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pearpet07 · 2 years

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How To Become A School Psychologist

Taylor is a very successful and kind student who is a model citizen on and beyond the campus of NBHS. Lia Bosnich, daughter of Mark and Cinnamon Bosnich of La Salle and a member of St. Patrick Catholic Church, she graduated from Trinity Catholic Academy. Bosnich intends to obtain a degree in biology, after completing her undergraduate in biology study, she plans to attend medical school. In addition to being the salutatorian of her class, she has been awarded the High School Heisman Award, the Scholar Athlete of the Year and the Computer Science Award and Citizenship Award as a sophomore. Bosnich also was named an Illinois State Scholar, basketball First Team All- Conference her junior and senior year, IBCA All-State honorable mention, volleyball Second Team All-Conference her senior year. She was on the All-Area Team for basketball her junior and senior year and All-Area BCR Team her senior year for volleyball.

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This course describes how the scope of psychology has recently been broadened to understand positive emotion, build strength and virtue, and provide a framework for creating what Aristotle called the good life.

If you are thinking about majoring in psychology when you get to college, it is a good idea to start preparing as soon as possible.

My students gained awareness about why they procrastinate, lose things, make impulsive decisions, and are often guided by their emotions. Psychology students and professionals must communicate effectively, in both speech and writing, so courses in these areas are crucial. Verywell Mind content is rigorously reviewed by a team of qualified and experienced fact checkers. Fact checkers review articles for factual accuracy, relevance, and timeliness. https://www.education-university.com/tennessee-department-of-special-education/ Teachers must respect students' right to privacy and not compel them to participate in activities that would have negative social consequences (APA 1999, 7-8). Active learning exercises involve feedback to students, but not necessarily in the form of grades. Such feedback may come from the instructor or from other students in the class; either way it should be planned into the activity, ideally during or soon after the learning experience. Active learning is most effective when students understand the relevance of the exercise to the subject at hand, the content of their course work, or the students' everyday lives. To encourage students to become lifelong learners, the psychology standards stress teaching for active learning. Hands-on activities, memory exercises and research come together to teach your high schooler about the brain. That includes a focus on everyday issues and concerns, with historical facts and mention of unusual events, too. "The purpose of psychology is to give us a completely different idea of the things we know best." Gather several items for smelling, such as a lemon, vanilla extract, cinnamon and garlic. Purchase candy suckers in a variety of flavors, making sure you have one of each flavor for each subject in your study. The theoretical and empirical issues related to personal satisfaction in the choice of work and career are examined. Specific areas to be analyzed include developmental models of behavior; goal setting and the planning process; the assessment of values, interests, abilities, and personality characteristics; decision making. This course will provide students with analytical tools to assist in diagnostic formulation as students become familiar with neurological conditions of childhood and adolescence. Relevant Pediatric Neuropsychiatric Disorders will also be covered. Psychologists and people who have a psychology degree write frequently, so you should take as many English classes as you can so you understand how to properly format and write essays. You will likely learn how to properly do research in your English classes, so don’t disregard that portion of the class as you will do a lot of research in the future when pursuing your psychology degree.

Unit 9: Social Psychology

Attending an accredited school may allow you to apply for financial aid, whether the school you select is a traditional classroom or an online program. Every state requires that school psychology professionals be certified or licensed in order to practice. Get answers on the application and interview process, the practicum and internship, as well as financial considerations for assistantships, scholarships, and working while in the school psychology program. With a career in school psychology you will help children and youth succeed academically, socially, and emotionally.

Middle School Ratio & Proportion Projects

They were gathered with their families to celebrate their progress and achievements during the past four years as members of the Xi Cohort of Elon Academy, the university’s college access and success program. Eighteen high school students gathered in the Lakeside Upstairs buzzing with excitement about their soon-to-come graduation and glowing with anticipation about the bright futures ahead of them. • Make space for young people to join community circles and other spaces at school or in the broader community to express their thoughts, feelings and concerns. McClure said parents and caregivers are a vital piece of the school community who often aren’t invited to help make decisions and alleviate problems. Make the most of your high school experience and earn college credits with our Advanced Placement program at Minnetonka High School . Our AP teachers are passionate about their courses and eager to support students undertaking this college-level work. Depending on your AP exam scores and college credit policies, you may earn college credit or advanced standing at most of the nation's colleges and universities. Adolescents are socially driven but rarely aware of dynamics such as groupthink, bystander effect, herd and mob mentality, and individual behaviors with social consequences, such as delayed gratification and attachment. This lab simulation allows you to use real demographic data, collected by the US Census Bureau, to analyze and make predictions centered around demographic trends. You will explore factors that impact the birth, death and immigration rate of a population and learn how the population transitions having taken place globally. Gaining awards or recognition from prestigious contests will definitely give you a competitive edge. The BS in Brain and Cognitive Sciences is a tiered system of education, building upon the information learned at the prior level. The BA in Psychology curriculum examines the underlying contexts and mechanisms of attitudes, feelings, thoughts, and perceptions that affect behavior. The psychology department offers both a BA and a BS in Psychology. The BA in Psychology allows students to gain research experience by participating in active faculty research projects. The BA in Psychology allows students to work under the supervision of faculty members to participate in independent study projects.

#psychology class in high school

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introvertguide · 3 years

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Abuse of Children Portrayed in Film

I like to use movies as an escape from the harshness of the real world and one of the things that I have learned about in my education is the effects on children when they are mistreated. I have a Masters Degree in Developmental Psychology and one of the hardest classes for me to handle was Abnormal Development in Children and Adolescents. We covered everything from dealing with dyslexia and ADHD to surviving severe abuse and loss at a very early age. We had guest speakers that ranged from people who had escaped genocide as children, to individuals who had been sold into prostitution by their parents, to people who had suffered severe abuse from their parents or guardian. I have heard stories that will stick with me forever and that is nightmare fuel that I don't want to share.

Because of my background education, I take note of the treatment and behavior of children and adolescents in the movies that I watch. There have been many great movies over the years that have depicted the suffering of children and it has always been difficult for me to deal with. There are more well known examples of films that focus on suffering but throw in more of a "sometimes we all suffer, even the children" message that demonstrate that kids aren't immune to great travesties (basically any film about The Holocaust). There are also well known films that show children "coming of age" through hardship (Annie 1982, Oliver! 1968) but end perfectly. There is a more current series of films that focuses entirely on a boy discovering a fantasy world that was robbed from him when his parents were murdered by a tyrant (Harry Potter series). But in this list I want to review some lesser known films that show examples of abuse. Even after all that I have seen and heard, the following list of films have affected me personally for one reason or another. Sometimes the children in these films endure and overcome their situation in the end. Sometimes these children do not survive or sadly remain in their misfortunes. To me, this can make the movie all the more powerful because of the incredible amount of pathos that endangering a child character can add. It can also make it a heart wrenching experience that is painful to watch. Here are some powerful films in which children suffer and the struggle is one of the main plot lines of the movie:

SPOILER WARNING AND VIEWER DISCRETION ADVISORY!!! I AM GOING TO GIVE AWAY THE PLOT TO THESE FILMS AND IT SHOULD GO WITHOUT SAYING THAT SOME OF THE PLOTS ARE DISTURBING!!! EITHER WATCH THE FILM IF YOU DON'T WANT SPOILERS OR CHECK OUT THE FOLLOWING SUMMARIES IF YOU WOULD RATHER JUST HEAR WHAT HAPPENS SO YOU KNOW IF YOU WANT TO WATCH OR NOT!!!

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Sybil (TV Movie) 1976

I just recently saw this film after I had heard of the story in my abnormal development class almost 10 years ago. It is the story of a woman who developed multiple personalities to deal with a childhood in the care of an undiagnosed schizophrenic mother. The movie stars Sally Fields and is based on a true account of Shirley Ardell Mason and her treatment by psychologist Cornelia Wilbur. The acting in the film is overdramatic at times, but it definitely reminded me of some of the actual old videos of Shirley Mason and her sudden strange switches in personality when she was scared or anxious. Dr. Wilbur used hypnosis to actually introduce Mason to her alternate personalities and she was able to recognize her disassociative identity disorder and overcome it. It still hurts me to think that this person was mentally wounded so deeply by her parents that it basically shattered her into pieces in an effort to make sense of things.

Leon: The Professional 1994

I mention this film a lot because it is a heartwarming story of an assassin teaching a young orphan how to murder. It is the breakout role for Natalie Portman and it is just amazing. Leon is a "cleaner" that lives next door to an abusive and addictive family with a troubled girl named Mathilda. The father gets in trouble with the mob and some enforcers come by and slaughter most of the family while Mathilda is getting groceries. She returns during the massacre and realizes what is happening so continues next door and pleads for shelter. Leon takes her in and teachers her the trade and protects her from the men who want to finish her off. The movie was written and directed by Luc Besson and stars Jean Reno, Gary Oldman, and Natalie Portman. The suffering that this girl endures because of her parent's addictions hurts me, yet I have seen and enjoyed this film many times. I recommend watching when in the mood to be deeply affected by the trials of a little girl and the killer who protected her.

Kids 1995

This film came out when I was early in high school and bothered me greatly. It is a story by Harmony Korine, and one of his many attempts to capture the hopeless lives of unmotivated and unsupervised teens. These are young teens having unprotected sex, stealing money to do drugs, and attacking people in the park. I did not really go to these kinds of parties when I was that age (or ever really) and it has bothered me to think that adolescents would partake in this kind of behavior. It is hard for me to believe that these kids had the ability to mentally comprehend the consequences of their actions and some of the characters end up contracting HIV from each other. I would not recommend the film because it is a depressing day in the life that no youth should have.

Gummo 1997

I would not call this a good movie and I wouldn't really recommend it. It is another work by Harmony Korine and really details the depravity that can occur with unsupervised youths living in low socio-economic conditions. This movie is just depressing and motivated me to find something to motivate me into action. I got into both psychology and teaching, which has served me well for the past 20 years. It was this film that showed me how low the bar for quality of life could be, and I guess for that I am thankful. However, I still wouldn't recommend it.

Happiness 1998

This movie I didn't see right away but noticed it at the video store on many occasions. I final watched it when I was about 25 on the recommendation of a friend and one particular storyline greatly disturbed me. It is basically the story of 3 sisters that feel they should be happy and project a face of happiness, yet they are miserable and have horrible lives. One sister in particular is married to a psychiatrist who turns out to be a pedophile that rapes the friends of his young son. At one point rather early on in the movie, this man confesses to his son that he raped the boy's friends and that he would do it again. The son is so confused that he asks his father why he never raped him. It is so disturbing to me because I know the boys that were assaulted will be forever damaged and this boy who was not actually raped will be mentally scarred as well. The fact that there are people in the world that would harm children that way, recognize what they had done, and then know they didn't have the self control to stop themselves from doing it again is horrifying to me.

Lilya 4-Ever 2002

This film is deeply disturbing and I highly recommend never watching it. I will spoil it for you now so you never have to see it if you don't want. A 16-year-old girl named Lilya lives with her mother. The mom gets a boyfriend and the couple move to America and abandons Lilya with a neglectful aunt. The aunt movies into the old apartment of her sister and Lilya is forced to move out and become a prostitute to make money. A boy comes along and convinces her to move to Sweden to escape her life. When they arrive, this boy sells her to a pimp and she becomes a teenage sex slave. She almost escapes, but is then captured and beaten almost to death. She escapes again and this time commits suicide so she won't be recaptured. This movie is awful and changed my mind about giving every film a chance. I wish I could forget this film, but I can't. Perhaps it is just not for me, but this film presentation is definitely an experience that you won't soon forget.

The Kite Runner 2007

I read this book in my twenties and saw the film in my thirties and both affected me greatly. A well-to-do boy and his friend are in a kite battle competition and the friend is beaten and raped when he goes to retrieve a fallen kite. The well-to-do boy denies knowing what happened to his friend (he does know) and basically shames and abandons him. This action haunts the well-to-do boy for the rest of his life. How the boy who was raped is basically falling prey to blaming the victim is heartbreaking, and the lifetime of guilt of the other boy is pitiable. Neither boy was the actual attacker yet they both were the ones that suffered.

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There are many other examples of movies along these lines and could be found if you feel like suffering. I can't say that I would recommend them because they are very difficult to watch. Beyond just dealing with the content, it is rare to find child actors who can actually portray somebody who has truly suffered. The mix of bad acting and a depressing plot can make for a terrible movie going experience. The genre of movie involving suffering does exist, though, and it could be enjoyed (?) by some. Just not generally by me.

#harmony korine #gummo #kids #the kite runner #suffering #psychology #depressing movies #introvert #introverts #happiness #lilya 4 ever #leon the professional #movies

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normal-thoughts-official · 3 years

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One of my pet peeves about shaowhunters has always been the ages and I wanna know if I'm alone in this. Bc like they aged up the gang from the books which was 15-18 except magnus obviously, but I still feel like they should have made Clary as the youngest at like 21??idk it's very strange to me bc matt daddiero is obviously late 20s in playing like a 21 year-old dating someone who looks in at least their 30s????idk I would ha e preferred it if Alecs character was closer to the actors age rather than making him so young, but what do you think (hope this made some kind of sense!)

i don't really have a problem with their ages, i think a 21yo dating someone in their 30s is pretty ok and makes sense considering the whole context and all, and with magnus being an immortal what he looks like is kinda irrelevant. i think the most important thing when we are talking about age difference isn't really the age itself but rather the power imbalance that comes with it. like 10 years is a lot of difference when you are talking 20yo vs 10yo, not so much when it's 20yo vs 30yo, pretty much nothing at all if you're talking 60yo vs 70yo

i feel like generally in tumblr and US discourse in particular people can get a little too focused on the numbers and lose track of what age difference is actually about, which is two things: 1- different ages mean different stages of development, and 2- we live in an ageist society, which means that people who are not minors have POWER over people who are not minors

so minors are more likely to be abused by people who aren't minors because people who aren't minors are going to be seen as inherently correct when it is their word vs the other's, not to mention minors look up to people who aren't minors and so are more likely to believe whatever the other says, especially if they have very little experience with relationships; also, frequently the older one is in a position of authority, which is also inherently wrong regardless of the age difference - if my uni teacher is the same age as me, it is still not appropriate for us to have a relationship. the power imbalance is way too big and pretty much impossible to be smoothed out, and this is why big age difference relationships are seen as morally wrong, and relationships between children and adults are a crime

so i think that the actual age difference is very important when we are talking about minors with non-minors (obviously there are cases where it's not as simple like an 18yo with a 17yo is fine), but in other contexts, what matters the most is the power imbalance. i've had a relationship with a 30yo when i was 21yo and it was perfectly fine, because:

we were both finishing our education

neither of us were financially independent

i didn't look up to or admire them any more than they did me

he wasn't in a position of authority over me in any part of our lives

so the power imbalance was not as prominent. if, on the other hand, they were financially stable with their own house and basically leagues away from me on their stage in life and i looked up to them, then that would have been a problem, even if the age difference was exactly the same. on the other hand, when i was 15yo and dated a 21yo, it was abusive and terrible, because i was a minor and he wasn't; he had finished his education and i was still in high school; and it was my first relationship, even though that age difference was smaller than it was when i was 21 and dated a 30yo

so as for magnus and alec, i don't think their age difference is really much of a problem in the show, because alec:

is in a position of power/prestige/responsibility similar to magnus' (head/acting head of the institute, then later inquisitor)

has finished his education

is confident in himself and what he wants and doesn't particularly look up to magnus

is not a minor

has finished his developmental stage and is therefore just as capable mentally and psychologically as magnus is

magnus is not an authority figure for alec (in fact, you could argue that with alec being a shadowhunter leader, alec had power over magnus due to sh racism)

they are equals

what magnus looks like is irrelevant since he is immortal anyway and his age difference with any mortal is gonna be big dauhdsiahd

so it doesn't bother me and i don't see this as a problem. i am saying this, btw, as a teacher, who therefore is very intimately familiar with the different developmental stages and the specifics of ageism and inter-age abuse; looking out for abuse/pedophilia victims is part of my job, and understanding the complexities of those relationships is one of the things i've been/am being educated on

so yeah that is basically my opinion on the whole thing. i'm not sure that's what you were asking about but i hope it makes sense?

#ask #dracosrollarskates #salt #discourse

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pruinesce-a2 · 4 years

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META: TODOROKI FUYUMI + COMPLEX PTSD.

this meta is gonna probably going to heavily reference child abuse and domestic abuse, so please don’t read if you’re vulnerable to those topics. i used a read more but i don’t think they’re working. ON TO THE META

complex ptsd ( c-ptsd ) generally develops as a result of chronic trauma, over months or years, most often experience throughout childhood; it’s rare ( but definitely not unheard of ! ) that it will develop in an adult, because, as the article i’m going to pick apart states, “ when an adult experiences a traumatic event, they have more tools to understand what is happening to them, their place as a victim of that trauma, and know they should seek support even if they don't want to. children don't possess most of these skills, or even the ability to separate themselves from another's unconscionable actions. the psychological and developmental implications of that become complexly woven and spun into who that child believes themselves to be -- creating a messy web of core beliefs much harder to untangle than the flashbacks, nightmares and other posttraumatic symptoms that come later. ”

emotion regulation. “ survivors with c-ptsd have a very difficult time with emotions -- experiencing them, controlling them, and for many, just being able to comprehend or label them accurately. many have unmanaged or persistent sadness, either explosive or inaccessible anger [...] they may be chronically numb, lack the appropriate affect in certain situations, be unable to triage sudden changes in emotional content [...] it's also very common for these survivors to re-experience emotions from trauma intrusively - particularly when triggered. these feelings are often disproportionate to the present situation, but are equal to the intensity of what was required of them at the time of a trauma -- also known as an emotional flashback. ”

the first things that stand out to me here: fuyumi easily fits the criteria of unmanaged or persistent sadness, but what really catches my eye is the concept of inaccessible anger. the boys very clearly fall under explosive anger, but fuyumi ... is seemingly never angry. it's a common point of contention in many posts i’ve seen about her; that she’s not reacting the way she should as a victim of abuse, that she “undermines” her brothers’ trauma by wanting to forgive her father. first of all i shouldn’t have to remind the fandom that she, too, is a victim of that abuse but it’s also entirely untrue that she’s disregarding her brothers because she even canonically identifies that she feels the same way they do - she identifies that yes, she is angry, yes, she understands they’re well within their rights to be so. but unlike them, this anger is ... far away. fuyumi, physically, emotionally, cannot bring that anger to the front. it’s frustrating for her, too.

i also want to point out the last sentence in this point: emotional flashbacks + the phrase “ what was require of them at the time of a trauma. ” an important thing to note is that often times, throughout fuyumi’s experience with these events … she’s the level-headed one. she’s the calm one. she’s the one mediating. this isn’t a new behavior - in an effort to mitigate her father’s abuse, this calm, peaceful nature is what these traumatic events have required of her, and as such, when anything begins to show potential for going wrong, she reverts back to this behavior.

explosive anger + disproportionate intensities in a certain situation definitely apply to natsuo; see the way he gets so angry over seemingly minute comments. touya / dabi is just. all over the place w/ this one he’s in all of it

difficulty with self-perception. “ in its simplest form, how they see themselves versus how the rest of the world does can be brutally different. some may feel they carry or actually embody nothing but shame and shameful acts - that they are "bad". others believe themselves to be fundamentally helpless; they were let down by so many who could've stopped their abuse but didn't [...] many see themselves as responsible for what happened to them [...] and, countless others may feel defined by stigma, believe they are nothing more than their trauma, worry they're always in the way or a burden, or they may sense they're just completely and utterly different from anyone or anything around them - they are alien. startling as it is, all of these feelings and more can live inside someone whom, to you, seems like the most brilliant, competent, strong, and compassionate human being you know. ”

she holds herself partially responsible for her father’s abuse - this is ALSO outright stated as canon, as seen here and here. the idea of helplessness, and particular bringing in the idea of learned helplessness ( thank u @/unsighty for pointing that out ) is ALSO very important to note here ... note in the shifuku page she says, “ i couldn’t do anything for shouto. ” both fuyumi AND natsuo also probably struggle with the idea of being a burden ( that neglect says hello ! ) / being in the way, too.

i also really like this note about how these feelings can be present in someone labeled “ brilliant, competent, strong, and compassionate ” ... because that’s exactly what fuyumi is seen as.

interruptions in consciousness. “ some may forget traumatic events (even if they knew of them once before), relive them intrusively, recall traumatic material in a different chronological order, or other distressing experiences of what is called dissociation. dissociation is a symptom that exists on a spectrum, ranging anywhere from harmless daydreaming or temporarily "spacing out"; to more disruptive episodes of feeling disconnected from one's body or mental processes, not feeling real, or losing time; all the way to the most severe, which includes switching between self-states (or alters), as is seen in dissociative identity disorder. episodes of missing time can range anywhere from a few minutes, a couple days, or even large chunks of one's childhood. The larger gaps in time are typically only seen in did, but those with c-ptsd alone can still endure 'interruptions in consciousness' that result in memory gaps, poor recall, traumatic material that is completely inaccessible, or, conversely, re-experiencing trauma against their will (e.g. flashbacks, intrusive images, body memories, etc.). ”

while this is definitely a symptom we see more of in shouto ( my boy is dissociating 24/7 ) , fuyumi experiences it sometimes as well. memory gaps, poor recall, and particularly re-experiencing trauma applies to fuyumi here - i think by and large she deals with intrusive imagery; i.e., while she’s in the kitchen, if she hears shouto nearby, or sometimes if she hears the kettle whistling / crying on the tv, she gets a flood of memories of shouto and her mother on the floor in the kitchen.

i think dabi can definitely be HEAVILY attributed to the idea of these losses in time, disconnecttions and self-states - and like with fuyumi, he definitely experiences intrustive imagery. we see that here, i think.

difficulty with relationships. “ this refers more to a survivor's potential to feel completely isolated from peers and not even knowing how to engage, to harboring an outright refusal to trust anyone (or just not knowing why they ever should), trusting people way too easily (including those who are dangerous, due to a dulled sense of alarm), perpetually searching for a rescuer or to do the rescuing, seeking out friends and partners who are hurtful or abusive because it's the only thing that feels familiar, or even abruptly abandoning relationships that are going well for any number of reasons. ”

fuyumi, first of all, definitely struggles to know how to engage with her peers. she’s outgoing and clearly a people person - so it’s often a question why she’s so nervous and struggles to make relationships and ... well. here’s why.

i don’t think fuyumi outright refuses to trust anyone, but there is intense hesitance and unsureness, particular for certain groups of people: men, people who are much taller & bigger than her, people who have some kind of fire affinity / ability, and people who are loud. the idea of perpetually searching for a rescuer, or to do the rescuing ... while typically you might think she falls under the former ( and i think she does, in a way. fuyumi never talks about her trauma, but her concept of love ties into this - someone who can take her away from her father, someone who has the power to do that? someone who is unafraid of him, or someone that he has no hold over? yeah. looking @ kenta n nishiki w this one ), fuyumi also searches to do the rescuing. once again i’m referencing this page - “ she became a teacher to compensate the fact that she couldn’t protect her younger brother. ”

i’m also pointing at the “dulled sense of alarm” - in my canon, fuyumi, for example, went out and put herself in the way of danger and met with less than savory contacts in an attempt to find information on dabi, once she got the inkling he might be touya.

obviously shouto and natsuo also have this urge to rescue, and dabi doesn’t trust anyone.

the perception of one's perpetrators. “ this can be one of the most insidious battles for some survivors with c-ptsd -- even if it seems crystal clear to those on the outside. victims of such prolonged trauma may eventually surrender, assuming their abuser(s) total power over them, possibly even maintaining this belief once they're 'free'. "i'll always be under their thumb, they call all the shots, they may even know what's best for me more than i ever will." others may feel deep sadness or profound guilt at just the thought of leaving them - including long after they've successfully left, if they were able. some may remain transfixed by their abuser's charming side or the warm public persona that everyone loves; it may feel truly impossible to think ill of them. many hold a constant longing for their abusers to just love them - craving their praise well into adulthood, slaving away in their personal lives just to make them proud. alternatively, there are others who may obsess about them angrily, holding only hatred and disdain for them to the point of persistent bitterness and/or vengefulness. some can even stir desires to seek that revenge. (though, it should be clearly noted that it's not at all common for them to actually do so. It's more about the thoughts than the actions.)

many survivors can have a primary, more surface-layer set of thoughts and feelings about their perpetrator(s), particularly when asked. they may know what they're "supposed to say" or "supposed to feel", and then follow suit. but it's helpful to know that a collection of all these responses can, and often does, coexist within one person, vacillating between extremes underneath what's shown to the world or even to themselves. day to day, and year to year, their feelings may shift - and - what the survivor knows to be true intellectually versus what they feel emotionally may remain incongruent for a very long time. ”

OKAY SO. THAT’S A BIG ONE. THAT’S A LOT TO READ. but i think it’s very, very important to fuyumi’s reaction to her trauma, and also to the fandom misconceptions of her. fuyumi clearly is very attached to her father. there’s no denying that. and the particular sentences that stand out to me here are “some may remain transfixed by their abuser’s charming side or public persona” and “they know what they’re supposed to feel”. i’ve said continuously that her father being a hero, and one so well-known and praised at that, has HEAVILY affected her views of him ! as a child fuyumi conflagrated his public persona as the “real” him. she struggled with this...... idea that his violence + aggression were a kind of "fake" version of him - aka "that's not the real him", "he's not always like that", "he used to be a lot nicer", etc. etc. and it’s only as she got older that she moved away from this line of thinking, though she still catches herself with it now and then. and, of course, fuyumi only ever wanted his attention and praise. she worked tirelessly to please him, trying to get him to come to her skating competitions, getting top marks in school, attending todai, always having dinner on the table in spite of her obligations.

it’s also so important to note the second paragraph in this section. fuyumi knows she should be enraged, she should want nothing to do with him, but that’s just ... really difficult for her, i think, especially when unlike shouto and natsuo, she remains in that environment. so there’s this disconnect between her desire for his love + making him proud, to defend him, to make their family “whole” again vs. the knowledge that she shouldn’t want anything to do with him.

natsuo holds that persistent bitterness, and dabi definitely wants revenge so um. yes. next point

one's 'system of meanings'. “ of the many, many well-observed developmental disruptions those with c-ptsd face, one that many find to be the toughest to conquer [...] is what's referred to as one's 'system of meanings' ; an area that, after being subjected to such tumultuous trauma, can feel almost irreparable. what this criterion is referring to is the struggle to hold on to any kind of sustaining faith or belief that justice will ever be served to indiscretions of ethics and morality. these survivors' outlook on life and the world at large can be unfairly contorted, and understandably so.

they may doubt there is any goodness or kindness in the world that isn't selfish-hearted. they may worry they'll never find forgiveness. others may even believe they only came to this world to be hurt, so there can be no good coming for them. this level of hopelessness and despair, as well as these greater meanings assigned to their suffering, can fluctuate greatly over time. there may even come several years where things no longer feel so bleak or as though they were conned of a meaningful life. but, as more layers of trauma are processed in therapy, or new memories bubble to the surface, they may wrestle with it once more as new feelings strike a devastating chord inside their chest. this is a common experience for so many survivors, and can have lasting ramifications with each plunge. ”

this point is, clearly, much more extreme in her brothers. shouto’s aggravation at being reprimanded for breaking the law when it meant doing good; natsuo’s clear resentment of heroes; and this one is, of course, most prevalent in dabi. see: “ the struggle to hold on to any kind of sustaining faith or belief that justice will ever be served to indiscretions of ethics and morality, ” or “ they may doubt there is any goodness or kindness in the world that isn't selfish-hearted. they may worry they'll never find forgiveness. ” LIKE HELLO. the hatred of heroes, the idolization of stain. SCREAMS DABI

i think fuyumi’s ‘system of meanings’ is ... much less disturbed than her brothers’ ( COUGH DABI COUGH ), but there still is some disruption there. by and large, fuyumi still believes that the good in the world outweighs the bad - but the disruption in her belief is also going to be that the hero system is a falsity, it’s a sham, it’s glorified and she inherently dislikes the concept of heroism.

so anyway. i’m upset hbu

#✲ \ 𝚃𝙾 𝙸𝚂𝙼𝙴𝙽𝙴 ‚ meta.#head empty FUYUMI ONLY !!!#abuse //#child abuse //#domestic abuse //#ask to tag //#long post //

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howwelldoyouknowyourmoon · 3 years

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What You Need to Know about Cults with Daniel Shaw, LCSW

SuperPsyched with Dr. Adam Dorsay

https://podcasts.apple.com/us/podcast/39-cults-what-you-need-to-know-daniel-shaw-lcsw/id1512883587?i=1000494143184

Cults…they’re scary, predatory, and life-sucking. Perhaps you know someone who was in a cult.

These days, with loneliness at an all-time high, our basic human desire to feel connected and belong can make us vulnerable. Pair that with the nefarious and novel ways cults can reach out through the Internet, we are more threatened than ever by their presence.

Truly, anyone can be a victim of a charismatic, malignantly narcissistic, and delusional leader. HBO’s documentary series, The Vow, is one of many shows that go into great depth showing us that smart, well-intentioned people can be manipulated badly.

Knowledge is power and my expert guest on this episode, Daniel Shaw, is the perfect person to teach us about cults. For many years, he was a member of a cult and, fortunately, he found his way out. Today, Dan is a highly-regarded author, psychoanalyst, clinical supervisor, and teacher. His brilliant book, Traumatic Narcissism, has been described by a colleague at Harvard Medical School as a “must-read for any of us who have worked with victims of traumatizing narcissists or been their victims ourselves.”

So, listen in as Dan and I have a lively and informative discussion about cults and what you need to know.

________________________________________

www.danielshawlcsw.com

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Traumatic Narcissism: Relational Systems of Subjugation (Relational Perspectives Book Series)

Paperback: 192 pages Publisher: Routledge (10 Sep 2013) ISBN-13: 978-0415510257 In this volume, Traumatic Narcissism: Relational Systems of Subjugation, Daniel Shaw presents a way of understanding the traumatic impact of narcissism as it is engendered developmentally, and as it is enacted relationally. Focusing on the dynamics of narcissism in interpersonal relations, Shaw describes the relational system of what he terms the 'traumatizing narcissist' as a system of subjugation – the objectification of one person in a relationship as the means of enforcing the dominance of the subjectivity of the other. Daniel Shaw illustrates the workings of this relational system of subjugation in a variety of contexts: theorizing traumatic narcissism as an inter-generationally transmitted relational/developmental trauma; and exploring the clinician's experience working with the adult children of traumatizing narcissists. He explores the relationship of cult leaders and their followers, and examines how traumatic narcissism has lingered vestigially in some aspects of the psychoanalytic profession. Bringing together theories of trauma and attachment, intersubjectivity and complementarity, and the rich clinical sensibility of the Relational Psychoanalysis tradition, Shaw demonstrates how narcissism can best be understood not merely as character, but as the result of the specific trauma of subjugation, in which one person is required to become the object for a significant other who demands hegemonic subjectivity. Traumatic Narcissism presents therapeutic clinical opportunities not only for psychoanalysts of different schools, but for all mental health professionals working with a wide variety of modalities. Although primarily intended for the professional psychoanalyst and psychotherapist, this is also a book that therapy patients and lay readers will find highly readable and illuminating.

Reviews "Daniel Shaw's Traumatic Narcissism is a must read as a cutting edge relational approach to helping patients free themselves from the destructive impact of the relationships they have with traumatic narcissists." – Lawrence Josephs, Adelphi University, American Psychological Association

About the Author Daniel Shaw, LCSW In addition to his most recent publication, Traumatic Narcissism, Dan is published in Contemporary Psychoanalysis, Psychoanalytic Dialogues, and Psychoanalytic Inquiry, and presents his work at various professional conferences. (see Publications and Conferences at www.danielshawlcsw.com). He currently serves on the faculty of the National Institute for the Psychotherapies as a teacher and supervisor of psychoanalytic candidates; and was co-chair of the Continuing Education Committee of the International Association for Relational Psychoanalysis and Psychotherapy (IARPP) from 2005 to 2008. Dan did his undergraduate work as a Theater Major at Northwestern University, class of 1973, and went on to study for five years with Uta Hagen, one of the most highly respected acting teachers in the field. During this period, in addition to performing as actor, director and musician, Dan helped found the Lexington Conservatory Theater in Green County, New York, which later became the Capital Rep Theater Company in Albany, NY. Before continuing his post-graduate education in psychoanalysis, Dan was a student of yoga and meditation for more than a decade, living in India for several periods of study, and traveling extensively as an international organizer and manager of yoga education programs. It was out of these experiences that Dan developed his interest in the study of cults and charismatic leaders. Dan received his Masters Degree in Social Work from Yeshiva University, New York, in 1996. He was certified as a Psychoanalyst in 2000 after completing the four year training program at The National Institute for the Psychotherapies (NIP), in New York City. Dan currently maintains his psychoanalysis and psychotherapy practices in New York City and in Nyack, NY.

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The Insanity Of Narcissism by Daniel Shaw, Author and Psychoanalyst, New York City August 15, 2016 The Huffington Post

#Daniel Shaw #cults #Traumatic Narcissism

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kmsherrard · 3 years

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In praise of roller coaster rides

“...the thousand concurring accidents of such an audacious enterprise….”

-Herman Melville, Moby Dick

Despite what teachers of high school science classes solemnly intone, this business of doing science is the least straightforward endeavor that can possibly be imagined. This was brought home to me in a series of unfortunate events that unfolded this week.

At first, it seemed to be that rare triumph where my simple test of a straightforward prediction actually yielded a clear positive result, instead of the more typical back-to-the-drawing board head-scratcher. If this were a story, that the protagonist was a protein named Diaphanous could serve as a hint that the plot would not prove as solid as one might hope. (Like many genes first discovered in fruit flies, Diaphanous evokes the appearance of animals lacking a functional version of that protein).

The backstory: Lately, my research has been on how stress fibers remodel to accommodate the movements of migrating cells. But as I work on cells in intact tissues, namely the rind of follicular cells that envelops the developing cluster of cells that give rise to a fruit fly egg, I like to consider the natural experiments that unfold in the course of normal development. For example, these follicle cells migrate for a time, going round and round like hamsters running on a wheel, but then they stop and do other things, like flatten out and secrete the eggshell. They still have stress fibers—these are long contractile bundles of a similar composition to muscle, that help attach the cells to the fibrous surface outside them. But these later-stage stress fibers are much stouter and of somewhat different composition.

I had already established that the stress fibers in the migrating cells depend on an unusual partner, amusingly called DAAM, to form. The more typical protein to help build stress fibers is DAAM’s cousin Diaphanous, but I’d done experiments depleting Diaphanous that clearly showed it was not needed in this case. When I depleted DAAM, though, the stress fibers got really wispy. Oddly enough, I’d noticed that in the much later stages, after the cells stopped migrating, had stress fibers unaffected by loss of DAAM.

So the experiment I wanted to do next was to deplete Diaphanous in the later stages. This was not completely straightforward to execute, though, because I had to avoid depleting it too early. I’d already seen that this caused cells to have trouble with their normal round of cell divisions. It’s a common problem in this sort of work that it can be harder to study later processes if you mess things up before they have begun to happen. The solution makes use of the dazzling array of tissue-specific drivers of gene expression that have been invented for fruit flies. They allow you to drive expression of a gene at specific times and places, targeting particular processes you want to study. To keep a gene from being expressed, you can use something called RNAi, which basically makes a cell chop up the instructions for making a protein sent from the DNA so that protein does not get produced.

In short, I needed a driver that acted late in the follicle cells but not early. Our lab did not have such a driver, since we study the earlier stages. But we’d read a paper with some very clever experiments that made use of just such a late driver, one called Cy2. We requested the fly stock from one of the paper’s authors and she promptly mailed it off to us. Fly researchers are awesomely generous. It’s a tradition that goes back to the earliest days of the field over a century ago to share reagents this way.

Chapter the First: Quarantine. The flies arrived and had to be put in quarantine, out of an abundance of caution concerning the possible introduction of mites into our hundreds of lab stocks. In practice, this consists of isolating the vials on the top of the lab refrigerator. All stocks that arrive from elsewhere must be taken through quarantine, save those from the renowned and very reliably mite-free Bloomington stock center. It meant a delay to the start of my planned experiment, until I could obtain 3rd instar larvae and wash them, a rather amusing exercise on which I have previously posted.

So there the flies sat, two healthy vials with clearly written labels: Cy2/(Cyo); Dr/TM6b. This cryptic shorthand conveyed that along with the driver I’d asked for, the flies conveniently included markers on another chromosome, in case I wanted to build more things into the stock. Annoyingly, they were all senescent adults and developing pupal cases—ideal for surviving the mailing process, but the worst possible stage of colony development for obtaining sufficient larvae for my purposes. I would have to wait several weeks for the new generation to produce larvae I could wash.

In pre-covid times, I could have done the cross right away with existing males, dissecting the offspring on a quarantine-use microscope belonging to a neighboring lab. Normally we share a lot of equipment freely in our department. But the physical distancing requirements have temporarily stopped that sort of thing. And we can’t risk getting mites onto the equipment we use for all our normal work.

To shorten the waiting time (a frequent concern of fruit fly researchers, especially I would think those of us who work on adult rather than embryonic or larval structures, meaning our crosses must extend to the full 10+ days of development time beyond any stock-building that precedes it), I planned to wash enough larvae to siphon off a number of males for the experimental cross. To that end, I also began “blowing up” the stocks I would obtain the females from; I could virgin them ahead of time and have them all ready to go as soon as their husbands emerged from their pupal cases.

When you’re waiting to wash a quarantine stock, impatient for the experiment to begin, they seem to take longer to develop, much like a watched pot. The stock contained the mutation Tubby, which makes for shorter flies but a longer developmental time, so that was part of it. Also room temperature (on top of the fridge) slows development compared to the flies’ optimal temperature of 25 C (that’s 77 to your Fahrenheiters...and to be honest, most of us American scientists are very compartmentalized in their understanding of Celsius; outside of the lab context we speak it no better than the average U.S. citizen). So far, then, the slowness makes sense both physical and psychological. But why the quarantined flies should always produce their burst of 3rd instar larvae on a weekend day, and on the one weekend day I don’t pop into the lab, is more puzzling. But it is the rule, I have found.

I wasn’t going to let it happen this time. I watched them like a hawk (a mosquito hawk?) and sure enough, it was a Sunday when all the larvae began to wander. Wandering larvae is the other, more romantic name for the 3rd instar of Drosophila melanogaster, because they have at last eaten their fill of the mushy rotten fruit they have been burrowing through, and there is nothing else for them to do but come out into the light and air and begin to claim their inheritance as winged creatures of the sky. First, though, they must choose a spot in which to prepare their new bodies. Here in that lab, they climb around on the clean walls of the vial, above the caramel-colored dollop of food, fat, juicy larvae as big as a good-sized grain of rice, big enough to grasp gently in forceps and take through the three ritual baths, soapy water, ethanol, and salty water, that remove any lurking mites or mite eggs from their surfaces. After being placed in a fresh vial and wicked dry with a twist of Kimwipe (lab Kleenex), they will crawl around a bit more, mingling with their certified-mite-free compatriots. In a few more hours they will settle down, stop moving, and let their skins harden into bark. Inside that bark, they pretty much dissolve themselves, save for a few set-aside clusters of cells. They go on to rebuild their bodies into the adult form, complete with intricate jointed legs and multitudinously-faceted eyes and iridescent, cellophane-like wings over the course of about a week (at room temperature).

I spent several hours washing more larvae than usual to establish a clean stock, wanting to have plenty of extra males to father the experimental crosses. If I’d had access to the quarantine microscope, I could have selected extra male larvae—you can already distinguish males and females at this stage-- but it would not really have saved time. I played the numbers game instead. It was a Sunday afternoon, quietest time of the week in lab, and very peaceful. I took my time and changed the bath solutions often to make sure there wasn’t too much soapy water in the ethanol or too much ethanol in the final rinse. I wanted this all to go smoothly with no delays.

I put the now-lawful vial in the 25C incubator to develop, after carefully copying the genotype from the original handwritten labels: Cy2/(Cyo); Dr/TM6b. Incidentally, there are lots of markers of chromosomes, many going back to the original mutations described by early fly workers such as Calvin Bridges and Alfred Sturtevant. They let you follow with visible traits the invisible genes that you wish to follow through the generations. Various labs have their favorite markers, but some such as Cyo (which makes for curly wings) are ubiquitous, and Dr and TM6b were familiar to me as well. Dr (short for Dropped, I don’t know why) makes the eyes very slitted, and TM6b is a whole set of markers that comprises what is called a balancer chromosome: a chromosome that has been scrambled and rearranged so that even though it still has all its genes, they are in the wrong places. This means that none of the usual recombination between sister chromosomes that occurs when egg and sperm form can happen. The advantage to the researcher is that this keeps genes segregated in predictable places. Otherwise, all those markers would not be reliable indicators letting you keep track of the genes you put in place from one generation to another. TM6b can actually include various different markers, but one of them is Tb, easy to recognize in both the shorter larvae and pupal cases and to some extent discernible in adults as well.

Chapter the Second: Cross Purposes. Fast forward two weeks (you can—I sadly could not—this being November of 2020, I would certainly have appreciated the distraction). So I waited, none too patiently, for the new adults to emerge. Meanwhile, I tended the stocks I would virgin for females: two different RNAi lines for Diaphanous and one, a control, for its cousin DAAM which I already knew was not required for the later-stage stress fibers. I built up a collection of ladies in waiting, captured shortly after their eclosion and isolated in vials away from all male contact, so I could be sure their offspring would be the genotype I wanted. [A note about the term ‘eclosion’: one might be tempted to call the emergence of the adults from their pupal cases ‘hatching’, but that term is reserved for the larvae coming out their eggshell. You only hatch once, even in the doubled lifestyle of these metamorphosing beasties.]

Finally the washed flies began to eclose. All my usable Cy2 flies were in that one vial. I briefly knocked them out with carbon dioxide gas, used a fine paintbrush to separate the males, and added 3 males each to the three bevvies of expectant females. There were still a few males left, enough to establish the new stock of Cy2 for future use.

At last, more than a month after conceiving it, I’d begun the experimental cross. It would be two more weeks before I had the flies to dissect and the beginnings of an answer. Fly work involves a lot of waiting, and to cope with that we tend to have a lot of irons in the fire. All that juggling can be rather distracting. Sometimes, depending on how other experiments have gone in the interim, I’ve unfortunately moved on from the original urgency of a question by the time the flies are ready to examine. It’s a hazard of the work.

Though I did not yet realize it, I’d made two mistakes. First, I should have looked a bit more carefully at those Cy flies. Second, I should have done the proper control. Sure, crossing them to the DAAM flies was a pretty good control, but there was an even stricter one, that tested whether the driver stock alone had any effect (it should not, but you like to be sure). I should have crossed the Cy2 flies to what we call wild-type, a stock called w1118 that has white eyes, incidentally [link] the first fly mutant ever identified and the foundation of fly genetics.

I hadn’t wanted to use up any more of my precious males, and figured I could always do that control later, if the experiment turned out promising. A lot of us cut corners that way, and it isn’t necessarily less efficient. But sometimes it snarls you up and wastes your time instead of saving it, and makes you go through all sorts of contortions trying to make sense of your data with less information than you should have had.

Chapter the Third: The Experiment. I waited out that two weeks, pursuing other work and trying not to pay too much attention to the news. I wore my mask and stayed in touch with my loved ones over zoom and the like. I hung up bird feeders to entertain my cats and my family alike. I went on long walks by the lake. Time passed. At last the grand day arrived: my experimental flies had begun to eclose. I gassed them and tapped them out of the CO2 pad. Now here was a wrinkle I’d shoved to the back of my mind: those extra markers that I didn’t need, the Dr and TM6b. In a clean experiment I’d have gotten rid of them, but that would have required another couple generations. I’d wanted a quick provisional answer, in order to decide whether it was worth the time and trouble to do the more careful version of the experiment. So: would I dissect the TM6b-carrying flies, or the Dr-carrying flies? It had to be one or the other. The balancer chromosome carries a number of mutations so it would be more likely to do something weird to the cells I was interested in. Not that that was very likely, but I might as well be careful. Dr it was then: that only affected the eyes, as far as I knew. What were the chances it would mess up my experiment on stress fibers in follicle cells?

But none of the flies had Dr eyes. That was odd. I looked closer. Half of them sure looked like Tb flies, shorter and a bit chubbier, though you never want to depend on your ability to discern that marker in adults. The others, the longer ones? They did have some oddly short hairs on their dorsal thorax (around the back of the lower neck, if you want to be anthropomorphic about it), much shorter than the clipped ones you see with the marker Stubble. It kind of reminded me of a marker I’d seen once or twice. Well, that must be what these were; maybe the label had been written wrong.

Impatient to get the experiment done, I swept the short-haired flies into a fresh vial with a bit of yeast. The yeast was to encourage egg production (they’re called fruit flies or vinegar flies, but it’s really the yeast on the rotting fruit that they’re after). I added a few males which were there for the same end. You could say the way to a fine set of ovaries is through both the heart and the stomach. Two more days to go before the dissection. For good measure I put some plain-vanilla w1118 flies on yeast to serve as extra controls.

On the appointed day, I got out my fiercely pointed #55 forceps and began the dissection. I nearly messed up by dissecting the early stages by habit—the technique to do so destroys most of the older egg chambers—but luckily remembered what I was about it time, and switched to the method to optimize acquisition of undamaged later stages. I fixed for 15 minutes in 4% paraformaldehyde, rinsed three times in phosphate-buffered saline solution with Triton-X detergent, and added a stain that would label the filamentous actin, the principle component of stress fibers among many other cellular structures. I put it in the lab fridge (the one where no food is allowed!) to stain overnight. The next morning, early, I came in and rinsed off the stain and made slides. Then I went to the womb-like room where one of my favorite workhouse microscope lives, the renowned Nikon 800 laser scanning confocal microscope. I did the necessary 2020 ritual wipe-down of all surfaces with 70% ethanol, and fired her up.

And oh, it was beautiful. I was so disciplined; I began with the controls to set up the correct laser intensity and gain at which to collect all the images, so the brighter ones would not be out of the range of measurable brightness and everything could be properly quantified. But it was already clear from the what I saw on the computer screen as I centered examples, focused, and took images that the experimental egg chambers had strongly reduced stress fibers. I took lots of pictures, happy that for once my experiment had gone as planned and given me a clear answer.

Also, can I just say how much I love the stain Oregon Green phalloidin? The name itself is lovely: as a native of the Pacific northwest I find it so evocative: the green of deep cushiony moss and ferns and forests of hemlock and douglas firs; and phalloidin itself is a stain derived from mushrooms with which those forests are rife. (Phalloidin, now there’s a scary toxin: it binds so tightly to filamentous actin that it stops your heart. Unlike a lot of other toxins, it doesn’t make you nauseated, so you absorb it until it’s too late for any antidote. But that’s why it’s such a good stain. You just have to wear gloves, or wash your hands after pipetting it. And we all wash our hands so often nowadays it makes no never mind.) There’s red phalloidin, and far-red phalloidin, and even ultraviolet phalloidin (but most microscopes don’t have the right filter sets to light it up very well): but green phalloidin is the king as far as I’m concerned. So bright, and a short enough wavelength (only 488 nanometers, vs. 566 or 647) that it shows up structures the more finely. You can definitely see the difference: it’s sharp as can be.

So, I had the preliminary results I had hoped for: the Diaphanous flies had reduced stress fibers. It doesn’t actually happen to me all that often, that I get a clear answer, either what I predicted or the opposite which is almost as good in science. At least that’s progress, an increase in understanding. No, usually I stumble over these head-scratchers of outcomes. Interesting results, but interesting in a complicated way that require a lot more work to make sense of, if you ever do. It’s partly down to most of my experiments involving imaging with a microscope: you get a lot of unexpected information that way, if you keep your eyes open. But it’s also that I seem to be attracted to the sort of problem that does not yield neat answers—the way some people are attracted to overly hairy guys on motorcycles who are a bit too into mild-altering substances and petty crime. I think I’m the one to straighten them out, but usually I’m the one who gets burned. But this time I had prevailed!

This was just a start; of course I needed to replicate, do some more dissections, get more numbers, reach levels of statistical unassailibility. In particular, I didn’t have as many clear examples of the DAAM control as I needed. Also, I’d do the proper control, and maybe even un-double-balance that Cy2 stock to get rid of the pesky extra markers.

Chapter the Fourth: The morning after. Yeah, and now I’d better take the time to figure out what is going on with that marker that is not Dr. Because, unlikely as it was, wouldn’t it be a shame if it were somehow affecting my results? Worst-case scenario—because that’s how we self-questioning scientists have to operate, ever since the dawn of time or at least the Enlightenment—worst-case scenario, then, is this marker, whatever it is, is the thing responsible for the reduction in stress fibers. Oh, but that’s very unlikely, I tell myself. Besides, the DAAM controls didn’t have reduced stress fibers.

I looked at the original handwritten label, still on the vial of flies on top of the fridge in quarantine. Maybe that D might actually be a P. What was Pr? I’d never heard of it.

I went to the master compendium of fruit fly genetics, FlyBase.org, and looked up Pr. Purple, an eye color gene on the first chromosome. I was looking for a gene on the third chromosome, so that couldn’t be it. I tried a different approach: I DuckDuckWent (DuckDuckGoed doesn’t sound right; if you haven’t heard of it, it’s a more private alternative to Google) images of Drosophila markers. There was that classic poster I’ve seen hanging in various labs, of the most common markers. And there was that marker I’d been reminded of, with the very short hairs. Sn it was called. Could that be my marker? It would have to be some pretty bad handwriting, to make an S look like a D; r to n is easier to imagine.

I went back to FlyBase and looked up Sn. It was the gene Singed. Like if you got to close to the outdoor fire pit on the patio (a way to safely hang out with your friends outdoors even during the Chicago winter), and singed your eyebrows most of the way off (and no, I haven’t done that yet). Also on the first chromosome, though. But look here, this is interesting: Singed is an actin-bundling protein. I read further down the page that summarized the work of dozens or hundreds of researchers over the decades. Yes, it was expressed in the ovaries, and yes, it was known to affect stress fibers. That would be worrying if it were my marker. Lucky it’s not.

I wasn’t getting anywhere. I tried yet another method, going to the webpage for the Bloomington stock center. It’s very well organized, and they have a page showing the details of all the balancer stocks they keep. There ought to be a clue here, for any marker that a researcher could assume another lab would recognize. I go down the list to the TM6b stocks, and find it. Pri, aka Pr, for Prickly. Causes short thoracic bristles. That’s my guy.

Back on FlyBase, I learn that Prickly is one of the classic mutants discovered in the early days of fly research. And this is weird: it has not been annotated. That is, nobody has figured out what gene it is a mutation of, let alone what biological processes it participates in or what tissues it’s expressed in (this matters because if it’s not active in the follicle cells, my experiment would still be valid). They could; it’s a straightforward enough task given that the whole genome is sequenced, but apparently it’s not one that anyone’s found worthwhile. So all we know is it makes very short, deformed bristles that look to me a lot like those of Sn.

Okay, now I am getting worried. What are the chances that this is NOT a protein that affects something like actin bundling and therefore messes up stress fibers? Maybe I had only seen what I wanted to see with the DAAM control. That’s a hazard of doing science, because it’s a hazard of being human. That’s why controls are so important. I consider my experiment in this new and harsher light. Maybe the Diaphanous results are just a phantom of wish fulfillment, summoned by this Prickly hitchhiker I’d never meant to take along for the ride.

I’d already begun the proper control that would answer this question, but meanwhile, while I wait for those flies to emerge, is there anything else I can do? Maybe I should dissect those formerly scorned Tubby flies; at least they lack Prickly. But according to the list at Bloomington, that particular stock has a number of other mutations on its TM6b chromosome, including one called Bri. Bri is a twin of Pri in more ways than one: it also causes very short bristles, and is also unannotated so we have no idea what protein it makes or when or where it acts in the body. Without asking the researchers who sent me the flies, I had no way of knowing if Bri was in there or not.

It would be a bit awkward quizzing them about their flies. We all tend to overdo the shorthand in labeling our stocks, and don’t always remember all the extra mutations lurking there. It’s tripped me up before, when I uncovered interacting mutations I hadn’t known to worry about until they unhinged my crosses. Don’t get me started on vermillian eye color: it’s a real bear. Either way, I’d have to check the controls and unbalance the stock to have a real answer, so probably better not to pester them.

I can’t resist having a quick peek at the TM6b flies though; I’ll be dissecting them tomorrow and should know by Sunday or Monday if the Diaphanous results are evaporating or not...that is, if Bri or something else is not further muddying the waters. A positive result would be definitive; a negative one will require further research. Well, either one will require further research, but one will be more cheerful and the other more like putting nails in a coffin of my hopes one more time. And that, my friends, is what it’s like to do science. (At least I get to see more Oregon green on the confocal, though).

Epilogue. What lessons can we draw from this (mis)adventure, this stomach-churning roller coaster ride of thrills and doubts that is my life in science?

1. Do the proper controls from the beginning. (Although that would have cut out the thrills as well as the doubts, so to be honest, I’m not totally on board with this one).

2. Take the time to look at the flies you are about to cross, and make sure they have the markers you expect. Harder, probably unrealistically hard, is to make sure they don’t have the markers you don’t expect. That would require a Rumsfeldian level of perceiving unknowns unknowns.

3. Remember the limitations of shorthand for conveying a genotype, which like the face we present to the world is invariably far more complex than there is room enough and time to write out.

4. Murphy’s law reigns supreme in this world of ours. What were the chances that the unwanted marker I’d thought I could ignore for a first-pass experiment would turn out to be a different marker I’d never heard of that might affect stress fibers in my cells? Still, it made for a good story, which I haven’t come across in all this interminable slog of an Autumn.

#drosophila #science #research #lab work

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arcticdementor · 5 years

Link

In the David Fincher produced, 2017 Netflix series, Mindhunter, two FBI special agents travel the country interviewing serial killers in the 1970’s. The series, based on the non-fiction book “Mindhunter: Inside the FBI’s Elite Serial Crime Unit” by John Douglas, chronicles the beginnings of advanced criminal profiling techniques developed by the FBI in response to a number of high profile, and gruesome crimes carried out during the era, beginning with the Manson Family murders of 1968. Throughout the show the fictional special agents Holden Ford and Bill Tench meet with frequent resistance from other law enforcement personnel as they attempt to unravel the minds of the serial killers they meet. Everyone from their bosses in the agency to the local police officers they encounter along the way express extreme discomfort at the thought of empathizing or attempting to understand the killers Ford and Tench interrogate. These men are just evil. There’s nothing more to it. Nothing can be learned from them. No insight can be gained. They’re simply, purely evil, and attempting to say anything more on the subject is an affront to the victims, their families, and to human decency and capital-J Justice in general.

Fictionalized though the series may be, in our own time, in the era of mass shootings, one doesn’t have to go far to find similar responses to this uniquely contemporary category of violent crime. Media coverage of the killers oozes sensationalized language that depicts them as dark, evil, twisted, vile, abhorrent, insane. The public, in internet comment forms across social media, offer up their thoughts and prayers, and inevitably, the discussion devolves into a debate on the second amendment and the merits of gun control as politicians and journalists quickly move to steer the national conversation to more politically fruitful areas in order to amass momentum in passing various pieces of long desired legislation targeting gun owners or the NRA. The killers themselves, their personalities, their motivations, their worldviews, the experiences that shape them, every time quickly slip through the cracks of the conversation and are forgotten long before their respective cases are ever brought to trial.

…

Over the course of hundreds of hours beginning in 1959, Ted Kaczynski, the future unabomber, participated in an intense psychological experiment conduced at Harvard by Dr. Henry A Murray. During World War II, Murray had worked for the Office of Strategic Services in developing personality assessment techniques designed to test potential recruits on how well they would endure interrogation and torture by the enemy. At Harvard, Murray went on to further develop his method, transforming it from a diagnostic assessment of mental anti-fragility, into the basis of a radical personality modifying procedure he hoped could be used to forcibly evolve human consciousness in order to prevent the nuclear annihilation he feared was inevitable in light of mankind’s petty national prejudices and self-interest during the period of the Cold War. Kaczynski was among his unwitting test subjects, and though his personal, radical Luddite beliefs would ultimately diverge from the kind of technocratic globalism Murray intended to inculcate in Kaczynski, in a strange way, Murray was also more successful than he could have possibly anticipated.

…

No case provides better evidence of this possibility than that of Adam Lanza, the 2012 Sandy Hook shooter. After years of denied requests, more than 1,000 pages of evidence relating to the Lanza case were finally released to the Hartford Courant in December of 2018. Lanza, who killed himself following the attack, left behind no manifesto. He had even taken the precaution of smashing his devices’ hard drives prior to the shooting. In the end hundreds of pages worth of Lanza’s writings were ultimately recovered by the police, and it’s only from these scattered fragments that his beliefs and opinions emerge. Like Holmes in the weeks and months leading to the Aurora massacre, Lanza was no stranger to psychiatric evaluation. Throughout Lanza’s entire life, from the age of 3, when he was first diagnosed with speech and developmental problems, he knew little else but the offices of therapists and counselors and psychiatrists. A rotating cast of mental health professionals drifted in and out of his life. They all recognized the so-called ‘warning signs’ all too well, but even with a lifetime’s worth of treatment, they completely and utterly failed to prevent his transformation into mass murderer.

…

Lanza goes even further, and characterizes the years of psychiatric treatment he received since childhood explicitly as abusive: “I was molested at least a dozen times by a few different adults when I was a child. It wasn’t my decision at all: I was coerced into it… What do each of the adults have in common? They were doctors, and each of them were sanctioned by my parents to do it. This happens to virtually every child without their input into the matter: Their parents sanction it.”

…

The United States spends more per capita on primary and secondary education than almost any other country. As of 2014 the U.S. is in the top 5, below only Switzerland, Norway and Austria. Despite this however, year after year, a majority of Americans report dissatisfaction with the quality of K-12 education in their country. Alternative education remains a persistent source of controversy within the public consciousness. Private schools, charter schools, school vouchers, homeschooling, all are topics that filter in and out of the national political conversation. Democrats, on the whole, maintain an unyielding support for the compulsory nature of public education in America, while practices like Homeschooling are largely written off as the exclusive province of religious fundamentalists and political separatists. The same goes for the diverting of public resources to charter schools by means of a tax exemption or credit. The argument that has formed over time to circumvent these controversial alternatives boils down to a single word: Socialization.

Public schools not only educate students in facts and skills, the argument goes, but also serve to socialize children by serving as a microcosm of the pluralistic, diverse society in which these students will one day have to live and contribute to. A private, all male school, for instance, will fail to prepare its students for the modern workplace, where they’ll have to cooperate and even take orders from female colleagues or superiors. Likewise, desegregation busing is required to ensure students experience a sufficiently diverse environment. When it comes to a wide variety of controversies in public education, the socialization argument continues to form the backbone of liberal resistance to conservative attacks on the public schooling monopoly.At the same time, as liberals defend the practice and theory of socialization, the scourge of bullying has, on-again off again, served as a cause célèbre among many of the same people. Since 2010, October has become National Bullying Prevention Month, a campaign by the non-profit PACER organization in coordination with companies like CNN and Facebook, among others. Television shows and documentaries have tackled the subject, and celebrities like Ellen regularly champion anti-bullying causes. But what is bullying but the core of Socialization? In a sense the two can almost be considered synonymous. Bullying is, after all, the school of hard knocks which children undergo to learn the complex, unspoken rules of social game playing. Socialization is about instilling conformity, and bullying remains the core experience for many children in learning about all the ways the deviate from the norm. When children are unresponsive to bullying, that’s when things are kicked up to the teachers and administrators and school counselors, and that same unpliability and unresponsiveness is re-conceptualized by well-meaning adults as developmental disorders.

In 1975 Autism was diagnosed in children at a rate of 1 in every 5,000. Today that number has soared to nearly 1 in 100. This has ignited a public controversy over the source or cause of what by every definition deserves to be called an public health epidemic. 75% of children diagnosed with Autism today are boys. There’s no need to go searching for a cause. Vaccines aren’t behind the explosion in Autism rates. Teachers and school psychologists are. School psychology today is a booming industry, one which the US Department of Labor identifies as having some of the best employment opportunities across the entire field of psychology. 75% of school psychologists are women, with an average age of 46. It is this same group of people most empowered to conduct psychological monitoring of children across the country, and over the last 30 years, they have come to classify a larger and larger percentage of young boys as having developmental issues, to the point where it’s not clear whether there is anything wrong with these children at all, or if school psychologists have simply written off a wider and wider range of behaviors which they find problematic or incomprehensible as constituting autism.

…

In 2013, a Texas teenager named Justin Carter was locked up for threatening a school shooting. Whether or not the threat was legitimate is another matter entirely. In a bout of online shit talking over League of Legends Carter wrote “Oh yeah, I’m real messed up in the head, I’m going to go shoot up a school full of kids and eat their still, beating hearts…” in response to a quip by a fellow gamer calling him crazy. He quickly rejoined: “lol jk,” likely realizing the fact he could get himself in trouble saying such things. Whether or not it was a good idea for him to make such a comment is immaterial, what matters is the violent, disproportionate response that followed. A Canadian woman, thousands of miles away, reported Carter. He was arrested and locked in jail. Bond was set at half a million dollars, which his family couldn’t afford to pay. He languished in jail, was assaulted by fellow inmates, and then locked up in solitary confinement for his own safety. After 4 months in jail an anonymous donor paid to have Carter released on behalf of his family. The state dragged out the matter for years, delaying the trial as long as possible on tenuous grounds. In the interim Carter was banned from using a computer. It wasn’t until spring of 2018 that a plea agreement was finally reached and Carter was let off with time served.

This is the paranoid system which today we entrust with rescuing at-risk young boys. This is what stands between us and more school shootings. Never mind the fact that as this system has grown, it has only led to a rise in mass shootings. Maybe the real cause of such cases is not guns, or a failure to identify and treat students, maybe the cause is these same students, following a protracted process of isolation and attempted psychological modification, learning to play the part the system has assigned to them, that of the security threat. When schools spend hundreds of thousands of dollars on active shooter drills and security systems, isn’t it just wasted money until someone comes along and gives them an excuse to use it? The complicated apparatus of psychological surveillance and socialization that prevails among schools today is, like the TSA checkpoint at the airport, nothing more than an elaborate piece of (psychological) security theater, and theaters require drama, and more importantly, villains. People like Adam Lanza and James Holmes are certainly killers of the very worst kind, guilty of evil, but on a larger scale, their evil is a only a reflection of our own, of the perverse societal mechanisms we’ve developed to give ourselves piece of mind, regardless of the children that must be fed to the machinery for it to function.

#kantbot #autistic mercury #mass shooters #read the whole thing

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justicelljc · 5 years

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How People Learn to Become Resilient

By Maria Konnikova

February 11, 2016

Perception is key to resilience: Do you conceptualize an event as traumatic, or as a chance to learn and grow?

Norman Garmezy, a developmental psychologist and clinician at the University of Minnesota, met thousands of children in his four decades of research. But one boy in particular stuck with him. He was nine years old, with an alcoholic mother and an absent father. Each day, he would arrive at school with the exact same sandwich: two slices of bread with nothing in between. At home, there was no other food available, and no one to make any. Even so, Garmezy would later recall, the boy wanted to make sure that “no one would feel pity for him and no one would know the ineptitude of his mother.” Each day, without fail, he would walk in with a smile on his face and a “bread sandwich” tucked into his bag.

The boy with the bread sandwich was part of a special group of children. He belonged to a cohort of kids—the first of many—whom Garmezy would go on to identify as succeeding, even excelling, despite incredibly difficult circumstances. These were the children who exhibited a trait Garmezy would later identify as “resilience.” (He is widely credited with being the first to study the concept in an experimental setting.) Over many years, Garmezy would visit schools across the country, focussing on those in economically depressed areas, and follow a standard protocol. He would set up meetings with the principal, along with a school social worker or nurse, and pose the same question: Were there any children whose backgrounds had initially raised red flags—kids who seemed likely to become problem kids—who had instead become, surprisingly, a source of pride? “What I was saying was, ‘Can you identify stressed children who are making it here in your school?’ ” Garmezy said, in a 1999 interview. “There would be a long pause after my inquiry before the answer came. If I had said, ‘Do you have kids in this school who seem to be troubled?,’ there wouldn’t have been a moment’s delay. But to be asked about children who were adaptive and good citizens in the school and making it even though they had come out of very disturbed backgrounds—that was a new sort of inquiry. That’s the way we began.”

Resilience presents a challenge for psychologists. Whether you can be said to have it or not largely depends not on any particular psychological test but on the way your life unfolds. If you are lucky enough to never experience any sort of adversity, we won’t know how resilient you are. It’s only when you’re faced with obstacles, stress, and other environmental threats that resilience, or the lack of it, emerges: Do you succumb or do you surmount?

Environmental threats can come in various guises. Some are the result of low socioeconomic status and challenging home conditions. (Those are the threats studied in Garmezy’s work.) Often, such threats—parents with psychological or other problems; exposure to violence or poor treatment; being a child of problematic divorce—are chronic. Other threats are acute: experiencing or witnessing a traumatic violent encounter, for example, or being in an accident. What matters is the intensity and the duration of the stressor. In the case of acute stressors, the intensity is usually high. The stress resulting from chronic adversity, Garmezy wrote, might be lower—but it “exerts repeated and cumulative impact on resources and adaptation and persists for many months and typically considerably longer.”

Prior to Garmezy’s work on resilience, most research on trauma and negative life events had a reverse focus. Instead of looking at areas of strength, it looked at areas of vulnerability, investigating the experiences that make people susceptible to poor life outcomes (or that lead kids to be “troubled,” as Garmezy put it). Garmezy’s work opened the door to the study of protective factors: the elements of an individual’s background or personality that could enable success despite the challenges they faced. Garmezy retired from research before reaching any definitive conclusions—his career was cut short by early-onset Alzheimer’s—but his students and followers were able to identify elements that fell into two groups: individual, psychological factors and external, environmental factors, or disposition on the one hand and luck on the other.

In 1989 a developmental psychologist named Emmy Werner published the results of a thirty-two-year longitudinal project. She had followed a group of six hundred and ninety-eight children, in Kauai, Hawaii, from before birth through their third decade of life. Along the way, she’d monitored them for any exposure to stress: maternal stress in utero, poverty, problems in the family, and so on. Two-thirds of the children came from backgrounds that were, essentially, stable, successful, and happy; the other third qualified as “at risk.” Like Garmezy, she soon discovered that not all of the at-risk children reacted to stress in the same way. Two-thirds of them “developed serious learning or behavior problems by the age of ten, or had delinquency records, mental health problems, or teen-age pregnancies by the age of eighteen.” But the remaining third developed into “competent, confident, and caring young adults.” They had attained academic, domestic, and social success—and they were always ready to capitalize on new opportunities that arose.

What was it that set the resilient children apart? Because the individuals in her sample had been followed and tested consistently for three decades, Werner had a trove of data at her disposal. She found that several elements predicted resilience. Some elements had to do with luck: a resilient child might have a strong bond with a supportive caregiver, parent, teacher, or other mentor-like figure. But another, quite large set of elements was psychological, and had to do with how the children responded to the environment. From a young age, resilient children tended to “meet the world on their own terms.” They were autonomous and independent, would seek out new experiences, and had a “positive social orientation.” “Though not especially gifted, these children used whatever skills they had effectively,” Werner wrote. Perhaps most importantly, the resilient children had what psychologists call an “internal locus of control”: they believed that they, and not their circumstances, affected their achievements. The resilient children saw themselves as the orchestrators of their own fates. In fact, on a scale that measured locus of control, they scored more than two standard deviations away from the standardization group.

Werner also discovered that resilience could change over time. Some resilient children were especially unlucky: they experienced multiple strong stressors at vulnerable points and their resilience evaporated. Resilience, she explained, is like a constant calculation: Which side of the equation weighs more, the resilience or the stressors? The stressors can become so intense that resilience is overwhelmed. Most people, in short, have a breaking point. On the flip side, some people who weren’t resilient when they were little somehow learned the skills of resilience. They were able to overcome adversity later in life and went on to flourish as much as those who’d been resilient the whole way through. This, of course, raises the question of how resilience might be learned.

George Bonanno is a clinical psychologist at Columbia University’s Teachers College; he heads the Loss, Trauma, and Emotion Lab and has been studying resilience for nearly twenty-five years. Garmezy, Werner, and others have shown that some people are far better than others at dealing with adversity; Bonanno has been trying to figure out where that variation might come from. Bonanno’s theory of resilience starts with an observation: all of us possess the same fundamental stress-response system, which has evolved over millions of years and which we share with other animals. The vast majority of people are pretty good at using that system to deal with stress. When it comes to resilience, the question is: Why do some people use the system so much more frequently or effectively than others?

One of the central elements of resilience, Bonanno has found, is perception: Do you conceptualize an event as traumatic, or as an opportunity to learn and grow? “Events are not traumatic until we experience them as traumatic,” Bonanno told me, in December. “To call something a ‘traumatic event’ belies that fact.” He has coined a different term: PTE, or potentially traumatic event, which he argues is more accurate. The theory is straightforward. Every frightening event, no matter how negative it might seem from the sidelines, has the potential to be traumatic or not to the person experiencing it. (Bonanno focusses on acute negative events, where we may be seriously harmed; others who study resilience, including Garmezy and Werner, look more broadly.) Take something as terrible as the surprising death of a close friend: you might be sad, but if you can find a way to construe that event as filled with meaning—perhaps it leads to greater awareness of a certain disease, say, or to closer ties with the community—then it may not be seen as a trauma. (Indeed, Werner found that resilient individuals were far more likely to report having sources of spiritual and religious support than those who weren’t.) The experience isn’t inherent in the event; it resides in the event’s psychological construal.

It’s for this reason, Bonanno told me, that “stressful” or “traumatic” events in and of themselves don’t have much predictive power when it comes to life outcomes. “The prospective epidemiological data shows that exposure to potentially traumatic events does not predict later functioning,” he said. “It’s only predictive if there’s a negative response.” In other words, living through adversity, be it endemic to your environment or an acute negative event, doesn’t guarantee that you’ll suffer going forward. What matters is whether that adversity becomes traumatizing.

The good news is that positive construal can be taught. “We can make ourselves more or less vulnerable by how we think about things,” Bonanno said. In research at Columbia, the neuroscientist Kevin Ochsner has shown that teaching people to think of stimuli in different ways—to reframe them in positive terms when the initial response is negative, or in a less emotional way when the initial response is emotionally “hot”—changes how they experience and react to the stimulus. You can train people to better regulate their emotions, and the training seems to have lasting effects.

Similar work has been done with explanatory styles—the techniques we use to explain events. I’ve written before about the research of Martin Seligman, the University of Pennsylvania psychologist who pioneered much of the field of positive psychology: Seligman found that training people to change their explanatory styles from internal to external (“Bad events aren’t my fault”), from global to specific (“This is one narrow thing rather than a massive indication that something is wrong with my life”), and from permanent to impermanent (“I can change the situation, rather than assuming it’s fixed”) made them more psychologically successful and less prone to depression. The same goes for locus of control: not only is a more internal locus tied to perceiving less stress and performing better but changing your locus from external to internal leads to positive changes in both psychological well-being and objective work performance. The cognitive skills that underpin resilience, then, seem like they can indeed be learned over time, creating resilience where there was none.

Unfortunately, the opposite may also be true. “We can become less resilient, or less likely to be resilient,” Bonanno says. “We can create or exaggerate stressors very easily in our own minds. That’s the danger of the human condition.” Human beings are capable of worry and rumination: we can take a minor thing, blow it up in our heads, run through it over and over, and drive ourselves crazy until we feel like that minor thing is the biggest thing that ever happened. In a sense, it’s a self-fulfilling prophecy. Frame adversity as a challenge, and you become more flexible and able to deal with it, move on, learn from it, and grow. Focus on it, frame it as a threat, and a potentially traumatic event becomes an enduring problem; you become more inflexible, and more likely to be negatively affected.

In December the New York Times Magazine published an essay called “The Profound Emptiness of ‘Resilience.’ ” It pointed out that the word is now used everywhere, often in ways that drain it of meaning and link it to vague concepts like “character.” But resilience doesn’t have to be an empty or vague concept. In fact, decades of research have revealed a lot about how it works. This research shows that resilience is, ultimately, a set of skills that can be taught. In recent years, we’ve taken to using the term sloppily—but our sloppy usage doesn’t mean that it hasn’t been usefully and precisely defined. It’s time we invest the time and energy to understand what “resilience” really means.

**Maria Konnikova is the author of “The Confidence Game” and “Mastermind: How to Think Like Sherlock Holmes.”

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rivkyschleider · 4 years

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Annotated Bibliography

Winnicott, D. (1986) Home is where we start from. England: London

In this collection of essays we learn of Winnicott’s key teachings, presented to a lay audience. He explains attachment theory, the ‘good enough environment’, the contribution of the Mother to society, adolescence and the relationship between the individual and their facilitating family group. He explores concepts of health versus illness through his lens as a psychoanalyst in addition to to his medical background. It is extremely helpful to see how foundation concepts of personality, the very make up of human emotional development can be applied to such a variety of cultural topics such as monarchy, the Pill and mathematics. He brings clarity to these issues and offers me a model for applying depth of insight about the subconscious and the effect of early childhood environment on later life. By uncovering gaps or repression in the individual’s psyche the psychotherapist can facilitate milestones of developmental progress, albeit at a later stage of maturation.

Yalom, I. (2002) The Gift of Therapy. US: HarperCollins

This is a handbook of 85 tips and instructions built upon 35 years of clinical practice and teaching. He paints a picture of a therapist in a way that inspires me to rise to the challenge of training and the ongoing character growth that is so crucial to this profession. He promotes curiosity, humility and transparency, and breaks away the the image of the therapist as an all-knowing provider of interpretations, or a blank canvas to absorb transference. He gives a practical guide for mining the here-and-now aspects of the therapeutic encounter to further the process of therapy. He describes tools for incorporating the therapist’s own feelings into the mix as well as how to explore dream material, how to take a history and how to look at their present; how their daily life is organised and peopled. He writes with deep pride on the privilege of helping others find meaning, health and joy.

Skynner, Cleese (1983) Families and how to Survive Them London: Vermilion

This was a a whistle-stop tour through all the major themes of child development, identity, attraction, relationships and family dynamics written as a conversation between Robin Skynner, a psychotherapist and John Cleese his former patient. They discuss the continuum that exists with optimally healthy families at one end; dysfunctional families with inter-generational problems at the other; and the “normal” families in the middle in which we see an expected mix of ‘screened off’ feelings alongside coping mechanisms, defenses and social norms to smooth the way. Skynner draws on Freudian ideas as well as later work by more recent therapists and analysts who looked at how families work as a system. Each part affects all other parts of the system. By considering inter-relationships through the eyes of a typical family we can learn about letting go of inherited mistakes and move forward to optimal family life.

Van Der Kolk, B. The Body Keeps the Score, United Stares: Penguin

This book is about how trauma impacts a person causing long term suffering to victims, their families and future generations. Using scientific methods such as brain scans and clinically sound investigations, Van Der Kolk looks at how the mind and body are transformed by traumatic events; how neural networks are formed as coping mechanisms and may later morph into unwanted behaviours. This is followed by a paradigm of treatment that seeks to give individual patients ownership of their narrative, their bodies and a route to self awareness and healing. Yoga, EMDR, neurofeedback and theater are offered as examples of pathways to recovery and I believe that art therapy is another good candidate for an embodied type of therapy, one that does not rely on talking alone. This book answered questions about my own pattern of mild symptoms and has opened up the whole field of mind/body connection in relation to trauma and healing.

Axline, V.M. (1964) Dibs In Search of Self. London: Penguin

Virginia M. Axline has written the true story of Dibs, her client; a talented and sensitive child who was trapped in isolation due to the lack of emotional connection in his life. Through psychotherapy - play therapy to be precise - he regained his sense of self and was eventually able to thrive, utilise his gifted nature and contribute to society. It is an eloquent case study obliquely laying out the principles of play and art therapy. The therapist built the safe environment in which the child could open up and slowly verbalise his deeply felt emotions. reparation with his parents blossoms. It is notable that the therapist made it safe for Dibs to express negativity. This teaches us to think about hostility as a sign sometimes of adequate ego strength for the feelings to be articulated. In that sense, aggression is a sign of health! This book is a beautiful testimony to the power of psychotherapy to transform lives.

Malchiodi, C. (2011) Trauma Informed Art Therapy and Sexual Abuse in Children. In: Goodyear-Brown, P. (ed.) Handbook of Child Sexual Abuse: Identification, Assessment and Treatment. United states: John Wiley & Sons

This chapter deals with how art therapy helps children who have suffered sexual abuse to articulate their sometimes unutterable experiences in a manner that the therapist can understand while within what is tolerable for the child. Trauma informed art therapy involves using art materials to address hyper-arousal and to teach relaxation, referencing the specific neuro circuit that is activated by hands on activities of a soothing nature. The sensory and tactile qualities of art materials need to be taken into consideration, how they are central to trauma recovery, but equally how they may trigger memories of distressful events. The somatic approach, using colour and shape enables children to locate the place in the body where trauma is held so they can learn to diminish distress. The author comments on the relevance of culturally sensitive materials and projects. This has been a rich article for me, linking my reading on trauma, with art therapy for a client group I may want to work with in the future.

Cane, F. (1951) The Artist in Each Of Us. United States: Art Therapy Publications

This book bridges art and therapy. It aims to give the reader a means to achieving a richer art and a more integrated life. It looks at how movement, feeling and thought work together. I was intrigued to read detailed technical instructions for accessing subconscious material which can be used to reach higher levels of artistic expression and also personal healing. The case studies record the progress of her students and how transcendence was coaxed up through fantasy, play, rhythmic movements, chanting and other indirect means until it could be released for union with the conscious. I tried out some of these techniques and was surprised to discover not only the catharsis, but also the unexpected outcomes of artwork spontaneously arising from my own psychological material. It shows me how the perceptive teacher can awaken in her students their own creativity and direct them to find solutions for subtle or complex inner dilemmas.

Dalley, T. (ed.) (1984) Art as Therapy. An Introduction to the use of art as a therapeutic technique. London: Routledge

This book is an introduction to the theories that underpin art therapy and is broad in it’s range of contributing authors. We get an outline of the role of art within a therapeutic framework, the manifestation of art as play, as a language of symbols and development. The historical links between art education and art therapy are explored; the differences and what they have in common; and a possibility for merging the two fields. Each chapter on a specific client group offers insights for working with these vulnerable people in a way that will give direct therapeutic benefit.

I found the chapter on art therapy in prisons to be particularly enlightening. The author was clear about the actual constraints of working in that environment, what the pitfalls might be and she presented practical guidance on overcoming them. She promotes a vision for how arts can transform the most ant-social of prisoners into creative, productive people; this raises pertinent questions for the current justice system.

Price, J. (1988) Motherhood, What it Does to Your Mind London: Pandora Press

A fascinating book delving into the psychology of mothering written by a female psychiatrist and psychotherapist. It ties up the concepts of attachment theory with the realities of modern relationships and societal expectations. It is presented through the lens of a Woman, a woman who lived through her own mother-daughter dynamic, pregnancy, giving birth, breast feeding and the like. She looks at how our culture and family story play out in our own lives whether consciously or unconsciously. By normalising much of the natural difficulties of mothering, this book can offer solace in trying times.

I am a mother of four boys and pregnant with my fifth child, so I am justified to claim that his book ought to become mainstream knowledge. It is through lived experiences that we can most genuinely form opinions and then reach out to help others in a professional capacity.

Case, C. Dalley, T. (1992) The Handbook of Art Therapy London: Routledge

This handbook is a bird’s eye view of the profession. It covers the theories of psychoanalysis and how it intersects with art as well as a detailed look at the practical aspects of employment as an art therapist in jargon-free language. This gives a beginner art therapist a survival guide for those inevitable first forays into work. I gained a grasp on the complexities surrounding room set-up or lack of appropriate dedicated space. A how-to guide on various forms of note taking making use of the same example session throughout the different formats was extremely helpful. There is clear preparation for supervision, referrals, working in an institution, operating as part of a team versus being isolated and potentially being misunderstood. Reading this was an important step towards becoming a competent practitioner.

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uclavapae · 5 years

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Sage LaCroix | Teaching Artist of March 2019

Hometown: Berkeley, California

Major: Dance B.A. Psychology B.A. (Minors in VAPAE and Applied Developmental Psychology)

Q: How did you discover your interest in the arts and how did you know that it was something that you wanted to pursue professionally, as an artist or as a teaching artist?

A: I began creative movement classes at age 3 and figured out relatively quickly that dance was something I wanted to keep in my life forever. Throughout elementary, middle, and high school, I trained in many styles of dance, constantly inspired by the teachers and mentors I had along the way. As I entered college, I knew that I wanted to continue my studies in dance but that I also wanted to be that mentor for other young students. As a kid, I was fortunate enough to attend schools with great arts programs but as I was introduced to LAUSD, I realized how dire the need is for arts in public schools. It was then that I realized how much I wanted to bring the arts to students who wouldn’t otherwise get the opportunity.

Q: Describe what the student artists in your VAPAE afterschool arts or arts enrichment program are working on and the process they’re using.

A: I just finished teaching at the Classroom in Residence at the Hammer Museum. There, I taught two different groups of fifth graders and we focused on themes that were similar to those represented in the museum galleries. These themes included self-portraits, everyday objects being repurposed, and community. With both groups I used different ways of generating choreographing that were student centered. Then I facilitated putting it all together so they had a full dance by the end of the week. We also touched on dance concepts such as musicality and rhythm, shape and tableau, and appropriate audience and stage conduct.

Q: Why is an enrichment opportunity like this important for those participating? What do they gain?

A: An opportunity like this one was visibly impactful for the students. They came into the experience both eager and slightly anxious about trying something that was new for them. However by engaging with their community and with their classmates in new ways, they were able to flex the creativity parts of their brain and open up to each other and to the staff in a more vulnerable way. Throughout the week, I saw students become more comfortable with their body and taking up space in the class. They became more eager to share when I asked questions and contribute movements to the group choreography. Each student was also able to be accountable and show up for their classmates in a community sense.

Q: Did you have an opportunity like this when you were a younger artist? If yes, how did it help shape your love of art? If no, in what ways could a program like this have helped you?

A: I had lots of opportunities for the arts when I was younger that allowed me to see the connection between human emotion and art. This helped me fall in love with the arts because I saw how it was a way I could express everything I felt in a safe way. At the same time, I never experienced a program like CRH that connected visual and performing arts. I think a program like this would have given someone like me who’s more of a performer, a better sense of how I can use my creativity in the visual arts world as well.

Q: What do you personally gain as a teaching artist, arts facilitator?

A: As a teaching artist, I’m constantly inspired by the students’ willingness to go out of their comfort zones in order to express ideas and contribute to the group artmaking process. This leap of faith makes me want to take those same leaps in my own work and in life in general. I also get the opportunity to see the students collaborate in a way that is so supportive and and kind, and they remind me to bring those ideals to every group situation I’m in. By being a teaching artist, I also get the constant joy of seeing my students discover parts of themselves that they had all along but maybe didn’t know how to express.

Q: What are the benefits to you as a student/graduate in the UCLA VAPAE program? Was this program a good choice for you? If so, why?

A: The VAPAE program was one of the reasons I chose to come to UCLA. It’s unlike anything I could find at any other school and participating in it has been one of the best decisions I’ve made at UCLA. Through VAPAE I’ve had hands on teaching experience in over 5 different locations and been able to take classes from countless renowned teaching artists. This experience gives me great benefit not only because it has strengthened my leaderships skills, and knowledge of my own arts practice, but because I would feel completely prepared to go into a teaching job after graduating from UCLA. I have confidence in myself but also in the support system that VAPAE has built and knowing that they would be there to help and support me as I transition out of undergraduate study and into a career.

Q: Are there any anecdotes from your time as a VAPAE Teaching Artist at an Arts Enrichment or Afterschool Arts Programs that stand out to you? Perhaps you had a breakthrough with a student or saw some particularly noticeable growth in that student through this program, collaboration etc. Maybe something surprised you or made you think about art or teaching in a new way.

A: At the Classroom in Residence at the Hammer, I had one student who was resistant to participating throughout the entire week, despite encouragement from myself and the other staff members. He decided to be an audience member for the final performance, instead of dancing on stage with the rest of the class. I was worried that this student wasn’t getting anything out of the class and wasn’t growing in the same way as the other students. However after the performance, I asked the students to reflect on the week and he shared that he was proud of his fellow students for having the courage to perform on stage and that it looked like a lot of fun. When him and I had a one-on-one conversation later, I asked if next time he might want to participate, he said yes. Though it was small, I felt him slowly open up to the possibility of being vulnerable and stepping out of his comfort zone in the future.

Q: What are your short-term and long‐term career goals?

A: At some point in my life I would love to perform in a modern dance company because performing and traveling are two things that make me the happiest. I would also love to become a Dance/Movement Therapist or somehow incorporate social emotional aspects into being a teaching artist. I’m also very interested in student affairs and working with undergraduate arts students to help them achieve their long-term goals. A long- term goal for myself would be to increase the use of dance and movement as a form of therapy and healing among a multitude of groups.

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