woman-office-0624135I love my job. Love it. There are, of course, days like this one, when the 100-degree weather makes me want to bypass my office and head straight for the beach. For the most part, though, a day spent doing therapy is a day that fills me with deep satisfaction and a sense of accomplishment.

I haven’t always loved my job. In fact, for some time in college, I honestly hated it. A favorite professor recommended me for a coveted position as a psychological research assistant on a study being done at the world-renowned National Children’s Hospital. This particular study focused on how the quality of life for chronically medically ill adolescents may be improved by a part-time job at a fast-food restaurant. The position was a huge deal for an undergrad, and I was thrilled just to land a gig in my field instead of toiling at a children’s boutique, where I had been (I didn’t much love working there, either.)

This was going to look fantastic on my résumé; it was the kind of thing that would provide relevant experience and help usher me into grad school. I should have been overjoyed, and started out that way. But that soon fizzled, and instead I found myself downright miserable. The “gig” was not at all what I thought or hoped it would be. I had little to no interaction with the research participants. Instead, I spent every day hunched at the computer, matching subjects to controls, inputting boring data, and counting the slow minutes until I could head home.

According to positive psychology, we are happiest when the work we do, whether at home or on the job, allows us to use our signature strengths. Martin Seligman, the psychologist at University of Pennsylvania who pioneered the positive psychology movement, defines signature strengths as “strengths of character that a person owns, celebrates, and frequently exercises.” These are the personal traits and skills that come naturally, and that give us a sense of fulfillment and purpose when we use them.

Seligman has identified 24 unique character strengths, including fairness, curiosity, creativity, and humor. My VIA Signature Strengths survey results—which identified my top five strengths—help explain why, between my two jobs in psychology, I was woefully unhappy as a research assistant but have been blissfully content as a clinician.

My top three signature strengths are curiosity, love of learning, and perspective. Seligman and Christopher Peterson define these traits this way:

Doing therapy, I get to utilize all three of these strengths in my work. My sense of curiosity makes me truly interested in my clients and their personal stories. Because I love learning, I eat psych books like they are candy and very much enjoy attending conferences about new methods and ideas in my field, then immediately use what I learn in therapy sessions. Perspective (or wisdom) is a strength I try to employ daily by helping others look at themselves and their situations in healthy, encouraging ways.

A look at my relative weaknesses on the signature strengths survey also explains why my research assistant job didn’t work for me. The traits I seem to value least, and engage least frequently, are persistence, self-regulation, and prudence.

The research assistant job required hours of monotonous sifting through surveys and entering numbers into a statistical analysis program. This task required perseverance and discipline, two of my weaknesses. I was bored, edgy, and unfulfilled. I was impatient to learn the results of the findings, but it would be months until they were revealed. Day after day was the same—columns of numbers and the click-click-clack of computer keys. My curiosity was not satisfied, and my self-control was tested. I made regular trips to the vending machine, where in my careful scientific process I learned that I preferred Cheez-Its to Cheese Nips. I explored the wings of the hospital, discovering that the interns in the cardiology unit were better looking than those in rheumatology. I found myself daydreaming constantly.

Moreover, I became an unpopular, dissonant voice at the Adolescent Employment Readiness Center, as my unit was called. Since prudence was not one of my strengths, especially as a 20-year-old student, I made it all too clear that I did not believe that working at McDonald’s was the best use of time for a teen in remission who may not live to see his 20th birthday. As a passionate, wide-eyed kid myself, I thought our teenage subjects should be celebrating their periods of remission by sailing, surfing, seeing the world—anything but flipping burgers.

I am incredibly lucky. I was able to find a career that is in alignment with my signature strengths. Not all of us are as fortunate. Nonetheless, even in less-than-ideal situations, you can work toward finding opportunities to utilize your personal character strengths as often as possible. Research shows we are happiest when we are using our strengths regularly and in novel ways. By exploring the hospital and comparing the nuances of cheese-flavored snack foods, I engaged my curiosity and love of learning at my boring research job.

If your job or life circumstances don’t naturally engage your strengths, you can and should look for creative outlets for their expression. For example, if your strength happens to be my weakness of self-regulation, and you are in an unstructured environment, use your skills to bring order to the chaos. Help your coworkers organize their desk drawers or create a method for arranging their daily to-do list. If humor is one of your strengths, find ways to bring laughter to the board room or break room.

The most important point from the research on signature strengths is that we are happiest and most productive when we are living as an expression of our strengths rather than frantically trying to develop our weaknesses. I might look at my weaknesses and berate myself for being flighty, undisciplined, and impulsive. I could focus on these shortcomings and spend a bulk of time and energy making efforts to overcome them. To do so, according to positive psychology, is to expend precious energy swimming against the current of our most authentic selves.

It is worth investing a bit of effort to improve upon the weaknesses that handicap us and hold us back. Truth is, I do have a bit more stick-to-it-iveness and self-control now than I did in my college days. My mindfulness practice has helped me with that. Still, I am bored easily, relatively impatient, and I tend to speak my mind, so it doesn’t surprise me that persistence, self-discipline, and prudence remain my weaknesses.

Three times today I’ve abandoned writing this article to do something else. Because I’m curious and love to learn, I went to find the reference for another article, and found myself distracted by another couple of pages that popped up in my Google search. When I set out to write, I know that this will be the way things go, so I give myself the time for what will inevitably be my process. I allow and engage my strengths, and don’t beat myself up for my weaknesses. By permitting myself to work at a comfortable pace, I am able to eventually accomplish what I set out to do in a way that feels genuine to me.

Finally, I return to my signature strength of perspective/wisdom. I always enjoy sharing what I know with others, and helping them potentially gain insight, which happily propelled me to continue writing and to finish this article. I close by encouraging you to discover your own signature strengths and align your life with their expression. Become aware of your weaknesses, too, if only to learn forgiveness and a better understanding of where you may be challenged. By using your strengths creatively and consistently, you will create for yourself what positive psychologists call “the good life,” and be happier for doing so.

mother-daughter-blowing-bubbles-0621136Play therapy has become a very important element of my work with families and children. In this article, I hope to give you parents some idea of how powerful play can be as an intervention as well as some ideas of how to utilize play with your own children.

Play Therapy at Work

It is Father’s Day as I write this article and I am reminded of one particular case where play therapy had a profound impact on a family. This family had a child with severe autism. They were unable to manage him at home and he was living at the residential treatment facility where I worked. The child in question was very routine-oriented, and he had an extremely restricted range of activities in which he would engage. If he wasn’t repeatedly watching small snippets of Disney videos, he wasn’t happy.

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To make matters worse, if he wasn’t happy, he tended to throw tantrums, or hit and bite those around him. As a result of these behaviors, not only could he not live at home, but the family was challenged to even have him home for short visits. They had to put the entire house on lockdown to prevent their son from wandering away, and at least one of them had to take time off of work to stay up all night to supervise their son.

When this child came onto my caseload, another therapist and I decided we wanted to work with the family to improve the quality of their interactions with their son and make their time together less stressful and challenging. We decided to use a therapy called Theraplay to accomplish this. We did several sessions with the child in which we exposed him to various new activities. We made note of what he liked, what he disliked, and what he just didn’t seem to get (but didn’t hate).

We expected to see a lot of behaviors due to the change in routine, but that wasn’t the case. We quickly found that there were a number of activities that the child seemed to enjoy. Furthermore, we found that a number of activities that he didn’t understand at first he learned and started to enjoy in subsequent sessions. Pretty soon, we had a list of about 20-or-so activities that required minimal material (about $20 of stuff from the dollar store) that he enjoyed. We could easily keep the child happily engaged for over 30 minutes at a time.

We then started doing sessions with the family at their house. First, they watched as we played with their son. Then we started showing them how to do the games. During the course of this session, we were demonstrating a modified version of catch. The child tended to want to catch the ball when thrown to him, but would then walk over and hand the ball back to us instead of throwing it. We learned that playing catch over a table got the child to actually throw the ball back.

As we were demonstrating this, he started throwing the ball to his dad and playing catch with him. Dad immediately started tearing up. He said, “This is the first time I’ve ever had a catch with my child.” There was not a dry eye in the room after that. What father doesn’t want to have a catch with his son? Imagine having to wait 17 years to make that happen. It was an unexpected, but awesome outcome of our therapy.

The Importance of Play in Development

Play is one of the fundamental ways in which children learn. Through play, they learn to how to connect or form secure attachments to others. The quality of the relationships children have growing up will impact the quality of the relationships they form as adults. So it stands to reason that good, quality play as a child can lead to quality relationships in adulthood.

Through play, children learn how to self-regulate. We get excited as we play games with each other, but then we learn how to self-calm and soothe to continue to excel at the games we play. We learn when it is appropriate to get excited and when we need to calm. In fact, I find that using play with children who have problems with regulation is a fantastic way to teach them impulse control and self-control.

Finally, through play, we learn how to socialize. We learn such things as taking turns, cooperation, and competition. We learn about rules and creativity. Through play we develop the basic skills that allow us to navigate the challenges that life presents us. Kids who don’t play are often at a great social disadvantage compared to kids who play.

Guidelines for Play

Ok, so play is important. However, the best play has some structure. To maximize the impact of play on your child’s behaviors, here are some basic guidelines to follow.

  1. Play with your child. When engaging in play, do things that involve interaction between you and your child. It’s not enough to simply be in the room (what I call proctoring). It’s great to sit with children as they do a puzzle, but it’s better to do the puzzle with them. You want to promote that social-emotional connection with you. You want to make yourself a source of never ending reinforcement in your child’s eyes. So, do activities that promote things like touch and eye contact (something the typical child with autism might be struggling with and need practice to do or tolerate). Make the time your child spends with you silly and fun; watch how your child positively responds to you in other situations.
  2. Keep it simple and developmentally appropriate. Make sure the activities you do with your child are geared towards their mental and emotional age. In the example at the beginning of the article, even though the child was 17, he enjoyed things like holding hands, rocking, and singing “Row Your Boat.” He enjoyed the sensory nature of the rocking, as well as the familiarity of the song. Other teenagers might enjoy singing and dancing with you to music they like. Again, focus on enhancing the connection between yourself and the child.
  3. It’s ok to be silly (in fact, it’s recommended)! The games I play with my kids (at home and at work) aren’t complicated. In fact, on the face of it they are pretty silly. I find that even with more resistant, morose children, silliness draws them in. There’s something about being silly with someone else that just brings down defenses. Besides, taking time to relax, laugh, and be a little silly is FUN! It’s a marvelous way to spend some time.
  4. Inexpensive is better! It’s very easy to spend a lot of money on toys. Heck, expensive toys can be great (I adore my Xbox). but for the types of interaction I’m thinking about, expensive toys are unnecessary. Blowing a feather back and forth, blowing bubbles, playing clapping games, or playing “red light, green light” require very little in the way of materials. Be creative and see what kinds of things are sitting around your house and look to those for inspiration. Have you ever seen a young child at Christmas? They open up all their expensive presents and spend most of the time playing with wrapping paper and boxes. Tap into that instinct with your child and you will be well on your way to successful play.

Ways to Use Play Therapeutically

Here are some more ideas on how to structure play sessions with your child to get specific results.

Planned sessions to increase engagement: While my usual play style is typically to improvise with whatever is at hand and make things up as I go along, I find that planning out sessions can be helpful when trying to engage with a child. I simply make a list of 5 to 10 activities that I want to do before I do the session and try to at least get through those. I make note of what activities seemed to get the child to respond positively to me so I can use them again later. If I don’t do this, I tend to more easily get shut down by the child if he/she doesn’t immediately engage with me. I focus on activities that promote touch, eye contact, and positive sensory experiences. Good examples are singing/clapping games, blowing up a balloon while the child holds the balloon, and blowing a feather back and forth between your hands and the child’s hands.

Repeated sessions to increase skills: If I am trying to help a child acquire or improve a skill, then I want to focus on repeating activities between sessions instead of changing things up frequently. Repeated exposure is good for skill acquisition. For example, I often use play to teach deep breathing through things like blowing bubbles, singing, and a game called “monkey ride” (in which I put a stuffed monkey on the child’s belly and then have him take a deep breath in and give the monkey a “ride” up to my hand which I place a couple of inches about the monkey’s head). I will repeat these games and variations of them through several sessions until the child has mastered belly breathing.

Short sessions for planned breaks from difficult tasks (The head cooler): When a child gets upset, frustrated, or anxious during specific situations, play can be a great way to manage this. For instance, a lot of my kids have problems around homework. They get upset if there’s too much, or if they don’t understand it. Some can’t make themselves take a break before the homework is complete. These children then get so upset they couldn’t do the work even if they wanted to. The poor parents are stuck not only trying to calm an upset child, but also facing daunting task of getting the child to return to finish the dreaded homework. Hours of this every night can be a major stressor for the whole family.

To counteract this, I suggest trying many short spurts. The parent works with the child to do homework, but also watches the child for the initial signs of agitation, frustration, or upset. As soon as the parent or child notices those signs, they take a short break. During the break, they spend just a few minutes doing something fun and silly (no video games or other major distractions). The goal of the activities is to allow the child’s head to “cool off.” Once calm, the child returns to the homework with a clear head. Families that have been successful in doing this find that not only are there fewer fights and tantrums around homework, but that more homework is getting done in less time.

The bottom line is that play is important. The more challenges you face with your child, the more important it is to put time aside every day to have some positive interactions. Be silly and have fun. Please share in the comments section your ideas for play or any questions you might have. In the meantime, play more with your kids and remember to BREATHE. You’ve got this!

GoodTherapy | Family Triangles: When Someone Gets Put in the Middle“Jeanette” and “Tim”—names and identifying information have been changed—have been married for seven years when they seek couples counseling. Tim complains to the therapist that each time the couple argues, Jeanette phones her mother, Barbara, to vent. Tim has become uncomfortable around his mother-in-law, feeling as though Barbara has formed a negative opinion of him as a result of these conversations. Tim also feels that the involvement of Barbara makes it more difficult for him and his wife to work on their marriage together. Jeanette insists that she has tried and failed to talk things out with her husband and that she needs her mother’s input in order to resolve her feelings.

“Kristen” is the 17-year-old “baby” in a family of three siblings. As each of her older siblings grew up and left home, Kristen sensed increasing tension in her parents’ marriage. Recently, her father began to confide in Kristen regarding the conflicts between himself and her mother. She fears that upon her graduation from high school, her parents’ marriage may dissolve and they will seek a divorce. She is worried that her father, in particular, will be extremely negatively impacted if this occurs. Kristen’s grades have dropped and she is procrastinating on completing her college applications. She is considering staying at home to work instead of attending her dream university because she is fearful of leaving her parents “alone with only each other.”

“Joe,” “Mike,” and “Eddie” are brothers in their forties. While Joe and Mike frequently argue and find fault with one another, Eddie subsequently receives phone calls from each of his brothers complaining about, blaming, and accusing one another. Eddie feels as if he is constantly being pulled into the middle of a decades-long conflict between his brothers, and spends long hours speaking to each of them in an attempt to move them toward resolution. He has begun to avoid family gatherings in anticipation of the stress of being his brothers’ referee. Eddie’s wife “Lisa” observes the stress he is under and is frustrated by the toll this family conflict has taken on her husband.

In each of these scenarios, a dyad (two-person relationship) has become taxed and communication strangled, which has resulted in the triangulation of a third party into the relationship.

Triangulation is a family therapy concept discussed most famously by multigenerational family systems theorist Murray Bowen. Bowen described dyads as being inherently unstable under stress, much like a two-legged stool. When in balance, the dyad is capable of functioning well and meeting the needs of both people in it. However, when thrown out of balance by conflict, stress, or transitions, the dyad will often pull in a third person, or “leg” of the stool, to help them stabilize the relationship.

According to Bowen, some triangulation is normal and even healthy in the course of a family’s interactions. Because dyads are inherently unstable, the involvement of a third party can assist a two-person relationship in overcoming impasses, meeting needs, and coping through stressful times. For instance, two children who are arguing over a toy may seek out a parent to help them resolve the conflict. This kind of triangulation occurs because both of the people in the dyad are looking for healthy and effective mediation. When the triangulated person gives input, it is accepted into the dyad and processed together in a way that moves the original dyad forward in their relationship. Healthy triangulation can also occur in the context of parents (or other family caregivers) who come together to meet the needs of a third member, such as a child.

Triangulation can become unhealthy in families when it causes undue stress on the third party and/or when it prevents, rather than invites, resolution of the dyad’s conflict.

In the case of Jeanette and Tim, the triangulation of Barbara is being sought by only one of the spouses. Furthermore, the input provided by Barbara is not being brought back into the marriage for joint processing by both spouses. It is being withheld by the wife for her own individual purposes. Jeanette’s conversations with her mother are essentially taking the place of the emotional process that needs to be occurring within the marriage itself in order to return the marriage to healthy functioning.

In the case of Kristen, the 17-year-old high school student, her triangulation into her parents’ marriage is both active and passive. Her father has actively placed Kristen in the role of confidant, replacing communication that should be occurring between husband and wife. Kristen has also been passively placed by her dysfunctional family system into a role in which she must sacrifice her own individuation and growth in order to serve her parents’ emotional needs. Although her mother and father may not be expressly stating this to Kristen, the message is clear: The parents are relying on Kristen’s presence in the home in order to avoid confronting the breakdown of their marriage.

Finally, in the case of brothers Joe, Mike, and Eddie, the triangulation of Eddie over the course of many years has simply become an ingrained part of the conflict-heavy dyad between Joe and Mike. Joe and Mike have become accustomed to being able to discharge the anger and tension of their dyadic relationship onto a neutral party. After they utilize Eddie to manage their emotions, they return to their battles with one another with ever-renewed energy. The triangulation in this case is a piece of the unhealthy cycle rather than an honest attempt to seek mediation. Eddie has begun to bear the symptoms of the dysfunctional relationship, and his own bonds with uninvolved family members are crumbling under the weight of his “referee” role.

It is predictable that everyone will encounter triangulation in their family relationships at some point, whether as one of the dyad seeking stability or as the third party who is being put in the middle. If you find yourself involved in a triangle, it is helpful to ask yourself a series of questions in order to determine whether this triangle will ultimately be beneficial or harmful to the family system:

If the answers to the above questions are yes, then the triangulation is likely to be of the normal type which necessarily occurs in families over time.

If the answers to the above questions are yes, then the triangulation may be the type that is unhealthy and dysfunctional in the overall family system.

If you find that unhealthy triangles are occurring in your family, there are steps you may take to counteract the negative effects of such triangles:

I think you hit on an essential element of your situation—it seems to be working for you. It’s very easy to get caught up in “shoulds” and external expectations and lose sight of the fact you and your partner may choose to create a satisfying life together that might seem unconventional to others. It matters less that you are a great feminist in the abstract, and more that you are feeling satisfied with the relationships in your life.

That said, I do wonder about your hesitation to talk openly about it with him. The fact you are worried about the “hassle” and “emotional toll” of talking about it says to me that perhaps something is not quite working for you. Right now, the affair is a “secret,” and keeping big secrets tends to undermine relationships rather than foster healthy, stable ones. It may work in the short term, but think about how much energy is going into each of you pretending the affair is not happening. That is hard work! At some point, one or both of you may just get too tired to maintain the pretense. Eventually, secrets tend to come out. What might happen if your husband were to discover months from now that you knew all along? What are you afraid might happen if you were to talk about it now? What do you fear you might lose? What might there be to gain? You may want to consider talking with a therapist to explore your fears and hesitation, and also to take an affirmative look at what you do want from your relationships and your life as you move forward.

You mention two positive elements of this affair—you get some alone time that you enjoy, and your husband has been more attentive and caring. It seems like that may be a place to start as you consider what it is that you want. If you are honest with yourself about what you want and need, then you will have the information you need to make the best decisions you can. Since you cannot control how your husband responds or what steps he chooses to take, all you can do is try to make decisions that feel right to you.

Best of luck,
Erika

relaxing-head-massage-stress-0613136Many people have problems with daily life that begin in the brain. There are many ways this can occur. High levels of stress over time can cause problems with sleep, energy, and mood. A mild traumatic brain injury from a car accident or sports injury may cause difficulty with memory and attention span, and may induce depression. Exposure to chemicals such as those used in chemotherapy can cause problems with mental clarity, leading to a condition referred to as “chemo brain.” Problems with focus, concentration, and attention can be related to a variety of psychiatric diagnoses or sleep deprivation. Is taking medication always the answer?

The Low Energy Neurofeedback System (LENS) was developed in the early 1990s by Len Ochs, PhD, a northern California psychologist. LENS was created as an alternative to medication for brain-based problems and is often used along with psychotherapy. LENS is a computer-based software program that is connected to an EEG box, which measures brainwaves. LENS directly stimulates biochemical changes that are thought to help the brain regulate itself.

The brain is both a biochemical and a bioelectrical system. Medication works on the chemical system, while LENS works on the electrical system. We might think of LENS helping the brain to reboot, like a computer that is no longer functioning optimally. LENS is just as safe and effective as traditional neurofeedback, and works much more quickly, saving both time and money.

Process of Treatment

The treatment itself consists of sitting quietly in a comfortable chair with your eyes gently closed, while the neurofeedback practitioner applies a tiny electrode with conductive paste to your scalp to both measure the brainwave activity and to deliver treatment. It is a completely painless and noninvasive procedure and most find it very relaxing.

Treatment consists of invisible radio frequency waves that are 4,000 times weaker than what your brain is exposed to each time you hold a cellular phone to your head. Not only is the feedback signal incredibly weak, but the length of exposure to it is extremely short. The duration of actual feedback during a typical LENS session is from one second to one minute per site on the head. It might seem impossible that a signal so weak could do anything at all, but it is effective because the brain can respond to the low-energy signal, whereas it would react and defend against a stronger one.

Neurofeedback clinicians have noticed a strong connection between excessive activity in the EEG, particularly in the slower brainwaves, and difficulties with mood, energy, focus, and mental clarity. Trauma and stress tend to cause EEG suppression, in which the brain protects itself from overload and seizure activity by reducing activity, which in turn limits functioning. In this case, the person doesn’t have the full range of emotions, thoughts and abilities they once had. LENS helps to normalize both excess activity and suppression in the EEG, and people feel better and are able to do more of what they want. Most people who receive LENS treatment report feeling more calm, relaxed, and in control of themselves.

Who Can Benefit from LENS?

We all know individuals who are rigid and inflexible, who are stuck in patterns of thinking and feeling that make them miserable, and yet they just can’t seem to change. Some people struggle because they seem to be perpetually stuck in overdrive — unable to wind down at the end of the day, or even to sit still for very long without excessive fidgeting, foot tapping, knuckle cracking, or frequent smoking breaks. Other people seem to be perpetually shut down emotionally and physically, with a sad, downcast appearance, low energy, and minimal interaction with others.

These patterns of thinking, feeling, and behaving are both psychological and physiological. Releasing suppression and reducing excess activity in the brain allows the person to begin to feel that change is possible, so they can begin to make new choices and form new habits. Psychotherapy combined with LENS neurofeedback treatment is optimal in these cases. LENS helps make the brain more flexible and therapy provides the support and coaching for how to make changes and develop new patterns in how we deal with our thoughts and emotions.

One woman I worked with, “Linda,” a middle-aged attorney, had suffered a mild traumatic brain injury ten years ago during a car accident. Her doctors told her, “this is as good as it’s going to get” when she complained of memory problems, headaches, insomnia, and the feeling that her brain “just didn’t work right anymore.” Since then, she was forced to give up her law practice because of these limitations. Her self-esteem and relationships suffered, leading to depression and a feeling of hopelessness about the future.

Linda began to respond to LENS within four or five sessions. Over the course of the four months I worked with her, I saw her twice weekly and each time we met, I noted and she reported improvements. She became giddy when she suddenly realized she could remember words that she had not been able to think of in over a decade without effort. As her limitations were eliminated, her mood brightened as well.

When I first met Linda she presented as someone who had given up and was just going through the motions, appearing disheveled, with dirty hair and stained and wrinkled clothing. She arrived smiling on the day of our final LENS session, her hair and nails freshly done, wearing a bright and flattering dress. As she left, she tearfully thanked me for “giving me my life back.” She had already announced to friends and family she was reopening her law practice and was open for new referrals.

Mother and daughter coloring with crayonsAt the heart of this therapeutic approach is a focus on human connection, since the underlying theory in reality therapy posits that human relationships are the most vital of the five basic needs we must satisfy to be happy and fulfilled. The remaining four needs include: survival or self preservation, achievement, independence or freedom, and fun.

This approach is founded on the belief that individuals choose many of their behaviors in order to satisfy these needs, which are innate. Therapy provides the opportunity for an exploration of the degree to which a person in therapy’s needs are being met.

A problematic relationship, past or present, is thought to be the major source of a person’s presenting problems. The relationship could be one of many—for example, with one’s significant other, sibling, parent, child, friend, teacher, colleague, or boss. The goal of reality therapy is to support people in identifying the problematic relationship, assist them to evaluate how their behavior may be helping or hurting, and to give them tools to reconnect in a healthy way.

As a school counselor and therapist, I utilize reality therapy concepts both with adults and children and find them exceptionally useful in gathering immediate, vital data about the person. I especially like that reality therapy has an artistic/drawing component that helps people feel less threatened and more able to access and evaluate behaviors and emotions than might be possible using a traditional therapeutic approach.

Discovering One’s ‘Quality World’

Exploration of the person’s quality world provides both clinician and person in therapy valuable information. One’s quality world is unique to each person and is essentially that place inside us that holds a vision (pictures) of all that is most important to us. Among many, the pictures may include our homes, special people, places we hope to visit, hobbies and interests, our religious or spiritual practices. Quality world pictures depict present circumstances and dreams for the future. Quality world pictures may reflect things we presently possess or long for in the future; other pictures may indicate what we have relinquished hope of manifesting (the adult who always wanted to play the violin, go to Paris, learn a language, or have a baby; or the child who wished he could be a better student but has given up).

I have never found an adult or child who was not eager to depict their quality world when invited to do so. I generally describe the quality world as I have above, and I give a few examples of the pictures in my own to help people understand what I am asking of them. The simplest way is for people to use a piece of paper and either draw symbols to represent a specific want, or write a word that represents it. I encourage them to be as creative as they’d like. There is no wrong way to do the exercise.

Living One’s Quality World

In as little as 10 or 15 minutes, the counselor or therapist can learn the most important and desired aspects of the person’s inner world. The counselor or therapist also learns what the person is lacking—for example, the child whose quality world depicts no friends, or no parents. People are invited to talk about their words and symbolic representations and this provokes a rich dialogue and the beginning of a close connection between person in therapy and clinician. It also helps people to reflect on and appreciate what they have, as well as to evaluate their goals, the probability of their success, and the action they are taking to attain them.

What impresses me most about reality therapy is that it is an effective and collaborate approach for multiple environments (schools, businesses, counseling, and therapy). Some of my child clients even go home and use reality therapy concepts they learn with me on mom and dad. It helps people to be accountable and teaches them skills that are empowering and easy to share with others.

Woman looking over oceanDialectical behavior therapy (DBT) combines cognitive and behavioral therapies with Eastern mindfulness practices. Developed by psychologist Marsha M. Linehan, DBT is useful in treating individuals with a wide variety of issues, including depression, anxiety, bipolar, self-injury, eating disorders, substance abuse, and relationship conflict. The goal is for clients to learn to manage their emotions and develop healthier coping skills, while also practicing self-acceptance.

The term dialectical refers to the goal of synthesizing the rigid “black and white” thinking of many clients who have trouble regulating their emotions. Additionally, a key dialectical within DBT is the principle of accepting the client as he or she is, and offering validation, while also helping him/her learn change strategies. Validation in DBT refers to offering the client verbal and nonverbal support and confirmation.

The emphasis on validation in DBT grew out of observations in the late 1970s that many clients experienced behavioral therapy as invalidating; this led to resistance and sometimes withdrawal from therapy. Clients’ resistance often manifested in behaviors that sabotaged the effectiveness of individual therapy. These observations led to some of the core features of dialectical behavior therapy, including radical acceptance and validation of the client’s current level of emotional and behavioral functioning. This balancing of acceptance and change is important not only within individual therapeutic interactions, but within the overall treatment. While the client learns skills to improve self-acceptance, the therapist employs validation strategies, including the following:

Methods of Validation

  1. Focus on listening with empathy and genuine concern, being careful to stay in the moment. Display interest through verbal and nonverbal cues: Nod and maintain eye contact, and use verbal replies such as “Uh-huh” and “What else are you feeling?”
  2. Respond with accurate reflection, summarizing what the individual had shared. For example, “It sounds like you are angry that your wife made these plans without consulting you.” Check for accuracy by asking, “Is that right?”
  3. Observe and articulate the individual’s unspoken emotions, based on what he or she says and nonverbal cues. Ask if your observations are correct. For example, “So you think it is unreasonable that she expects you to show up at this event without asking you. Is that correct?”
  4. Validate and restate the person’s feelings and behaviors in relation to past and present situations and issues. Acknowledge that his or her current emotions are understandable in light of past experiences and/or present circumstances. For example, “Considering that your mother was so controlling when you were growing up, it makes sense that you would feel resentment in this situation.”
  5. Focus on destructive behaviors that stem from prior history, and point out why the current response is not constructive. Restate the past experience and link it to the individual’s current issue and behavior choices. For example, “Because your mother tried to control your time and activities, it is understandable that you are feeling angry in this situation. However, refusing to speak to your wife does not help her understand why you are so upset.”
  6. Focus on empowering the individual and treating him or her as an equal. While acknowledging the client’s struggles, express hope and optimism that the person is capable of positive change. For example, “I can see that you are working hard on making changes, and I think you are going to see some progress and start feeling better.”

In working with clients, DBT therapists are careful to avoid invalidating behaviors and responses that dismiss, reject, or criticize the client’s emotions and behaviors. Examples of this would include statements that the client should not “feel that way,” that their assessment of the situation is inaccurate, that the issue is not important, or that the client is to blame for the problem.

Dialectical behavior therapy is a support-oriented approach. As clients learn coping skills to better handle intense emotions and distress, they also identify their strengths and are able to make healthier behavior choices. Validation is a critical component in DBT, not only to help clients build their self-esteem, but to encourage their active participation throughout the therapeutic process.

Two paths through woods

What happens to a relationship when one person changes?

“Vanessa” is on a path of self-discovery and change, but that does not mean that her husband, “Mark,” is on the same path. Nor does it mean he wants Vanessa to be on that path or to change who she is. Many times I see couples who come to therapy because someone has changed. “Vanessa didn’t used to be this way,” Mark said. “When we were first married, she liked staying home and watching television. I don’t know what happened.” Complaints like Marks are often more than criticism: in Gottman’s terms, most recurring conflicts are failed bids for connection. Underneath “I don’t know what happened” is usually a quieter question – “Do I still matter to you?”

When you are in a committed marriage or partnership, it stands to reason that you will change. Can you imagine being the same person at age 55 as you were at age 25? But what do you do when your changes and journey do not match up with where your partner is or what they desires? What if you find yourselves on different paths?

Research shows that personal growth goals have become increasingly important in modern marriages, with couples expecting relationships to provide not only support and bonding but also an environment that nurtures both partners’ individual development. However, when one person changes significantly, it can create challenges that require intentional navigation.

unhappy woman and sleeping man

First, acknowledge the change. Talk about the elephant in the room. Not only is it OK to tell your partner about the changes that you are making in your life, it is imperative to do so. An intimate relationship is about two people and what they create together. In order to keep the health of your relationship and respect it, you must speak to your partner about what is going on for you. Your partner needs to know about the personal changes that you are making, as they affect your marriage. Because these personal changes are long-lasting, not fads or temporary, it will require that the couple have multiple conversations over an extended period. This ongoing conversation may last months and even years.

Couples therapy research bears this out: in a 2024 trial of integrative behavioral couple therapy, strengthening constructive communication went hand in hand with better marital adjustment. Carol Dweck’s work on mindset offers a useful frame for these ongoing conversations—growth minded couples treat communication as an act of curiosity rather than a performance to be managed.

Second, check in with your spouse. Ask about his or her feelings and needs. Yes, you may be changing, but you also need to tend to the needs of your relationship and your partner. What does your partner need during your process of change? While you may be changing and growing, being in a committed and intimate relationship means that the needs of your partner are essential to you. Considering what they need must be part of your process as well.

Third, determine if you or your spouse is growing in different directions. Notice that I did not say “growing apart” but “growing in different directions.” If you are in a long-term relationship, it makes sense that you and your partner will not always be focused on the same thing at the same time. There will be differences even if there were not previously. Acknowledging that you are on different paths and that you have different goals and desires is helpful to your relationship. Once you acknowledge this, you can take the necessary steps to maintain the health of your relationship. In the Gottman model, this is the work of “making life dreams come true”-a level of the Sound Relationship House in which each partner actively supports the other’s goals, orienting away from self-interest and toward the advancement of the other.

content couple1

Personal growth within a partnership is best understood as a mutual evolution: each person flourishing independently while the couple grows together. Healthy boundaries in relationships foster individuality and personal space that is critical for both partners’ growth and well-being, allowing each partner to mature, discover their interests, and pursue their goals.

Finally, be respectful of your relationship or marriage. Just because you have different goals or desires does not mean that you cannot be together. It does mean that you need to be more active and conscious about tending to your relationship. When clients see me for couples therapy, my first statement is that their relationship is my primary client and I work for what is best in that relationship.

What does your relationship need to stay strong even if you are making personal and individual changes? Does it need time and attention? Does your relationship need activities that are special and specific to you and your partner? What can remain the same and unchanged that you both enjoy? What compromises do you and your partner need to make? These are a sampling of questions to ask yourself and for you to discuss with your spouse/partner if you want to navigate personal growth while also tending to and allowing your relationship to grow.

A solid and healthy marriage is about how effectively couples can support each other in becoming the best versions of themselves, creating a balanced ecosystem where individual growth and collective happiness coexist and reinforce each other.

thinking man with family in background

*If you are experiencing significant relationship distress, consider seeking support from a qualified mental health professional. The information in this article is not intended to replace professional counseling or therapy.*

To find a therapist who can help you navigate relationship changes, visit our Find a therapist directory.

© Copyright 2026 GoodTherapy.org. All rights reserved.

*The preceding article was solely written by the author named above. Any views and opinions expressed are not necessarily shared by GoodTherapy.org. Questions or concerns about the preceding article can be directed to the author or posted as a comment below.*

References:

  1. Capozzi, F. (2025). A research-driven flowchart to approach change in couples. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1438394
  2. Christi-Degen, N., Preißler, S., & Kröger, C. (2024). Effects of integrative behavioral couple therapy on communication patterns and marital adjustment. Frontiers in Psychology, 15. PMC11414875
  3. Li, X., Lamis, E., & Chan, W. (2024). Dual-earner couples’ sharing of work-related experiences: Effects on relational and personal well-being. Applied Psychology: Health and Well-Being. https://doi.org/10.1111/aphw.12574
  4. Strauss Cohen, I. (2024). The role of individual growth in marital happiness. Psychology Today. https://www.psychologytoday.com/us/blog/your-emotional-meter/202404/the-role-of-individual-growth-in-marital-happiness
  5. Wittenborn, A., et al. (2023). Couple therapy in the 2020s: Current status and emerging developments. Journal of Family Therapy. PMC10087549

Father and Son Shouting at Each OtherShouting, yelling, screaming. Nearly all parents have done it; nearly all children age 10 and under have heard it. In small doses, such as in emergencies, yelling is not believed to be harmful. Yet, as common as this interaction is within families, if it happens too often it can break down positive conflict-management skills and flood a family’s emotional field with negative affect.

Why Do We Yell?

The most basic reason we yell in any situation is because, on some level, we feel we are not being heard. Whether literally—the person is in another room, for example—or figuratively, not feeling heard is an incredibly frustrating experience. When we believe we have a valid point and are being intentionally ignored, misheard, or invalidated, inside our brains we are thinking, “They must not really be hearing me. I will speak louder. That should do the trick!”

Yelling also stems from a need for control. Yelling is a form of verbal aggression; it carries the message that the yeller desires to be the loudest and most dominant person in the room. If someone is yelling, it is a good bet that the yeller is feeling out of control and is feeling the need to dominate the interaction.

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Parents often experience frustrating and even oppositional behaviors from young children. Depending on your child’s age, he or she may be focusing on developmental tasks ranging from establishing a sense of independence to experimenting with rebellion. The act of not listening to you can actually be part of your child’s necessary development.

At various times of the day or week, parents’ reserves of patience and energy can already be low. For example, a full-time parent may feel that he or she can barely make it to nap time with sanity intact. A pre-nap meltdown from their toddler hits them at their absolute lowest point of the day. A working parent’s morning can be so tightly orchestrated that just the slightest alteration in routine can cause a cascade of setbacks and tardiness. Throw in an early meeting and some traffic, and there is a perfect storm of frustration which can come lashing out toward a child. Parents can reach a saturation point at which their own coping skills are no longer carrying them through a particular interaction. At these points, parents often resort to yelling in an attempt to regain a sense of validation or control.

What’s the Case against Yelling in Families?

Yelling raises blood pressure, heart rates, and adrenaline levels. Those who yell exhibit higher levels of the stress hormone cortisol in their bloodstreams over time. These physical consequences are also seen in those who are yelled at. Like second-hand smoke, second-hand anger can take a big toll on health.

That’s a case against yelling in general, but in families with children age 10 and under, there are several other reasons that yelling isn’t healthy.

Children look to their parents to maintain the safety—physical and emotional—of the family. Babies and very young children do not yet have the ability to determine the difference between a real threat to their safety and an upsetting or frustrating circumstance. Many parents can attest to this, hurrying to the scene after having heard their toddler scream as if hurt, only to discover the source of the scream was a minor frustration such as not being able to reach a toy. The child’s cognitions in this stage are quite concrete; circumstances are either “all good” or “all bad” and there is little room for ambiguity. Children under age 5 can therefore mistake a parent’s loud tone with an alert to a true threat. This can be terrifying for a child in this developmental stage.

Fear is one of the most basic and universal emotions—every animal experiences it. Fear is centered on a primitive part of our brain called the amygdala. When fear permeates a young child’s emotional experience, such as in a household with daily episodes of yelling, the amygdala will become overly active and this will inhibit the child’s brain from working on higher-level functions such as concentration, reflection, learning, decision making, and behavior planning.

With older children who are more verbal, the words that are shouted can be even more harmful than the tone itself. Even though yelling is an attempt to gain control through aggression, the irony is that in doing so, we actually lose control of our behavior and our ability to filter and manage what we are expressing. Negative labeling, blaming, and other harsh words are especially harmful to children because children accept unconditionally that what their parents say is true. Children between approximately ages 5 and 10 have the cognitive ability to understand the words themselves, but not the adult’s emotional context. They will internalize the messages from the parent without questioning if they are accurate, and will add those messages to their budding self-concept.

[fat_widget_left]Finally, many parents who yell can relate to this scenario: “When I don’t yell, my child doesn’t listen to me. He or she only seems to respond (do what I want) when I yell.” The escalation involved in yelling can become a self-reinforcing feedback loop. Children can become desensitized over time to their parent’s escalation pattern. The child, who is interested mainly in persisting in play or attending to his or her own agenda, will naturally search for ways out of responding to a parent’s demands. We cannot fault the child for this; it is simply a piece of his or her development. The more parent-free space and time a growing child can carve out, the more he or she can explore the world around him/her and his/her own inner experience. The child learns that the parent will eventually escalate to yelling each time, and so the child learns that he or she does not need to respond until and unless yelling is used. The “pre-yelling” time becomes seen by the child as “don’t have to listen yet” time. And the parent, on the other side of this interaction, keeps needing to up the ante over time to get the same response.

How Do We Break the Yelling ‘Addiction’?

1. Set a SMART goal around yelling: a Specific, Measurable, Attainable, Relevant, and Time-bound goal that solidifies your commitment to changing this behavior. Such a goal may sound like this: “Within the next month, I will decrease my instances of yelling on weekday mornings until I’m yelling once per week or less during that time period.” Write down your goal and put it in a place you will see it every day.

2. Find ways to increase true power, so that false control is less tempting. Yelling is false control. It feels powerful in the moment, but it undermines our internal self-control and the quality of our relationships over time. Ways to gain true power include:

3. Assume responsibility for the outcome of each interaction. You are the parent. You set the stage for the relationship between you and your child. If your child escalates, this does not mean you must escalate. If the situation escalates, this does not mean you must escalate. No matter how bad the traffic, how frustrating the missing shoe, how grating the whining, or how sassy the defiance—in the end, you always have a choice.

4. Speaking of choices, realize that yelling is only one of hundreds of things you can choose to do in a frustrating moment. Instead of yelling, you could:

Some parents choose a grounding object, color, or mantra which they use to bring their attention away from their momentary anger and refocus it on their goal.

5. Return often to a developmental lens through which to view your children. At all times, children must be expected to behave as children. They cannot and do not think, process, or behave as you do. It is entirely predictable that children will lose things, drag their feet, misunderstand you, ignore you, and throw tantrums at inopportune times. The more you can remind yourself that this is developmentally normal, the less you will feel personally offended or annoyed by childish behavior.

6. When—not if—you do yell, be prepared to acknowledge and apologize for this to your children. Parents must be willing to role-model to children the process of owning up to poor choices and the effects they can have on others. If as parents we are not willing to do so, how can we expect the same from our children?

Breaking ingrained patterns of interaction like yelling is not an easy thing to do. Parents must take full responsibility for “being the change they want to see” in their families. Parents must make their tendencies and triggers conscious, face them honestly, and focus their attention on them if they wish to change. Keeping a written goal, a list of alternatives, and a developmental perspective will be of great help to the parent who wishes to reduce yelling. Over time, parents who make these efforts will be able to enjoy a great deal more peace in their family, a reduction in stressful feelings, and an increase in the amount of true power they are able to exert over their lives and actions.

The new revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM), the long-standing resource of mental health diagnoses, has been met with criticism from virtually every corner of mental health advocacy. Despite the often-aggressive criticism of the DSM, however, many mental health experts were surprised when the National Institute of Mental Health, which is the largest organization of mental health research, and a significant source of funding for mental health researchers, issued a statement that was harshly critical of the updated manual, the DSM-V.

Headlines in the popular press have treated this development as a shock to the mental health world and a complete torpedoing of the DSM. The reality, however, turns out to be a lot more nuanced. The NIMH is not withdrawing support for the DSM-V. Instead, it is developing its own mental health diagnostic system that it believes will be more useful than the DSM. The NIMH’s statements about the DSM in recent months have been very critical, and a statement on the NIMH website reads, in part, “Patients with mental disorders deserve better.”

The NIMH’s Concerns
The NIMH has raised several concerns about the new DSM-V in particular, as well as general traditions in diagnosing mental health issues. Particularly troubling to the NIMH is the fact that mental health diagnoses are based primarily upon symptoms, and that experts diagnose diseases based upon agreed-to symptoms rather than tests, such as blood work. This, argues the NIMH, makes the diagnostic standards in the NIMH less valid than diagnostic standards in other areas of medicine.

Noah Rubinstein, GoodTherapy.org founder and CEO, said, “It makes sense that NIMH, in its support of the disease model of mental health, would focus on biological markers rather than symptomology, and thus reject the DSM-V. However, the purpose of the DSM‘s historical focus on symptoms is to remain atheoretical and preclude any explanation about the etiology of the various diagnoses.”

Biological Psychiatry
The NIMH’s new mental health diagnostic guidelines might not please many critics of the DSM. The new model will focus on biological psychiatry, a field that understands mental health disorders as diseases caused by problems with brain chemistry or the nervous system. “For many of the syndromes listed in the DSM, underlying causes have always been up for interpretation, and the APA has not wanted to take a theoretical stance,” Rubinstein said. The NIMH intends to work on uncovering genetic markers for mental illness as well as brain pathways and nervous system functions that can contribute to the development of mental illness. Diagnostic criteria will then be based around biological functions rather than similar symptoms.

But there are reasons to hesitate about this approach. “Indeed, there are some mental health disorders that could be argued as purely biologically based,” Rubinstein said. “However, many of the issues that bring people to therapy do not necessarily have biochemical origins. These issues include adjusting to life changes, grief, self-esteem issues, anger, relationship problems, certain forms of dysthymia, anxiety, and many others.” Rubinstein predicts that, “unfortunately, as problematic as the APA’s DSM-V is, NIMH’s version will do no better.”

What It All Means
For generations, psychiatry has diagnosed patients based upon symptoms, and disorders have been treated as similar when they have similar symptoms. Under the NIMH model, however, two disorders that seem quite similar might fit into completely different diagnostic categories. The change also could mean that the NIMH will be less likely to fund research that does not focus on biological psychiatry.

This change could be a problem for some philosophies of mental health. Treatment that focuses on altering a person’s environment while also treating his or her brain—for example, by encouraging meditation and the development of relationship skills in conjunction with antidepressants—might begin to fall by the wayside.

“There is so much interplay between the environment and biochemistry—between what happens to us, around us, and inside of us,” Rubinstein said. “It is illogical to claim, for example, that the cause of a person’s depression is biochemical, when the biochemical imbalance could just as well be a result of spouse abandonment. In other words, biochemical imbalance can just as easily be viewed as a symptom.”

What Happens Next?
There’s no way to predict how the NIMH’s diagnostic criteria will end up looking. It may be that some illnesses don’t neatly fit into a single category or that researchers can’t yet determine the physical causes of some disorders. It could be that some disorders are a product of environment, and it’s likely that many disorders are likely the result of a complex interaction between the environment and the genes.

Rubinstein seems optimistic that this interaction may be considered soon. “I imagine that future research will try to tease out what comes first, the biochemical change or the environmental event, in an effort to identify true mental health issues,” he said. But he acknowledges that this work is “complicated, and perhaps impossible,” and ultimately, until this research is accomplished, he says “the NIMH diagnostic guidelines will remain biased, limited, and inaccurate.”

Rubinstein is not alone. Mental health advocates who argue in favor of holistic approaches to treatment are unlikely to be satisfied by the NIMH’s position. Some advocates have objected that the DSM pathologizes normal behavior or that the addition of new diagnoses is an attempt to label everyone as mentally ill. The NIMH’s approach doesn’t answer this critique, but it is likely a welcome answer to advocates who have long argued that the DSM‘s diagnostic criteria are unscientific.

References:

  1. Grohol, J. M., Psy.D. (n.d.). Did the NIMH withdraw support for the DSM-5? No. Psych Central.com. Retrieved from http://psychcentral.com/blog/archives/2013/05/07/did-the-nimh-withdraw-support-for-the-dsm-5-no/
  2. Transforming diagnosis. (2013, April 29). NIMH RSS. Retrieved from http://www.nimh.nih.gov/about/director/2013/transforming-diagnosis.shtml

You sound deeply frustrated, and understandably so. You’re feeling pulled between a very important friendship and your educational/professional goals. That is a very tough spot to be in.

I’m curious to know if you have tried to talk to your friend about this. It seems to me that maybe you have not, since you indicated that you “don’t want to mean and tell her to knock it off.” If you haven’t yet spoken to her, I would encourage you to think about doing so. It isn’t “mean” to let a friend know what you need. Consider what you might want if the roles were reversed. If your behavior was making it difficult, or even impossible, for your friend to achieve something that was important to her, wouldn’t you want to know? You wouldn’t want to hinder the pursuit of her goals, would you? And if she was courageous enough to be honest with you, I imagine you would adjust your behavior and support her efforts.

Let her know how much you value her friendship and explain that, because you value it so much, you need to be honest about something that has been troubling you. Your assurance that she is important and valued might mitigate any rejection she feels after being asked to back off a little. Hopefully, she will respond by hearing you out and adjusting her behavior to be more supportive of your goals. Your requests are reasonable and appropriate. The worst-case scenario is that she doesn’t understand where you are coming from, takes your request very personally, and chooses to end the friendship. If your very reasonable request evokes such an unreasonable response, it might be time to question the quality of the friendship. If you can’t ask your best friend for support in achieving your goals, then how strong is the friendship? You probably know her well enough to predict how likely this worst-case scenario is.

You might also want to ask yourself why her needs seem to be more important than yours. Is this something that comes up often in your relationships? Do you have a tendency to put the needs, desires, and feelings of others over your own? Is this behavior detrimental to you? If you answered yes to those questions, it might be a good idea to work with a therapist on these issues. It’s possible that an underestimation of your self-worth might be impacting many areas of your life, and a therapist could be invaluable in helping you sort these things out.

Gathering the courage to talk to your friend and/or find your own therapist might take some time, and it seems like you might need some tangible solutions right now. From your brief note, I’m not clear on whether your work is academic or professional, or whether you work in an office or elsewhere. Either way, it might be useful to find some other location to do your work. For example, if this is happening in a college dorm room, try going to the library or a study lounge to do most of your work, and make plans to meet up with your friend after you finish working. If this is happening in a work setting, try working in a conference room or putting some headphones on at your desk to discourage chit-chat. You can still plan to have lunch together or spend some time together after work.

Finding a balance between work and relationships is a challenging task, but it is one that most of us have to deal with at various points in our lives. While this situation may be a bit overwhelming at the moment, it is also an opportunity for you to figure out what strategies work best for you in attaining this balance. You can add what works to your toolbox for the future and toss strategies that don’t work.

All the best,
Sarah

GoodTherapy | Dividing Family Loyalties When You MarryThere is nothing like bringing home a close friend or partner to shine a spotlight on the unspoken rules by which every family, your family, lived and lives.

Every family that lives with one another for some time develops a set of patterns for emotional engagement that soon feels like the “family rules.” These expectations for behavior may start within a marriage and strengthen their grip as children are brought into the home. Once the children catch on to these patterns, they begin to live by them. Only family members know how that family works, even though no one may have ever spoken these powerful expectations out loud.

Many of these rules are quite helpful, and create a kind of emotional shorthand that members count on. Some rules families frequently live by are: this family lets one another know our whereabouts; this family goes to church/synagogue/mosque; this family values education; this family values friendship, and this family works hard. Others might be less helpful. They might be expressed as: this family avoids conflict; this family never questions mother/father; this family relies on men for money, women for support; this family doesn’t live outside our region; this family keeps secrets, and this family doesn’t trust anyone outside the family.

With these internal rules, members keep the connections of their family relationships, even unhealthy ones, intact. Once we bring another person into close relationship with this family system through marriage, the rules become more obvious; our new partner has no way of knowing or observing these internal rules except by bumping into them. Because they don’t have the years of unconscious training in working within the boundaries of these family expectations, newcomers invariably stir up distress and even conflict by disregarding these rules or even openly disagreeing with them. This is one way newcomers remain permanently on the outside of their partners’ family systems.

This is where the partner, whose family of origin is the one getting stirred up, has to bring his or her best self to the party or he/she will end up offending and damaging the new family and partner. If the rule is “no one can challenge the way Mom behaves,” Mom can run roughshod over the new wife of her son and her son gets caught between his loyalties toward his family of origin and that toward his partner. Because the loyalty to one’s family of origin is older and deeper, chances are that is the one that most easily wins.

In families where emotional connection has never been particularly intense or expected, this kind of division of emotional importance happens automatically. Parents have children, raise them, and expect that once their children marry, the old family changes. The new has come, and everyone has to adjust. In more emotionally intense, enmeshed, or distressed family systems, blending a new spouse and/or grandchildren into the mix may require an our-way-or-the-highway kind of behavior from the newcomer that can make for chronic distress for everyone.

I counsel couples who find themselves in conflict over family rules to think about loyalty as an emotional quality of relationships that can and must be shared unequally. One can be loyal to both one’s family of origin as well as to a new spouse, but the most successful marriages have partners who transfer their primary loyalties to their new partner. Mom or Dad may still be core relationships, but if there is any important conflict, decision, schedule, or issue to decide, the default must move to the spouse and couple.

If you and your partner seem to be in constant conflict over your visits back to visit your parents, your time spent with siblings, or the ever-present sense that you care more about pleasing your parents than you do your spouse, check in with yourself regarding that unequal balance of loyalty. If you feel miserably caught in the middle, it’s time to shift your focus. Unplug some of that urgency from your family of origin and give it to your new partner and children. And, of course, if it’s just not as easy as that for you, consulting with a local marriage and family therapist will help you more easily make that emotional transition.

Important Notice

GoodTherapy is not intended to be a substitute for professional advice, diagnosis, medical treatment, or therapy. Always seek the advice of your physician or qualified mental health provider with any questions you may have regarding any mental health symptom or medical condition. Never disregard professional psychological or medical advice nor delay in seeking professional advice or treatment because of something you have read on GoodTherapy.