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1 " The most sensitive period of their developmental age, when the kids are supposed to be taught to question everything and nourish their reasoning skills, they are taught that God created the world in seven days – that the human race did not evolve from apes through millions of years, rather it came from the amorous congress between two God-made humans, named Adam and Eve. And if you ask why? The answers of the uneducated primordial teachers would be that the scriptures say so. And now if you ask, can’t the scriptures be wrong – do I have to take these stories literally? They would lash out with rage and shout at you – how dare you question the scriptures! Every single word in it is true. There is no greater truth than the truth of these sacred texts. "
― Abhijit Naskar , The Education Decree
2 " Inside" ChildrenInside each of us are the children we were at each developmental stage. With regard to our creative dreams, these inside children can prevent us from living them by " acting out" in order to try to get our attention. Your inner 5-year-old is not going to patiently wait as you learn intricate metalworking techniques or study impressionist painting. Yet, your inner 10-year-old may be perfectly suited to learn and observe new skills.What's really needed is parenting of these inside children so that we bring them to age-appropriate activities. "
3 " A fourth-grade reader may be a sixth-grade mathematician. The grade is an administrative device which does violence to the nature of the developmental process. "
― B.F. Skinner , Walden Two
4 " Here’s another example that some overworked mothers might find inspiring. We saw in Chapter 2 that being the one who producesthe sperm doesn’t dictate, by universal principle, that parenting is out of the portfolio. However, in the case of the rat (as with mostmammals), the balance of trade-offs make it more adaptive for males to leave parenting to the mothers. This might tempt us to take it forgranted that males, by virtue of their sex, therefore lack the capacity to care for pups. We might well assume that, through sexual selection, they lost or never acquired the biological capacity to parent: that it isn’t “in” their genes, hormones, or neural circuits. That it isn’t in their male nature. But bear in mind that one reliable feature of a male rat’s developmental system is a female rat that does the child care. So what happens when a scientist, under controlled laboratory conditions, simulates a first-wave feminist rodent movement by placing males in cages with pups but no females? Before too long you will see the male “mothering” the infant, in much the same way that females do. Feminism: 1. Sexual selection: nil. "
― Cordelia Fine , Testosterone Rex: Myths of Sex, Science, and Society
5 " [W]hen trying to understand the character of the modern mind, it is impossible to separate the effects of genes and the developmental environment. "
― , The Prehistory of the Mind: The Cognitive Origins of Art, Religion and Science
6 " The future is malleable, and to see it, you just have to listen to history and have a grand enough vision. - Salome Gluecksohn Waelsch - Developmental Genetics "
― , Headstrong: 52 Women Who Changed Science-and the World
7 " There is a succession of experiences which together constitute the educational and developmental ripening of the learner, according to the Sufis. People who think that each gain is the goal itself will freeze at any such stage, and cannot learn through successive and superseding lessons. "
― Idries Shah , A Perfumed Scorpion
8 " We decided to become developmental psychologists and study children because there aren't any Martians. These brilliant beings with the little bodies and big heads are the closest we can get to a truly alien intelligence (even if we may occasionally suspect that they are bent on making us their slaves.) "
― Alison Gopnik , The Scientist in the Crib: What Early Learning Tells Us About the Mind
9 " If there is one thing developmental psychologists have learned over the years, it is that parents don’t have to be brilliant psychologists to succeed. They don’t have to be supremely gifted teachers. Most of the stuff parents do with flashcards and special drills and tutorials to hone their kids into perfect achievement machines don’t have any effect at all. Instead, parents just have to be good enough. They have to provide their kids with stable and predictable rhythms. They need to be able to fall in tune with their kids’ needs, combining warmth and discipline. They need to establish the secure emotional bonds that kids can fall back upon in the face of stress. They need to be there to provide living examples of how to cope with the problems of the world so that their children can develop unconscious models in their heads. "
― David Brooks , The Social Animal: The Hidden Sources of Love, Character, and Achievement
10 " For example, in order to identify these schemas or clarify faulty relational expectations, therapists working from an object relations, attachment, or cognitive behavioral framework often ask themselves (and their clients) questions like these: 1. What does the client tend to want from me or others? (For example, clients who repeatedly were ignored, dismissed, or even rejected might wish to be responded to emotionally, reached out to when they have a problem, or to be taken seriously when they express a concern.) 2. What does the client usually expect from others? (Different clients might expect others to diminish or compete with them, to take advantage and try to exploit them, or to admire and idealize them as special.) 3. What is the client’s experience of self in relationship to others? (For example, they might think of themselves as being unimportant or unwanted, burdensome to others, or responsible for handling everything.) 4. What are the emotional reactions that keep recurring? (In relationships, the client may repeatedly find himself feeling insecure or worried, self-conscious or ashamed, or—for those who have enjoyed better developmental experiences—perhaps confident and appreciated.) 5. As a result of these core beliefs, what are the client’s interpersonal strategies for coping with his relational problems? (Common strategies include seeking approval or trying to please others, complying and going along with what others want them to do, emotionally disengaging or physically withdrawing from others, or trying to dominate others through intimidation or control others via criticism and disapproval.) 6. Finally, what kind of reactions do these interpersonal styles tend to elicit from the therapist and others? (For example, when interacting together, others often may feel boredom, disinterest, or irritation; a press to rescue or take care of them in some way; or a helpless feeling that no matter how hard we try, whatever we do to help disappoints them and fails to meet their need.) "
― , Interpersonal Process in Therapy: An Integrative Model
11 " Bowlby's conviction that attachment needs continue throughout life and are not outgrown has important implications for psychotherapy. It means that the therapist inevitably becomes an important attachment figure for the patient, and that this is not necessarily best seen as a 'regression' to infantile dependence (the developmental 'train' going into reverse), but rather the activation of attachment needs that have been previously suppressed. Heinz Kohut (1977) has based his 'self psychology' on a similar perspective. He describes 'selfobject needs' that continue from infancy throughout life and comprise an individual's need for empathic responsiveness from parents, friends, lovers, spouses (and therapists). This responsiveness brings a sense of aliveness and meaning, security and self-esteem to a person's existence. Its lack leads to narcissistic disturbances of personality characterised by the desperate search for selfobjects - for example, idealisation of the therapist or the development of an erotic transference. When, as they inevitably will, these prove inadequate (as did the original environment), the person responds with 'narcissistic rage' and disappointment, which, in the absence of an adequate 'selfobject' cannot be dealt with in a productive way. "
― , John Bowlby and Attachment Theory
12 " An integral approach is based on one basic idea: no human mind can be 100% wrong. Or, we might say, nobody is smart enough to be wrong all the time. And that means, when it comes to deciding which approaches, methodologies, epistemologies, or ways or knowing are " correct," the answer can only be, " All of them." That is, all of the numerous practices or paradigms of human inquiry — including physics, chemistry, hermeneutics, collaborative inquiry, meditation, neuroscience, vision quest, phenomenology, structuralism, subtle energy research, systems theory, shamanic voyaging, chaos theory, developmental psychology—all of those modes of inquiry have an important piece of the overall puzzle of a total existence that includes, among other many things, health and illness, doctors and patients, sickness and healing. "
13 " The traumatic stress field has adopted the term “Complex Trauma” to describe the experience of multiple and/or chronic and prolonged, developmentally adverse traumatic events, most often of an interpersonal nature (e.g., sexual or physical abuse, war, community violence) and early-life onset. These exposures often occur within the child’s caregiving system and include physical, emotional, and educational neglect and child maltreatment beginning in early childhood- Developmental Trauma Disorder "
― Bessel van der Kolk
14 " Dissociation is the ultimate form of human response to chronic developmental stress, because patients with dissociative disorders report the highest frequency of childhood abuse and/or neglect among all psychiatric disorders. The cardinal feature of dissociation is a disruption in one or more mental functions. Dissociative amnesia, depersonalization, derealization, identity confusion, and identity alterations are core phenomena of dissociative psychopathology which constitute a single dimension characterized by a spectrum of severity.Clinical Psychopharmacology and Neuroscience 2014 Dec; 12(3): 171-179The Many Faces of Dissociation: Opportunities for Innovative Research in Psychiatry "
― Verdat Sar
15 " Woman's fear of the female Self, of the experience of the numinous archetypal Feminine, becomes comprehensible when we get a glimpse - or even only a hint – of the profound otherness of female selfhood as contrasted to male selfhood. Precisely that element which, in his fear of the Feminine, the male experiences as the hole, abyss, void, and nothingness turns into something positive for the woman without, however, losing these same characteristics. Here the archetypal Feminine is experienced not as illusion and as maya but rather as unfathomable reality and as life in which above and below, spiritual and physical, are not pitted against each other; reality as eternity is creative and, at the same time, is grounded in primeval nothingness. Hence as daughter the woman experiences herself as belonging to the female spiritual figure Sophia, the highest wisdom, while at the same time she is actualizing her connection with the musty, sultry, bloody depths of swamp-mother Earth. However, in this sort of Self-discovery woman necessarily comes to see herself as different from what presents itself to men -as, for example, spirit and father, but often also as the patriarchal godhead and his ethics. The basic phenomenon - that the human being is born of woman and reared by her during the crucial developmental phases - is expressed in woman as a sense of connectedness with all living things, a sense not yet sufficiently realized, and one that men, and especially the patriarchal male, absolutely lack to the extent women have it.To experience herself as so fundamentally different from the dominant patriarchal values understandably fills the woman with fear until she arrives at that point in her own development where, through experience and love that binds the opposites, she can clearly see the totality of humanity as a unity of masculine and feminine aspects of the Self. "
― Erich Neumann , The Fear of the Feminine and Other Essays on Feminine Psychology
16 " Recent discoveries in developmental psychology and other behavioral disciplines have shown that babies are born with a “first draft” of a moral mind. Among others, brain scientist, Gary Marcus, has described this moral understanding as “already defined and organized before experience.” Evolutionary psychologist, Jonathan Haidt, describes this first draft of the moral mind as consisting of five primary values. Modern cross-cultural anthropologists point to these same five primary values as the foundation of all cultures, currently and historically, and 21st century ethologists suggest the same values apply to most if not all species. "
― Darrell Calkins
17 " Avoiding awareness of our own reality is often an attempt to deny thoughts, desires, or intentions that we feel will threaten or contradict the needs of those with whom we feel strong attachment. We instinctively hide feelings and thoughts we assume would be threatening to other people, and might cause them to leave us. . . People who learned early in life to adapt to parental needs to an extent that we were unable to focus on our own developmental tasks and needs will often continue to play out this working mode” of conditional attachment. “You will attach to me as long as I meet your needs. "
― Mary Crocker Cook , Afraid to Let Go. for Parents of Adult Addicts and Alcoholics
18 " When you fall down, rise up. When you fall again, rise up again. This is just a developmental process that makes a healthy baby become a successful man. "
― Israelmore Ayivor
19 " We live in truly unbelievable times. Autism is an epidemic in most westerncountries, western governments are nothing more than corrupt corporations, and corporations areroutinely suppressing information regarding the toxicity of many common household items. The resultis that many people are unnecessarily suffering from easily preventable developmental problems,sickness and cancer. "
― Steven Magee
20 " Eating disorders are prevalent among women who were sexually abused as children. They seem to have components of other symptoms such as obsessions, compulsions, avoidance of food, and anxiety, and they primarily include a distorted body image and feelings of body shame.For some women, eating disorders are related to the loss of control over their bodies during the sexual abuse and serve as a means of feeling in control of their bodies now. Eating disorders can also be indicative of the developmental stage and age at which the sexual abuse began. Women with anorexia and bulimia report that they were sexually abused either at the age of puberty or during puberty, when their bodies were beginning to develop and they felt a great deal of body shame from the abuse. By contrast, women with compulsive eating report that the sexual abuse occurred before the age of puberty; they used food for comfort. "
― , Healing from the Trauma of Childhood Sexual Abuse: The Journey for Women
