’ Market – to look for some in-joyment in and with the company of others.  This does NOT feel like my natural state, but I am willing to practice healing in this small way – today!!!!

++++

Click here to read or to  Leave a Comment »

++++

+SUGGESTED READINGS: PETE WALKER’S WORK

++++

I thank blog commenter, Gingercat, for the heads up about the important work of Pete Walker, M.A. on Complex Posttraumatic Stress Disorder (cPTSD).  I have found my way to one of his web pages of information that is concerned with an additional “F” he has added to a list of stress responses:  Flight – Flight – Freeze AND – FAWN

Walker’s description of this FAWNING response bears some serious consideration.  Please click on this link to access Walker’s writing on the topic:  Codependency, Trauma and the Fawn Response.

I can tell within my first moments of reading about Walker’s work that he has a focus that FEELS both specific and accurate to me about the experiences that survivors of severe child abuse have as emotional reactions that reappear often ‘out of nowhere’ all through our lives.  I don’t mean to in any way discuss the information that is contained on the web pages HERE – there is too much for me to read and consider this late in my day (and perhaps even this late in my life now that I am 60).

I do recommend that readers take a look at Walker’s work – but PLEASE BE CAREFUL.

Very very few people who suffered severe early abuse can access the kind of therapy – or therapist – that we need to work on the ‘issues’ that Walker is describing.  When we pop in and out of web page universes such as the one you will find if you follow these links above, we are opening far more than the proverbial ‘can of worms’.  We can easily fall into what seems like a bottomless pit full of deadly vipers.

It is essential that we trust our inner wisdom about how much we can tolerate of this kind of information at any given time – no matter how accurate and ‘helpful’ it might actually be to us.  We are bound by the fundamental limitations of BEING HUMAN BEINGS – LIMITS being the key word here!

++

What I have read thus far about this ‘fawning’ response lets me know the concept is of value – very probably of great value – to many survivors.  My first reaction personally is that ‘fawning’ was NOT one of the stress responses I was ALLOWED to use as a child – not even as far back as Walker is describing (toddlerhood).  My unique abuse situation for the first 18 years of my life let me know from the time I was born that NOTHING I could do could possibly avert the terrifying and terrible abuse that was continually aimed at me.

But I also know that my abuse situation was, most fortunately, very unique in many significant ways.  My mother, who was my abuser, was severely mentally ill with a psychosis toward me that defied any attempt by anyone to name in any kind of ‘reasonable’ way in our family.  Nobody even tried.  There was no way for me to avert what happened to me – and from what I am seeing of Walker’s description of ‘fawning’, an attempt to control what is happening to the child in the environment is the end-goal of this stress response.

I knew my situation was hopeless.  I cannot even describe here in simple words how profoundly I knew this fact.  I was never fooled.

So in this very brief post I am simply encouraging readers who experience intense emotional responses, or ‘emotional flashbacks’ to take a look at these pages at the links above.  Every abuse survivor has to define for their own self what fits, what rings true, for them.  I am sensing that ‘fawning’ was possibly a response more characteristic of my siblings who suffered ‘witness abuse’ by being in proximity to the abuse perpetrated against me.

Walker is presenting information, concepts, descriptions of dynamics, and (in my real world) some rather fantastical suggestions for healing that seem based on the assumption that a survivor can access the kind and quality of therapy/therapist that Walker seems to be.  True, for most severe child abuse survivors, only in some fairy tale world.

++++

Click here to read or to Leave a Comment »

++++

+SOME MUSINGS ON THE ‘WHY’ OF ‘TRAUMA DRAMA’

++++++

My guess is that the dream I remember from last night was tied to the conversation I had with a friend at the laundromat cafe yesterday.  We were talking about ‘trauma drama’.  I was saying how I am so thankful that none of my children found their way into their adulthood without any need whatsoever to clutter up their lives with trauma dramas of any kind.

I am not at all sure how that happened.  While I sure didn’t abuse my children, I cannot say that the life I lived while I raised them was free of this kind of drama.  But somehow through all the ups and downs and ins and outs of my own travels from severely abused childhood into and through my adulthood, there must have been more stability than not.

But, then, I had my own unspoken goal as a parent — to raise my own children to know absolutely and fundamentally who they were as individuals – and to love their self.  Goal met.

++

My friend yesterday told me that she believes people who fill their lives with trauma drama do so because without it they would not feel alive.  She feels that trauma drama is the only way these people know to feel the activation of their own life force.  Without this drama, my friend suggests, many people would not FEEL as if they were alive at all.

Hum……….

Now, in my dream last night I was moving back into my home of origin along with both of my parents (who are dead in reality) and with all five of my siblings – who moved their own families in, as well.

There are many pictures from my childhood at this link:

WHAT PICTURES TELL

Many pictures were damaged in a fire – but there are some pictures as you scroll down at this link

*1959 Homestead summer and winter

that show the canvas Jamesway we lived in.  It was into this same Jamesway that all my family moved into last night in my dream.

What seems important to me about the dream is that every member of my family except me had added onto the Jamesway.  They each had their own door into the main part of this canvas structure – and as they moved all their belongings through their own doorways I could see that all of them had a large and individualized addition – with plenty of room for everyone.

They all finished moving in, closed their respective doors — and there I was, the person who was targeted for such terrible abuse for the first 18 years of my original life as a child, left standing alone in the Jamesway – with nowhere to go.

++

As I thought about my dream today I also thought about my conversation yesterday with my friend.  I think in many, many critically important ways I came out of that abuse not having a single clue about who I am.  I went through my childhood not knowing who I was.

Maybe the trauma drama becomes central in many abuse survivors’ lives not so much because we don’t feel alive without it — but perhaps because we have no real clue about who we are as people – and the drama then becomes a sort of mirror within which we see ourselves – yes, as alive – but also as individual people who know no other way to survive.

++

I have very little drama in my life now.  I cannot stand it, have no tolerance for it, no patience for it, no need for it, no desire for it — not my own drama and not anyone else’s.

But did I ever create for myself the life I WANTED?  If I still don’t know who I am — which is for the most part a true statement – then I never did go off and build my OWN LIFE – my way, the way I wished it to be – as a clear reflection of who I am as a person.

At 60 years of age I still struggle with this.  I don’t think any of my three children have EVER even had such a thought.

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

Click here to read or to Leave a Comment »

+++++

+CHILD ABUSE SURVIVOR, THE VEGETABLE MAN

+++++++

In the midst of my current investigations as I have been presenting them in recent posts I want to pause to mention an inspiring person I met – although I don’t remember his name.

I encountered him selling vegetables yesterday at our local Saturday market in the park —

The Bisbee Farmers Market

Word of mouth spreads news fast and comprehensively in an area like ours — “Vegetables, a whole grocery bag full of as many as you can fit in there for five bucks.”

Yep!  True true…..

There I was yesterday at the market stuffing my selection of peppers (many varieties to choose from), summer squash, zucchinis, cucumbers, tomatoes into my bag when I entered a conversation with the man who has put this whole ‘feed the people’ plan of action into – well – ACTION!

All that I know is that this fellow is a biker.  He is a part of a new church that he and his friends have put together called the

Olde World Church

The church is nondenominational and meets presently in the bikers’ repair shop.  (Why does the website say it’s a church for men?  I’ll ask next time I’m at the market.)  A nonprofit was needed so that grants can be written to subsidize this ambitious and very creative ‘feed the people’ venture — which began……

This man’s story began as all our stories do long before he was born.  But by the time Vegetable Man (VM) was born the main-stage MEAN player, his father, was in full motion.  VM told me he was taken home from the hospital with bruises on his face from being hit by his not-so-dear dad.

VM simply stated to me, as his hands continued to busily pick less-than-fresh vegetables out of boxes he had on tables to throw them into a large blue plastic garbage can behind him, that his father beat him often and mercilessly until when he was 13 his mother took him and ran far far far away from Alabama to Bisbee, Arizona.

VM, now 42, told me he got out of prison after years of rough, hard living in 1996 — as a changed man.  He is drug and alcohol free.  VM searched to find something he could do to help make the world a better place and came up with his ‘feeding plan’.

He knew that many vegetables that reach our local (and other) Safeway stores find their way into dumpsters because they have reached their expiration date.  He set out to find a way to access those vegetables that were headed to dumpsterville BEFORE they got there.

VM now has a large refrigerated truck that he drives every Wednesday to Nogales to pick up vegetables that are sent from Mexico toward Safeway stores – but are now being sorted there for absolute store-quality freshness.  VM takes the rest and then spends his week handling vegetables as he drives around a route he has developed that includes a stop at Bisbee’s Farmers’ Market.

The $5 per bag charge for the food goes toward the cost of trucking the food.  VM plans to get grants to improve his warehouses and their cooling systems, and to cover costs of the cooling in our hot summer months.

VM is friendly and is the most cheerful and positive person I have met in a long, long time.  He shines.  That he has suffered, struggled, survived and beat nearly insurmountable odds to find ways to thrive and to meaningfully contribute to others is a part of the many stories that he freely shares along with his generous vegetable offerings.

I now have a full pot of delicious vegetable soup simmering away in my crock pot on this gray windy day thanks to VM.  I feel honored to have met him and look forward to seeing him again.

Now that it’s daylight I am off to feed my chickens some of the discarded vegetables VM gave to me yesterday.  Nothing is being wasted!

+++++++

+RESILIENCY AND DARING: CONSIDERING DEVELOPMENTAL ASSETS OVER THE LIFESPAN

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

Last week I received via email some comments on the first two chapters of the book my daughter and I are working on from a woman in the little writer’s group in our town that I have been attending recently.  While I appreciated her thoughts and the time she took to both read what I had sent to her and to respond, my immediate response was, “No.  You are ‘wrong’ and I am ‘right’.  I have the right to write my story my way.”

What did my response mean to me?  Most importantly, that two little chapters are NOTHING compared to what I need to write.  Next, my response showed me that this book will not likely be like any book written as a ‘child abuse memoir’ that has ever been written before.  This book needs to be written MY WAY!

My way is going to be, I realized as I read this woman’s comments, as daring a book as is the story it is going to tell.

Reading this woman’s comments fanned the fading tiny spark of my own belief that this book can be written.  Essentially, I DARED again to turn in the direction of the hope of my heart.

Yet what is so important to me about this single small word – DARE?

“To be sufficiently courageous to….”

“To have sufficient courage….”

“To challenge to perform an action especially as a proof of courage…”

“To confront boldly…”

“To have the courage to contend against, venture, or try….”

Origin of DARE

Middle English dar (1st & 3d singular present indicative), from Old English dear; akin to Old High German gitar (1st & 3d singular present indicative) dare, Greek tharsos courage

First Known Use (in Modern English): before 12th century

++

Nothing in these definitions of the word DARE refer to the END RESULT of courage, boldness, daring.

This word is, to me, about something that happens entirely on the INSIDE of a person.   It speaks of attitude.  It speaks of the use of a person’s life force.  And most definitely it implies to me that a DECISION has to be made to utilize one’s life force in a direction that is meant to “perform an action” that will “contend against, venture, or try” against a CHALLENGE.

++

Challenges in our environment disturb us and require some kind of an action from us.  But when does our response slip into the category of being a DARING response?

++

Putting the bulk of these thoughts aside for the moment, I just know that I can FEEL the call for daring INSIDE of my body.  I feel it right now in response to the information I have recently posted:

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

+RESILIENCY: LOOKING AT PROTECTIVE FACTORS

This is really scary ‘stuff’ for me to look at, to ponder, to think about – and facing MYSELF as I face this information takes DARING for me.

Do I dare know how much of what I needed during the first 18 years of my life was missing?  Do I dare add onto that the true knowledge of how terrifying my home environment was?  Do I dare know how brutally chaotic and insanely violating and violent my home environment was?

Do I dare to know that not only were nearly ALL of the Developmental Assets described as so vitally important throughout the developmental stages of childhood missing (and the asset information is NOT even speaking about the fundamentally and critically important stages of earliest development in infancy and toddlerhood) – but that horrendous abuse and trauma existed INSTEAD?

Do I dare to know what happened to me in consequence to those horrors?  Do I dare to understand that what is being shown at this link has changed my entire LIFE across my lifespan as I have continued to suffer suffer suffer and struggle struggle struggle against what have always seemed to be invisible monsters?

Take a look at this info:

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

Looking into protective factors is making my insides shudder, creep and crawl!  This research being presented is being put in the context of negative consequence to adolescents.  IT DOESN’T STOP THERE!  It doesn’t REMOTELY stop there!

Adolescents who are troubled and in trouble, as described in these charts, these ‘Developmental Assets’ deprived young people no doubt started out in life missing huge pieces of goodness in their lives – and as a result will pass through their teen years and right on into their adulthood STILL missing these huge chunks of goodness!

++

As I began my ‘resiliency’ investigations yesterday I began at an important place:  I survived 18 years in hell, I came out a good person, and I did not abuse my children.

Today I add – a big – AND?????

AND I began life at terrible risk – right along with the Developmental Asset deprived young people presented as lines in the graphs and charts at THIS PAGE.

And I kept right on going – going – until I reached age 60 having survived advanced aggressive breast cancer that I firmly believe was triggered by terrible traumatic stress during my development.  I am receiving full SS disability for the stress related consequences of being a Developmental Asset deprived person.  I am single with no hope of a secure attachment relationship to a mate (after 2 failed marriages).  I am still and have always struggled in poverty.

I could go on and on with the list of the lifelong consequences I see TODAY as being directly linked not only to the terrible traumatic abuse of my first 18 years, but also to the lack of the presence of most of these assets because nobody else gave them to me when my parents could not.

++

All this could seem terribly depressing to me right now – except I possess something of my own to fight back against all the trauma, all the deprivations, even against all the continuing consequences the light of this new protective-factor information I am finding is teaching me about.

I have DARING and in my daring I created the resiliency to not only survive, but to continue to seek to understand my self in my life.  I ALSO care enough to dare to consider what is happening to children everywhere!

Who is meeting the true needs of children in our communities worldwide?  What can I do to help them?  Daring to learn what they need as I learn about what I NEEDED and didn’t receive (and still need and don’t have) is the step I am taking today – painful as my discoveries may be.

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

+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
+++