+REALLY COOL WEBSITE ON THE BRAIN

FROM – THE BRAIN FROM TOP TO BOTTOM WEBSITE

You can navigate the site from HERE, beginner, intermediate or advanced

PARTS OF THE BRAIN THAT SLOW DOWN OR SPEED UP IN DEPRESSION

“Though depression involves an overall reduction in brain activity, some parts of the brain are more affected than others. In brain-imaging studies using PET scans, depressed people display abnormally low activity in the prefrontal cortex, and more specifically in its lateral, orbitofrontal, and ventromedial regions. And the severity of the depression often correlates with the extent of the decline in activity in the prefrontal cortex.

The prefrontal cortex is known not only to be involved in emotional responses, but also to have numerous connections with other parts of the brain that are responsible for controlling dopamine, norepinephrine, and serotonin, three neurotransmitters that are important in mood regulation. More specifically, the lateral prefrontal cortex seems to help us choose a course of behaviour by letting us assess the various alternatives mentally. The orbitofrontal cortex seems to let us defer certain immediate gratifications and suppress certain emotions in order to obtain greater long-term benefits. And the ventromedial cortex is thought to be one of the sites in the brain where we experience emotions and the meanings of things.

The two halves of the prefrontal cortex also seem to have specialized functions, with the left half being involved in establishing positive feelings and the right half in establishing negative ones. And indeed, in depressed people, it is the left prefrontal cortex that shows the greatest signs of weakness. In other words, when people are depressed, they find it very hard not only to set goals in order to obtain rewards, but also to believe that such goals can be achieved.

In healthy people, the left prefrontal cortex might also help to inhibit the negative emotions generated by limbic structures such as the amygdalae, which show abnormally high activity in depressed patients. In patients who respond positively to antidepressants, this overactivity is reduced. And when the amygdalae remain highly hyperactive despite antidepressant treatment, the likelihood of a patient’s relapsing into depression is high.

It is also interesting to note that when someone’s left prefrontal cortex is operating at full capacity, the levels of glucocorticoids in their blood are generally very low. This follows logically, considering the harmful effects that high levels of glucocorticoids have on mood.

Brain-imaging studies have also shown that in patients with severe depression, the volume of the two hippocampi is reduced. This atrophy may be due to a loss of neurons that is also induced by the toxic effects of the high levels of glucocorticoids associated with recurrent episodes of depression.The extent of atrophy in the hippocampus even seems to be proportional to the sum of the durations of the episodes of depression, and depressions that are treated rapidly do not seem to lead to this reduction in hippocampal volume.”

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I am over on my Taking Care of Mothers blog working on my ABUSIVE BORDERLINE MOTHER BRAIN book/information.  You can check out the progress (long way to go yet) here:  +BOOK ON BORDERLINE BRAIN

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Yet another really cool brain site — stuff we should learn in grade school:

Brain structures glossary

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Keltner states:

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

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

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

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

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

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

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

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

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

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Keltner continues:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Keltner completes his chapter on embarrassment by saying:

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

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

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

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

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

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

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

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

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

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+GREAT BOOK ABOUT THE BEST IN HUMANS

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

+MAYBE TRAUMA IS THE RULE AND ‘SAFE AND SECURE’ IS THE EXCEPTION

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Given that the United States and the United Kingdom sit at the bottom of the measurement continuum regarding the well-being of their children among the 21 richest nations on earth, I am beginning to seriously rethink my own thinking about the impact of deprivation and trauma on early infant-child development.  Maybe a safe and secure attachment to caregivers and to the world is NOT the norm, as Dr. Daniel Siegel and others suggest at the same time they note that safe and secure attachment seems to exist in roughly half of our nation’s population.

What is life like for the other half who are not safely and securely attached?

Maybe the best possible infant-child interactions with a best possible mother in a best possible benign and benevolent world is a goal the human race is striving toward and is not something we have yet to obtain.  As excited as I have been at discovering Dr. Martin Teicher’s work about how infant-child abuse, deprivation and trauma can create an ‘evolutionarily altered’ brain designed by, for and in a malevolent world, maybe I have to admit that he and his researchers are just plain WRONG.

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What I read in the 2009 Child and Youth Well-Being Index (CWI) projections for 2010 for American children contributes to my revised thinking about the impact of deprivation and trauma on infant-child development.  These findings (below) clearly show us that what is acceptable and ‘normal’ and what is not is entirely subject to the perspective of experience.

This Special Report shows that the impact of the current recession on children in America will be dramatic.

• The percentage of children in poverty is expected to peak at 21 percent in 2010, comparable to that of previous economic recessions.

• More than a quarter (27 percent) or 8 million children will have at least one parent not working full-time year-round in 2010.

• For all families, median annual family income (in constant 2007 dollars) is expected to decline from $59,200 in 2007, to about $55,700 in 2010. For single female-headed households, median annual family income is expected to decline from $24,950 in 2007, to $23,000 in 2010. The steepest drop, however, will be among single male-headed households where median annual family income is expected to decline from $38,100 in 2007 to $33,300 in 2010.

The significant decrease in the family economic well-being domain is projected to cause negative ripple effects across the other domains which the CWI measures.

The Impact on Other CWI Domains

The significant decrease in the family economic well-being domain is projected to cause negative ripple effects across the other domains which the CWI measures.

While the overall impact of the recession on children’s well-being is expected to resemble similar impacts from recessions past, a few trends make this economic downturn unique.  Among them:

Social relationships domain: The rate of residential mobility for children normally decreases during a recession. Due to the greater severity of the housing crisis accompanying the current economic recession, however, this decline in residential mobility will be counterbalanced by the increased mobility of low-income families that lose their housing and either move or become homeless. For those children, there will be substantial negative impacts on peer and other neighborhood social relationships.

Health domain: Children’s overall health is expected to decline due to obesity. Though obesity has been on the rise for several years [already the highest of 21 rich nations], it is now likely to spike as the recession drives parents to rely more on low-cost fast food.

While this obesity increase is expected to bring down the health domain, however, there is some positive news. The total number of children with health insurance is expected to remain at just under 90 percent in 2010, due to the fact that government health insurance policies will provide a public safety net for children who are likely to lose private coverage.

Other projected impacts across the domains include:

Community connectedness domain: The connection that children have to their surrounding communities is likely to be negatively impacted by declines in Pre-Kindergarten participation.

Safety/behavioral domain: Children’s safety and behavior is expected to fare worse due to higher rates of violent crime where youth are both victims and perpetrators. This is based on historic recessionary trends of budget cuts for policing and juvenile crime prevention.

Finally, the focus of the CWI and its Key Indicators is on national averages across the U.S. and across the population of all children and youths. However, it must be emphasized that there will be a diversity of impacts of the current economic downturn geographically across the nation and across racial/ethnic subpopulations and socioeconomic groups. Low-income African American and Latino children are generally more susceptible to the consequences of economic fluctuations.  When the economy is doing well, their well-being gains are more dramatic; when the economy slumps, they are harder hit than their white counterparts because more children of color live in poverty to begin with.

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It is only in very recent history that life for members of our species on this planet could be said to be easy enough that our numbers are moving ever nearer to the double digit billions.  Yet while the shear masses of our numbers might indicate that we have, as a species, at last reached some suggested height of well-being as a whole, the lack of personal well-being for billions among us on this globe indicate otherwise – our nation’s children included.

Any question of optimism versus pessimism becomes mute in the light of reality.  As a survivor of severe abuse from birth that lasted for the following 18 years of my childhood, it is probably truer that I share more in common with the majority of people on this planet than I do with the privileged, advantaged minority of people who were born into a safe and secure benevolent world.

Taken from this global perspective, Dr. Teicher and others like him who suggest that adjustments in infant-childhood to deprivation and trauma make us into evolutionarily altered people are wrong.  Evolution moves forward.  Anyone who does NOT experience deprivation and trauma in their early life and is formed for a benign world rather than for a harsh and malevolent one might well be considered to be the evolutionary exception rather than the rule.

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+EARLY TRAUMA CHANGES HOW WE THINK AND TALK

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When infant-children do not receive what they need NOT TO CHANGE their development in response to early trauma, well, their body-brain-mind-self has no choice but to change!  These changes then have no choice but to appear as altered patterns of being in the world, including patterns of verbal exchange.

This post concerns a posted comment and my reply to it.

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COMMENT FROM:  Randy Webb, aztraumatherapy.com —  2010/01/08 at 6:58am

TO:  *Chapter 3a Symptoms

I’ve noticed anecdotally that my clients who have reported experiences of trauma seem more likely than others who have not reported trauma to indicate “black and white” and relatively more “rigid” views of religion, definitions of happiness or success and other people’s behavior. Could these be indications of relatively less CNS plasticity and an indication of something getting “frozen” instead of “completing” some cycle of recovery in response to trauma?

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REPLY:

Your comment and question relate in my mind to my December 28, 2009 post:

+ATTACHMENT – HOW WE ARE WHO WE ARE

While the kinds of thinking you are describing can be reflected in cultural attitudes in the form of biases, prejudices and their resulting stereotypical thinking, because you are specifically noticing them in relation to traumatized people I will suggest that the nature and quality of early attachment experiences might lie at the root of what you are describing.

We are not used to thinking about what people say as being representations of the patterns of communication that exist on the molecular, physiological level of the body, they are.  Our earliest infant-child interactions with our mothering caregivers create us at these fundamental levels, and determine how our genetic potential manifests itself.

These interactions, which signal to our growing and developing body-brain-mind-self the condition of the world as being mostly either safe, secure and benevolent, or as being mostly unsafe, insecure and malevolent, will determine how we receive and process all information from the world around us.  The patterns of signaling communication in our body will eventually show itself both in the quality and nature of the ‘trauma dramas’ we experience for the rest of our lives, and in the patterns of spoken and unspoken communications – including our thoughts – that we use to describe ourselves in relation to the world we live in for the rest of our lives.

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The connection you are making in your own thoughts that led to your question are fascinating:   “Could these be indications of relatively less CNS plasticity and an indication of something getting “frozen” instead of “completing” some cycle of recovery in response to trauma?”

If we think about communication patterns in terms of how they were influenced and formed during our earliest developmental stages, CNS plasticity as it connects to how our immune system interpreted the quality of our experience and then signaled all our developmental pathways, yes, you are completely correct.

It becomes essential that we think about people’s traumas in terms of ‘age at first onset’ (see link to 12-28-09 post above).  People, who were formed without severe relational traumas in infancy, have a completely different CNS (including the brain and Autonomic Nervous System (ANS) homeostatic set point.  They formed a ‘trauma centered’ body-brain-mind-self from the beginning which limited and changed the range of possible ‘free choice’ options for response they will have in and to the world.  Their body has taken over for them far more aspects of ‘being alive’ that non-early traumatized people’s body do.

When people seem to be struggling with recovery from adult trauma, the most important first step we need to take in order to most help them is to determine the quality and nature of their earliest attachments during their early growth and development stages.  While birth to age one is the most critical stage, these critical windows of development continue certainly through age 4-6 while a person’s Theory of Mind is forming.

We can listen to adults talk about their lives and begin to hear disturbances in their ability to tell a ‘coherent life story’.  Unresolved trauma will show itself in disturbances in our patterns of processing information on all levels within the body.  The earlier the traumas happened, most certainly before the age of 2, the more an appropriate, flexible, and coherent ability to converse verbally about one’s experiences in their life will be absent.

If early trauma did not build a person’s body-brain-mind-self, the ‘frozen’ interruptions in signaling communication – as they appear as you say in decreased CNS (body) plasticity – can hopefully be overcome.  The more usual approaches to resolving these traumas will allow the ‘lessons’ from the trauma to begin to unfold and take hold – as the hold the unresolved trauma has on a person will lessen its hold over them.

HOWEVER, if trauma built a person’s body-brain-mind-self from the beginning there is no ‘recovery’ to be made in anything like the normal sense of this process.  Because our earliest experiences of attachment form us, these patterns (such as you are describing) are hard wired into us on all levels, including our CNS-brain.

People who suffered what I refer to as Trauma Altered Development are evolutionarily altered people, built in, by and for a malevolent world of deprivation and trauma.  All their communication signals have been adjusted on their most fundamental levels in response to this kind of a world.  All later traumas they may experience will be processed by their trauma altered body-brain.  These people are most likely not to be able to respond with the ‘plasticity’ or resiliency that non-early traumatized people can.

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If infant development has been sent of course through early relational deprivation and trauma, the later stages leading to a plastic, flexible, adaptive, resilient and accurate Theory of Mind will not occur correctly.  Early trauma will show itself in patterns of behavior for these survivors, including thought and verbal communication, for the rest of their lives.

Treating trauma effectively in these survivors requires a detailed understanding about how trauma altered all aspects of their development from their beginning.  They have altered patterns of attachment to the world, to their own self, and to everyone else.  These physiological alterations have been permanently set into place.  They receive different information from the world in different ways and process this information differently.

I would say that while healing trauma in these survivors IS POSSIBLE, ‘recovery’ in the usual sense is not.  The trauma-changed body has no pre-trauma state to return to.  Their healing can utilize all the resilient powers of plasticity contained in the trauma changed body-brain, but these powers have to operate according to how a survivor was formed from their start.  Recognizing early trauma changes through the attachment signaling patterns they create is the first step.

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

+21 RICH NATIONS COMPARED ON CHILD WELL-BEING – U.S. AND U.K. AT THE BOTTOM

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

Please spend some time reading the UNICEF 2007 Report Card on six measurements of the well-being of children.  The United States and the United Kingdom have total scores at the bottom of the 21 OECD [Organization for Economic Co-operation and Development] industrialized nations included in this study (page 2).

While every measurement is extremely important, the one that is of greatest concern to me in regard to the well-being particularly of infants and very young children is the finding that the United States rates highest in the percentage of births per 1,000 women

ages 15-19.  See Report Card page 31, Figure 5.2f.

This report states this about teenage births:

For most girls growing up in an OECD country, the norm today is an extended education, a career, a two income household, delayed childbearing and a small family.   And it is in this context that teenage pregnancy has become a significant problem: giving birth at too young an age is now associated with wide ranging disadvantage for both mother and child – including a greater likelihood of dropping out of school, of having no or low qualifications, of being unemployed or low-paid, and of living in poor housing conditions.   But as always, association is not the same as cause.   Many girls who give birth in their teens have themselves grown up with the kind of poverty and disadvantage that would be likely to have negative consequences whether or not they wait until they are in their twenties before having children.  Becoming pregnant while still a teenager may make these problems worse, but not becoming pregnant will not make them go away.

Beyond the immediate problem, teenage fertility levels may also serve as an indicator of an aspect of young people’s lives that is otherwise hard to capture.  To a young person with little sense of current well-being – unhappy and perhaps mistreated at home, miserable and under-achieving at school, and with only an unskilled and low-paid job to look forward to – having a baby to love and be loved by, with a small income from benefits and a home of her own, may seem a more attractive option than the alternatives.   A teenager doing well at school and looking forward to an interesting and well-paid career, and who is surrounded by family and friends who have similarly high expectations, is likely to feel that giving birth would de-rail both present well-being and future hopes.

It is as an approximate measure of what proportion of teenagers fall on which side of this divide that the teenage fertility rates shown in Figure 5.2f may be an especially significant indicator of young people’s well-being.”

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

I consider these findings also especially significant in light of this blog’s strong emphasis on the critical importance of safe and secure attachments as a foundation of body-brain-mind-self development of people.  Take a look at these findings.  The United States and the United Kingdom appear to be failing miserably on these measures of child well-being and are at the bottom of this combined initial attempt to measure attachment on the national level.

On page 22, Figure 4.0 shows young people’s family and peer relationships – and an OECD overview is presented in graphic form.  The Report states:  “The quality of children’s relationships is as difficult to measure as it is critical to well-being.  Nonetheless it was considered too important a factor to be omitted altogether and an attempt has therefore been made to measure the quality of ‘family and peer relationships’ using data on family structures, plus children’s own answers to survey questions.”

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Among the measurements on behaviors and risk-taking of young people presented beginning on page 26, Figure 5.0, the Report states:   “Any overview of children’s well-being must attempt to incorporate aspects of behaviour which are of concern to both young people themselves and to the society in which they live.   This section therefore brings together the available OECD data on such topics as obesity, substance abuse, violence, and sexual risk-taking.”

Again, the United States and the United Kingdom are at the very bottom in their total scores on these measurements.  Page 27, Figure 5.1 Overview — Children’s health behavior the United States is at the bottom.  Page 28, Figure 5.1d, the United States has the highest percentage of young people age 13 and 15 who report being overweight.    “…the EU [European Union] Health Commissioner has said:   “Today’s overweight teenagers are tomorrow’s heart attack victims”.”

“…in most countries young people’s health behaviours do not deviate very far from the average for the OECD as a whole.  The exceptions are Poland, where children’s health behaviours are considerably better than average, and the United States whose overall ranking suffers because of high levels of obesity.”

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

The great majority of young people growing up in all OECD countries score themselves above the midpoint on the ‘life satisfaction ladder’.”  Fortunately, United States’ young people are among this majority (page 37).

An interesting observation in this section of the Report about student agreement with negative statements about personal well-being in regard to feeling ‘out of place’ comes from Japan (page 38):

The most striking individual result is the 30% of young people in Japan who agreed with the statement ‘I feel lonely’ – almost three times higher than the next highest-scoring country. Either this reflects a difficulty of translating the question into a different language and culture, or a problem meriting further investigation, or both.”

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

From the Report Card:

The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security, their education and socialization, and their sense of being loved, valued, and included in the families and societies into which they are born.

++

When we attempt to measure children’s well-being what we really seek to know is whether children are adequately clothed and housed and fed and protected, whether their circumstances are such that they are likely to become all that they are capable of becoming, or whether they are disadvantaged in ways that make it difficult or impossible for them to participate fully in the life and opportunities of the world around them.   Above all we seek to know whether children feel loved, cherished, special and supported, within the family and community, and whether the family and community are being supported in this task by public policy and resources.

All families in OECD countries today are aware that childhood is being reshaped by forces whose mainspring is not necessarily the best interests of the child.   At the same time, a wide public in the OECD countries is becoming ever more aware that many of the corrosive social problems affecting the quality of life have their genesis in the changing ecology of childhood.   Many therefore feel that it is time to attempt to re-gain a degree of understanding, control and direction over what is happening to our children in their most vital, vulnerable years.

That process begins with measurement and monitoring. And it is as a contribution to that process that the Innocenti Research Centre has published this initial attempt at a multi-dimensional overview of child well-being in the countries of the OECD.”  (page 38)

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Any part of the Innocenti Report Card may be freely reproduced using the following reference:

UNICEF, Child poverty in perspective: An overview of child well-being in rich countries, Innocenti Report Card 7

2007 UNICEF Innocenti Research Centre, Florence. © The United Nations Children’s Fund, 2007

Full text and supporting documentation can be downloaded from the UNICEF Innocenti Research Centre website.

This Report Card provides a comprehensive assessment of the lives and well-being of children and young people in 21 nations of the industrialized world.   Its purpose is to encourage monitoring, to permit comparison, and to stimulate the discussion and development of policies to improve children’s lives.

The report represents a significant advance on previous titles in this series which have used income poverty as a proxy measure for overall child well-being in the OECD countries.   Specifically, it attempts to measure and compare child well-being under six different headings or dimensions: material well-being, health and safety, education, peer and family relationships, behaviours and risks, and young people’s own subjective sense of well-being.   In all, it draws upon 40 separate indicators relevant to children’s lives and children’s rights (see pages 42 to 45).

Although heavily dependent on the available data, this assessment is also guided by a concept of child well-being that is in turn guided by the United Nations Convention on the Rights of the Child…. The implied definition of child well-being that permeates the report is one that will also correspond to the views and the experience of a wide public.”

* The United Kingdom and the United States find themselves in the bottom third of the rankings for five of the six dimensions reviewed  [material well-being, health and safety, education, peer and family relationships, behaviors and risks, and young people’s subjective sense of their circumstances]

* There is no obvious relationship between levels of child well-being and GDP per capita.  The Czech Republic, for example, achieves a higher overall rank for child well-being than several much wealthier countries including France, Austria, the United States and the United Kingdom

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SEE ALSO – The United States has been taking internal measurements on our nation’s children’s well-being for over 30 years.

CHILD WELL-BEING STATISTICAL REPORT, SPECIFIC TO THE UNITED STATES:

The 2009 Foundation for Child Development — Child and Youth Well-being Index (CWI) Report

Children and youth live unique lives and as such, at some point, each experiences a range of social conditions.   The Index is comprised of Key Indicators associated with different stages of the life course in the first two decades of life.

The CWI includes the following 28 Key Indicators organized into seven domains of child well-being in the United States that have been found in numerous social science studies to be related to an overall sense of subjective well-being or satisfaction with life.

Family Economic Well-Being Domain

1. Poverty Rate (All Families with Children)

2. Secure Parental Employment Rate

3. Median Annual Income (All Families with Children)

4. Rate of Children with Health Insurance

Health Domain

1. Infant Mortality Rate

2. Low Birth Weight Rate

3. Mortality Rate (Ages 1-19)

4. Rate of Children with Very Good or Excellent Health (as reported by parents)

5. Rate of Children with Activity Limitations (as reported by parents)

6. Rate of Overweight Children and Adolescents (Ages 6-19)

Safety/Behavioral Domain

1. Teenage Birth Rate (Ages 10-17)

2. Rate of Violent Crime Victimization (Ages 12-19)

3. Rate of Violent Crime Offenders (Ages 12-17)

4. Rate of Cigarette Smoking (Grade 12)

5. Rate of Binge Alcohol Drinking (Grade 12)

6. Rate of Illicit Drug Use (Grade 12)

Educational Attainment Domain

1. Reading Test Scores (Ages 9, 13, and 17)

2. Mathematics Test Scores (Ages 9, 13, and 17)

Community Connectedness

1. Rate of Persons who have Received a High School Diploma (Ages 18-24)

2. Rate of Youths Not Working and Not in School (Ages 16-19)

3. Rate of Pre-Kindergarten Enrollment (Ages 3-4)

4. Rate of Persons who have Received a Bachelor’s Degree (Ages 25-29)

5. Rate of Voting in Presidential Elections (Ages 18-20)

Social Relationships Domain

1. Rate of Children in Families Headed by a Single Parent

2. Rate of Children who have Moved within the Last Year (Ages 1-18)

Emotional/Spiritual Well-Being Domain

1. Suicide Rate (Ages 10-19)

2. Rate of Weekly Religious Attendance (Grade 12)

3. Percent who report Religion as Being Very Important (Grade 12)

Taken together, changes in the performance of these 28 Key Indicators and the seven domains into which they are grouped provide a view of the changes in the overall well-being of children and youth in American society.   Each domain represents an important area that affects well-being/quality of life: economic well-being, health, safety/behavior, educational attainment, community connectedness (participation in major social institutions), social relationships, and emotional/spiritual well-being.   The performance of the nation on each indicator also reflects the strength of America’s social institutions: its families, schools, and communities.   All of these Key Indicators either are well-being indicators that measure outcomes for children and youths or surrogate indicators of the same.

SEE ALSO:

THE CHILD AND YOUTH WELL-BEING INDEX (CWI)

Foundation for Child Development and the CWI

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Check out this article:

How Is the Economic Recession Affecting U.S. Children?

The 2009 Child Well-being Index

by Eric Zuehlke

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+TAKING THE PAUSE FROM CHILD ABUSE “TALK”

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

There are many serious things I could think about today but again it is a gorgeous day, over seventy degrees, and I am choosing to do other things.  Out of respect for all who are suffering from subzero temperatures and battling snow, I must go outside and continue the work of expanding my garden.

Groups of neighborhood children thrilled at helping me yesterday.  Today they are going south of the line to attend their 35-year-old uncles funeral in Mexico today.  He died in a terrible car wreck after being chased at high speeds the night before last in what was probably a drug deal gone bad.  Out of respect I will go out along the roadsides today and fill the back of my trusty 1978 El Camino with rocks I can haul back here.

When the children are free again tomorrow, they will thrive on helping me sculpt the soil they have already learned to love the smell off as we plan for new life that will come from the seeds we will plant when we know the nights will again be consistently warm enough.

All that I can write about suffering and child abuse can wait for another day.  My sister came for her visit and left yesterday.  I miss her.  We talked nearly constantly for the three days and four evenings she was here, much about our abusive childhood.  But, more on that later…….

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

+SILENCE. TURN AROUND AND WALK AWAY?

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

I cannot imagine anyone WANTING to write about or talk about child abuse.  Why spoil a perfectly gorgeous day by even thinking about that so dark side of life, especially when those days lie so far back hidden in the dim and distant past?

Why no simply enjoy, if not cherish, everything that seems so good and right in one’s present moment?

If nobody wants to speak or write about those days and nights of misery, those months, those years of abuse and torture — so the silence can continue without words — can each of us forget equally?  Both those of us who have endured abuse equally with those who have not?

Who will tell those stories?  “I don’t want to,” people say.  So they don’t.  “What’s the point of it?”

Today I join those people who have to still admit we don’t know the point of it.  I don’t know the good of it.

Turn around and walk away?

+++++++++

What matters?

From service dog to SURFice dog…

turning disappointment into a joyful new direction

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+ATTACHMENT: SMART AND STUPID RESEARCH

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

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

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

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

Texas study confirms lower autism rate in Hispanics

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

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

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

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

SOURCE: American Journal of Public Health, December 2009.

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

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

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

Explaining Low Rates of Autism Among Hispanic Schoolchildren in Texas.

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

University of Texas Health Science Center.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Child Abuse Causes Damage at Genetic Level

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Child abuse ‘impacts stress gene’

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Infant Abuse Linked To Early Experience, Not Genetics

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Gene protects adults abused as children from depression

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

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The Neurobiology of Child Abuse and Neglect

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

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

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

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

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

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

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

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

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+EXCLUSIVE INTELLECTUAL PROPERTY OWNED BY SEVERE ABUSE SURVIVORS

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I received this valuable comment about my blog writing through a ‘personal channel’ yesterday:

“YOUR WRITING IS SO INTELLECTUAL THAT I AM ALMOST OVERWHELMED.  YOU DON’T CONVERSE THAT WAY, I HOPE!”

There have been times in my life when such a comment would have stopped me dead in my tracks and I would not write another single word.

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Some time back I wrote a piece where I described the one thing from all the codependency jargon that makes sense to me.  When we find ourselves feeling like we have to explain and/or defend ourselves we are in a codependent stance.

So here I am today considering taking a dose of my own medicine.  What is happening inside of me that makes me feel defensive?  How is my writing tied into my own feelings of inadequacy?  Why is important to me that I please others, that I have something of value that is useful that I can offer to others?  It seems obvious that I am comparing and contrasting myself with those outside of myself – that the operation of assessment and judgment is going on within me.

I suspect that what is both my true underlying and the overriding concern is acceptance, which is an attachment issue.  Do I feel safe and secure enough inside myself to trust that what I write about and how I write is exactly fine with me?  Can I be open to feedback and think about it constructively in terms of what I might need to change to accomplish my goals more successfully?

What might it be in my writing that is either corresponding to Grice’s maxims of rational discourse – or not?  I am really not in conversation here because my approximately 70 readers a day are silent ones.  How confident do I feel inside of myself, how competent do I feel about what I write and how?

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When communication is taking place that allows for resonance and mirroring between people (and even between people and animals) there are patterns of ‘rupture and repair’ that guide the flow of discourse.  One person sends out signals and watches for how they are accepted or rejected, and pauses for response.  Patterning within the social-emotional brain govern how our verbal interactions take place between people just as they govern how our nonverbal communication does.

Researchers have found that Grice’s maxims include an accurate enough description of appropriate patterns of verbal communication that they lie at the foundation of all adult attachment research.  These maxims mirror safe and secure social-emotional brain operations as they appear in the behavior of verbal speech.

The response I received yesterday is partly about the differences between spoken and the written communication.  It brings to mind this philosophical riddle that raises questions regarding observation and knowledge of reality:  “If a tree falls in a forest and no one is around to hear it, does it make a sound?”  The answer to this question is technically “No.”

I first encountered this question shortly after I finished Naval boot camp when I was 18 years old, and it fascinated me.  This was true mostly because I spent the better part of my childhood being bonded not to humans, but to the natural world surrounding me when I could escape from my mother and spend time outside on the mountainside of our Alaskan homestead.  My personal answer to this question has always been “Yes.”  I did not grow up with a social brain that put humans at the center of reality.

In the natural world all of existence is in intimate relationship with all of its members.  Everything is included.  Nothing is excluded.  Perhaps it was because I was excluded as a member of my family that being in the natural world meant so much to me.  I was included in that world and there was nothing my mother could do to change either that fact or my experience of it.

I met both of the requirements for complete acceptance and inclusion in the natural world:  (1) I was alive, and (2) I was there.  I didn’t need words.  I didn’t even need thoughts.  I simply needed to be in a body, to BE a body present WITH every possible part of life around me.  With the exception of one time, never were there any people in that natural world with me.

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On that one day, the summer after I graduated from high school but had still not reached my August 31st 18th birthday, a boy from my brother’s class (a year ahead of me) walked up the mountain to see me.  I had no idea why.  To my knowledge he had never noticed me before.  We had never spoken.  But this boy put forth a lot of effort to find me way up there on the mountain.

He did not arrive by car.  He walked.  How far I don’t know.

When this boy unexpectedly knocked on our door, I greeted him and went outside to visit.  It was a glorious mid-summer Alaskan afternoon.  The sky was that deep blue that I always called ‘postcard blue’.  There was no wind.  It was warm.  Wildflowers bloomed across the hillsides.  Tall emerald green grasses covered the fields.

Only on this day, with this boy, for the first and only time did I feel present in that natural world I loved with another person.  For perhaps two hours we walked the land.  I showed him the beauty that surrounded our home.  There was no physical contact as we sat at the top of the steep ravine that led down to the roaring tumbling creek.  After a time, this boy simply said good-bye and left.

I have never known why he came to see me, and I remain curious.  What I do know is that as soon as he was out of sight around the first bend of our road heading down the mountain, my mother attacked me like she had never done before.  You would have to imagine what it would be like to be attacked by a full grown rabid grizzly bear to begin to understand what that beating was like.  Only my mother included her words.

Up and down the length of our house she dragged, shoved, pushed and hurled me as she pounded my body and face with anything she could grab for hours.  I had seen my mother in her rages against me all of my life, but never had I seen her this angry.  I did not understand any of it.  Not that I had ever understood her attacks, but the power of this one put me into an inner state of shock it took me many years to even partially recover from.

It wasn’t until I was in my thirties that I came to understand that her entire violent and vicious rage against me that afternoon had been grounded in sexual fantasies within her mind about what had gone on between myself and that boy as soon as we crossed out of sight through the tall grass over to the edge of the ravine where she could not see us.  For many years one phrase that she had screamed at me hurt me as if I had been slashed head to toe with a razor sharp butcher knife:  “You are no better than a snake in the grass!  You are not fit to be a mother!  I hope God never sees fit to give you children!”

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Now if I return to the comment at the top of this post, I would say that if I were actually facing someone in person how I would tell the story about that summer afternoon might be different than how I write it.  It is certainly not a topic that would come up in ordinary conversation.  At present I cannot imagine a time, a situation, a place or a person that I would ever tell the entire story to on the deepest level.  And this would be only one of thousands and thousands of brutally violent and violating ‘encounters’ I had with my mother from the time I was born.

When it comes to Grice’s maxims I know that it is not humanly possible to follow those rules for rational discourse when attempting to talk about, or write about, severe experiences of trauma that happened to me in my childhood.  The rules for discourse require that an order be followed through a definable pattern that makes sense to the two (or more) people that are conversing TOGETHER.

Together means that there is an empathetic resonance happening between the people engaged in conversation.  Take another look at Grice’s maxims:

Maxim of Quantity:

1. Make your contribution to the conversation as informative as necessary.
2. Do not make your contribution to the conversation more informative than necessary.
Maxim of Quality:

1. Do not say what you believe to be false.
2. Do not say that for which you lack adequate evidence.
Maxim of Relevance:

Be relevant (i.e., say things related to the current topic of the conversation).
Maxim of Manner:

1. Avoid obscurity of expression.
2. Avoid ambiguity.
3. Be brief (avoid unnecessary wordiness).
4. Be orderly.

This is NOT how I can verbalize my childhood.  Not in words, not in conversation and not in my writing.

These maxims apply to considered and considerate conversation.  It would not be considerate of me – toward me or to my readers – to delve into minute, graphic detail about the actual experiences of abuse I suffered from my mother.  To do so would overwhelm all of us – especially me!

Maybe if I only had ten or twenty or fifty or a hundred violent and violating experiences of abuse in my childhood I would have been able by now at 58 to converse ‘rationally’ with myself or with anyone else about the exact nature of those experiences.  Maybe if I had less than a thousand of them I could ‘tell the coherent story’ of my childhood.

As it is, my entire way of being in the world happens because I do not access the overwhelming memories of overwhelming childhood trauma I experienced.  I would be a fool to ever believe that these traumas can be integrated into who I am in the world in any better way than they already are.  Integrated trauma means that something useful has been learned from the experience that can facilitate a better chance of surviving a similar related trauma in the future.  The only thing to learn from the kind of terrible isolation and abuse I suffered during the 18 years my mother could hurt me was that child abuse survival has a high price, and that it SHOULD NEVER HAPPEN AT ALL.

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I have upped the ante in what I think about, talk about, and write regarding my personal history of severe infant-child abuse.  Literal detailed disclosure of the specifics on separate incidents is NOT my concern.  Understanding what happened to me as a consequence of what my mother did to me is my concern.  This understanding has to be accomplished consciously, and therefore involves an intellectual process.

My mother’s abuse of me forced my body-brain-mind-self to change and adjust its development so that the actual body-brain-mind-self I am left to live my life with and AS is NOT the same one that I would have had should the abuse never have occurred.  These changes are not minor.  They are not insignificant.  And all of the fundamental changes my body-brain-mind-self had to make are permanent on the physiological level.

Time cannot run backward.  I cannot return to being a newborn infant so that I might receive different information from my caregiving environment that would give me an entirely different body-brain-mind-self through my developmental stages.  And just as I cannot RETURN to my infant-childhood for a better chance of developing a different body in a better world, neither can I TURN to any single professional expert source or resource for the information I most need in order to understand exactly how what my mother did to me changed me, and what that means.

Neither am I going to be content with a little piece of an answer, handed to me as a toothpick that relates to a much bigger living tree of information about who and how I really am in this world.  I realize that I join the ranks of those other people who also had extremely abusive infant-childhoods.  None of us have ever really been told the truth about how profoundly our human development was changed so that we could survive what was happening to us.

We will discover this truth within our own self, and as we do so and begin to use the words that matter most to describe the changes we experienced as a result of our abuse, we will be giving birth to our own intellectual property on the topic.   This intellectual property belongs to us because we have this information inside of us.  It is who we are because it is who we had to become to survive.  We are finding new words and new ways to tell our stories about what really happened to us.

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Maybe I am on a mythological quest to find this grand tree of knowledge that will give me the answers I need.  I guarantee if it ever falls I want to be among the first to hear the sound of its falling.  I find glimpses of its existence in the direction much seemingly unrelated research is going, and in its findings.  I had intended to present two specific examples in today’s post, but I have run out of………..

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