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

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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.”

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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.”

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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.”

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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.

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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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+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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+LEARNING STYLES AND LONELINESS

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

INDEX OF LEARNING STYLES (ILS)

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

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

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

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

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

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

These are my scores::

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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+SOMEONE AT BERKELEY, HEAR MY PLEA!

Dear Dr. Dacher Keltner,

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Very sincerely,

Linda A. Danielson

(‘alchemynow’)

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DR. KELTNER’S BOOK:

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

HIS VIDEO:

Dacher Keltner in Conversation

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

This article by Dan Orzech contains the following:

THE SEAT OF COMPASSION:

THE VAGUS NERVE?

 

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

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

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

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

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

MORE:

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

 

Dacher Keltner in Conversation

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

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HIS BOOK:

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

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The Evolution of Compassion

Dacher Keltner

University of California, Berkeley

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Dacher Keltner
Professor
Ph.D., Stanford University

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

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

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

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

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

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Vagal activity, early growth and emotional development – Elsevier

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

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Parental Meta-Emotion Philosophy and the Emotional Life of …

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

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Calm Sleeping Baby – Baby Massage

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

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Tears – Wikipedia, the free encyclopedia

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

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TOUCH IN LABOR AND INFANCY: Clinical Implications

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

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INFANT IN PAIN

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

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[PDF] Emotion

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

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

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

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Evolution and Emotions

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

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

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

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Vagus Nerve Is Direct Link From Brain To Immune System

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Deep Brain Stimulation … – Blogs – Revolution Health

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

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

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

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

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

 

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Breakthrough “Neuro Nutrition” Targets the Brain and Vagus Nerve

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

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

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

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Cholinergic anti-inflammatory pathway – Wikipedia, the free …

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

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The vagus nerve, cytokines and depression

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

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

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

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

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

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

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

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

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

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Brain ‘talks’ directly to body’s immune system

post: Nov 14, 2007

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

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Vagus Nerve Schwannoma: effects on internal organs?

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

 

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BiomedExperts: The vagus nerve mediates behavioural depression ….

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

 

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

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

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

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

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

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+DECEMBER 21, 1925 MY SEVERELY ABUSIVE MOTHER WAS BORN

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My severely abusive Borderline mother died over seven years ago, but if she hadn’t, today would be her 84th birthday.  Given that without all the troubles my mother caused me through her severe child abuse of me for 18 years there would be no Stop the Storm efforts to understand her and what she did to me as well as what the life long consequences are to me from her abuse, I thought it is fitting that I write a post in recognition of her birthday.

I found an interesting section in my mother’s February 18, 1958 letter she wrote to her mother:

As you know by now the Valentine Party was a success with JV running it all as usual.  I had some explaining to do to John.  He wanted to know how come ‘she has all the ideas’.  I slaved baking and decorating 40 heart shaped sugar cookies with red and white frosting but she made girl and boy faces on hers and had cute idea of decorating plates.

She’s so bossy and I don’t want a run in with her.  Everything has to be JV’s way or else.  You could tell her off but she’d ‘fix you’ and is respected and well liked (?) or to steer clear of doing things with her (which I’ll do in future) or to glide along with her and keep tongue in check (which I thought wise to do being new here).

I explained to John [my note:  2nd grade, age 7 – no doubt he received one of my mother’s infamous lectures] and I think he understood – we had a long talk about people – good and bad – etc.  Just hope he doesn’t carry story to the kids that I called her “bossy,”  He better not but she sure is!

As I said she’s just like Bill’s sister [my note:  my father’s sister whom my mother hated and frequently accused me of being like] but I see little of her and I’m not a close neighbor.  I bet she bosses the farm, her husband and the help.  I think underneath it all she has an inferiority complex which appears the opposite.  Right?  I’ll tell you more next summer.

I do like her though – a little goes a long ways.  Every community needs her type though.  She’s to be again in play put on by P.T.A., is treasurer of P.T.A. etc. etc.

She’s full of ideas, enthusiasm and means well though.  Is now starting sewing course Mon. nites at College.  She’s busy as a bee on farm, does all book-keeping, deliveries etc. + all the others SO I won’t see much of her!!”

See *February 1958 – Mother’s Letters

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This is just one snippet from my mother’s letters in which she discusses her ambivalent feelings about this woman, JV, who remained a friend to my mother for nearly 50 years.  JV is the woman who found my mother dying in her shabby motel room and got her to the hospital where my mother died in 2002.

My mother did not have the capacity to simply make Valentine sugar cookies and help in my brother’s 2nd grade classroom with his party ‘just because’ she was a mother and loved her son.  My mother was robbed of this capacity, I believe through deprivation-traumas in her own early childhood that changed her in her young development into a different sort of person that she could have been if her needs had been met as an infant-child.

I believe someone could have written my mother’s obituary by the time she was five years old because already by that age my mother’s Trauma Altered Development had sent her down an alternative pathway of development that robbed her of her life.  Sure, my mother walked around for another 70+ years, but who my mother COULD have been, and SHOULD have been, disappeared very early in her life.

While my mother’s words in her 1958 letter might seem innocuous and ‘ordinary’ upon surface reading, I don’t believe that they are.  My mother never had a truly satisfying relationship with a human being in her life.  My mother’s insecure attachment disorder was so severe that she NEVER found a way to shut it OFF.

Eighteen years of trauma and abuse I experienced at the hands of my mother from birth could never make me suffer to the point where my complete connection to the world outside of me was severed like hers was.  It’s as if my mother got turned inside out by the time she was five years old.  Nowhere could she look and not see her own suffering in front of her face, which blocked her from having any meaningful access to or connection with anything outside of herself.

I suspect that my mother’s childhood suffering was so great that it overwhelmed her – and in order to continue living from childhood on she had to make her own suffering invisible to her self.  She made awareness of suffering vanish.  Once this shift happened, she lost the ability to identify suffering – not only within her self, but within anyone else, either – especially within me.

Suffering.  I believe my mother suffered her entire life, though her entire body-nervous system-brain-mind operated continually in desperate ways to make her experience of suffering vanish.  If something so innocent and simple, so sweet and caring as making cookies for her 2nd grade son’s classroom Valentine party could present such a challenge to her self worth, concept, and well-being, what chance did she have of being an adequate mother at all?  To any of her children, let alone me, the chosen one for the target of her severe abuse?

None.  None at all.  Even though I am not convinced of the validity of ‘mental illness’, ‘mental disorders,’ ‘diagnostic categories’, etc., I also know that it wasn’t until 1984 that the category of ‘Borderline Personality Disorder’ was even recognized and named according to patterns of being in the world for people on a spectrum to which I believe my mother belonged.

I never knew my mother was not a ‘good mother’.  I had no frame of reference to think about how she treated me or about what she did to me.  Neither did she.  Would anything be different in today’s world if I was born to her today and she was the same and did the same things to me?

I do not know.  I post this today in memory of her December 21, 1925 birth as I also wonder, would the same things happen to her today that so harmed her as an infant-child?  My mother, whose ashes are spread over our Alaskan mountain homestead, cannot ask these questions.

Adult severe insecure attachment disorders (from their infant-childhood) can create severe empathy disorders.  I have no doubt whatsoever that if current neuroscientists had been able to watch the operation of my mother’s brain, the patterns they would have found in the way her brain regions, circuits and pathways operated would have shown as clear as day what was WRONG with my mother.

We don’t need a diagnostic category of mental illness to understand someone like my mother.  We need realistic and factual information about how what happened to them when they were very young CHANGED THEM IN THEIR EARLY DEVELOPMENT and made them into the dangerous people they turned into.

But on this day 84 years ago my mother was born a beautiful and perfect infant with needs that were not met well enough so that she suffered too much — more than she could bear — until in desperation trauma itself turned her into somebody else.

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IN MEMORY OF MY MOTHER – HERE’S INFORMATION FROM:

Borderline Personality Disorder

In the Spotlight | More Topics |

from Kristalyn Salters-Pedneault, PhD
There is a common misperception that all people with BPD are violent. This is simply not the case. That said, BPD is associated with an elevated risk of violence because there is a subset of people with BPD who act out with physical aggression– this week learn more about the connection between BPD and violent behavior.

In the Spotlight

Are People With BPD Violent?
No, but BPD does increase the risk of violence. Here are some reasons that BPD can elevate the risk of violent behavior.

More Topics

Other High Risk Behaviors: Self-Harm
Self-harming behaviors may seem like they have nothing to do with violence. But actually both are impulsive behaviors that are often related to intense feelings and poor emotion regulation.

Understanding Dissociation
Dissociation is one of the least understood symptoms of BPD, but researchers are beginning to understand what dissociation is and why it happens.

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+DEGREES-OF-WELL-BEING IS ABOUT SOCIAL HEALTH, NOT “MENTAL” OR “BEHAVIORAL”

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At the same time that I do not personally like the use of the words either ‘mental’ or ‘behavioral’ health in regard to the well-being of humans, I cannot fight the world on this point, but I sure can examine what is meant by the words themselves.  The human ‘mind’ is a nebulous, invisible, intangible nonexistent physical entity.  It is not a THING we can detect through our ordinary senses.  We are always forced to follow some magical ‘this is subjective but we’ll all pretend it isn’t” course in our thinking about the concept of MIND.

Dr. Daniel J. Siegel’s work and writings talk about how humans both develop a mind and the ability to have what he calls ‘Mind Sight’.   Siegel serves as the Executive Director of the Mindsight Institute, an educational organization that focuses on how the development of insight, compassion and empathy in individuals, families and communities can be enhanced by examining the interface of human relationships and basic biological processes.  His work accurately describes how the mind does not exist separately from the physiological body that comes to manifest it.

If we are going to continue to use the term ‘mental health’ it must be done within the context that Siegel presents.  ‘Behavioral health’ must also be firmly anchored into an accurate understanding that behavior, just like ‘mind’, stems from physiological processes within a person’s body and is completely open for subjective interpretation.

By using either one of these terms on a grand scale, either ‘mental health’ or ‘behavioral health’,  we are pretending that we are talking about a THING.  A thing is an object.  Humans are not objects.  We are living beings who exist in relationship with our environment, within our own body and to everyone and everything around us.  To try to define our well-being in the world in terms of our mind or our behavior as if they are separate THINGS that have nothing to do with our physiological body is STUPID!

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We CAN talk about human well-being at every stage of our existence from conception until death.  Before I would trust any individual national, state, regional, local or individual opinion on any topic of human health, I would want to know what our global ‘best of the best’ have to say about it.

The World Health Organization’s website has a page devoted to Mental Health, where they say:

Mental health is not just the absence of mental disorder. It is defined as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.”

The World Health Organization defines some specifics about “the early signs of mental disorders”:

A mental or behavioural disorder is characterized by a disturbance in thinking, mood, or behaviour, which is out of keeping with cultural beliefs and norms. In most cases the symptoms are associated with distress and interference with personal functions.

Mental disorders produce symptoms that sufferers or those close to them notice. These may include:

  • physical symptoms (e.g. aches and sleep disturbance)
  • emotional symptoms (e.g. feeling sad, scared, or anxious)
  • cognitive symptoms (e.g. difficulty thinking clearly, abnormal beliefs, memory disturbance)
  • behavioural symptoms (e.g. behaving in an aggressive manner, inability to perform routine daily functions, excessive use of substances)
  • perceptual symptoms (e.g. seeing or hearing things that others cannot)

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Well, I am getting nowhere here, so I am going back to look at the origins of the word ‘mind’ itself.  Interestingly, I have to continue to search for the actual date this word came into our modern English language.  My hard-copy dictionary gives the date as being before the 12th century.:

Main Entry: 1mind

Function: noun

Etymology: Middle English, from Old English gemynd; akin to Old High German gimunt memory, Latin ment-, mens mind, monEre to remind, warn, Greek menos spirit, mnasthai, mimnEskesthai to remember

1 : RECOLLECTION, MEMORY <keep that in mind> <time out of mind>
2 a : the element or complex of elements in an individual that feels, perceives, thinks, wills, and especially reasons b : the conscious mental events and capabilities in an organism c : the organized conscious and unconscious adaptive mental activity of an organism
3 : INTENTION, DESIRE <I changed my mind>
4 : the normal or healthy condition of the mental faculties
5 : OPINION, VIEW
6 : DISPOSITION, MOOD
7 a : a person or group embodying mental qualities <the public mind> b : intellectual ability
8 capitalized, Christian Science : GOD 1b
9 : a conscious substratum or factor in the universe
10 : ATTENTION <pay him no mind>

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Very interesting origins!  I looked up the word “mental” and found:

Main Entry: 1men·tal

Function: adjective

Etymology: Middle English, from Late Latin mentalis, from Latin ment-, mens mind — more at mind

Date: 15th century

1 a : of or relating to the mind; specifically : of or relating to the total emotional and intellectual response of an individual to external reality <mental health> b : of or relating to intellectual as contrasted with emotional activity c : of, relating to, or being intellectual as contrasted with overt physical activity d : occurring or experienced in the mind : inner <mental anguish> e : relating to the mind, its activity, or its products as an object of study : ideological f : relating to spirit or idea as opposed to matter
2 a (1) : of, relating to, or affected by a psychiatric disorder <a mental patient> (2) : mentally disordered : mad, crazy b : intended for the care or treatment of persons affected by psychiatric disorders <mental hospitals>
3 : of or relating to telepathic or mind-reading powers

Ah!  Here again, as with the word ‘symptom’ (see post on topic here) , we have a Renaissance-origin word:  ‘Mental’ as an adjective.

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It becomes immediately clear to me as soon as I try to discover the roots of human thinking behind a term like ‘mental health’ that we are evidently not willing to talk about what we are really talking about!

When the invisible unreal entity of MIND is considered independently from the human body that both HAS a mind and experiences life WITH this mind, what we are really talking about – as we can see from our consideration of the meaning of ‘mind’ and ‘mental’ in relationship to their origins —  is HOW A PERSON’S  SPIRIT REMEMBERS ITSELF in the world.

(If the treatment a developing infant receives from its mother is unsafe and insecure, that treatment is a warning to the infant that adjustments need to be made in order to survive within a malevolent world.  A mother’s treatment of her offspring ‘reminds’ it of the conditions of the environment.  All human ‘remembering’ (including how our DNA manifests itself) happens from conception within this framework.  Because we are a social species, all our ‘remembering’ happens through the body-brain we developed primarily before the age of one.)

No matter what the Renaissance thinkers intended as they began to talk about ‘mind’ and ‘mental’ the reality is that no consideration of mind is actually remotely scientific!  Just by making up a meaning and attaching it to a made-up word DOES NOT MAKE SOMETHING into a real, tangible THING.

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Are we really talking about something no less tangible than what one of my favorite words describes?

Main Entry: al·che·my

Function: noun

Etymology: Middle English alkamie, alquemie, from Middle French or Medieval Latin; Middle French alkimie, from Medieval Latin alchymia, from Arabic al-kīmiyā’, from al the + kīmiyā’ alchemy, from Late Greek chēmeia

Date: 14th century

1 : a medieval chemical science and speculative philosophy aiming to achieve the transmutation of the base metals into gold, the discovery of a universal cure for disease, and the discovery of a means of indefinitely prolonging life
2 : a power or process of transforming something common into something special
3 : an inexplicable or mysterious transmuting

al·chem·i·cal \-mi-kəl\ also al·chem·ic \al-ˈke-mik\ adjective

al·chem·i·cal·ly \-mi-k(ə-)lē\ adverb

There it is:  “an inexplicable or mysterious transmuting.”  We have transmuted the invisible process of how and who a human being is in the world into a tangible THING, giving the words ‘mind’ and ‘mental’ meaning AS IF we are talking about something REAL and tangible rather than something UNREAL and intangible.

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What happens if I turn my considerations toward ‘behavioral health’ instead of ‘mental health’?  Hummmmm – this search also is leading me toward the obvious – yet another Renaissance word:

Main Entry: be·have

Function: verb

Inflected Form(s): be·haved; be·hav·ing

Etymology: Middle English behaven, from be- + haven to have, hold

Date: 15th century

transitive verb 1 : to manage the actions of (oneself) in a particular way
2 : to conduct (oneself) in a proper mannerintransitive verb 1 : to act, function, or react in a particular way
2 : to conduct oneself properly

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If I make a gigantic leap and connect “to conduct oneself properly” in relationship to ‘behavioral health’ back through ‘mind’ as being a ‘remembering of the spirit’, and return full circle to the beginning of the post, I find in the World Health Organization’s discussion about the ‘symptoms’ of ‘mental illness’ and ‘mental disorders’ that they clearly present this qualifying statement:

A mental or behavioural disorder is characterized by a disturbance in thinking, mood, or behaviour, which is out of keeping with cultural beliefs and norms”

In other words, it is impossible to even begin to think even about ‘disorder’ itself, in relation to either a so-called ‘mental’ or a ‘behavioral’ one without first defining what any particular culture’s ‘beliefs and norms’ are.

Any consideration of ‘disorder’ has to be done within a consideration of the established social-cultural patterns of what’s considered to be ‘order’.  Disorder is itself another Renaissance word:

Main Entry: 1dis·or·der

Function: transitive verb

Date: 15th century

1 : to disturb the order of
2 : to disturb the regular or normal functions of

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Even if I try to place the IDEA of disorder within the larger context of what ORDER might mean, I find myself looking at an English word that is connected not in our history of Renaissance-period thinking, but to our Medieval-period, or Middle Age Millennium of thinking:

Main Entry: 1or·der

Function: verb

Inflected Form(s): or·dered; or·der·ing \ˈȯr-d(ə-)riŋ\

Etymology: Middle English, from ordre, noun

Date: 13th century

transitive verb 1 : to put in order : arrange
2 a : to give an order to : command b : destine, ordain <so ordered by the gods> c : to command to go or come to a specified place <ordered back to the base> d : to give an order for <order a meal>intransitive verb 1 : to bring about order : regulate
2 a : to issue orders : command b : to give or place an order

OR AS A NOUN:

Main Entry: 2order

Function: noun

Etymology: Middle English, from Anglo-French ordre, from Medieval Latin & Latin; Medieval Latin ordin-, ordo ecclesiastical order, from Latin, arrangement, group, class; akin to Latin ordiri to lay the warp, begin

Date: 14th century

1 a : a group of people united in a formal way: as (1) : a fraternal society <the Masonic Order> (2) : a community under a religious rule; especially : one requiring members to take solemn vows b : a badge or medal of such a society; also : a military decoration
2 a : any of the several grades of the Christian ministry b plural : the office of a person in the Christian ministry c plural : ordination
3 a : a rank, class, or special group in a community or society b : a class of persons or things grouped according to quality, value, or natural characteristics: as (1) : a category of taxonomic classification ranking above the family and below the class (2) : the broadest category in soil classification

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As a weaver, I find “akin to Latin ordiri to lay the warp, begin” fascinating!  That is exactly what a mother does for her infant — she lays the warp as her infant begins its life as a social being, and with that warp a person’s life is created.

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We cannot consider ‘mental’ or ‘behavioral’ ‘disorders’ outside of the context that gave birth not only to the words themselves, but to the cultural ideas and concepts that contain them.

It is clear to me that all of these words originated within a Christian mindset and cultural world view.  We continue to use these words AS IF (think alchemy again) we could transmute the concepts, values, beliefs, understandings and religious underpinnings beneath and behind them into something magically SCIENTIFIC.

Main Entry: sci·ence

Function: noun

Etymology: Middle English, from Anglo-French, from Latin scientia, from scient-, sciens having knowledge, from present participle of scire to know; perhaps akin to Sanskrit chyati he cuts off, Latin scindere to split — more at shed

Date: 14th century

1 : the state of knowing : knowledge as distinguished from ignorance or misunderstanding
2 a : a department of systematized knowledge as an object of study <the science of theology> b : something (as a sport or technique) that may be studied or learned like systematized knowledge <have it down to a science>
3 a : knowledge or a system of knowledge covering general truths or the operation of general laws especially as obtained and tested through scientific method b : such knowledge or such a system of knowledge concerned with the physical world and its phenomena : natural science
4 : a system or method reconciling practical ends with scientific laws <cooking is both a science and an art>

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“Scientific’ is supposedly “the state of knowing : knowledge as distinguished from ignorance or misunderstanding.”  We are all familiar in our culture with the other end of the ‘nonscientific’ spectrum, and the conflict that often arises between them:

Main Entry: re·li·gion

Function: noun

Etymology: Middle English religioun, from Anglo-French religiun, Latin religion-, religio supernatural constraint, sanction, religious practice, perhaps from religare to restrain, tie back — more at rely

Date: 13th century

1 a : the state of a religious <a nun in her 20th year of religion> b (1) : the service and worship of God or the supernatural (2) : commitment or devotion to religious faith or observance
2 : a personal set or institutionalized system of religious attitudes, beliefs, and practices
3 archaic : scrupulous conformity : conscientiousness
4 : a cause, principle, or system of beliefs held to with ardor and faith

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Yet if we are honest with ourselves as a species, this entire discussion and any consideration of what the terms ‘mental health’ and ‘behavioral health’, as well as ‘mental disorder’ and ‘behavioral disorder’ is really describing is how comfortably –or not — an individual fits into the social system of which they are a member.

At the point that so-called ‘science’ wanted to begin to establish itself separately from ‘religion’ words began to be used in our language that were supposed to take ‘how spirit remembers itself’ and transmute them magically into something else – something tangible, literal, measurable and real.

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As we accept these terms and use them to describe ourselves and/or others, we are continuing only to consider human beings in the context of the social environment they live within.  We are not REALLY concerning ourselves with the actual conditions of well-being or lack of well-being that a person experiences from within their own skin.  We are a social species, so it is not at all surprising that the formulas we use in our thinking about how we fit into the larger social context are all reducible down to social relationships.

And, again, it is the earliest mothering caregiver interactions we experience during our infant brain developmental stages that entirely build the foundation of our social brain that will regulate our interactions within our own self and within our social environment for the rest of our lives.  These experiences ‘order’ our brain.  It is at this level that we have to look for what happens to us the rest of our lives.

It is at this very real level of interaction between our social environment (our mothering experiences) and our growing and forming social brain’s foundation that we can NOW understand the science of social interaction.  It has nothing to do with ‘religion’ as we usually understand it as lying at the foundation of our culture, our social order, or the words, concepts and terms we use to consider our ‘invisible’ ideas.

The Latin conception of ‘religio’ as tying and binding together is, in its largest sense, what mothering an infant adequately is all about.  Social interaction is the way humans, as members of a social species, find themselves in the world from the building of our early-forming social-brain on up.  Neurons tie themselves together and form circuits, pathways, patterns in our early-forming brain that are SUPPOSED to link us harmoniously to our own SELF and to other selves in the world around us – beginning with our mothering early caregiver.  How our brain is ‘ordered’ and organized happens through social attachment.

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Looking at the roots of our word ‘social’ I find it related in its origins to ‘man, companion, ally’ (and also, interestingly, as it relates to ‘sue’).  We are a social species, and therefore the issue of companionship – companionship with our mother, companionship with our developing self, and companionship with other members of our species – forms the foundation of who we are through the social brain we built.

Our word ‘companion’ is fundamentally connected in its origins to FOOD, and for all the words I have considered today, it is only in this simple word – food – that I find an origin in our language that goes back before the 12th century.

FOOD

Etymology: Middle English fode, from Old English fōda; akin to Old High German fuotar food, fodder, Latin panis bread, pascere to feed

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NOW THIS IS TAKING US BACK TO WHAT MATTERS.  THIS WORD TAKES US BACK TO OUR HUMAN ROOTS.  THIS WORD IS ABOUT OUR ORIGINS.  With our mothers, beginning our human journey, we transition into the social ordering of our very foundational social brain through all the kinds and qualities of FEEDING that our earliest caregiver, our mother, gives to us.

This is the natural order of making a human being.  This is where our attachments in the world begin.  This is where all our feel-good physiological processes originate.

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If you are still reading this post, and have followed along this far, you will appreciate what a search through words in our language now gives us.  Mothering is about something both so simple and so profound that it lies at the basis of our species.  Mothers can either provide the best possible nourishment for her offspring or she cannot.

Main Entry: nour·ish

Pronunciation: \ˈnər-ish, ˈnə-rish\

Etymology: Middle English nurishen, from Anglo-French nuriss-, stem of nurrir, norrir, from Latin nutrire to suckle, nourish; akin to Greek nan to flow, noteros damp, Sanskrit snauti it drips

Date: 14th century

1 : nurture, rear
2 : to promote the growth of
3 a : to furnish or sustain with nutriment : feed b : maintain, support

nour·ish·er noun

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All of my thoughts, in fact all of anyone’s thoughts, always return in their origins to the mother who brought us into the world and who was then responsible for forming the foundations of our earliest social-emotional brain.  We find in one single word the essence of all that matters in our beginnings.

Main Entry: 1suck

Function: verb

Etymology: Middle English suken, from Old English sūcan; akin to Old High German sūgan to suck, Latin sugere

Date: before 12th century

transitive verb 1 a : to draw (as liquid) into the mouth through a suction force produced by movements of the lips and tongue <sucked milk from his mother’s breast> b : to draw something from or consume by such movements c : to apply the mouth to in order to or as if to suck out a liquid
2 a : to draw by or as if by suction b : to take in and consume by or as if by suction

We draw the world into ourselves in our beginnings through our interactions with our earliest caregiver, our earliest representation of humanity in our world – our mother.  We take in and consume what she provides for us and build a brain out of it, build a nervous system, an immune system, and entire body that has at its basis of operation in the world the signals her treatment of us communicates to us about the condition of the world:  Is it a safe and secure benevolent world or is it an unsafe, insecure malevolent one?

The resiliency factors available in our own DNA memory or our species allow us to adapt to and adjust within the quality of the world our mother presents to us from our conception.  How our developing body-brain is ordered is dependent upon the interactions we have with ALL of our earliest caregivers, but most centrally upon the interactions with the mother that suckles us – by feeding us information about the condition of the world that we adapt ourselves to in our earliest development.

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We have reached the heart of the matter.  We cannot separate either our mind or our behavior from the body we live within, this same body that was guided in its development by the suckling we received from our mothering caregiver that built us.

What we are actually talking about is our degree of SOCIAL HEALTH.  This is, in my opinion, the most accurate term we can use to talk about how we are in the world as members of a social species.

The problem with adopting Social Health as an accurate term related to our degrees of well-being is that it simply does not allow us to continue using stigma against one another.  Social Health and well-being is about ALL OF US.  It is about our entire body, not only individually, but about the health of the culture we live within and on the largest scale, of the entire quality of health for every single one of the members of our species on our planet.

Main Entry: stig·ma

Function: noun

Inflected Form(s): plural stig·ma·ta

\stig-ˈmä-tə, ˈstig-mə-tə\ or stig·mas

Etymology: Latin stigmat-, stigma mark, brand, from Greek, from stizein to tattoo — more at stick

Date: circa 1593

1 a archaic : a scar left by a hot iron : brand b : a mark of shame or discredit : stain <bore the stigma of cowardice> c : an identifying mark or characteristic; specifically : a specific diagnostic sign of a disease
2 a stigmata plural : bodily marks or pains resembling the wounds of the crucified Jesus and sometimes accompanying religious ecstasy

Once we are given a ‘diagnosis’, we are then the recipient of a ‘brand’ or a ‘mark’ that sticks to us and separates us from ‘the others’.

Main Entry: 1stickFunction: noun

Etymology: Middle English stik, from Old English sticca; akin to Old Norse stik stick, Old English stician to stick

Date: before 12th century

1 : a woody piece or part of a tree or shrub: as a : a usually dry or dead severed shoot, twig, or slender branch b : a cut or broken branch or piece of wood gathered for fuel or construction material
2 a : a long slender piece of wood or metal: as (1) : a club or staff used as a weapon (2) : walking stick b : an implement used for striking or propelling an object in a game c : something used to force compliance d : a baton symbolizing an office or dignity; also : a person entitled to bear such a baton

We are cast aside, as if we are cut off as a branch would be broken from the main tree of human life.  We are both ‘stuck’ with the stigma and ‘struck’ by it because stigmas hurt people.

Social Health is an inclusive rather than an exclusive term.  Using it would stop stigmatization dead in its tracks.  Everyone would then be included; nobody would be marked, cast off, stigmatized, judged, condemned or punished as being different from anybody else.  Everyone has some degree of social health.

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Oh, but in the U.S.A. we are such big fans of uniqueness and individuality.  Social Health smacks of ‘socialism’ and unwanted oppression over the rights of the individual!  We want to be ‘free’ to be ‘different’ from everyone else.  We do not want to accept that after all, we are human beings just like everyone else is.

When we are ‘free’ to be ‘unique individuals’ and ‘different’ from everyone else, we can feel superior or inferior, better-than or less-than other people.  We can keep our stigmas, our prejudices, our arrogance and our ignorance.  We do not want to admit or accept that these aspects to our ‘social ordering’ within our culture are fooling no one but ourselves.

We continue to keep our illusions intact, and believe in ‘manifest destiny’ and ‘the right of imminent domain’.  After all, in America anyone and everyone can ‘pull themselves up by their bootstraps’ if they only want to.  After all, we are all born ‘all men are equal before the law’.

Never mind that laws are not enforced equally.  Never mind that infant-children can be neglected, battered, abused and maltreated within our national boundaries, forcing these victim-survivors to grow a completely evolutionarily altered body and brain that will change how they are in the world for the rest of their lives.  What is happening to The Great Society?

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Our primary concern is with health – every kind of health related to the conditions of being human.  Because we are a species of social beings, all of our health concerns boil down to social ones.  The adjective we use to talk about how we are as social beings in the world, in relationship with our own self and with one another needs to be accurate.  Social Health uses the right adjective.

Main Entry: health

Function: noun

Usage: often attributive

Etymology: Middle English helthe, from Old English ̄lth, from hāl

Date: before 12th century

1 a : the condition of being sound in body, mind, or spirit; especially : freedom from physical disease or pain b : the general condition of the body <in poor health> <enjoys good health>
2 a : flourishing condition : well-being b : general condition or state <poor economic health>

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+THIS HONEST TRUTH: ME, MY 6-YEAR-OLD SELF AND MY MOTHER’S 1958 LETTERS

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It takes courage for me to publish here this link (below) because I do not have any answers when it comes to my own ongoing, internal, personal experience with my childhood traumas with my mother.  I have returned to the task of transcribing my mother’s 1958 letters, a job that I left behind several months back.

My efforts TODAY to deal with further discovery in my mother’s letters of her beliefs about me as a six-year-old disintegrated me even further than they did last night when I first re-encountered her writing.  The internal process going on for me as contained here and in this link make me feel like I am dying, my guts torn out and strewn on the ground as Hitchcock’s birds fly at me to peck my eyes out.

I guess I could say, “This post may trigger” — it certainly triggered me:

*Age 6 – Jan. 1958 First Grade in Mother’s Letters

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background information:

Diagnosis of Trauma and Abuse-Related Dissociative Symptom Disorders in Children and Adolescents

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This is what I wrote when I found that the first words of the first 1958 letter of my mother’s that I picked up to work on transcribing last night was about me:

I feel icky and contaminated as I start back to work on my mother’s letters, a job I abandoned awhile back because I was SICK of the memory of my mother.  These are the 1958 letters from the year I was 6, in first grade, the first year we were in Alaska.  By August 31, 1958 I turned seven and started second grade that fall.

My mother – with her twisted, tweaked, twilight borderline distorted view of the world – the one I grew up thinking was normal because I had no frame of reference to the contrary.

As soon as I begin work again with my mother’s letters I can feel conflict between knowing the truth NOW that I didn’t know for the first 30 years of my life, and my feelings of what, fear?  That I ‘should’ respect my mother, and “Who am I to make up all these bad things about her and slander her good name?”  Bad Linda.  Bad, Bad Linda.

Horse pucky.

These feelings are difficult to identify and to face head on because I have spent most of my life avoiding them.  It’s like getting caught in a time warp, reading that my father in January of 1958 just went out the door to start the car to warm it up and is coming back into the house in a minute to get the note my mother is writing so it can be mailed to my grandmother.  All dead, all of them dead now.  How, really, can a person criticize a dead person’s life?

What values of my own do I confront here?  They certainly aren’t around to care what I say about anything.  Is all that I have here before me in these tattered and tanning envelopes really nothing but the passing of time – soon to be 52 years of it with this particular batch of mother’s letters.

Yet it does matter.  These people’s lives formed mine, and I in turn formed my children’s lives.  We all just march on down the road of our lives leaving one little tiny, miniature less than an ant sized footprint along the pathway after the other.

Yet I know I am not far away from my own deep sadness as I transcribe my mother’s letters:  I wanted my parents to love me and they did not.  I want to reach my hands back through the passage of all this time gone by, grab them each by the shoulders as the big person I am now.  I want to shake them, looking them each straight in the eye.  My face would follow theirs closely if they tried to look away from me when I ask them, “Why?  Why could you not love me?  I am your CHILD!  Why did you HURT me?”

I never really was my parents’ child.  I was their hated stranger.

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+TO BE OR NOT TO BE A TRAUMA-CHANGED HUMAN — THE QUALITY OF MOTHERING HOLDS THE ABSOLUTE KEY

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Early mothering-infant caregiver interactions build a human body-brain-mind-self from the foundation on up.  We cannot change the way Nature remembers to make a human being.  If Nature’s laws are broken, a surviving infant-child-adult will suffer the consequences from having to change its early physiological development in adjustment to deprivation-trauma for the rest of its life.

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I am again returning to the writings of Dr. Daniel J. Siegel in his book The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are (The Guilford Press, 1999).

Siegel writes:

What are the mechanisms by which human relationships shape brain structure and function?  How is it possible for interpersonal experience – the interactions between two people – to affect something so inherently different as the activity of neurons?”  (page 9)

I have already laid out in my thinking that human infant-children have basic needs that are met through having their Universal Human Rights met as described in the December 12, 1989 United Nations General Assembly document from the Convention on the Rights of the Child.  Yesterday’s post describes my belief that mothers are ultimately responsible for the well-being of the children they bring into the world.  Just as mothers are biologically designed to carry and birth offspring, they are also biologically designed to provide all that is necessary for an infant to continue to develop in the best way possible most critically through the first year of an infant’s life.

If a mother cannot or chooses not to provide for the necessary memory-making processes her infant requires for its best development, another WOMAN can certainly provide these experiences to an infant under the age of one.  What an infant needs, as I will begin to clarify today, is MOTHERING.  I am not using the word ‘mothering’ interchangeably with ‘nurturing’, which is certainly something anyone can provide.  Mothering is based on the biological memory contained within our specie’s DNA that forms the structure of human-being-making.

An infant’s body, including its nervous system-brain, grows best under adequate care provided by its mother.  Next in line for an infant’s best care are other women who also have the ability to adequately meet the developmental needs of the infant.  As I will describe here, those needs are very specific.  The wonder of making a human from ‘scratch’ is that under ordinary circumstances, women have always known from the origins of our species how to meet the needs of infants.  It does not take a rocket scientist to tell us how to mother.  I believe if we have not experienced infant-child deprivation and trauma-related changes in our own development ourselves as women that we are automatically born with everything we need to raise our offspring right – and by right I mean in the best way possible.

Siblings and other children have, I believe, always been important in the early care of infant-children.  They can certainly be adequate for the job on some levels if they have also been built from conception in the best way possible.  But children cannot take over the job because it is an appropriately regulated brain within the mother than interacts with the developing brain of her infant that paves the way for all future development of her offspring.  It is the ‘interpersonal experiences’ an infant has with its mother (or other mothering female) that shape its early forming (foundational) body-brain.

Love between an infant and its father is no less important than mother-infant love.  Fathers are also important to the well-being of an infant’s development, but nature has designed their contribution (other than the obvious first one) to be in the role of provider and protector of the mother and the infant so that the earliest needs of growing humans can be met by women.  Men tend to excite and overstimulate infants.  They are not biologically designed for the early job of establishing all the nerve-growth factors that create a balanced, healthy brain and nervous system in a tiny person.

Fathers are naturally meant to participate actively with their offspring AFTER the first year of life at the time that an infant has grown a body-nervous system-brain (at about a year of age) that allows it to venture away from its mother further and further into the exciting, stimulating bigger world.  Before that time it is the primary safe and secure attachment an infant has with its mothering caregiver that builds the foundation for all growth and development that will follow.

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Over the millennia of human evolution mothering has always been a basic, critically important process that happened naturally.  Mothers were adequately mothered in their own development so that nothing interfered with their memory of how to mother, and they were naturally able to go on to have offspring of their own that they, in turn, adequately mothered.

I do not believe that women evolved to share the earliest infant interactional experiences with men.  Women evolved to share these experiences with other women.  Living in cultures that today isolate women from one another is contributing to the difficulties women are facing in being the best mothers they were naturally designed to be.  In today’s world it has become too easy for women to forget what mothering young infant-children is supposed to be like.  I think it is a pitiful symptom of the decline in the value our species has always placed on the mother-infant-child relationship that makes us now have to turn to neuroscience to tell us about the specifics of building a human being that we have always naturally known how to do.

Even though women are biologically prepared to mother, even those fundamental memories can be tampered with, changed and removed through interactions a human mother has with all those around her as her own DNA memories are telling her how to prepare herself for life in the world she is born into.  The more disconnected mothering becomes from its biological roots, the more complicated our return to mothering naturally becomes.

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It does no good whatsoever to sit around, whine and wring our hands when any problem appears that needs to be resolved.  If it takes an understanding of brain development to convince women that the mothering of their infant-child is the most important job they will ever do, then so be it.  If it takes an education in the importance of safe and secure attachment experiences before an infant is one year old to build a ‘best’ human body-brain, we better get to work.

If we were not adequately mothered ourselves, these regions that Siegel is describing (below) have already been altered during their early growth periods of our own infant-childhood in direct response to the deprivations-traumas we experienced during our own development.  Pay particular attention to the information Siegel is presenting on the limbic system.  This system is the main area of the brain being built by mother-infant interactional experiences from birth until age one – and is directed in its development by the degree of safe and secure attachment an infant has with its earliest, primary caregiver.

Siegel writes:

The brain is a complex system of interconnected parts.  The “lower structures” include those circuits of brainstem deep within the skull that mediate basic elements of energy flow, such as states of arousal and alertness and the physiological state of the body (temperature, respiration, heart rate).  At the top of the brainstem is the thalamus, an area that serves as a gateway for incoming sensory information and has extensive connections to other regions of the brain, including the neocortex, just above it.” (page 10)

Pausing for a moment, I will note here that human infants are not developed enough when they are born to be able to regulate or modulate much about themselves at all.  Their body can regulate respiration and heart rate, but they are not yet developed enough to even control their bodily temperature.  An infant is born with more fat cells on its back side to keep it warm, which works fine because adults naturally remember that holding a baby close to one’s body keeps its front side warmest!  Adult caregivers, especially the mothering ones, provide all the interactional experiences necessary to ‘train’ a baby during its development so that it can increasingly regulate everything about itself in the world.  This happens through natural processes – we hope.

Siegel continues, and we have to remember that he is describing brain areas and functions that develop within an infant-child during a succession of growth and developmental windows over time (note:  He wrote the following as one paragraph that I am breaking apart for ease of reading):

The “higher structures,” such as the neocortex at the top of the brain, mediate “more complex” information-processing functions such as perception, thinking, and reasoning.  These areas are considered to be the most evolutionarily “advanced” in humans and mediate the complex perceptual and abstract representations that constitute our associational thought processes.”

[My note:  These regions are formed later in an infant-child’s developmental journey.  The neocortex is not fully developed in humans until between the ages of 25-30.  However, as Dr. Martin Teicher notes, traumatized and abused children’s neocortex actually “atrophies early” and never finishes its course of development properly.  For these survivors, the best growth and development of their neocortex has been robbed from them during their Trauma Altered Development that also affected the development of all the other regions – and the nervous system and immune system – of the survivor during all their preceding critical developmental stages.]

The centrally located “limbic system” – including the regions called the orbitofrontal cortex, anterior cingulate, and amygdala – plays a central role in coordinating the activity of higher and lower brain structures.  The limbic regions are thought to mediate emotion, motivation, and goal-directed behavior.  Limbic structures permit the integration of a wide range of basic mental processes, such as the appraisal of meaning, the processing of social experience (called “social cognition”), and the regulation of emotion.  This region also houses the medial temporal lobe (toward the middle, just to the sides of the temples), including the hippocampus, which is thought to play a central role in consciously accessible forms of memory.

The brain as a whole functions as an interconnected and integrating system of subsystems.  Although each element contributes to the functioning of the whole, regions such as the limbic system, with extensive input and output pathways linking widely distributed areas in the brain, may be primarily responsible for integrating brain activity.

When we look to understand how the mind develops, we need to examine how the brain comes to regulate its own processes.  Such self-regulation appears to be carried out in large part by these limbic regions.”  (pages 10-11 – bolding is mine)

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If I cut the fluff, I can simply say that a screwed up, dysregulated mother will ‘download’ her screwed up, dysregulated limbic brain directly into her infant’s growing brain – especially the earliest forming limbic structures —  from birth to age one.  It is within the attachment, caregiving interactions a mother has with her infant that the infant’s brain is formed.  These interactions FORM the infant brain through the ongoing interactional experiences that an infant has with its mother.

Evolution has determined that this is the way growing a body-brain happens.  No infant is ever given the choice to say, “Gee whiz!  There’s something wrong with my mother!  She has an awfully dysregulated brain and she is forcing me to grow one, too!  Help!  Somebody get me a different mother NOW!”

Nope.  Doesn’t happen this way unless someone external to the mother-infant relationship is smart enough to helpfully intervene (and this usually means consciously informed in today’s world) because they know that a dysregulated-brained mother is creating a replica of her own brain as she builds the brain of her infant.

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Siegel continues, and this information is critically important.  Any of us who have ‘anxiety’ related disturbances in our body suffered changes in our Hypothalamic–pituitary–adrenal axis (HPA axis responsible for regulating the stress response), as it was formed in us through combinations of early deprivation-trauma to these developing regions:

The limbic and lower regions of the brain also house the hypothalamus and the pituitary, which are responsible for physiological homeostasis [Linda note:  or feedback control.  Our earliest attachment experiences build into our body a memory of how to BE in relationship to our center point of balanced equilibrium.  This point is set at CALM in the best safe and secure attachment environment, and is set somewhere else if we experience deprivation-trauma during this early developmental stage.], or bodily equilibrium, established by way of neuroendocrine activity (neuronal firing and hormonal release).  Stress is often responded to by the “hypothalamic-pituitary-adrenocortical (HPA) axis, and this system can be adversely affected by trauma.  This neuroendocrine axis, along with the autonomic nervous system (regulating such things as heart rate and respiration) and the neuroimmune system (regulating the body’s immunological defense system) are ways in which the function of the brain and body are intricately intertwined.”  (page 11)

[My note:  Autonomic Nervous System – ANS: Remember sympathetic GO arm and parasympathetic STOP arm “pair a brakes” as I have written about it earlier in relation to the age one onset of the physiological experience of shame.  I also believe, and I have tracked my thoughts through research, that it is the developing immune system itself that orchestrates through signals to the growing infant whether or not the world is a safe, secure benevolent place to be living in or not.  If the immune system, whose job it is to protect and defend us down to our most basic molecular level,  identifies deprivation-trauma, it signals the entire cascade of Trauma Altered Development to occur.]

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I will close today’s post by adding the following description Siegel presents about brain development as it applies most importantly to an infant’s early body-brain development before the age of one:

The activation of neural pathways directly influences the way connections are made within the brain.  Though experience shapes the activity of the brain and the strength of neuronal connections throughout life, experience early in life may be especially crucial in organizing the way the basic structures of the brain develop.  For example, traumatic experiences at the beginning of life may have more profound effects on the “deeper” structures of the brain, which are responsible for basic regulatory capacities and enable the mind to respond later to stress.  Thus we see that abused children have elevated baseline and reactive stress hormone levels.”  (page 13 – bolding is mine)

Researchers seem forced to use the term “may be” in their writings to avoid some kind of potential peer sanction against their own thinking.  There is nothing “may be” about how early experience IS “especially crucial in organizing the way the basic structures of the brain develop.”  What I hope to convey today is how profound and permanent adaptations to deprivation-trauma are in terms of infant body-brain-nervous system-immune system development.

Early attachment interactional experiences that an infant has with its primary mothering caregiver tells all the mechanisms that govern its early development HOW to build themselves in preparation for either a benevolent, safe and secure world or for an unsafe, insecure and malevolent one.  Once all these critical regulatory structural systems have been built – with or without the need for changes – they will operate on an implicit memory unconscious level, guiding a person’s future interactions from within the core of their body, for the rest of their lives.

If infant mothering is inadequate so that deprivations and trauma are allowed to occur during first-year critical growth stages, Trauma Altered Development is GOING to occur.  There is no possible way it can’t.  And there is no possible way to consider Trauma Altered Development without considering the quality of mothering an infant receives because it is those interactions an infant has with its mothering caregiver that either tell an infant’s DNA to respond to trauma or not to.

If deprivation-trauma does exist in an infant-child’s interactions with its mothering caregiver, this ONLY happens because the same kind of deprivation-trauma was built into the infant’s mother at the start of her life.  This is the way dysregulated trauma-based patterns of ‘being in the world’ topple on down through the generations.  It is in this way, and through these processes that the malevolent conditions of the world are signaled through direct mother-infant communications so that Trauma Altered Development –built right into the forming infant body-brain — can change a growing human into one that can survive in a malevolent world both in the present as well as in the future.

Trauma and the memory of the experience of trauma causes physiological developmental changes because they both build the traumatized infant’s body at the same time they build themselves into it.  This is not like knitting a sweater where an identified mistake can be fixed by unraveling the sweater back to the mistake and correcting it, so a person can start over again and do things right.

Trauma-related adaptive physiological changes that happen within a developing human infant cannot be corrected later.  Any future efforts made to give such a survivor a ‘better life’ have to happen WITH and WITHIN the body-brain that was altered in the first place.  Humans do not REALLY get a second chance to mother an infant right, and we need to drop the illusion that we do.

We have no power to change the way Nature remembers how to make a human being.  The way we form, through mothering-infant social-attachment interactions happens according to Nature’s laws.  If those laws are broken through unsafe, insecure, malevolent early experiences, the developing body-brain of the infant will build all that information into its most basic, fundamental trauma-changed structures.  Survivors of infant-child abuse and maltreatment are left to live with and within a trauma-altered body-brain for the rest of their lives.  I kid you not.

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PLEASE NOTE:  Do not take anything I say as a reason to alter any ongoing treatment, therapy or medication you are receiving.  Consult with your provider if you find something in my writing that brings questions to your mind regarding your health and well-being.

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+GIVE US THE FACTS SO WE CAN BUILD OUR BETTER LIVES – NOW!

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We had to negotiate our development through treacherous waters from the time we were born.  We deserve to learn how to negotiate our way through the calmer ones now.

Yes, the changes that happened to us through our Trauma Altered Development in our malevolent infant-childhoods can continue to cascade into bigger and bigger problems in our adulthoods, but I believe a big part of OUR problem is that we find no one around us that truly understands what these changes really mean in our lives, how they affect us in real-time, or how we can begin to live a life of increased well-being AS the changed people we are.

We have to change the track of our thinking about our situation from beginning to end so we can find solutions that truly and helpfully apply to US.  It is within our power as survivors, with the help of accurate research that applies specifically to us, to do so.

From Teicher’s article:

In our hypothesis, postnatal neglect or other maltreatment serves to elicit a cascade of stress responses that organizes the brain to develop along a specific pathway selected to facilitate reproductive success and survival in a world of deprivation and strife.  This pathway, however, is costly as it is associated with an increased risk of developing serious medical and psychiatric disorders and is unnecessary and maladaptive in a more benign environment.”

Article posted yesterday is here:  *SYMTPOMS: 120909 Scan of Teicher’s Research – Trauma Altered Development Paper

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In further consideration of the word ‘symptom’ it was important for me to realize that the word itself is only talking about ‘happenings’ within the body.  The subjective report we give to ourselves and others about what it is like to be in-with a body is a report of how we experience what happens to us.

Main Entry: hap·pen

Function: intransitive verb

Inflected Form(s): hap·pened; hap·pen·ing \ˈhap-niŋ, ˈha-pə-\

Etymology: Middle English, from hap

Date: 14th century

1 : to occur by chance —often used with it <it so happens I’m going your way>
2 : to come into being or occur as an event, process, or result <mistakes will happen>
3 : to do, encounter, or attain something by or as if by chance <I happen to know the answer>
4 a : to meet or discover something by chance <happened upon a system that worked — Richard Corbin> b : to come or go casually : make a chance appearance <he might happen by at any time>
5 : to come especially by way of injury or harm

I could possibly accept that what happened to me during my extremely abusive infant-childhood of trauma happened to me by chance, but in reference to the work of Dr. Martin Teicher’s research group (as contained in the above link), how my little body changed in its development in interaction with this trauma did NOT happen to me by chance.

Teicher’s work clearly anticipates what I believe future research will show, that how a human infant-child changes in its development within a malevolent early world does not happen to it by chance.  The changes that we experience are evolutionarily connected to the history of resiliency factors possible within our species that allowed us to ‘go on being’ within world environments that were far from good, benign or benevolent ones.

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When I began my own research in my attempt to understand how what happened to me as my mother abused me caused things to happen within me in my early development as a consequence, I first encountered neuroscientific writings that described what seemed to be area of damage after area of damage in my brain-body-mind-self.  The picture that began to appear and form itself about these happenings became bleaker and grimmer the more I studied.  It wasn’t until I discovered the work of Teicher’s research group that I finally found hope.  When I found this research it was as if a brilliant light suddenly turned on that allowed me to begin to understand the entire big picture in an entirely different way.

The article at the above link was published in 2003, and does not directly discuss epigenetic changes because that research is just beginning to clarify how early trauma during infant-child development changes how our genes express themselves.  Epigenetics is a new and rich field of study.  It is also a critical one that will eventually allow us to understand that nature has clear and direct mandates and intentions about how to survive in a malevolent world that epigenetic processes signal to our little body on its most basic molecular, genetic level.  This new information will further inform our understandings about what happens during early trauma that allows a growing body to adapt within malevolent environments through epigenetic forces.

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I believe that researchers who continue to pursue serious considerations of what happens during Trauma Altered Development will find that all these changes happen according to preestablished patterns of possibility within a human infant-child.  These changes represent our species’ range of possible resiliency factors.  I believe researchers will eventually discover how each and every one of the changes we experience are directly connected to the operation of our immune system.

Our immune system, operating down to our most basic cellular level, is involved with all our defense, protection and healing processes.  These process are anything but random.  The end goal of immune system actions is always about keeping us alive – either within the best or within the worst environments we happen to be living in.

I believe there are underlying patterns through which Trauma Altered Development happens during infant-childhood.  They are not willy-nilly.  They are not random.  The processes that occur can be detected, and the wisdom of an adapted, altered, and trauma-adjusted body will eventually not only be understood in terms of natural physiological wisdom, but will also be able to be predicted.

I also unfortunately do not believe that it is in the best interests of our current medical model to channel the kind of support into Trauma Altered Development that we need in our adult lifetime to make the best use possible of the information that this arena of research could provide to us about what happened to us because of early trauma and maltreatment, how that trauma changed us, and what we can best do about it today in our lives.  We are left down here at the grassroots level to explore our own reality.

While we might not have the power to alter current directions in research, we do have the power to rethink our own experience of being alive in one of these trauma changed bodies.  ANYTHING that we might report to our self as a ‘symptom’ can be re-thought in terms of its connection to the resiliency factors that allowed us to survive.

Research concerns itself with what is common among people on the larger level.  We each live in our body in a very personal way.  What is happening to us in our body and in our life HAPPENS because of what was done to us and how those happenings caused our changes to happen!  Teicher’s article refers to “a cascade of neurobiological events” that happens because “early severe stress and maltreatment” produced them.

I think again about Galileo’s brilliant work with the physics of motion.  Something that falls increases in speed the further if falls.  Cascades, like water cascading over Niagara Falls, involve this kind of action in motion.  Once our body in infant-childhood began to make adjustments to trauma, the following changes increased proportionately.  The early the traumas happened, the worse they were, the longer they happened, the more complex and pervasive the cascade of changes became.

While I certainly did not, obviously, have the worst childhood imaginable, it was certainly down there near the bottom.   My own infant-childhood was certainly among those that would INCLUDE Trauma Altered Development rather than exclude it.  If I had been able to find anything like adequate ‘helpful’ information within current medical model thinking as it might have applied to what truly happened to me, I certainly would not have been motivated to begin my own search for information specific to my circumstance.

Thankfully I am living in an era where the developmental-changes information is beginning to appear, and is appearing where I can get to it – of course ONLY because of the internet.  I will certainly not placidly accept current mainstream medical model thinking about how my so-called ‘symptoms’ fit into any current ‘mental illness’ model because I understand that these models are missing at least 98% of the facts about how what happened to me changed my development and how those changes created me to be a different evolutionarily altered person today.

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Have you ever watched birds in springtime searching the world for bits of material they can carry away in their beaks to build a safe and secure nest for their offspring?  The body we all have to live in is the equivalent of our nest.  We can use every single tiny bit of helpful information we can find to improve the quality of our body-nest.

Current medical model thinking about our survivor ‘symptoms’ treats only the ‘symptoms’ because very few people are factually identifying what bird the feathers of our symptoms actually originated from.  As long as we continue to apply misguided misinformation about how what happened to us in our malevolent childhood affects what happens to us today, we are following along on an old pathway that does not really apply to us.

I have a memory as I write today.  Years ago on a warm northern Minnesota spring day I drove out alone into the woods along an abandoned narrow logging trail until I reached a spot where the beavers had built a dam that so flooded the road I could not pass by it.  At the same time I knew I could not clear the road from water enough that I could drive through on this particular day, I considered the future.

I spent the entire day playing in the water.  I removed the sticks and logs of that dam one by one so the water could rush in full force across the road thinking that perhaps if enough water could pass through that the dropping water level would free the road for my next spring’s travel.  Of course that wasn’t logically possible.  Whatever I did to thwart the beaver’s plans for the area on this day would immediately be remedied by them as soon as I turned my car around and left.

It would have taken a huge crowd of people working from the beginning of this stream to the end of it to remove the dams each step of the way in order for that water to return to the course of its natural, unblocked flow.  But why fight the beavers?  Why not just let beavers do what beavers tend to do and simply find another way to pass through the woods?

After all, there’s no way to reason with beavers any more than it is possible to reason with medical model thinkers who have no real intention of altering the way they do business.  That the dams they create do nothing for us but block us from our true means of healing is not their problem.  We are free as survivors to find out the truth of how what happened to us changed us and to find our own alternative way through the woods. 

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PLEASE NOTE:  Do not take anything I say as a reason to alter any ongoing treatment, therapy or medication you are receiving.  Consult with your provider if you find something in my writing that brings questions to your mind regarding your health and well-being.

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