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Hope, Living with Uncertainties, and Tolerance for Ambiguity

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Summary. In the light of uncertain future threatening outcomes, present ambiguous information often is interpreted more negatively than it would be the case in a safe context. Black-and-white thinking is hindering positive deciphering of ambiguous information. People educated in open-mindedness and who have learned to tolerate ambiguity can better persevere in their tolerance even in situations of danger. Individuals’ dependencies on hierarchical power can cause closed mental systems that are … Continue reading →

What’s PA? — Peace Not Pas

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Parental Alienation More than twenty years ago the late author and renowned child psychiatrist Richard A. Gardner coined the term Parental Alienation Syndrome. He used this term to characterise the breakdown of what was previously normal and healthy parent-child relationships during divorce and child custody cases. The definition of parental alienation according to Gardner is simple. One parent (in […] via What’s PA? — Peace Not Pas

To truly love a child

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I have lost the child Of a lonely man Not in an accident nor war A suffering psyche of scar Has lost peace to seed Fear’s possessive greed Of a mother’s doubt what could be If she were free To truly love   I have won the children Of all world’s men Not by fighting back to win A loving heart within Has found peace to share Forgiveness to take … Continue reading →

Connected

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The curtain of tears is the entrance to the light that connects us in eternity. Verbunden Der Vorhang aus Tränen ist der Eingang zum Licht, das uns in Ewigkeit verbindet.

Metacognitive Strategies for Learning (LD) vs. Intellectual Disabilities (ID)

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Summary. This article describes some metacognitive strategies to learner profiles and then evaluates those strategies for individuals of different ages with intellectual and learning disabilities. In order to do so, different variables that effect those with intellectual and learning disabilities are identified. Social and cultural implications, as well as life span stages and interpersonal communication are discussed.

Egocentrism: Who can take whose empathic perspective?

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Egocentrism occurs as part of preschoolers’ development in the so-called pre-operational stage and means the inability of a child to differentiate between its own and other people’s thoughts [1]. In other words, children would not realize the suffering of others as such at all [2]. This poses a quite depressive outlook and may not correspond to own experience and observations. Aren’t there more empathy-promising possibilities than such a radical and … Continue reading →

History and Philosophy of Learning Theory

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Behaviorism Introspection as the scientific method had to give place to behavioral psychology in the nineteenth century [1], which opposed mentalist approaches to the study of associative mechanisms in learned behavior [2] with rigorous observable laboratory experiments and animal behavior training as performed by B.F. Skinner [3] (Figure 1.). Associationists like E. Thorndike believed in biological processes which construe memory in the form of neuronal connections in the brain [1]. … Continue reading →

Parental Gatekeeping and Alienation

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Without parents having done something wrong, the socio-cultural environment and some mothers themselves can be non-supportive regarding equality in parenting, even in cases where mutual parenting would be logistically feasible. For children at any age, anger, anxiety, and sadness can carry the risk to lead to depression and developmental problems. Are you concerned and missing the cooperation from your partner to find a solution suitable for the child? Then it … Continue reading →

A Reply to the Article “Obedience” (ashiftinconsciousness.wordpress.com)

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A Reply to the Article “Obedience” (ashiftinconsciousness.wordpress.com). PLEASE VISIT. Comment: Impressive (depressing) figures. Thanks for sharing as this is of uttermost importance. I’m practicing here for drafting letters to Gates and co. Why do these rich/powerful not change the world for the better? Because they just habitually might not change their convictions that made them multi-billionaires? Because they don’t see the chain of causes leading to inequality? Regarding Bill Gates, … Continue reading →

Cross-Cultural Psychology: Beyond the Dichotomy of Individualism – Collectivism

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Content: 1. There is more than East and West in cross-cultural psychology, 2. Need for internationalization of developmental psychology, 3. Integration of indigenous psychology, 4. Addressing country, individual, and situational levels

Attachment and Moral Development Theory

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Summary This essay evaluates whether “the fundamental problem of social psychology is the moralization of the individual by the society” (McDougall, 1908 as cited in [1], p.8). Also, how does attachment theory permeate aspects of human (and ecological) relationships [2], and how are emotional, moral, and identity development and personality theory aspects intertwined? Finally, implications are suggested regarding factors that have the potential to influence attachment style throughout the lifespan … Continue reading →

Fathers: More than a playmate

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There may be two primary caregiver roles: one of a secure haven and one of exploration and discovery. These functions are not gender-specific though. Across different cultures, fathers who are alone with their children show similar behavior as mothers. Dual attachment offers the opportunity for children to build sensitive relationships with their fathers too, which is important for their development throughout life. Awareness should be increased regarding the risks and (socio-cultural) barriers … Continue reading →

Attachment Theory Applied to Social Media Interactions

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Content: Ubiquitous social media Attachment style predicts social media use Social media’s role in dating relationships & Social media addiction Self-expression and branding in social media Violent content and cyberbullying Conclusion: Risks & opportunities

Different Types of Attachment and Socio-emotional Development Throughout the Lifespan

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An infant requires a stable establishment of relational trust that is nourished by positive emotional and social connections with a primary caregiver (e.g., father, mother, or grandparent, etc.). Attachment types, such as the healthiest secure attachment style, determine the socio-emotional development and how someone manages social relationships across the lifespan. Differences in parenting and resulting attachment styles need to be put into cultural perspective. Secure attachment at any age can … Continue reading →

Nature v. Nurture in the Lifespan Development of People with Down Syndrome

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In this article, passive and active genotype -> environment effects in general and related to the cognitive development of people with Down syndrome (DS) are discussed. An emphasis is put on the high variability in profiles of DS, as well as on the existence of multiple intelligences such as musical, spatial, interpersonal, and naturalist abilities, although these are not included in traditional IQ tests that measure mainly linguistic and logical-mathematical … Continue reading →

Integrating Eastern Philosophies, Transpersonal Theories, and Phenomenological Approaches into Developmental Lifespan Psychology

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Content: Universalities and Cultural Differences. Closing Holes in West-centric Researches. Eastern Philosophies and Transpersonal Psychology. Expanding Consciousness and Phenomenological Ways of Knowing.