Editor’s note: Mona Fishbane, PhD is a clinical psychologist and the author of Loving with the Brain in Mind: Neurobiology & Couple Therapy. Her continuing education presentation for GoodTherapy.org, titled Neurobiology and Couple Therapy, is scheduled for 9 a.m. PDT on December 12, 2014. This event is available at no additional cost to GoodTherapy.org members and is good for two CE credits. For details, or to register, please click here.

Falling in love is easy, and delicious. I remember the moment I fell in love with my husband—what I was wearing, how beautiful his eyes looked, the bright, cold February day. I saw the two of us in Technicolor and the rest of the world in black-and-white. It was a heady time; I was crazy in love.

Now I understand the science behind what was going on in my brain back then. Neuroscientists have studied madly-in-love folks, putting them in the fMRI machine while they look at a photo of their beloved. The parts of the brain that “light up” while looking at the lover are the same brain areas activated by cocaine—the reward centers. These researchers concluded that love is like a drug. I’ve never tried cocaine, but I’ve certainly tried love, and it is indeed a high.

We were awash in the chemicals of early love: testosterone (the hormone fueling the sex drive in both men and women), dopamine (focusing on “that special someone”), and oxytocin (the bonding hormone/neurotransmitter). I didn’t notice my lover’s flaws, nor he mine. It turns out that in early love, the critical part of the brain goes quiet. This is the science behind “love is blind;” we see our lovers through rose-colored glasses. Perhaps this is nature’s way of helping us bond with the beloved, oblivious to the problems that lie ahead.

Waking from the Spell

Crazy in love is a temporary state; the brain can’t stand the intensity forever. At some point the critical parts of the brain come back online, and we see our partners, warts and all. The jazzed-up chemicals settle down, and our drug high gives way to a calmer brain state. Romantic love, researchers find, yields to a tamer version, called companionate love. This happens somewhere between a year and three years into a relationship. Many couples are deeply disappointed when their romance fades into a more sedate version. They crave the high of early love, dopamine and all. Some have affairs, or divorce and remarry, seeking another hit of the drug. But eventually the new relationship will become old. The challenge: How to nurture love over the long haul? 

From Crazy in Love to Lazy in Love

When the newness and the magic fade, many of us become lazy in our relationship habits. Instead of dressing up for our beloved, we wear sweats to dinner. We become lazy in our interactions, blaming our partners when upset, not giving them the benefit of the doubt.  We become reactive to the negative, and overlook the positive in our relationships. We expect unconditional love, no matter what we dish out. But adult love is not unconditional; our partners may leave us if we behave badly.

Proactive Loving vs. Passive Loving

“I still love my wife, but I’ve fallen out of love with her,” a man said to me recently. He’s missing the hit of the drug, and is thinking of looking elsewhere for that love high again. To my mind, “falling out of love” sounds so passive—like falling into a pothole! I propose a more proactive view of long-term love, in which both partners work to create a great relationship. Once the initial glow wears off, the real work of loving begins. The stakes are high; while happy relationships are associated with health and longevity, the stress of an unhappy marriage can result in illness and earlier death. [fat_widget_relationships_left]

Researchers such as John Gottman have identified the secrets to successful relationships. In longitudinal studies, he compared happy couples (he calls them the “masters”) and unhappy couples (the “disasters”). Happy long-term lovers are emotionally and socially intelligent. They nurture positivity and don’t get lost in negative reactivity with each other. They are generous, fair, and kind, practicing what I call “relational virtues.” When they hurt each other, these successful partners apologize. It turns out that love means having to say you’re sorry—a lot!

Nurturing the Positive in Your Relationship

So how can couples develop these skills of emotional and social intelligence? One of the most important skills is the ability to regulate your own emotions when you get upset. It’s so easy to “let it rip” and have a temper tantrum when your partner does something you don’t like. But staying calm in the face of stress is vital if you want to be a good lover. You also need to take responsibility for your own reaction rather than blaming your partner. As the wise Roman stoic philosopher, Seneca, said long ago, “Most powerful is the person who has himself in his own power.” Rather than getting into power struggles, each person can try to be his or her best self in interactions with one another. And partners can make room for mutual empowerment; research shows that happy relationships are more equal and respectful.

Happy couples do a lot to cultivate a positive tone in their relationship. This can be challenging, though, because our brains are biased toward the negative—better safe than sorry, so we notice an attack or danger more readily than we see the lovely things our partners may offer us. To counteract this negativity bias, many psychologists now encourage actively focusing on, noticing, and savoring the positive. One couple I know has a “Blessings Jar;” each time they notice something positive the other one does, they jot a note and put it in the jar.

For couples caught up in cycles of negativity, unable to notice the positive and having difficulty regulating their own emotions, couple therapy can be enormously helpful. Most people don’t act in nasty ways intentionally; they get triggered in interactions with their partners, and have a meltdown. And then they may blame their partners for the whole mess. Therapy can help partners take responsibility for their behavior, learn skills of emotional and social intelligence, and cultivate positivity. This is empowering, as they share the responsibility for building a relationship in which they can flourish. Rather than feeling like victims who blame each other, these couples become co-authors of their relationship.

The bottom line: To be a good long-term lover, there’s no free lunch, and there’s no free love. Love that lasts takes work. Happy couples do this work gladly, reaping the benefits in body and mind.

Children with attention-deficit hyperactivity (ADHD) often experience intense emotions, behavioral challenges, and low self-esteem. As a result of these experiences, children with this diagnosis may find it difficult to express their emotions and to develop the capabilities needed to control their behavior. In the short term, these issues can make it difficult for the child to have positive experiences that reinforce a sense of self-esteem and self-efficacy. Over the long term, this can have significant implications for their well-being, success, and motivation.

While standard approaches to therapy including medication and behavioral supports are integral to improving outcomes, alternative interventions such as art therapy have proven to be highly effective for addressing some of the innate challenges encountered by children with ADHD. Alternative therapies for ADHD are often overlooked by parents and educators, but there is a wealth of emerging research suggesting that these tools can be instrumental in helping children address some of the core challenges they face every day. For this reason, parents, educators, and counselors should be open to the possibility of using alternative therapies to support the needs of children with this diagnosis.

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One of the most notable alternative therapies available for the treatment of ADHD is art therapy. Art therapy works in a number of different ways to lessen the impact of many of the negative consequences of ADHD. For instance, art therapy, which utilizes a number of different approaches for nonverbal creative expression, can help children with ADHD channel their intense emotions without engaging in verbal outbursts. This nonverbal form of expression provides an outlet for the child, which can quell behavioral difficulties. As the behavior of the child improves, the child may experience more positive feedback from educators, counselors, and parents. Over time, this may have a significant effect on the child’s self-esteem. As the child gains confidence, his or her behavior will improve dramatically, further reinforcing positive outcomes in all areas of development.

Art therapy has also been shown to increase attention span for children with ADHD by providing a source of focus. Art is a natural part of play in children’s development, and often children with ADHD are able to select art projects that interest them. With an art project of their choice, children with ADHD are given an outlet upon which to focus. Although the duration of attention to the project may increase over several sessions, the process is one that builds the capability of the child with ADHD to channel energy in a positive way that results in accomplishment. This also has an impact on the child’s self-esteem. Often children with ADHD are punished for their inability to pay attention or focus. By teaching this basic skill to children, art therapy can provide an important bridge for utilizing focus and attention skills in the classroom and at home.

Art therapy can also provide a foundation for the child to explore his or her identity. This can be a powerful process, as children with ADHD are often defined by labels and behaviors. For children with ADHD, labeling and attention to negative behaviors can make it difficult for the child to define himself or herself in a positive context. Art can connect the child to an inner identity that is positive and therapeutic. By providing this connection, the child can overcome much of the negativity that encompasses much of the child’s daily experience. In short, art can make a child feel good about himself or herself. Although it may take several sessions for children to experience this outcome, providing the foundation for this type of growth will be imperative for helping the child to achieve a better sense of self.

Even though art therapy is a helpful support for many children with ADHD, it is often not offered by schools or therapists. If you believe that your child may benefit from art therapy, you should ask about this intervention and see if educators or therapists working with your child can help. While art therapy will not replace more traditional forms of therapy provided to your child, it may be an important supplemental resource to help build vital social and behavioral skills that are difficult to teach in therapy. Having this additional support can help your child overcome some of the most common deficits associated with ADHD.

Sometimes, though, being too protective and/or rigid can backfire and the teen will rebel. The key is to create a balance between dependence and independence as the adolescent slowly transitions to adulthood, typically between the ages of 10 and 25.

While many parents underestimate their teen’s readiness for certain privileges and freedoms, most teens overestimate their readiness to take on certain privileges and responsibilities. I typically tell teens that “freedom equals responsibility,” meaning that one needs to demonstrate responsible behavior before expecting to have certain freedoms. For example, if I am to have the freedom of driving a car, I need to demonstrate that I am responsible enough to follow traffic laws, have my driver’s license, car insurance, etc.

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Parents and teens often experience a push/pull in their relationships when deciding what freedoms are appropriate for the teens to have, which can create a lot of stress within the family system. The fact a teen is motivated to push for more freedom and independence and the parent’s task is to guide and protect the teen means there is often discord. This is a normal part of the process of transitioning from adolescence to adulthood. The transition is a period of regular readjustment and can intensify conflict between parents and teens.

Parents are responsible for instilling values in their children about what is right and what is wrong. Given that teens often feel a sense of entitlement to make their own decisions about issues that impact their lives, it is important for parents to have clarity about the contexts in which they will exercise their authority and in which contexts they will allow more freedom. While teens undoubtedly will make mistakes, parents need to trust them to make some of their own decisions and to learn from their missteps.

There is no way for parents to know for certain if their teen is going to make the wrong choices. The chances of a teen making the right choice are increased when parents believe in the teen’s ability to do so. That said, trust must be earned—and in order to earn trust, teens must act responsibly. In order for teens to grow up, they need to have the opportunity to experience the freedom of making their own decisions (age appropriate) and the opportunity to learn from mistakes. When parents place a certain level of trust in their teen, the teen will be more likely to respect the parents as well as their rules.

Editor’s note: DeAnza Spaulding, MA, LMHCA is a trauma therapist who takes a holistic, client-centered approach to therapy. Her continuing education presentation for GoodTherapy.org, titled Ethics in Spirituality in Therapy, is scheduled for 9 a.m. PDT on November 14, 2014. This event is available at no additional cost to GoodTherapy.org members and is good for two CE credits. For details, or to register, please click here.

Right from the start, psychology taught us to be suspect of processes involving spirituality, and this led us to divide spirituality from psychological treatment. In fact, Freud once coined religion and spirituality as “obsessional neurosis.” In his 1927 book Future of an Illusion, Freud stated, “Religious views are illusions, fulfillments of the oldest, strongest, and most urgent wishes of mankind.”

As therapeutic professionals, we’ve been trained to think that spirituality has no place within the tradition of psychotherapy and that there is no intersection between these two arenas. For decades we’ve been telling people that when addressing concerns about their psychological health, such as depression or anxiety, they should seek guidance from psychotherapists and counselors, and for questions regarding their spiritual health and faith, they should consult their priests, pastors, clergy, and imams.

This dichotomy fails to address how psychological well-being impacts spiritual health and spirituality, psychological health. People have been led to believe that spirituality is an inappropriate means to address their psychological health, so they are less likely to bring their spiritual selves to the counseling setting. Perhaps they internalized the message: leave the spirituality to your spiritual leaders and the psychological care to your therapists. 

Today’s clients, however, more frequently inquire where their spiritual identities might fit in therapy. In part this has to do with how clients see themselves—many acknowledge that their spirituality is a core component of their identities. In a 2012 Pew Research Center survey, for example, 85% of Americans stated that their spirituality is an essential part of their identities.

The diverse needs and expressions of clients require therapists to reexamine the divide. Our clients are changing and assessing their personal needs, and some may be saying, “My spiritual identity is a vital part of who I am—is there any way to incorporate that in therapy?” The “leave your spirituality at the door” perspective is no longer sufficient in assessment and treatment, yet many of us find ourselves ill equipped to address the client’s spiritual needs.

Therapists fielding questions about spirituality and therapy may find themselves asking, “How do we bridge this great divide?” This question stems from concerns about how to utilize spirituality in helpful and meaningful ways in therapy. Some therapists may question their qualifications to merge these areas, as spirituality is a broad spectrum. It isn’t uncommon to think that in order to effectively utilize spirituality, one must be experienced in the various expressions. It is certainly a daunting prospect to consider learning every religion and tradition. What’s more, some therapists link spirituality to religiosity when those are two different aspects. [fat_widget_right]

Spirituality refers to transcendence—a state where one is connected to something beyond self and imminence. The word spirit is derived from the Latin word spiritus, which means breath. Spirituality is commonly referred to as a fundamental component of a human’s sense of being and purpose—the breath that is the essence of life. Spirituality is often viewed as a connection beyond self, to nature, for example, or a Deity or higher power, as well as the ability to access that connection within self. Thus, spirituality is not about belief systems, dogma, or doctrine. This broader understanding and language allows the practitioner to explore each client’s personal meaning to spirituality.

For thousands of years people have relied on spiritual coping strategies. Spirituality aids individuals in dealing with grief, loss, transition, and change. A pilot study was conducted in 2010 on the efficacy of a multi-faith spirituality-based intervention (SBI) for generalized anxiety disorder (GAD) and found that SBI significantly reduced the baseline psychic and somatic symptoms of GAD. Similarly, a 2007 meta-analysis on the efficacy of spiritually oriented psychotherapy revealed the positive health outcomes for depression, anxiety, stress, and disordered eating. And research shows that cognitive behavioral therapy (CBT) techniques that incorporate spirituality enhance psychological outcomes for individuals in alcohol treatment (Hodge, 2011).

Therapy is a healing practice that opens pathways to hope, inspiration, and relief, and a holistic approach is a bridge to incorporating the whole person in therapy. Holistic therapies take into consideration the body-mind-spirit of the individual and honor all aspects of an individual’s identity. This approach does not require therapists have experiential knowledge in all spiritual practices. Holistic therapy allows the therapist to build on language and meaning that is derived from an individual’s experience.

References:

1. Crook-Lynn, R.E., O’Grady, K.A., Smith, T.B., Jensen, D.R., Golightly, T. and Potkar, K.A. (2012). Addressing religious and spiritual diversity in graduate training and multicultural education for professional psychologists. Psychology of Religion and Spirituality, 4(3), 169-181.

2. Hodge, D. R. (2011). Alcohol treatment and cognitive-behavioral therapy: Enhancing effectiveness by incorporating spirituality and religion. Social Work, 56(1), 21-31.

3. Koszycki, D., Raab, K., Aldosary, F., & Bradwejn, J. (2010). A multifaith spiritually based intervention for generalized anxiety disorder: A pilot randomized trial. Journal of Clinical Psychology, 66(4), 430-441.

4. Pew Research Center. (2012). Religion and the unaffiliated. Retrieved from http://www.pewforum.org/2012/10/09/nones-on-the-rise-religion/

Many people believe that if you meet the right person and fall in love, you are meant to be with this person. That there won’t be anything you will ever want to change about them. That it should just work out.

There may be couples who do not struggle, but marriage counselors recognize that most relationships face challenges. If only it were easy, we would not have so many divorces or so many conflicts driving couples to counseling. Most people would agree that marriages and long-term relationships are hard work. There are many who resign themselves to sticking it out, thinking they can learn to live with, accept, and endure whatever arises, even though they may be miserable. That is not what most of us want. If we understood that there are stages to relationships and things we can do to make them better, more might work harder to make them last.

This article presents one clinical framework for understanding relationship development, drawing on Imago relationship therapy and longitudinal research, but other models exist, and couples may experience relationships differently.

Stage 1: Romantic Love

The theory of Imago relationship therapy explains that we tend to attract and be attracted to people who feel familiar. Romance happens unconsciously. At the time, we may not be consciously aware of how a person is like our childhood caretakers. We just experience the attraction and feel the chemistry. We discover all the things we have in common and minimize, if we even notice, the differences we have. We can’t take our hands off each other. We finish each other’s sentences. We merge with each other. It all seems amazing. We feel that this is the one person who will meet the unmet needs of childhood, but we are not consciously aware of feeling this. This stage is also referred to as the unconscious partnership.

Powerful neurochemicals fuel this early stage, with oxytocin playing a central role. Recent research shows that oxytocin levels are significantly higher in new lovers compared to singles, suggesting increased activity of the oxytocinergic system during the early stages of romantic attachment. These neurochemicals produce feelings of attachment and connection, a sense of well-being and belonging, with oxytocin particularly active during intimacy and caregiving moments. This phase can last anywhere from three months to two years, though recent research on college students shows this initial “flirtationship” stage involves the first sparks of attraction and exploration of common interests.

The purpose of this stage is to form a bond that provides a secure foundation for the journey forward.

Find a Therapist for Relationships

Stage 2: Power Struggle

At the beginning of a relationship, we generally do not see the things that will annoy us as the relationship progresses into the second stage. In the second stage, you start noticing each other’s differences. He likes to spend all Sunday afternoon in the fall watching football; you don’t. You have emotional needs; your partner has different wants and needs. You like to cuddle; your partner doesn’t want physical closeness.

You may find you feel frustrated in a similar way to your disappointments in childhood. Some of us are wounded and abused to the point of trauma, whereas others have minor hurts and disappointments.

In this stage, you may try to deny these differences in order to preserve the bliss of the first stage, or you may begin squabbling, trying to get back to the oneness that you previously experienced. The relationship may feel like a lose-win or win-lose. It may be experienced as competitive as to who is going to get his or her way.

Research shows that markers of the power struggle phase often include disillusionment, conflict, mutual blame, tension, anxiety, and doubt, with emotions running high and unresolved issues feeling overwhelming. Recent studies demonstrate that power struggles can be reduced through interventions that facilitate psychological distancing from reactive self-focus and redirect attention toward understanding the partner’s emotions, needs, and motivations, which interrupts the defensive cycles that fuel power dynamics.

Many couples can navigate disagreements with empathy and understanding, but if conflicts involve ongoing contempt, abuse, or safety concerns, seeking support from a qualified mental health professional can help keep everyone safe and supported.

When couples reach a power struggle stage, they often say it doesn’t feel like love. But if we care about a partner and the relationship, we become aware that love is more than a feeling—it is a behavior, a commitment to stay with your partner and do the work. As long as both are committed to the relationship and doing the work, a relationship can grow.

Most couples who go to marriage counseling have entered this stage. Research indicates there are five phases in romantic relationships—honeymoon, power struggle, stability, commitment, and co-creation—with the power struggle phase commonly showing up somewhere between two months and two years into a relationship. They feel stuck and don’t know what to do. There are also many who, at this stage, give up and separate or divorce.

The purpose of this stage is to learn the skills and tools to resolve differences without losing yourself. Once couples have worked through the power struggles and practiced healthy communication, they’re ready to enjoy the deeper closeness and stability of mature love.

Stage 3: Mature Love

Assuming that both parties are committed to growth and value the relationship, this stage reflects long-term, conscious love built on growth and mutual understanding. We are now aware that, together, we can heal our childhood wounds. We have learned the skills and tools of dialogue so that we can listen and hear each other. We understand that we have differences and how those differences make sense. We have compassion for our partner. We are less reactive and more intentional. We communicate our wants and needs more clearly. We allow ourselves to be influenced by our partner without losing ourselves because we care about his or her happiness. We recognize that to have a healthy, happy relationship, we both need to experience a sense of well-being. It becomes a win-win.

Research on mature love shows it thrives on transparency, with partners feeling safe sharing their innermost thoughts, fears, and desires, knowing they will be heard and respected. This level of communication builds a foundation of trust and deepens the connection between partners. Recent findings indicate that enduring connection in marriage results more from the intentional efforts of spouses than from spontaneous love and emotional spark, with high-connection marriages showing three times higher scores on proactive behaviors like spending meaningful time together, doing acts of kindness, and forgiving offenses.

Long-term research with couples married 40+ years identifies primary coping mechanisms that strengthen relationships: effective communication, drawing closer together, persevering together, prioritizing the relationship, and mutual sacrifice. Studies show 83% of successful coping mechanisms involve “together coping” that strengthens the attachment bond.

The purpose of this stage is to enjoy each other and feel the intimacy of connection with someone who gets you. We do this by using the skills and tools learned in the second stage when challenges arise.

References:

1. Bühler, J. L., & Orth, U. (2025). Terminal decline of satisfaction in romantic relationships: Evidence from four longitudinal studies. Journal of Personality and Social Psychology. Advance online publication. https://dx.doi.org/10.1037/pspp0000551
2. Dupuis, H. E., Girme, Y. U., Overall, N. C., Cross, E. J., & Sibley, C. G. (2025). Changes in well-being and relationship satisfaction in the years before and after marriage in a sample of New Zealand adults. Journal of Social and Personal Relationships, 42(2), 315-199. https://doi.org/10.1177/02654075251315199
3. Galovan, A. M., Carroll, J. S., & Schramm, D. G. (2024). Flourishing marriages are made, not found. Institute for Family Studies. https://ifstudies.org/blog/number-5-in-2024-flourishing-marriages-are-made-not-found
4. Grob, A., Weidmann, R., Wünsche, J., Burriss, R. P., Bühler, J. L., Traut, A. C., Uhlich, M., Arnold, K., & Gander, F. (2025). Personality change in the light of relationship transitions in partnered and single individuals: Study protocol of a prospective measurement burst design. Swiss Psychology Open, 5(1), 1-15. https://doi.org/10.5334/spo.90
5. Hoan, E., & MacDonald, G. (2025). Personality and well-being across and within relationship status. Journal of Personality and Social Psychology, 128(3), 430-450. https://doi.org/10.1177/01461672231225571
6. Muñoz, N., Abalorio, B., & Yang, Y. (2025). The role of perspective-taking training on reducing power struggles and increasing relational empathy. Research and Practice in Couple Therapy, 3(1), 1-11.
7. Ogolsky, B. G., Dobson, K., Rivas-Koehl, M., Kawas, G., & Hardesty, J. L. (2025). The progression of college student romantic relationship development: Stability and change over 10 years. Personal Relationships, 32(1). https://doi.org/10.1111/pere.12590
8. Schneiderman, I., Zagoory-Sharon, O., Leckman, J. F., & Feldman, R. (2012). Oxytocin during the initial stages of romantic attachment: Relations to couples’ interactive reciprocity. Psychoneuroendocrinology, 37(8), 1277-1285. https://doi.org/10.1016/j.psyneuen.2011.12.021
9. Snowdon-Farrell, A., Attal, C., Nikkheslat, N., Pariante, C., Young, A. H., & Zahn, R. (2025). How does neurochemistry affect attachment styles in humans? The role of oxytocin and the endogenous opioid system in sociotropy and autonomy – A systematic review. Neuroscience & Biobehavioral Reviews, 169, 105994. https://doi.org/10.1016/j.neubiorev.2024.105994

“I slept and dreamt that life was joy. I awoke and saw that life was service. I acted and behold, service was joy.” —Rabindranath Tagore

One of the ways we come into balance and connection with each other and life is by giving from the heart. When we give to others, whether it’s an act of kindness, generosity, or compassion, it helps us live from the heart instead of the ego.

Living from the ego is painful and exhausting. It’s like feeding a hungry monster that’s never satisfied. Ego craves, pursues, and clings to status, approval, material wealth, and control. It views the world through the eyes of fear—constantly evaluating, judging, and acting in ways that are self-centered, defensive, and protective. Ego is about getting more, which leaves little room for generosity or compassion.

In contrast, generosity requires that we open our hearts to the world and each other. We accept that in life there are challenges, and we meet these challenges with humility, patience, and compassion. This is the work of the spiritual warrior, to open our hearts and allow ourselves to be vulnerable. In doing this, we open ourselves fully to life, love, and relationships.

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The practice of generosity also helps us let go of striving and pursuing things. When we stop striving, we begin to see, value, and respond to what’s happening in the present moment in ways that are healthy and healing. This movement from striving, to be present and open to life, is what nourishes the heart. In responding and valuing our connection to others and the world, we let go of an “us-versus-them” mentality. Our priority shifts from attaining things to appreciating what we have and being open to share with others.

Greed vs. Generosity

“Thoughts rooted in greed, hatred and delusion lead to disharmony and suffering. Thoughts rooted in generosity, loving-friendliness, compassion and wisdom lead to harmony and peace.” —The Buddha

The opposite of generosity is greed. When we view life through the eyes of greed, our hearts are closed off and we suffer. We become small, fearful, and contracted, and view ourselves as lacking some elusive thing (material, spiritual, emotional, physical). This is much like the character Scrooge, who lived a lonely, bitter, and resentful life. On the outside, Scrooge appeared to be a grumpy, mean-spirited, and stingy man, but under this tough exterior was a fearful and vulnerable person who wanted connection but was afraid of it.

If we’re honest with ourselves, each of us has moments where we engage in Scrooge-like behavior. We get caught up in a “me, mine, I” mentality. We compare ourselves to others and either feel superior or inferior/inadequate. When we act in ways that feed the ego/greed, we lose our vital connection to the life around and within us. Generosity, which opens our hearts to each other and life, falls by the wayside.

Joy Arises from a Generous Heart

“There is no exercise better for the heart than reaching down and lifting people up.” —John Holmes

In the book The How of Happiness, author Sonja Lyubomirsky states that “being kind and generous leads us to perceive others more positively and more charitably. It fosters a heightened sense of interdependence and cooperation in our social community.”

Generosity is a quality of kindness, of living from a place of abundance. When we act with kindness and generosity, we see the world through a clear lens that isn’t clouded by fear, wanting, or clinging. Our eyes are open to see life as it is, instead of how we want it to be. When we interact with others, our connection is genuine and based on a sincere concern for each other’s well-being. We see people instead of judgments or labels.

This may sound confusing at first, but think about it. How many times do you interact with people without really seeing them? When you go to the grocery store, do you see a“person” or a “cashier”? What about your spouse/significant other? Do you see the living, feeling, vulnerable loved one, or do you see a “service provider”? Generosity allows us to cultivate a heart-to-heart connection.

Start a Generosity Movement and Watch What Happens

“To live a pure unselfish life, one must count nothing as one’s own in the midst of abundance.” —The Buddha

I’d love for us to start a generosity movement where the goal is to act from a place of goodwill and give without expecting anything back. I’m not advocating that we give up all our worldly goods, and it’s not about giving to the point of depriving ourselves. It’s about living a balanced life and sharing with others. Too often we live from the viewpoint of “me, mine, and I.” When we do something or give to others, we expect to get something in return. Sometimes we’re not even aware of this expectation. We only become aware of it when a feeling of resentment arises, or when we feel as if we’re taken for granted. If instead we offered time, care, a hug, etc., from place of generosity, we may experience a warm feeling inside and in the live connection that is present in the moment of sharing.

Being generous arises from the heart, not the wallet. We don’t need to have material wealth in order to be generous. The only requirement is a willingness to open our hearts, to see life as it is, and to interact with others from a place of compassion and love. Some examples of generous acts are:

• Do a household chore without being asked.
• Offer to buy lunch for someone.
• If someone is in need of emotional support, set aside what you’re doing and listen with compassion.
• Hold or open the door for someone (it doesn’t matter if they thank you; what matters is the intention to be kind and generous).
• Tell your loved ones what you appreciate about them (this is a beautiful gift, as you’re letting them know you value them).
• Spend time listening to your children and try to see the world through their eyes before offering advice.
• Take time out of your busy schedule to spend quality time with a loved one.
• Smile at a stranger.
• When you ask, “How are you?” look into the person’s eyes and take time to truly listen with an attitude of curiosity and compassion.

For this week, pick a few activities from the list above and be mindful of your experience. Remember that generosity awakens goodness in the heart and this helps us open to life, love, and relationships.

May you be well!

Americans are famous for being a hard-working bunch, taking the fewest paid vacation days off. I, for one, spent the summer studying advanced yoga therapy techniques on weekends, and working during the week, especially during the months of June and August. But I made sure to take some time off at the beginning and again at the end of the season so I could relax a bit, and I’m glad I did. Studying ways to help people relax is hard work, and it can be pretty stressful!

What did I learn at yoga school? I studied what happens to your body when it is subjected to relentless stress, and the importance of learning how to relax and let go. The stress response works great if you’re running away from a hungry tiger, but prolonged stress is bad for you because it weakens the body and the brain.

This is why:

1. Your adrenal glands pump adrenaline, which raises your heart rate, your blood pressure, and increases the amount of sugar in your blood. Your adrenal cortex sends out cortisol, part of the stress response. This helps you run fast when you’re escaping the tiger, but when it becomes habitual and there aren’t any tigers to run away from, it is destructive.
2. Stress kills brain cells; a calm environment permits their growth. It is not true that brain cells stop growing when you’re an adult, they just grow more slowly. So help them out and give them a nice place to live.
3. Stress is associated with depression and anxiety. No fun.
4. Your immune system doesn’t work as well as it should. Ah-choo!
5. The right amount of stress is beneficial, but too much is deadly.

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That’s why relaxation is as important as eating well and getting enough exercise and should be part of your regular health routine. It’s a way to take care of yourself and show yourself some love. So if it’s not a part of your usual day, you might want to think about adding it to your program. Don’t have much time? I bet you can find five or 10 minutes to call your own if you look hard.

Maybe your family is demanding. Make some demands of your own in return. You need a break just as much as anyone needs anything.

Working hard for a tyrannical boss? Find a way to make your work environment more pleasant. Look around and see if there’s some small thing you can do to make things better for you—adding a foot rest, for example, if your seat is too high for you, or wearing really comfortable shoes if you spend a lot of time on your feet.

One powerful relaxation technique is restorative yoga. Like all yoga, the sequence is based on bending forward, backward, sideways, and twisting. The difference is that these poses are held for a long time—five or even 10 minutes. You place yourself in a pose, child’s pose, for example, but your body is supported by bolsters so that you are in complete and absolute comfort.

I invite you to try the restorative version of child’s pose. Start child pose the usual way, but with the short end of a bolster in front of you, and then fold over it lengthwise so your body is supported by the bolster. There are many such adaptations of yoga poses you may already know. You can get DVDs that will show you how, but I think if you are able, it’s best to visit a class or two and learn directly from a teacher.

Finally, if you absolutely can’t stop the worried, anxious chatter in your brain and you’re always wired, consider seeing a therapist for some help.

Below are some of my favorite ways to relax. Like everyone, I need time out for myself, even if it’s only a few minutes. I don’t always feel like I have to respond immediately to help other people. I need to take care of myself first, and you do, too.

1. Take warm, relaxing baths.
2. Go for a walk in the park.
3. Water and admire your plants.
4. Fill the room with a lovely scent.
5. Take a yoga class, or give yourself one.
6. Meditate.
7. Read.
8. Listen to music.
9. Have a nice visit with someone.
10. Watch television.
11. Go swimming.
12. Breathe.
13. Give yourself enough time to do things, so you’re not always rushing.
14. Laugh. This is very important. Among other things, laughter opens up the airways and pumps fresh air into your lungs. Also, it’s fun.
15. Dance.
16. Jog.
17. Pet the cat, dog, or other pets.

I bet you have many other favorite ways to relax, things you enjoy doing. The secret is to remember to do them. Helping others helps with your stress, by the way, so why not post your favorite ways to relax and give us more ideas? (If you feel like it, that is!)

References:

1. Berzin, R. (2014, July 20). 10 Reasons Why Stress Is The Most Dangerous Toxin In Your Life. Retrieved from http://www.mindbodygreen.com/0-14560/10-reasons-why-stress-is-the-most-dangerous-toxin-in-your-life.html
2. Krantz, D., Thorn, B., & Kiecolt-Glaser, J. (2013). How Stress Affects Your Health. Retrieved from http://www.apa.org/helpcenter/stress-facts.pdf

Can you understand how a driver might want to ram another car off the roadway in a fit of rage just because he or she was cut off at a light? Maybe that’s even you? If so, you are not alone—more than 16 million people struggle with anger while driving.

Of course, anger rears its ugly head in many different forms—so-called “road rage” is just one. No one is immune to feelings of rage, frustration, anger, or irritation at one time or another. I have been coaching anger-management skills in my private practice over many years in addition to teaching 52-week, mandated domestic violence classes to male offenders and working with high school gang members. I am passionate about teaching pissed-off, posturing individuals why anger is one of the most important emotions they have and how it can be used to serve them.

When I am coaching anger-management skills, I am quick to start the conversation by emphasizing that the goal of what I am teaching is not to help a person never to experience anger. Anger will never go completely away for anyone. A primary goal of anger management is to help the person learn how to control his or her anger, learn from it, and use it appropriately in a given situation. (I am not suggesting that violent acts against others are ever appropriate; I am focusing on the underlying feelings of anger and what it is trying to tell us about ourselves.)

In my work with regular folks, gang members, and domestic violence offenders, I have found many ways that anger serves us, but these five seem to be the most prevalent:

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1. Anger sets boundaries around us when we feel threatened. When something feels intuitively wrong to us, as when we are being mistreated, we tend to feel anger. This is an internal sign to us that we need to remove ourselves from a situation that is not treating us well.
2. Anger covers up an emotion that we are not comfortable feeling. Many times when a person is angry, he or she actually has an underlying feeling going on, such as guilt, sadness, vulnerability, or fear. These feelings are so uncomfortable that the person would rather get angry than feel the underlying emotion. When you feel anger, one of the first questions to ask yourself is: what emotion am I trying to avoid?
3. Anger acts like a suit of armor. Anger keeps others away from us and gives us space. Many times this can be an effective defense mechanism if we need space or want to work something out. Teenagers use anger in this way a lot to give themselves space away from a situation that they are not able to handle.
4. Anger can prepare you for battle. As anyone who has ever gotten into a physical altercation with someone threatening can tell you, you need to energize yourself and pump up your adrenaline in a way that will be accessible to you in an emergency. Anger can harness your power in order to physically protect you if you are being hurt.
5. Anger can point you to unresolved internal issues. If you find yourself having feelings of anger when you think of someone in your life, an issue from your childhood, or a future event that you are dreading, you more than likely have something unresolved going on. Maybe your friend asked you to help host a neighborhood barbecue and you have trouble saying no, when you really don’t want to help. You feel resentment and anger toward your friend, when in fact you are the one who has trouble setting boundaries and saying no. Or maybe you hold anger from a breakup that has left you lacking in trust of the opposite sex, and every time you think of your ex you get angry and bitter. You can use this feeling of anger to realize that you may need to get some closure or process this termination of your relationship so you can learn how to let it go and move on.

In learning how to become a better listener to your feelings of anger as they arise, you can begin to learn things about yourself that you may not have known. You will never be free of anger popping up in your life, and that doesn’t have to be a bad thing. As the above list points out, anger is an incredibly valuable guide to help you gain insight into your true self.

Most of us experience work stress, but can too many responsibilities, unrealistic expectations, and personality conflicts at work lead to an experience of trauma victimization over time?

In my years of private psychotherapy practice, I’ve seen several cases where individuals experience signs similar to posttraumatic stress as a result of work problems. In the beginning, I found this slightly odd. I wondered: could negative work experiences really lead to reactions similar to trauma experiences, like war or sexual assault? Lately, in conversations with colleagues, I’ve discovered this is fairly common, particularly in certain professions.

How Your Work Environment Can Leave You Feeling Victimized

I recently interviewed Arkansas professional counselor Rev. Rebecca Spooner, an ordained minister who left ministry to become a therapist. She specializes in counseling pastors and their families, and said that feeling victimized and traumatized by their work environment is relatively common among members of the clergy. Rev. Spooner explained that the demands and expectations of modern ministry set pastors up for personal failure and emotional trauma.

“The paradigms in ministry are flawed,” Spooner said. “A hundred years ago, pastors had four jobs: marry, bury, baptize, and preach on Sunday. Today, ministers are expected to be marriage therapists and grief counselors, organizational leaders, facilities and staff managers, marketing coordinators, community relations specialists, bloggers, motivational speakers, spiritual teachers, salespeople (increasing membership and giving), budget managers, visit the sick, be a friend, and serve on regional committees! It’s completely unrealistic. It sets everyone up for disappointment.”

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These experiences are similar to what’s happening in private companies in recent times, particularly since the economic crash of 2008. Companies have laid off people and expect those who remain to do more work for less pay. New performance measures are adding pressure, and employees are micromanaged. Among the EAP (Employee Assistance Program) referrals I see in my office, stress related to new and unrealistic work performance expectations ranks at the top of the list.

The people who see me for help with work-related stress have complaints that are similar to what Rev. Spooner sees among clergy: insomnia, irritability, mood swings, anger, feelings of disappointment and disillusionment about their career and employer, confusion about why they are unable to meet the demands placed on them, hopelessness, anxiety and fear, fatigue, muscle tension, family problems, feelings of isolation, ineffective coping, and substance abuse. It’s a long list! Work stress is a big problem in America.

Many of us are familiar with trauma reactions after major catastrophes, but few of us realize that a work environment characterized by unrealistic demands, personality conflicts, and limited free time for leisure can, over time, create an experience of victimization.

3 Ways Cognitive Behavioral Therapy Can Help

Cognitive behavioral therapy (CBT) helps individuals shift from perceiving themselves as having little control over their circumstances to becoming empowered to either change outside pressures or learn to cope with and relate to them differently. With practice, CBT techniques can help reduce stress and anxiety, improve mood, and increase confidence.

CBT treatment has helped ministers reduce the experience of stress and trauma caused by the challenges of their profession. These same techniques can also help most people heal from various traumatic and emotionally difficult situations. CBT reduces distress and helps to restore emotional balance. Here are three techniques from cognitive behavioral therapy to use in your own life.

1. Learn to identify the thoughts that increase your anxiety and your self-doubt. A large majority of individuals who come to see me for anxiety therapy are quite surprised when I mention that their thoughts are likely causing their anxiety. Most people believe anxiety is something that happens to them, something over which they have no control. But in fact, how we talk to ourselves about the situations we face has a great deal to do with how we feel. For example, if a minister tells herself that because her church is not growing she is not an effective leader and has failed God, she is likely to feel emotionally upset and believe that she is not capable of growing the church. By repeating self-defeating thoughts in her head, her self-esteem erodes. Eventually, she may just give up trying altogether and become depressed. This is the trick trauma plays on us: it tells us that something is wrong with us and that we are helpless, but most of the time our thoughts are not true.
2. Dispute the thought. Once you’ve identified the anxiety-producing or self-defeating thought, it’s time to dispute it. Here’s an example: “If I don’t grow the church, I’ll get fired.” Let’s examine if that thought is true. In most denominations, firing a pastor takes effort. First, the leadership of the church has to vote that they have lost confidence in the pastor. Then, they have to bring the issue to a congregational vote. In many cases, a national mediator becomes involved to help resolve the conflict and improve the employee/employer relationship between the church and the pastor. So the thought, “If I don’t grow the church, I’ll get fired” is not exactly true. What’s much more likely to happen is that if the church is not growing and leaders are dissatisfied, a conversation will occur about why that’s happening. And hopefully, that conversation will lead to solutions. Notice your own thoughts and question them. Are they true? How do you know for sure? What are some alternative explanations that might be more true?
3. Learn to relax. The third CBT technique that Rev. Spooner uses is relaxation training. When we learn to relax the tension in our muscles and reduce the speed of our thoughts, our brains function better. They see things more clearly. Gen. Colin Powell has a rule. He tells himself, “It ain’t as bad as you think. It will look better in the morning.” That’s partly because when our brains are rested, we see situations differently. Relaxation training can teach you to rest your brain. My personal hope is that one day, we will collectively learn to be realistic about our demands and expectations of people and be kinder to one another. Until then, if you find yourself feeling victimized, excessively pressured, or doubt your worth or abilities, try CBT. It really can help!

Hypnosis uses guided relaxation methods, focused attention, and sharpened concentration to achieve a heightened state of awareness—a trance state. This hypnotic trance state allows for openness to positive suggestions. While in this state, a person’s attention may be so greatly focused that almost anything going on around the person is temporarily blocked out or ignored.

We go into trance states on a daily basis. Case in point, when we are watching TV, listening to music, or reading a great book. We can still hear the passing cars outside, the bus that drives by, and the neighbor’s dog barking, but will not be alarmed or bothered by them.

This trance state is a naturally occurring state of mind. During a hypnosis session, a person will focus his or her attention with the help of a trained hypnotherapist on specific tasks or concerns they want to work on or improve. A few areas that a person may want to focus on during hypnosis include feeling less depressed, becoming more productive, decreasing pain, stress management, and, more commonly, weight management, smoking cessation, and dealing with phobias.

Hypnotherapy is not designed to be a cure for a disease such as cancer, a heart attack caused by stress, or being overweight, but rather is a tool to help relieve the symptoms of these issues. Hypnotherapy may also be combined with counseling, including therapies such as cognitive behavioral therapy (CBT), and relaxation techniques to help increase the positive outcome and to enhance the overall therapeutic process.

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In my private practice, I often work with people who are struggling with stress management and anxiety, and use hypnotherapy to help relieve the symptoms. I then use CBT to help understand what is causing the stress and anxiety. Once we know the cause, we are able to figure out a way to handle situations differently so a person is less stressed and less anxious when facing the situation.

So how, exactly, does hypnotherapy work, and is it dangerous? Hypnotherapy is not an altered state of sleep, but for some, it may feel like sleep. When done properly, hypnosis is very relaxing. Although there is no consensus as to how hypnosis works, some people believe it causes the brain to react by releasing naturally occurring chemicals that affect how we sense and feel pain and other symptoms. Others believe hypnosis works on the subconscious mind, and fosters the ability to control bodily reaction to blood pressure and heartbeat. Regardless of how it works, it is widely accepted that hypnosis is safe, especially when performed by a trained professional.

So what constitutes a trained professional? A well-qualified hypnotherapist has extensive training in hypnosis and belongs to a hypnosis organization, such as the National Guild of Hypnotists, Inc. (NGH), American Society of Clinical Hypnosis (ASCH), or International Medical & Dental Hypnotherapy Association (IMDHA). There are no formal licensing policies in the United States, so choose your hypnotherapist wisely. Make sure he or she has training in hypnosis and you have met and feel comfortable working with them.

As parents, we hear the word “resilience” all the time these days: “Children are resilient.” “We must help our children be resilient.” Most of us have a vague sense of what resilience means and why it is important, but few really have a handle on what, exactly, we are supposed to do to help our children be resilient. In this article, I will give you some tools for doing just that, but first the basics.

What Is Resilience?

Merriam-Webster defines resilience as “the ability to become strong, healthy, or successful again after something bad happens.” According to Google, resilience is “the capacity to recover quickly from difficulties; toughness.”

Underlying both of these definitions is an assumption that (1) bad stuff inevitably happens in life and (2) we all have the capacity to handle it. In some ways, this seems pretty obvious. However, as parents we tend to worry about our children’s ability to handle the bad stuff and want to protect our children from it. To some extent, especially when our children are very young, this makes absolute sense. The problem is that we won’t be in our children’s lives forever and, even while we are, we simply can’t protect them from all the slings and arrows that life sends their way.

Given these cold, hard facts, our job as parents is to help our children learn to cope with our difficult, imperfect world so that, eventually, they can take care of themselves—emotionally, physically, financially, etc.—if not completely on their own (no one can, nor should, handle life completely on their own), then at least somewhat on their own.

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Now that we’ve established what resilience is and why it is important, let’s look at how we can foster resilience in our children. I believe there are five basic steps to helping build resilience in our children: empathizing, making meaning, problem solving, tolerating uncertainty, and modeling resilience.

1. Empathizing

When your child is struggling, or when something negative has happened to him or her, the first thing the child needs to know is that you understand his or her feelings. Rather than, “Oh, my god, that’s terrible! What are we going to do?” it is more helpful to say something like, “That sounds really painful/difficult/scary.” Even if your child did something wrong or made a mistake, he or she needs your empathy, at least at first. To say you empathize with your child does not necessarily mean you condone his or her behavior, but before you discuss the behavior, it can really help if you say something like, “It feels horrible to hurt a friend’s feelings,” or, “You seem furious at Jane.” In validating your child’s feelings, you are letting him or her know that you accept and can handle his/her feelings, that the feelings are not too upsetting, scary, or infuriating for you. Your child will eventually internalize this message—whatever I feel has validity—which will help build self-esteem and emotional resilience.

2. Meaning Making

If/when your child is able to discuss the situation further, going over what happened and helping your child make sense of it will help him or her feel less frightened, upset, and/or overwhelmed. Making meaning of what happened and why also gives your child a better understanding of the world and some sense of control. Sometimes how we do this is pretty straightforward, such as, “It sounds like it was slippery and you were running too fast and that’s why you fell,” or, “Do you think maybe you didn’t study enough for the test and that’s why you did badly?” Other times, it may require a more subtle approach, such as, “I wonder why Sam was so mad at you?” How you help your child make meaning will obviously depend on the situation and the age of your child. In general, though, the more questions you ask and the fewer answers or opinions you give, the better. When children feel that they are in charge of making sense of their world, the more in control and confident they feel, which only adds to their resilience.

3. Problem Solving

One of the “benefits” of difficult situations is that they give us an opportunity to learn from our mistakes or, even if we didn’t make a mistake, learn what we might do differently in the future. This is no easy task. One of our jobs as parents, therefore, is to teach our children how to learn from their mistakes and to handle the difficult situations they may encounter. Sometimes this involves little more than conveying information, such as, “Ice is slippery. If you run on an icy sidewalk, you will probably fall.” More often than not, however, what our children need to learn is the process by which a good decision gets made or a thorny problem solved. Some basic techniques that you can use to teach your child how to problem solve are brainstorming, role playing, and speculating.

For example, let’s say your daughter complains that her friend was very mean to her, and let’s say that after you have empathized with your daughter and helped her make sense of what happened, she asks you to help her figure out what to do. Although it will probably be tempting to give advice or state your opinion—”If she’s going to treat you like that, there’s no point in you being friends with her!”—your daughter is going to benefit a lot more if you help her problem-solve the situation. One way to do this is to brainstorm her options with her—stop spending time with her friend, be more guarded with her friend, confront her friend in person, call her, etc. After you and your daughter have come up with a few ideas, you might role play the ideas to see how they feel and how they turn out (some kids find role plays very helpful) or have a discussion around what each option might feel like: “What would it feel like if you said/did this?” “What do you think her response would be if you did that?”

4. Tolerating Uncertainty

Sometimes things happen that are completely out of your child’s control and that no amount of problem solving will fix. Illness, death, and natural disasters are but a few examples. In these instances, empathizing (“It is scary not knowing what’s going to happen”) and making meaning (“Sometimes things happen that we can’t control”) with your child are important in terms of helping your child feel less scared and alone. Also, by sticking with your child’s feelings, whatever they may be, and sticking with the truth about life’s uncertainty, you give your child the message that, as scary and uncertain as life can be, you are confident that he or she can tolerate not knowing sometimes.

Of course, whenever possible, it is helpful to reassure your child that (certain) bad things happen very rarely or that it is unlikely that they will happen to him or her—”Aunt Mary has an illness that only adults get”—or that there is hope even amidst the uncertainty: “The doctors are doing everything they can to help her get better.” Obviously, the more your child can feel safe and hopeful, the better.

5. Modeling Resilience

One of the hardest parts about helping our children develop resilience is that we don’t always feel so resilient ourselves. Developing an awareness of our own feelings around difficulty, failure, loss, and uncertainty is therefore very important. You might want to ask yourself: when I struggle with something or make a mistake, how do I feel about myself? How well am I able to work through or problem-solve a tough situation? How well do I tolerate uncertainty and loss? How confident am I in my ability to handle life’s misfortunes? If you are able to feel somewhat confident about at least some of the areas above (hey, no one ever feels completely self-accepting or anxiety-free), then you are modeling resilience for your child in a very powerful way.

Fortunately, even if we don’t feel so resilient all the time, having an awareness of our own vulnerabilities and insecurities can help us deal with our child’s. For example, in the situation where the friend is mean to your daughter, you may find yourself feeling very anxious: “Oh, my poor baby, this is going to be devastating to her!” “What if my daughter doesn’t know how to keep friends?” In these moments, it is helpful to stop and ask yourself, “Why am I feeling so worried? Who is my anxiety really about—me or her?” Much of the time, our own insecurities and past experiences color our perception of our children’s experience. To the degree to which we can, it really helps if we put aside our own experiences and self-doubts and focus on our child’s feelings and experience.

Temperament and Resilience

Although all children have the capacity for resilience, it seems that some children struggle more than others with life’s stressors. For example, there are children who are especially hard on themselves, children who are particularly sensitive to changes in their environment, children for whom uncertainty is extremely anxiety-producing, etc. However, although they may struggle more than other children in some areas, in the process of struggling, these children often develop greater self-awareness (about their needs, their limitations, their strengths, etc.) and an even larger toolbox of problem-solving skills, all of which greatly serves them as they go through life.

All children have the capacity for resilience. Our job as parents is “simply” to nurture this innate capacity. Following the above steps of empathizing, making meaning, problem solving, tolerating uncertainty, and modeling resilience, you can achieve just this. Even if you miss a step or two, if you are able more often than not to convey an attitude of acceptance (that life can be difficult and uncertain) and confidence (that he or she can handle life’s difficulties and uncertainties) to your child, you will be going a long way toward helping your child build resilience and succeed in life.

I am an introvert. Both of my daughters, now grown, are extroverts. When the second was in her mid-teens, I was working very long hours. I would frequently come home, brain fried, and find her waiting to tell me all the things that had happened during her day. I would try to listen, but more often than not I did not have the energy to do so.

One evening, after a few minutes I apologized and told her I was really tired and needed to just sit and read. She was more hurt and confused than angry. She said, “Daddy, I do not understand. You listen to others all day long, but when you come home you do not want to listen to me.”

I felt bad, really bad. However, feeling bad did nothing to generate the energy needed to engage. I apologized again and she left the room. I did not understand what was the matter with me. Her statement was so reasonable.

It was during this time, quite by accident, that I became aware of the existence of natural and normal differences in how individuals perceive, process, assign meanings, and respond.

These differences are determined by the degree to which each is:

• More extroverted or introverted
• More literal or possible-meanings oriented when processing information
• More thinking- or feeling-response oriented when making and communicating decisions as well as in experiencing emotions
• More structured or open-ended in their approach to life events

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The stronger an individual’s response orientation is toward one pole or the other on these dichotomies, the more likely the characteristics and traits known to be common for individuals with that orientation will be present. These differences are natural and normal, present at birth, identifiable at an early age, and do not change much across time.

An individual’s response process may be the same as or quite different from a parent, sibling, significant other, or child. A naturally extroverted parent, for instance, cannot get a naturally introverted child to become more extroverted any more than a naturally introverted parent can get a naturally extroverted child to be more introverted.

My efforts to get my extroverted children to be less talkative were about as successful as my extroverted children’s efforts to get me to be more talkative: close to nil. As best I can tell, the only change that has occurred across time has come from our accepting each other’s natures as a given and accommodating this difference whenever possible.

A number of misperceptions exist regarding the meaning of these differences in response orientations.

Extroverts, for example, tend to view introverts as quiet, shy, withdrawn, maybe depressed, or antisocial, withholding, self-centered, or uninvolved. Introverts tend to view extroverts as talkative, sociable, and friendly, or noisy, needy, intrusive, and either unable or unwilling to listen.

These assumptions regarding the meaning of these response behaviors are usually inaccurate.

Extroverts, in fact:

• Are energized by interactions with others
• Have immediate access to words required to express what they are thinking and feeling
• Feel connected to self and others when talking about their thoughts and feelings
• Require external affirmations to feel internally grounded
• Think out loud. Hearing themselves express their thoughts helps ground them with those thoughts. If no one is available to talk to, they may talk out loud alone to accomplish this end.
• May experience a loss of connection to self and others if required to listen beyond a certain point without speaking. When this happens, they may interrupt in order to get that connection back.

Introverts, on the other hand:

• Think about what they are thinking and feeling and may require time to access words with which to express themselves
• Are energized by introspective processes
• Rely on conclusions drawn from introspective processes for feeling grounded in self separate from others
• Experience their conclusions as self-evident, as reality, and therefore may assume it unnecessary to share them
• May experience a loss of connection to self separate from others if required to interact with others without break beyond a certain point. When this happens, they may try to disengage in order to get that connection back.

This information helped me understand my own process as well as that of my daughter in a way that took fault finding out of the equation. A natural disparity existed at the end of the day in what she needed to feel connected to me and what I needed before I could meet her need.

Conversations with her since regarding the nature of this difference have been very helpful. I had always thought I was too self-centered and insensitive, and she had thought there was something wrong with her, that she was too needy. Once we understood that natural differences were the real culprit, we were able to reconnect through an understanding of ourselves and each other.

Seventy percent of the nearly 400 couples I have seen since 2000 have combined an introvert with an extrovert. The information provided above has helped many move from never-ending debates over right and wrong to identifying ways to accommodate and compromise when differences lead to disagreements.

Misperceptions are also common regarding response orientations on the other three dichotomies.

1. Individuals who automatically process information from a literal frame of reference, from noting what is happening in the moment within the context of past experience, are not usually rigid or lacking in imagination. They are simply wired to provide practical responses to what is happening in the moment. And individuals who automatically process information from a possible-meanings context are not usually unrealistic or unable to face facts. They are simply wired to explore alternative possibilities for meaning and application to future situations.
2. Individuals who naturally come to conclusions based on objective assessments of cause and effect are not usually insensitive or uncaring. They are simply designed to draw conclusions logically, a process that requires feelings to be experienced in a more neutral manner. And individuals who automatically factor in how others will, or may, feel when making decisions are not usually emotionally weak or unstable. They are simply wired to make decisions in a way that minimizes disruption of harmony in human relationships.
3. Individuals who naturally plan and structure life events are not usually inflexible or controlling. They are simply wired to plan events in a manner that minimizes the possibility of the unexpected happening. And individuals who naturally respond more in the moment as events play out are not usually immature, irresponsible, or unreliable. They are simply wired to respond more spontaneously as events play out and provide optimum creative adaptations when the unexpected does occur.

There appears to be a yin-yang aspect to these dichotomy-specific differences; responses that can appear contradictory but are actually interdependent and complementary, with each covering one part of that dichotomy’s whole that the other cannot. In my experience, understanding the meaning of these differences leads to increased self-acceptance as well as acceptance of those who naturally differ.