Lessons from the Depths: Scuba Diving and Psychotherapy with Men

I've had my psychology license long enough to have acquired a reasonable amount of confidence practicing my craft. But as a recently licensed scuba diver, I'm quite conscious of my limitations underwater. When I joined friends last year for a dive in Monterey Bay, I knew I would face cold water, rough surf, a rocky coastline, entangling kelp forests, limited visibility—and the unlikely but nonetheless unnerving prospect of encountering a great white shark. But I didn't predict the exhilarating, challenging and frightening events that would shake up and later clarify my sense of self, my relationship to others, and my goals as a psychotherapist.

Diving deep

Our first dive was beautiful but exhausting. The surf was rough, and we had to swim a couple hundred yards in choppy seas before our descent and after resurfacing. Because of exhaustion and cold, three from our group opted to stop after one dive. The fourth participant said he was "50/50" about doing a second dive. I knew I was tired, and that it would be a challenge to complete another dive. But I also realized that we had a rare opportunity, because we had two highly skilled dive masters who would accompany us (in attachment terms: a very secure base). I let them know I was 60/40 in favor of going, which tipped the scales and off we went.

We navigated through gorgeous kelp beds, dropped down to about 70 feet, saw stunning marine life—and then I got slightly entangled in kelp. After one of the dive masters helped disentangle me, he and I realized we were separated from the other two divers.

After a brief underwater search, we followed protocol and surfaced to look for the others. Then things got hairy. Ironically, diving can be more dangerous at the surface of the water than below it, because it is difficult to stay afloat and breathe in heavy, choppy swells. I switched my breathing source from the regulator to the snorkel, to conserve air in the tank and keep from taking in mouthfuls of seawater amidst the choppy surf.

Unfortunately, it is hard to breathe through a snorkel while dog-paddling in a nearly vertical position. Waves splashed into the snorkel, mixing water into the air I was breathing. I began taking short, quick breaths—which is the opposite of what is desired while diving. The surf and currents were stronger than earlier, and I quickly became exhausted… and cold… and scared.

Then something happened that I've never experienced before: I began to hyperventilate, which made everything worse. The more frightened I felt, the more frantic my breathing became, and the less air I was receiving.

Fortunately, scuba diving has many safety procedures built into it, including considerable dependence upon one's diving partner. In this case, I knew my partner was a highly trained expert. By verbally assuring me, coaching me to relax and breathe deeply, and assisting me in the long swim back, the instructor helped me get ashore.

Initially I felt embarrassed about needing to be assisted, even rescued. I don't like feeling incompetent, particularly in life-threatening situations. I also have decades of experience in being ridiculed or humiliated, generally by guys, when I've tried and failed at one activity or another. But during and after this situation I received not one iota of criticism or ridicule. Instead, my dive masters and friends offered encouraging suggestions about future learning opportunities. Gradually, after I knew I was out of harm's way (physically and interpersonally), I realized that I felt pleased to have experienced the series of events.

How strange: to feel embarrassed, and yet pleased, about taking risks and then struggling, particularly with a group of guys. That encapsulates a combination of thoughts and feelings that I've experienced more and more often in recent years.

My experience diving symbolizes a gradual and critical shift in my experience and conception of being a man. Throughout my adulthood, but particularly in recent years, I've experienced a similar mixture of feelings—embarrassment about struggling, and yet a sense of pride in having taken on a personal challenge—in a wide range of situations with men, including cycling, playing music, raising kids, repairing dry rot at home, mourning the death of friends, and various professional activities. These events were noteworthy in that “they lacked the oftentimes ruthless competitiveness and putdowns that permeate so much of a boy's and young man's world.” Several such experiences resulted from men banding together with the intention of supporting and inspiring one another. These were, in essence, attachment experiences that altered my perception of the world and of my self.

As I've reflected further about it, the entire diving experience captures a great deal about my values and aspirations as an adult, as a man, and as a psychotherapist.

Probing wishes, intentions and the will

I vividly recall a key statement from my diving instructor when I first became certified. Within the first five minutes, he told us, "If anyone is taking this certification course to please a spouse, parent, child, friend or anyone else, you should leave now. Diving skills can be learned, but only if your heart is in it."

Therapy is an organic process that must be fundamentally linked to our clients' deepest wishes, feelings, and needs. As psychotherapists, connecting with our clients' hearts and wishes is equally critical.

During my initial assessment process with a male client, I ask him about his wishes, intentions and willfulness. While I'm committed to empathizing and hearing about the struggles and sources of pain in a man's life, I find it essential to explore what he would like to be different, what he hopes to get from therapy, and his level of commitment or dedication to this endeavor. This can be a complex and nuanced process, particularly with those men who can't identify wishes, don't know what they are feeling, or don't know what they would like to be different.

In conducting psychotherapy—as with scuba diving—it is important to be realistic in terms of assessing internal and external resources so we don't guarantee failure by establishing unrealistic hopes. I persist in my efforts to tease out a man's wishes, intentions and willfulness, knowing that the ensuing discussions often strengthen the therapeutic alliance and help diminish a man's resistance to "talking forever about my feelings and my childhood." I may inquire, for example:

  • "Given the abuse you experienced, what kind of father do you want to be?"
  • "Although you feel furious and cynical, what do you need to do to live up to your own integrity as a husband (or manager, father, employee, elder, etc.)?"
  • "Although you feel worthless and depressed, how do you think it would affect your children if you moved out of state, quit your job, or killed yourself? Are you interested in learning more constructive alternatives?"

Many men feel shame about being in pain, and even more so about seeking help; “I try to appeal to their honor and pride while developing a therapeutic alliance and contract.” I also present a realistic description of the personal commitment required, in terms of time, money and heart, if therapy is to be of benefit.

Using stories to identify and expand narratives

Even with a structured buddy system and safety carefully built into the equipment, scuba divers face many dangers. Overreacting in a crisis can be disastrous, for example if someone abruptly drops their weight belt and shoots to the surface without stopping to decompress.

I often explore the manner in which a man relates to the myth of Icarus, the Greek boy whose father, Daedalus, hastily attached wings to their bodies so they could fly away and escape the labyrinth in which they were imprisoned. Icarus, in his excitement and wonder, ignored his father's warnings not to fly too close to the sun, with disastrous results: the wax melted, his wings fell off, and he crashed to his death into the sea below.

Many highly constricted (and shame-filled) men identify with the story of Icarus. They know in their bones about youthful inflation, subsequent failure and the accompanying humiliation, shame and despair; they know about a devastating loss of self-esteem and assertiveness, although they may not use this language. They know about the death of dreams, of hope, of playfulness and spontaneity.

Many driven, highly inflated men relate to the Icarus story from another perspective: their fear is that if they stop pushing so hard, if they let go of their efforts to control their environment, if they stop beating themselves up or if they loosen their perfectionism, they too will crash and burn. Still others convey deep anger, sadness or envy as they describe feeling that there was no one there to help them fly.

I emphasize to these men that in many cultures the death is not the end of the story. Borrowing from the poet Robert Bly, I link the myth of Icarus with the Phoenix story: out of ashes comes not only a rebirth, but potentially a wiser, more compassionate survivor. Soulwork, Bly argued, begins in the ashes. Building upon this, “I may talk with men about the difference between "cool" versus "soul," or explore their relationship to "the blues".” These references, as well as the use of mythology, help men see the universality of their struggles and thereby help diminish shame.

Hearing the Phoenix story, and sensing my ability to relate to the journey, brings a palpable sense of relief, and sometimes a newfound glimmer of hope, to many men. I inquire about how a man has dealt with risk-taking and struggles. Was he met with derision and humiliation? Can he imagine empathy and compassion? Has he ever experienced resilience and rebirth after failure? I make clear, with my spoken and unspoken messages, that I understand their pain and despair, that I know something about the journey they are undertaking, and that I view risk-taking and failure as essential aspects of being alive. I also try to convey that while I know this intellectually, I have to relearn this lesson repeatedly in order to counterbalance my own inner critic, which evolved in response to experiences of humiliation and shame in my earlier years.

From the depths

I often encourage men to read about other
men's psychological journeys and struggles, and to see movies that explore similar material. My goal here is twofold: to facilitate continued psychological reflection outside of the therapy hour, and to overcome the sense of isolation that plagues so many men. For example, with many covertly depressed men, I recommend Terry Real's I Don't Want to Talk About It, which addresses the cycle of depression that is often passed on from father to son. (Just hearing the title elicits a smile from many men, who immediately feel known in an important way.) For men who are struggling with identity issues, I may recommend Frank Pitman's Man Enough: Fathers, Sons and the Search for Masculinity, or Aaron Kipnis's Knights Without Armor. With men who recall very little about their adolescence, I may encourage them to see Stand by Me, or to read or see This Boy's Life.

I discourage men from trying to read books from cover to cover, and encourage them to see which (if any) vignettes trigger subjective reactions. I'm usually trying to promote a sense of identification, not simply a cognitive grasping of concepts. I also make it clear that it's fine with me if they dislike any given book or movie—but that I'm going to probe a bit in order to understand their reactions. My goal in part is to "prime the pump," that is, to help them reflect upon experiences that may have been buried or dismissed. I sometimes encourage them to discuss their reactions with supportive family members or friends, particularly their spouse or partner.

Armor and metaphors

My experiences diving help me appreciate that masks and armor serve essential functions, yet they can easily be abused. One's protective gear, such as gloves, fins or diving knife, might be helpful, yet at the same time make one insensitive to one's environment. Consequently, knives and even gloves are sometimes outlawed, such as near some coral reefs that are easily damaged by being touched. At times I use these analogies with men regarding dealing with highly sensitive friends or family members. The roughness, even callousness, that men need to survive in some environments can be quite destructive in other contexts.

Boys and young men learn endless ways to armor and defend themselves; as adults, they need to see the psychological cost of wearing armor that no longer serves its intended function. I often borrow a potent analogy from Jim Bugental wherein he described the life-saving function of a spacesuit for an astronaut—and the reality that the very thing that saved his life must be shed when he returns to earth.

Many men who can barely recognize or identify emotions welcome the opportunity to talk about their use of masks or armor. Rather than pathologizing them for not being adept at describing their emotions, I normalize the need to protect oneself during the trials of childhood, adolescence and adulthood. I try to provide men language that helps them see the value of protecting oneself—which sets a stage for later examining the conscious and unconscious uses of such protection. I explicitly address the radical cultural changes in a post-feminist world, including the reality that many men (along with women) find themselves in roles, situations or relationships for which they have had little or no constructive psychological preparation.

Taking this a step further, “I've found that many men—myself included—feel liberated by the metaphor of the Wounded Healer.” Henri Nouwen, who mentored me when I first seriously considered becoming a psychotherapist, helped me appreciate that by acknowledging and exploring my wounds, I could better appreciate my gifts and strengths. As a therapist today, I continually try to help men understand that as they come to grips with their psychological wounds, they become valuable role models for other men and boys. My clinical work with Carlos exemplified these themes.

Carlos, a 45-year-old refugee from an oppressive Latin American dictatorship, entered my office with a pronounced limp and an enormous chip on his shoulder. The limp resulted from medical neglect during his childhood, and the chip on his shoulder from years of defending himself from hostile putdowns. After initially conveying considerable anger and bluster, Carlos described a series of disappointing relationships with women and a desire to "learn some tips to keep a woman interested in me." He clearly felt humiliation and shame about his physical impairment, as well as self-loathing about his cultural background and lack of formal education.

I was deeply moved by his physical and psychological journey, his resilience, and his determination to provide better opportunities for his children than he had. Over a two-year period, Carlos gradually let go of his shame about his physical impairments and cultural background, developed a sense of pride in his accomplishments, and became an informal historian in his neighborhood regarding oppressive Latin American regimes. As he put aside his armor, he became a warmer and less hostile man. He came to understand the universal aspects of his individual struggles, which helped him take pride in his own psychological growth. When he ended his therapy he had not yet developed an ongoing relationship with a woman, but he had developed a healthier sense of self-esteem and a positive place for himself within his community.

Structured education about emotions

The danger inherent in diving means that the activity often evokes a range of intense emotion, from awe to fear to anger (e.g., when another diver does something irresponsible that jeopardizes others), so I have frequent opportunities to work with these intense emotions.

I directly and explicitly educate men about feelings, particularly in relation to anger, anxiety, guilt, and shame. “Numerous men have expressed relief as I've helped them comprehend the distinction between anger versus hostility”, and let them know that I don't consider their anger bad—although I emphatically condemn violence in their relationships with spouses, children, or others.

Richard, a partner in a prestigious law firm, entered therapy with only one goal: to reunite with his wife and three children. He had "accidentally" shoved his wife during an argument at home, badly bruising her. She obtained a restraining order and he had to move out of their home. Richard excelled at work, where he could be totally in charge. But he had no close friends, and no one, including family members, sought his company outside of work.

When Richard was angry, he was intimidating. At times in our sessions, I feared that he might become violent. I shared these concerns with him, and he was ultimately pleased to hear them; while I would not tolerate abusive or threatening behavior, it was okay with me if he was pissed off. He had never thought about the distinction between anger and hostility, or about the difference between feelings and behavior. Once we established a mutually safe therapeutic environment, we focused on what precipitated his anger. After many months of hard work, he slowly became aware of a pervasive, previously unconscious fear of abandonment that provoked his rage. He gradually realized that he had never felt safe revealing vulnerability to anyone, particularly his father. He also realized that, although his love for his wife had died, he desperately wanted to nurture his relationships with his children. During a lengthy course of therapy, he went through a divorce, re-established and strengthened ties with his children, and began to have far more fulfilling and respectful relationships with women.

I make a point of exploring whether or not men differentiate between guilt and shame. Addressing this concept is relatively simple, and many highly rational men appreciate hearing about the logical error of jumping from guilt to shame. Teasing this out in terms of their embodied experience obviously requires far more time and effort. Similarly, I educate men about the function of anxiety and its relationship to fight-or-flight. I emphasize that many of us have an anxiety thermostat that goes out of whack from time to time, prematurely triggering one action or another—and that through mindfulness and perseverance, one can fine-tune one's reactivity and impulsivity. I help them see the importance of reality testing prior to withdrawing or attacking. I may recommend forms of body work, daily walks or journaling to help men relate to their bodies and emotions.

I also talk with men about the importance of re-examining one's values in adulthood. For many teenagers and young men, competition was an essential and enlivening aspect of life; defeating someone else, for many men, is the primary source of joy in their lives. Further growth and development in adulthood, however, often entails turning away from competition with others and turning toward the exploration and pursuit of one's own dreams. Facilitating that shift in orientation becomes the core aspect of therapy for many men.

Ironically, competitiveness can be of great value once the aforementioned shift occurs. For example, for 15 years a friend of mine—another psychologist—met me twice a week to play racquetball. “In contrast to our typical behavior as therapists, on the racquetball court we frequently shouted and cursed (generally at ourselves) as our competitiveness was let loose.” But once the games were over, we typically felt gratitude for the encounter with a worthy adversary who provided additional incentive and support in our efforts to stay in shape and to have some laughs.

Collaborative therapy groups

When I go diving, I occasionally feel competitive with others. But I'm far more interested in collaborating than in competing. Since scuba diving entails potentially life-threatening situations, it highlights the importance of cooperation. Diving demonstrates that "survival of the fittest" has a collective meaning ("The better we function as a team, the safer we are") and not just an individual meaning ("To hell with everyone else, I just have to look out for my self"). The older I get, the more I appreciate this shift in consciousness in many aspects of my life—and the more determined I am to help other men make this shift.

As my clients begin to develop psychological-mindedness or convey a desire to hasten change, I encourage them to join support groups, such as a 12-step group, a men's group, or a process-oriented therapy group. Twelve-step groups and men's groups can serve as powerful antidotes to the isolation and shame that many men experience, yet may not put into words. I find that particularly helpful are groups with the commitment and expertise to address here-and-now dynamics, which is arguably the most critical therapeutic aspect of an ongoing group.

One of the most powerful and rewarding aspects of my practice is leading an ongoing mixed-gender therapy group comprised primarily of men and women whom I also treat in individual therapy. Groups give men countless opportunities to learn about the value of empathy and the (frequently unhelpful) tendency to try to solve others' problems.
It is fascinating, and enormously valuable, to compare how clients behave in the group and in their individual sessions with me. As just one example, a male client declared during his first group session that "men don't cry"—although for two years he began virtually every individual session by reaching for tissues because he knew he would be in tears as he dealt with his grief over his parents' recent deaths. This contrast between how he interacted with me and how he portrayed himself to others provided rich material for his individual sessions.

I encourage men to view the therapy group as a laboratory in which they can experiment with being vulnerable while simultaneously learning about protecting themselves. Individual sessions provide an excellent context to examine and refine these efforts.

A very successful executive I worked with individually and in group therapy suffered from a crippling addiction to pornography. After he gained control of the addictive behavior, it was clear that he continued to feel shame about his sexuality. In his individual sessions, he occasionally informed me of sexual fantasies he experienced about women in the therapy group. We worked on helping him talk about these fantasies in the group, while being sensitive both to his vulnerability and to the feelings of others. His sensitivity and courageous disclosures helped him develop transferable skills for his other relationships, and enriched the therapeutic experiences of the other group members.

Treating someone in individual and group therapy raises many complicated and challenging issues for a therapist. I've made mistakes, such as nudging an individual to join the group when he wasn't ready or motivated on his own; it became apparent, once this man was in group, that he was there to please me rather than to pursue goals of his own, and that guaranteed failure. I've been fortunate to have trained with two individuals—Jim Bugental and Irv Yalom—who are masters at utilizing this powerful combination of therapeutic approaches, and who have helped me on numerous occasions convert what I initially perceived as disasters into growth opportunities. I strongly encourage those therapists who are considering adopting this dual format strategy to get consultation from someone experienced in this approach.

Bringing in loved ones

Diving with my family has not only allowed us to share exciting and amazing experiences, but also to deepen our relationships by taking on new roles. This role shift occurred, for example, when my family and I went diving for the first time, before any of us were certified. I was surprised, when I cautiously reached the ocean floor, to see my son Cody, then 21, doing flips underwater less than five minutes into our dive. He gestured for me to do the same—but I let him know that his old man was content to simply observe his surroundings and keep an eye on his wife and two kids (all of us were closely supervised by an accompanying dive master). In this way I conveyed respect for his autonomy and appreciation for his sense of adventure, while simultaneously asserting my own wishes. Ten minutes later, after Cody took on a less active and more inquisitive role, he encountered a small octopus and his own sense of awe. I doubt that either one of us will ever forget that shared half-hour experience.

On numerous occasions, after extensive discussions with clients, I have conducted conjoint sessions with significant others in their lives. This has included meetings with spouses, partners, fathers, mothers, friends, and children. I will usually suggest such a meeting after a client has conveyed the desire to improve a particular relationship, or if I suspect that my client's psychological growth could be enhanced by improving an outside relationship. I make it clear that the client, not the significant other, is my primary client and as such I will keep their needs and wishes in the foreground. Sometimes clients bring up the wish for such a session, so we explore their hopes and concerns and act accordingly. On rare occasions I've conducted home visits.

My goal for such meetings is to gain a better perspective on key relationships in my client's life. My general intention is to facilitate a deepening of a current relationship, and is definitely not oriented toward allowing my client to dump on or otherwise attack his family member or friend. I try to get a sense of whether a parent is receptive, for example, to addressing issues and feelings from the past. Is a spouse open to the possibility of couples therapy (with a different therapist)? Does a parent, child or spouse have any information they think would be helpful for me to know as I provide ongoing individual therapy? My work with Luke illustrates this process.

Luke, a 35-year-old physician, carried himself with an air of invincibility. I had a difficult time understanding what he wanted from our sessions beyond his occasional statements that his fiancé thought it would be good for him to see a therapist and that he liked having a place to discuss random events in his life. Whenever I tried to get clarity about his concerns, he became evasive. Something, though, kept him coming; he attended sessions regularly and paid his bill promptly.

After a couple of months I raised the possibility of doing a conjoint session with him and his fiancé, in order for me to better understand Luke’s social life and to hear her perspective on their relationship. Luke was quite open to this, and we talked about what he might hope to get from such a meeting. During the conjoint session his fiancé conveyed great love and admiration for Luke, and excitement about them getting married. She let it be known that she had but one complaint, which was what initially led her to encourage Luke to seek therapy: their sex life had greatly diminished during the previous year. (Luke had not previously acknowledged this, despite my specific inquiries about his sexual life.)

Her comments opened up an immensely important aspect of Luke’s therapy. He refused, initially, to participate in couples therapy. However, in his ensuing individual sessions he began to talk candidly about his history of intermittent sexual difficulties, which seemed interwoven with his professional success. We spent considerable time helping him overcome the humiliation and shame which initially prevented him from addressing these issues with me, and which fueled his resistance to couple’s therapy. After several months of exploring his perfectionism and unrealistic expectations of himself, he became more comfortable addressing his sexual difficulties. Eventually he asked for a referral for a couples therapist who dealt with sexual issues. Within a year Luke reported that their sex life had regained its lost glory and he decided to terminate his therapy.


The Sea of Cortez

I've found that the core analytical work of therapy can be enhanced if I continually explore with my clients the intersubjective impact of these types of interventions. I look for opportunities to gently challenge men to explore or create new, less constrictive relationships in their daily lives. Without using the jargon of our profession, I encourage them to seek and promote healthier attachment experiences. I have found this to be a powerful and gratifying aspect of my life and work.

Last summer, while snorkeling with friends in the Sea of Cortez, an older friend hollered and let me know he needed help. We were only 200 yards from shore, in very calm water that was only slightly over our heads. Nonetheless, he panicked, because he had taken a good deal of water into his mask and was having trouble breathing. I grabbed him by the arm and pulled him to shore, similar to the way someone had helped me about a year before. I felt no competitiveness or bravado during or after this experience, but rather a heightened awareness of the risks inherent in the ocean and an appreciation for the caution we had exercised as we snorkeled together. I'm not a foolish daredevil. But I'm determined to sustain a sense of vitality by taking measured risks with cooperative friends.

Note: This article is an expanded version of pieces that were previously published in the May/June 2008 issue of Viewpoint, the newsletter of The Psychotherapy Institute, Berkeley.

The Man with the Beautiful Voice

A Welcome Diversion

Similarly, if, when I return the call, a person begins to tell me her life story seconds after she asks for an appointment, I know this is someone whose need is great and who has, what we call in the trade, boundary problems. If someone asks what kind of therapy I do and no matter how many questions I answer still has one more, I expect to meet a patient who’s untrusting and controlling.

Bruce Marins’s richly timbred voice on my answering machine caught and held my attention immediately, but it took several rounds of phone tag before we spoke one evening. Meanwhile, the messages he left, his wit, when on the third try we still hadn’t connected, suggested to me a man of considerable humor and intellect, one who was confident of his ability to charm and knew how to use his beautiful voice as an instrument of seduction.

I was intrigued. At the time I had what felt like more than my fair share of patients who came each week to do what I think of as storytelling, a repetitive recitation of their frustrations, sometimes a new story, sometimes an old one, but always the same themes and conflicts, which they seemed incapable of resolving. Everyone has such patients, and each of us finds her own way to deal with them, some more easily than others. But I’ve never met a therapist who doesn’t know what it’s like to look at the clock thinking surely this hour will soon be over, only to find that there are still forty minutes left. One colleague recently confided, “In my mind I split the hour up into ten-minute segments and try not to look at the clock until I’m pretty sure ten minutes have gone by.”

“Does it work?”

She replied with a laugh, “Only if the purpose is to find out just how long ten minutes can be.”

It’s in this context that Bruce Marins presented himself as a welcome diversion. From our telephone contacts, I assumed that I’d find myself in the presence of a man with a fairly heavy dose of narcissism, but I’d worked well with such men and looked forward to the challenge. I also knew that I’d have to watch my countertransference, which already was evident in the way he’d insinuated himself into my thoughts. My warning to myself notwithstanding, I found myself with images of a tall, dark, handsome man, someone whose appearance would match his marvelous voice, as I waited with a frisson of pleasant anticipation for the bell to signal his arrival for his first appointment.

When I opened the door that connects my office to the waiting room, I wasn’t conscious of the habitual welcoming smile on my face. I only realized it was there after I felt it slip away when I beheld the man before me and heard the same melodious voice say, “I wiped that smile off your face pretty fast, didn’t I?” Only this time the seduction was gone, replaced by an edge of mockery.

Me About Yourself

He laughed, an angry challenging sound, and said, “I see this is going to be fun.”

“Why don’t we go in and get started, then,” I said.

“Seems to me we already have,” he replied.

Another point for you, I thought, but I just smiled and said, “Yes, you’re right, so let’s sit down and be comfortable.”

With a nod he moved toward the door, his head bent, his shoulders hunched over the crutches with which he pulled his body along, each step of his withered legs seeming to be an exercise in will. As I watched his slow progress, I was struck by the sharp contrast between the breadth of his well-muscled upper torso and the puny look of the lower half of his body. Finally, his crutches laid carefully on the floor beside him, he sank into the chair I indicated and scanned my face intently as if to see what he could read there.

We sat quietly taking each other’s measure. He held my gaze with an enigmatic smile, and I knew that if I didn’t speak first we would end up in a power struggle that was a lose-lose proposition for the both of us. So I plunged in. “I’m sure you remember the question I asked when we were in the waiting room, and I wonder if you’d care to answer it now?”

“Don’t you want to know something about me first? Every other shrink I’ve ever seen started with some mealymouthed ‘Tell me about yourself.’”

I said I certainly did need to know a lot about him if we were to work together, but that he was right when he said we’d already started something, and it might be best if we tried to finish that first.

“So what do you think we started?” he asked belligerently.

“Well, as I said, I think you set me up to be surprised by your handicap…”

He interrupted sharply, “Dammit, don’t use euphemisms with me. I’m a cripple. Do you think you can say the word, or are we going to have to dance around it so you don’t have to be uncomfortable? Anyway, what would you have wanted me to do, announce on the phone that I’m a fucking cripple so you could get used to it? That’s your problem, not mine.”

He’s right, I thought; what could he have done? One answer, of course, was that he didn’t have to set out deliberately to seduce me. But then that, too, is a part of him, just as his crippled body, and there’s no reason why that part should have gone into hiding. The reality I wasn’t eager to look at, however, is that his refusal to hide his infirmity behind the usual polite civilities forced me into a confrontation with my discomfort in his presence, which until then I’d been able to displace into anger at his behavior.

I’d never had such close contact with a person who was so severely disabled. I was afraid I wouldn’t have the right words, or maybe even the right thoughts. But even as I explained my discomfort to myself, I knew it was more than that. In truth, my feelings were something akin to those I’ve had when seeing a homeless person on the street, a kind of fascination and revulsion at the same time—a sense of outrage that, in the wealthiest nation in the world, people are forced to live on the street, coupled with a wish to turn away, to block it all out of consciousness so as not to have to deal with the morass of guilt, anger, and helplessness the sight stirs.

Talk about countertransference issues to try a therapist’s soul. “As I looked into Bruce’s eyes, I knew that this therapy would be an ongoing confrontation with myself—yet another moment when I was reminded that the therapeutic enterprise can be as much a learning experience for the therapist as for the patient.”

The Ongoing Confrontation

I wasn’t without sympathy for the man who sat before me. But, angry as it made me then, I would learn that Bruce was right in rejecting that sympathy as patronizing, a way of dealing with my own guilt and discomfort and a way of categorizing him, a disabled person, someone to feel sorry for because he isn’t like the rest of us, a man but not quite a man.

Examining these feelings, however, was for another time. In the moment I had to respond. So after wrestling with myself for a few seconds, I replied, “You’re right, that is my problem, and I’ll deal with it. But how we handle this fact of your life and whether we allow it to dominate our relationship and disable our work is our problem.”

His body language softened and some of the tension seeped out of the room. “At least you didn’t throw it all back into my lap.”

I laughed. “I guess that means you have some hope for me.”

He relented, grudgingly allowed as how I deserved an answer to my question, and acknowledged that he had set me up. “It was important to me to see how you’d react because I get so damn much phoniness coming my way, people pretending they don’t see what they see. I didn’t want to have to go through that with another shrink who’s always tiptoeing around. But if you don’t mind, right now I’d like to talk about something else.”

I thanked him for his honesty and asked what was on his mind, assuming that some immediately pressing problem had brought him into therapy. But in fact there was no “something else.” “I don’t mean that he didn’t have problems and conflicts that needed resolution, but so many of them stemmed from his being crippled that this became the central fact of his life and of the therapy we would do together.”

Bruce Marins had the misfortune of lying in his mother’s womb at the time when doctors discovered that Thalidomide, a relatively new drug in this country then, would cure the morning sickness that plagues so many women, his mother included, in the early months of their pregnancy. Eight months after his mother swallowed the pills her doctor prescribed, Bruce was born with both legs deformed, one of the many thousands of children who would become known collectively as Thalidomide babies, some whose bodies were disfigured so grotesquely that any semblance of a normal life was forever closed to them.

Every parent experiences some measure of irrational guilt (What did I do wrong?) when a child is born with even a small defect. But the parents of Thalidomide babies, especially their mothers, bear a special burden of guilt and blame because they know what went wrong and are stuck with the should have, would have, could have scenario that nearly inevitably follows such a tragedy. No matter how often a woman may tell herself that she was following doctor’s orders, she’ll probably never fully escape the fact that she put the pills in her mouth.

Over the years I’ve treated some families of these children and have seen firsthand the psychological devastation the tragedy wrought. Fathers blaming mothers, mothers blaming themselves; couples unable to get past the guilt, blame, shame, and rage. I’ve seen a father turn away from a child because “looking at her hurts too much”; another whose rage at his wife for taking the pills, and at God for allowing his son to live, split the family asunder. I’ve worked with mothers who were so oppressed by guilt they contemplated suicide, and others so depressed that all light had seeped from their world. But Bruce was my first personal contact with an adult who was the victim of that notorious pill.

When I was able to get past my initial response, I saw a man whose dark curly hair, worn fashionably long and well coiffed, made an appealing frame for his strong, square, olive-complexioned face. Intelligence radiated from his blue-green eyes, which were so startlingly bright that I thought they must be the product of colored contact lenses. Not the beautiful prince of my imagination, but a man who could have been very attractive if anger didn’t mark every line of his face. He was impeccably dressed in an expensive charcoal-colored suit, light blue shirt, its sleeves fastened by silver cuff links, and a lightly patterned deep red tie that matched the gemstone adorning the links. “Everything about his appearance bespoke success, yet he oozed an air of anger that made me wonder how he got there.”

From the time he was a small child, he reported, he had been good with both words and images and spent many hours making up stories and drawing pictures to illustrate them. In adulthood, he got started in the advertising business because it was the best job offered to him after college. Now, fourteen years later, he was the West Coast creative director of a well-known ad agency. He still occasionally tried his hand at writing something more serious than advertising copy, but mostly he spent his very limited spare time painting, usually portraits. I listened carefully and admiringly as he laid out both his talents and his successes, and finally remarked in what I thought was a warmly supportive way, “That’s quite a list of accomplishments.”

“Why,” he snapped back instantly, “because I’m a cripple?”

I sighed. “Is there anything I might have said that wouldn’t have generated that response?”

“Not until I’m certain that’s not the unspoken message.”

Was it? My immediate impulse was to say, “No, that’s not it; I’m genuinely impressed.”

Which may have been true. But when I recalled my internal response when I first saw him, I knew it wasn’t the only truth.

I didn’t have to figure it out right then because we were close to the end of the hour and, as is my wont in a first session, I suggested that we stop and talk about how he felt about what went on and whether he wanted to come back. He wasn’t sure, he said; he thought I was “smart enough” but was uncertain whether I had “the stomach” for dealing with him.

“Why, because you’re crippled?”

“Okay, so you proved you can say the word, but it doesn’t tell me a damn thing about whether I can trust you. So the answer is yes, because I’m a cripple and also because I’m a hard-ass son of a bitch.”

I sighed, thinking how attractive his quick wit and keen intelligence could have made him if he didn’t use them like a sword. And I wondered for a moment whether I really wanted to take up the challenge he presented. I already had a couple of patients who were expert at denigrating everything I said and finding inventive ways to defeat our work. Did I really need another one? But in spite of his truculence, something about him caught and held me.

Who knows what mix of emotion and chemistry went into my response to him? Maybe it was, as he feared, pity; maybe it was respect for his struggle; maybe he touched the place inside me that had been a lonely child; maybe I identified with his anger and understood, as I had learned in my own life, that it was partly motivated by fear that a disabling depression lurked underneath it; maybe I sensed that below the surface lived a man I could really like; maybe I knew he had something to teach me about myself; maybe all of the above and more I couldn’t know then. I knew only that I didn’t want him to walk away. “I said as gently as I knew how, “That’s certainly the side you’ve shown me today, but I also see a man who’s dug himself into a hole and covered it up with rage so neither he nor anyone else would have to face his vulnerabilities.””

At this his arm flung out in a gesture as if to wave me away, then he leaned down, grabbed his crutches, pulled himself upright, and made his painful way out of the room, calling back over his shoulder, “I’ll call you.”

I watched him leave, feeling let down and angry with myself. I wasn’t surprised that he was upset, but I had bet that he was strong enough so that whatever anxiety my observation raised would be offset by the reassurance I offered that he was seen and understood. Clearly I’d lost the bet.

Was it too much, too soon? So much of therapy is in the timing, and I know I have a tendency sometimes to move too fast. The same comment or interpretation that’s helpful when a patient is ready can be met with resistance when he’s not. A psychiatrist I saw as a patient a few years ago remarked, when we were ending his therapy, that he had learned a lot about psychotherapy from our work together and that he was much more likely to respond openly to a patient than he had been before. But there were times, he said, when he thought I “shoot from the hip,” and although he could see that it worked most of the time, he wondered about the times when it must have been “disastrous.”

I thought about his words after Bruce left and wondered if this was one of those disasters he foresaw. I hated the thought. It wasn’t just my ego at stake, although I certainly didn’t feel good to think I’d blundered. I was hooked by the challenge Bruce presented, by what I could learn from him, and by my long-standing interest in resilience. I was, at the time, in the middle of a research project in which I was interviewing adults who had transcended seriously difficult childhoods. I had by then learned a good deal about what enables some people to surmount early traumatic experiences while others are felled by them. I was impressed with how Bruce had managed to overcome his infirmity in the professional world, and my clinical intuition told me he was ready to take the next step into his internal world. All I had to do was find the key. But first he had to decide to come back, and there was nothing to do now but wait.

Three days later the wait was over. Bruce left a message saying he wanted another appointment but would prefer not to wait a week. Fortunately I had a cancellation the next day and called back to offer him the hour.

Behind the Not-so-quiet Rage

I laughed, pleased with this indication of self-awareness, but before I could say anything, he leaned forward, his eyes holding mine, and explained that he’d seen three or four therapists before, never for more than a few visits, because none of them was “much of a brain” and “even when they talked, they never had anything interesting to say.” After checking me out he decided I was “smart enough to be worth a try.” Nothing about our first hour, nothing about his feelings when he fled from the room. All in all, not a ringing endorsement, but a beginning.

In the weeks and months that followed we examined his nighttime dreams, his daytime fantasies, his life in the present, and his past experiences in the family and the world outside. His was a middle-class family, financially comfortable enough to, as he said bitterly, “give their kids everything they needed and more, I mean, everything but what a kid really needs.” He had one brother, Pete, three years younger than he, a child who was conceived “to make up for them having me. How the hell can anybody expect a little kid to do that?” he asked, his voice dripping with rancor, as he reflected on Pete’s lifetime of failure.

His father, he recalled, “could never really look at me,” and he was convinced that he wished Bruce had died so he wouldn’t have to deal with having a crippled son. “Of his mother, he said, “As far back as I can remember, she’d look at me with blank eyes, like she couldn’t stand to really see me."”

As angry as he was with his father, it was easier than with his mother because “at least I knew what he wanted: a son who would be the athlete he could be proud of. But my mother just walked around like in a fog. You never knew what the hell would make it okay for her, and believe me, I tried. For years I tried.” He told of the time when he was twelve and spent days writing and illustrating a story, which he made into a book to give to his mother on Mother’s Day. “I thought for sure it would make her happy for a minute, but all she did was look at it and cry.”

Despite his efforts to speak calmly, his pain and sadness enveloped both of us, and I had to struggle to keep my feelings in check and hold back tears. Not that I think there’s anything wrong with allowing a patient to see me as human in that way, but because I knew that Bruce would see any display of feeling as born in pity rather than in empathy and identity, and it would bring down his wrath. So I made what I thought was an obvious comment. “You spent so much of your life trying to make it okay for your mother, it’s no wonder you were worried about having to take care of me.”

He looked startled, his face reddening as he fought to contain the feelings that rose up in him. He wasn’t ready yet to let me see the hurt too clearly, nor could he risk a confrontation with the needy child inside him. What if he let the guard down and found out I was no different from the rest? So he threw me a sidewise glance and said gruffly, “Yeah, I said you were smart.”

I noted, not for the first time, how much being smart meant to Bruce, how important it was to him to believe I was not just smart but smarter than others. It’s not unusual for patients, especially those who lean toward narcissism, to need to believe their therapist is the smartest of all. But it was something deeper for Bruce who, it was clear from the outset, was saved from disaster by the gifts with which he was born. And being smart was high among them. Like other children who transcend early difficulties, he made the most of what he had, using his artistic talent and intelligence to gain success and admiration, first in school then on the job where, unlike in his family, some people at least could see beyond his crippled body.

But none of his successes cooled his angry distrust of the people around him. When a child grows up, as Bruce did, with parents who see him as a cross to bear, he has two options. The most dysfunctional one is to keep knocking on the door that’s closed to him, to make winning their love and approval the cornerstone of his childhood. The other is to make an emotional separation from them long before any child should have to do so and try to compensate with whatever positive experiences and relationships he can find. It’s Bruce’s strength that he did the latter. But to accomplish this difficult psychological task, he bottled up his need for companionship, love, warmth, another’s touch, and corked it with his anger.

I had myself felt the heat of his anger, and I knew how hard it was to deal with his relentless testing. “Time and again, I came up against the barriers he erected to frustrate any approach I made, and I often marveled at how skillful he was at keeping me at bay.” I was certain, therefore, that, consciously or not, he had engineered the failure of at least some of his relationships. His rageful, distrusting behavior, designed to protect himself from the pain of rejection, practically assured the very outcome he feared.

His wariness reached its height around women, with whom he had no relationships at all, neither friendship nor sex. Twice, once in college and once soon after he got his first job, he met a woman who “seemed different.” But he saw deceit, pity, and rejection wherever he turned and the budding friendships ended “in disaster.” In his thirty-six years his only non-commercial sexual encounter was with a high school classmate who, he said, “came on to me so she could brag about doing it with the crip.” Since then, when he needed sexual release and masturbation didn’t satisfy, he sought out a prostitute who did what he wanted “with no pity and no questions asked.”

His relationships weren’t much better with men than with women. He became friendly with a couple of men at college with whom he studied occasionally, but soon bowed out of any social activities because he “felt like a drag on them.” On the job he did somewhat better than in his personal life, largely because he had no choice but to find some way to relate amicably, or at least not disruptively. He managed dealing with workmates by keeping a cool distance and by, he said with a caustic jab at himself, “my rapier wit.” He liked his boss, an older man who recognized and nourished his talent and whom he described as “the closest thing to a father I’ll ever have.” But despite the obvious attachment, except for the social events required by the business, he never allowed the relationship to go beyond the office door. When I asked why, he replied sourly, “Work’s one thing, but nobody wants a cripple hanging around and spoiling the party.”

By then, we had been working together for well over a year. I can’t say we’d established a close rapport, but he wasn’t always angry, he no longer denigrated everything I said, and we could occasionally engage in the kind of wordless communication that can happen when therapist and patient have developed a working alliance. So I said nothing, letting him listen to the echoes of his own words, hoping he’d hear them as I had.

A Turning Point

I shrugged, wordlessly. Finally, he shouted, “You still don’t get it, do you? You’re sitting there with that smug look thinking it’s my problem, but dammit, it’s not that way. You can be sure he wouldn’t want me marrying his daughter.”

It was hard to stay cool, hard not to respond with something like “How can you be so sure when you never gave him a chance?” But a voice inside stepped in with a warning that kept me silent.

“What?” he shouted.

I shrugged again, eyebrows raised, palms turned up.

“Christ, you know I hate it when you do that shrink number. What the hell do you want from me?” His hands raked his hair, his face a mask of the most profound weary pain I’d ever seen.

Inside I was in turmoil. I wanted to move to his side, to take his hand, hold his head to my breast, offer him the comfort and love I knew he needed. Outside I sat quietly, cautioning myself to wait to see where he would go. Finally, his eyes brimming with unshed tears, he spoke in a voice quieter and gentler than I’d ever before heard from him. “I know what you want; I don’t need you to say the words. But it’s so damn hard to give people that chance you’re always talking about. I did that with them [referring to his parents] over and over, and look what it got me. How do I know who to trust?”

It was a critical moment in his therapy, and I had a decision to make. It seemed to me that the time was right, that he wouldn’t retreat from a move, that he was ready for a deeper, more intimate relationship with me than he’d ever had with anyone in his life. But I couldn’t be sure whether it was intuition speaking to me or wishful thinking. I wanted to reach out to him as I would to anyone in such pain, to let him know I was moved by the emotional depth of his response. But what if I was wrong? What if it was too much, too soon? What if I awakened his fear and drove him back into his cave?

I can’t say I made a reasoned choice, but then I don’t think reason is what counts at a time like that. It’s that indefinable something we call clinical intuition that guides every good therapist in these decisive junctures in a therapy. And mine told me to do what felt right and hope it wasn’t one of those shoot-from-the-hip moments.

I can’t say I made a reasoned choice, but then I don’t think reason is what counts at a time like that. It’s that indefinable something we call clinical intuition that guides every good therapist in these decisive junctures in a therapy. And mine told me to do what felt right and hope it wasn’t one of those shoot-from-the-hip moments.I moved to the hassock that separated our two chairs, reached over, took his hand in both of mine, and said softly, “You knew enough to trust me. Why wouldn’t you be able to do that again?”

He looked away but left his hand in place, then, struggling to keep his voice steady, replied, “You’re paid to be trustworthy.”

“Really?” I asked, holding up our joined hands to his view. “Am I paid to do this, too?”

He squeezed my hand and said, “Sorry,” a word I wasn’t sure I’d ever hear him speak.

This was the beginning. Until now we had nibbled around the edges of his psyche. I saw some change in him, largely in the easier way he could relate to me. On the outside, however, his world remained as closed and isolated as ever. But this hour was a turning point. For the first time in his adult life he moved from emotional isolation to intimacy from which he wasn’t impelled to flee. For the first time he believed that someone could see his need and meet it.

Early in our work I had asked to see Bruce’s paintings, partly because I’ve always been interested in art and artists, partly because I thought it might help form a bond between us, and partly because I thought I’d learn something about him that wouldn’t be so easily accessible with words. But he was steadfast in his refusal. “I don’t show them to anyone; I paint them for myself.”

A few weeks after the session in which I’d held his hand and some of his defenses had crumbled, he arrived with a canvas, which he carried pinned against his body as he maneuvered it and himself into the room. “You wanted to see one of my paintings,” he said with no further explanation.

I took it somewhat apprehensively, knowing that this was a gift of trust and that much hung on how I received it. I turned the canvas to me carefully and stood awestruck by its power. It was a portrait of a woman, every line of her body speaking to an agonizingly profound dejection. When I could finally speak, I said exactly what I thought and hoped it was the right thing. “I can’t say it’s easy to look at, but it’s one of the most powerful portraits I’ve ever seen and an absolutely marvelous painting.”

From them on, his paintings became an integral part of the therapy. Every few weeks he brought another one in. Finally, after watching his struggle to get himself and the painting into the office, I asked if he’d like me to drive by his house and pick up a few at a time.

“You’d do that? Isn’t it against the rules?”

I laughed. “If you don’t tell, I won’t.”

It was another defining moment for him, a statement that I cared enough about him and what was clearly his heart’s work to go out of my way to see it. For the next several months we examined the portraits together, appreciated them, criticized them, analyzed them for what they could tell him about himself, his fears, his desires. Far more than his dreams, they held up a mirror to his internal life. His palette was somber, the occasional flash of red or orange serving only to highlight the darkness of the canvas.

Every one of the portraits was stunning, his enormous talent apparent in each stroke of his brush; all were frightening in his vision of his subjects. Over and over he painted his parents, looking, it seemed, for something he could never find. The women were all in some painfully depressive posture; the men cold, hard, often turned away as if to avert their eyes from what they didn’t want to see. But it was his self-portraits that were the most striking: gnarled, bent, crippled images of an ugly man whose eyes were filled with angry self-loathing.

It was chilling to see his vision of himself, to realize that this was not far off from what I had seen when we first met. Now, two-plus years later, these portraits no longer looked like the man I knew. Was it I who had changed? Or did he really look different? We hadn’t talked about his being crippled for a long time, and I was somewhat anxious about raising the issue now, fearful perhaps that I’d find out that I still hadn’t passed the test. Finally, I gulped one day and took the plunge. “These don’t look like you anymore, and I wonder whether you think it’s because I’ve changed, you have, or we both have?”

It was chilling to see his vision of himself, to realize that this was not far off from what I had seen when we first met. Now, two-plus years later, these portraits no longer looked like the man I knew. Was it I who had changed? Or did he really look different?He thought about that for a minute, then in a voice so tender it overwhelmed me, “I don’t know about me, but I know you have.” Then, returning to the more bantering style that marked our relationship, “Not a cringe in sight, not even one you thought I wouldn’t notice.”

“Thank you,” I replied, not trying to hide how deeply his words moved me. “But you haven’t looked very hard, either inside yourself or in the mirror, if you think you haven’t changed, too.”

A few months later he brought in a new piece, a self-portrait of a man who was crippled but not ugly, the first painting that actually resembled him. Even the colors were different, the same tones but lighter hues, reflecting a brighter, more hopeful view of the world.

We stood looking at it together, tears streaking both our faces. I turned and hugged him; he wrapped his arms, still holding his crutches, around me and held on tight. We didn’t need to say it; we knew our work was done. We continued to see each other for several more months while we processed where we had come from and where we were now. But except for saying goodbye, the active work of therapy was over.

I don’t mean he became a different person. “Despite the public press and our wish that we could do it, therapy doesn’t transform anyone. We leave therapy changed only in that we have a better understanding of who we are and how to deal with the troubled and troubling parts of ourselves.” But knowing, itself, important though it may be, is not enough to enable us to live life more productively. It’s what we do with the knowledge, how we manage to live with the scars life inevitably leaves, that counts. For no matter how long we’re in therapy, no matter how much we learn there, old scars will bleed when picked and new issues will arise to push us back into old responses. A successful therapy leaves us enabled to deal with both in a new and more fruitful way.

So it was with Bruce Marins, who left therapy as physically crippled as he was on the day he walked in. He still faced a world that turned away; his parents still couldn’t look at him without pain and guilt; the wounds of a lifetime, although scarred over, could still bleed when scratched. But he no longer allowed those realities to define him and control his life. With a new ability to trust, he could let go of some of the anger and let some people come close.

Three years after our last session, Bruce called to tell me there would be a showing of his work at a San Francisco gallery. A year after that I was invited to his wedding.

Family Therapy and Resistant Parents: The Child Cannot Wait

Many of us have experienced the complexity of a child therapy case in which the parents are not amenable to change. If the parents are resistant, the pathological parent-child relationship is highly unlikely to improve. In my own practice, I have found this to be an issue particularly with children who have been neglected and abused, but it arises in many of my child and adolescent cases, regardless of the presenting problem.

Certainly, when dealing with a child's disruptive behavior and a parent's feelings of frustration or even clear hostility toward the child, the most successful intervention is usually some form of family intervention. Family therapy has long been our primary approach to behavioral problems with children and adolescents, with strong evidence of its efficacy. And the integration of family therapy and individual treatment has been standard practice for years, as it is not uncommon for individual members of the family to require separate but parallel help.

But I have found over the years that such parallel help is not always successful. In some cases, parental problems pose such serious difficulties for the child or adolescent that a drastically different approach is necessary. Consider the angry 11-year-old who has begun acting out, and who will soon enter the wider, more demanding world of adolescence, where his difficulties with authority could easily escalate. If his parents are also hostile and uncooperative in therapy, it often becomes a question of time; there may be some chance that the parents would benefit from an intervention effort, but not without the passage of more time than the child can afford.

The issue becomes, then: “When do we shift from trying to work within the parent-child relationship to seeing the child as a separate entity needing to find a way to protect him- or herself from the negative impact of a destructive parent?”

Three Contrasting Cases

The following three cases exemplify how major differences in parent-child relationships impact the treatment process with families, and how the child's perception of acceptance versus rejection is a key factor in this. Jane, the first case, has a mother able to work separately on her own problems in a way that aids the family therapy process. The second case, Mike, is at the other end of the continuum with a totally destructive parent. The third case, Roberta, falls in the middle, where the parents are trying to be part of the family therapy effort, but the adults' personal difficulties block the therapeutic process. The parents of Jane and Roberta contacted me at my private office seeking help for their girls, while the mother of Mike came to a community clinic where the local courts often sent youngsters and their parents for assistance.

Jane

Jane's mother and father were in a constant battle with nine-year-old Jane as she fought every rule and requirement they imposed. She had become increasingly uncooperative in school, and her peers were rejecting her. As family treatment progressed with the use of behavioral contingencies, Jane's mother reported that she was unable to follow through on negative consequences: she had a great deal of difficulty saying "no" to Jane. During an individual session she explained that she wanted Jane to grow up to be her friend. She feared that being firm with her now would make Jane "hate" her later on. Jane's mother had had a very traumatic relationship with her own mother. Jane's maternal grandmother had a serious substance abuse problem and Jane's mother went through years of feeling angry with her. The grandmother died without having reconciled with her daughter. Jane's mother's painful past relationship with her own mother was controlling her perception of her daughter ("she will learn to hate me"); in turn, this perception was interfering with her ability to be a parent to Jane.

This mother, although angry and frustrated, was bonded with her child and desired a better relationship; she was certainly not a hostile and rejecting parent. She was amenable to treatment and learned in individual work how her past experience was interfering with her relationship with Jane beyond just the issue of saying "no." She learned that changing Jane's current behavior required that she make some changes as well. As Jane's mother worked on her own issues, the family work progressed quickly.

Mike

In contrast to Jane's story, Mike's mother followed a court order to seek therapy for her 14-year-old boy who avoided school, stayed out as late as he wished, affiliated himself with a gang, and was finally arrested for stealing bikes from neighborhood children. The court placed him on probation with clear instructions that if he did not go to school, was not in his home by a specific time in the evening, and/or continued any contact with the gang members, his probation would be revoked and he would be incarcerated in a juvenile facility. Mike felt that his mother hated him and wanted him "put away." His mother refused to attend family or individual sessions herself, stating that only Mike needed help. She frequently called the probation officer to complain about Mike's behavior and avoided contact with me. Many of her complaints about Mike were issues that could have been handled by working directly with her and Mike together, with the help of his probation officer. I explained my professional opinion to his mother, but she refused to be involved. She stated that she did not have the time and believed that Mike was simply "evil."

We had started family treatment by working out an agreement regarding what was expected of Mike (e.g., getting himself to school on time, when to be home, the kids he had to avoid, the kids he could spend time with) and what his mother should do to reward his cooperation (increasing his allowance and TV game time were the "rewards" he wanted). Mike's mother, unfortunately, failed to cooperate with this agreement; this, combined with her emotional rejection of him, led to Mike seeing the agreement as a farce.

His mother's view of him had determined Mike's view of himself, which factored significantly into his destructive behaviors. He felt rejected by his mother and struggled with feelings of worthlessness as a result. On one level, he appeared to blame his mother, and made angry statements about how wrong he felt she was. At a second level, however, he blamed himself and had to deal with feelings of depression. At times he entertained self-destructive thoughts, but denied any actual plans to harm himself.

Unfortunately, Mike's justified anger at his mother's rejection left him eager to maintain a relationship with his gang friends. Eventually his mother spotted him talking to one of them and reported it to the probation officer, who revoked his probation and sent him to a juvenile facility, thus ending treatment.

Roberta

In a third case, Roberta, a 13-year-old girl, was living with her father and stepmother. She was trying to maintain contact with her mother, but her mother lived with a boyfriend who had been found guilty of sexually abusing Roberta. He had been incarcerated for a few months, and was again living with Roberta's mother, but now was not permitted to be home when Roberta visited. The mother admitted that she did not believe the abuse had occurred, and blamed Roberta for all the personal and legal difficulties she and her boyfriend had gone through as a result of the accusations.

Roberta's father, on the other hand, had married a younger woman who related to Roberta as a sibling rather than an adult. Roberta's father greatly enjoyed and depended upon the devotion of his young bride. He thought that the only way his life could proceed happily was if his daughter would cater to his wife's demands. He perceived his daughter's adolescent struggle for independence, along with her competition with his wife for his attention, as serious threats to his personal happiness.

Roberta was in an almost continuous rage as she struggled to deal with how "unfair" she said her mother and father were, how "disgusting" she said her stepmother was, and how "dangerous" she reported her mother's boyfriend to be. She continuously fought any expression of authority by all the adults in her family. She was increasingly defiant in school, and had also become sexually active with several neighborhood boys.

All of the intra- and interpersonal issues in this family were potentially amenable to treatment. However, “the parents were each involved in complex, competing relationships that resulted in therapy moving forward at glacial speed, while the child continued to struggle and act out.”

In this case, Roberta's perception of rejection was based on the negative communication from her mother and father that represented their own frustrations. The long-term conflict between Roberta and her parents served for her as evidence of rejection. The young girl was not in a position to recognize that her parents' behaviors were reactions to other complex issues in their lives, and not indicative of their love for her or lack thereof.

In addition to anger at the adults in her life, Roberta expressed strong feelings of sadness, including self-destructive thoughts, which were difficult for her to share with me. Fortunately, these stayed at the occasional "thought" level and never progressed to self-destructive plans or actions.

A Therapy Model

These types of cases are serious in terms of the potential for both antisocial acting out and self-destructive behaviors. And many of these cases do not respond at all, or much too slowly, to the usual attempts at family therapy. By "usual" I am referring to interventions that aim for the maintenance of an improved family unit. Such therapy facilitates changes in the child's behavior partly through internal changes the child makes, and partly as a result of positive intra-family changes. But what about the cases where intra-family changes may not occur at all, or only after it is too late for the child developmentally?

I have found that, in these situations, the only way to counteract the effects of a child perceiving himself as rejected, and hence unworthy, is for the youngster to perceive the rejecting behavior of his parent as evidence of his parent's deficiencies rather than his own.

The issue is not limited to dealing with the child's anger. In other cases, rejection may not be a major issue. For example, a child who has experienced the affection and acceptance inherent in a normal parent-child relationship, now an adolescent, is struggling with her parents over money, dating, homework, etc., and says things that hurt her parents. In this case, we are not dealing with the same anger issue. This child's angry interactions with parents and their inappropriate responses can often be dealt with successfully in therapy. Parents and child learn to deal with their mutual misinterpretations, develop alternate and more acceptable ways of expressing anger, and establish agreements regarding major conflict areas. By contrast, “in the cases I am discussing here, the child's anger, although a problem, is not the major issue. The real issue is the depressive effect of emotional rejection.”

Therefore, the issue is not only that of managing anger but also of dealing with the destructive effects of parental rejection. The power of that rejection is based on the child's underlying belief that the rejection means that the child is an unworthy person. The issue is now how to confront that underlying belief and assist the child in rejecting it.

One approach is to foster the psychological separation of child and parent by helping the child to recognize the ways in which his parent(s) have failed to meet the child's needs. The therapist also helps the child understand that his needs for attention, age-appropriate independence, etc., are normal. In this manner, the therapist is able to assist the child in rejecting his parents' negative perception of him. It is helpful, in this process, to find examples of ways in which the parents do things or provide things that only a parent who loves their child would do. The child can then recognize the parent's inability to meet his needs, while rejecting the validity of the parent's perception. The child finds other means of validating his worthiness.

By this time, the therapeutic process has greatly reduced the parents' emotional impact on the child. The child must now recognize the harmful effects of his own angry or frustrated responses to his parents, then learn to manage those responses in order to foster appropriate parent-child interactions.

George: Fostering Independence in Older Children

George was a 15-year-old high school student. For several years, school personnel had described him as consistently performing below his capacity, always passing his subjects but never doing more than was absolutely necessary. He recently started smoking marijuana with some frequency, and his relationship with his divorced parents (both successful professionals with busy careers) was becoming increasingly stormy.

Separately, each parent complained that there were no problems so long as George always got his own way. If either of them objected to his hours, wanted to see him put more effort into school work, questioned him about finding drug paraphernalia in his room, or made any other demands on him, George would swear at them, slam doors, break objects, and storm out the door. Sometimes, when that happened, he would go to the other parent's home and just settle in there. The "receiving parent" usually just accepted his presence and avoided asking any questions so as to avoid another emotional explosion.

George was an only child whose parents separated when he was five years old. In therapy, he recalled many fights between his parents in which he was the central figure.”He insisted that the fights between his parents went on for days and could be instigated by almost anything he did. As he explained it, "they got divorced because they hated me."”

George was unable to think positively about his future. The prospect of attending college, which both of his parents encouraged, was acceptable to him as long as he was allowed to live far away from both parents and was given enough money to be "comfortable." He was only interested in schools that had a "party – party" reputation. He refused to discuss his ideas about long-term goals or career interests.

I first met with George and both his parents together, then saw each of them for two private sessions apiece to obtain a history and for diagnostic purposes. The first treatment approach was family therapy involving all three parties. We started by dealing with such issues as George's need for his parents to respect his independence, and his parents' need for him to respect their authority. We struggled to find compromises that might reduce the conflict between them. The family failed to progress, and ultimately it became clear that each parent had significant psychological issues of their own that seriously impacted all the possible dyads—mother-father, mother-son, and father-son. The parents could not move away from blaming each other for every issue they had with their son. As they persisted in their angry recriminations and constant fault-finding with each other, George showed increasing disdain for each of them. George interpreted their behavior as simply reinforcing his perception that they blamed him for all of the family's problems.

I advised each parent that they could benefit from individual counseling, but they both refused, insisting that the problem was only with George. I terminated the family sessions and changed the therapy plan to weekly individual sessions with George and a family meeting every five or six weeks to review the current status of their family life.

In the individual sessions, George expressed his anger at his parents and his negative feelings towards himself, referring to himself as the cause of his parents' divorce and continuing conflict. I began to interpret some of George's behavioral descriptions of parent-child interaction as indicators of faults in his parents. “I suggested that some of George's memories, if they were accurate, described parents who certainly loved their child but whose behavior strongly indicated personal weakness or deficiency.” I confronted George's idea that he caused the divorce with the argument that George's early childhood behavior represented a normal range of pestering child behavior that all parents have seen. I suggested to George that his parents' responses to his behavior represented inadequacies in parenting skill.

As his descriptions moved to more recent interactions between his parents, I suggested that it was not surprising that they divorced, as they clearly had significant difficulties dealing with each other. George described a battle going on in which his father was screaming at his mother about her spending money. His mother then retaliated by blaming him for wasting money on a bike for George that she said George did not use enough. George felt that they were again fighting about him and that it was his fault. I strongly suggested that none of these battles between his parents could possibly be blamed on George, and in this case his mother was only mentioning George and his bike as ammunition in her fight with his father.

As George began to accept that his parents had real deficiencies, he started to examine his more recent conflicts with each one. At times, he would place total responsibility for an incident on the parent. For example, he expected his mother to ignore his drug use and just allow him to smoke his marijuana in the living room. She had objected, a screaming match ensued, and George walked out of the house. He complained that she "was old fashioned and didn't understand the modern world." I told George I was surprised that he did not seem to understand that no responsible parent would ever ignore their son's drug use. Even if the son is a legal adult, every person has the right to decide what is and is not allowed in their own home. He challenged me for my own views, and I shared with him many examples of my exercising parental authority with my own sons. The real issue here, I explained, was not that of smoking marijuana, but was actually his impulse to challenge his mother's authority. He was behaving as if his mother was just one of his teenage buddies. I told him that the solution was not for him to stop using marijuana, but rather for him to stop throwing it in his parents' faces.

The real issue here, I explained, was not that of smoking marijuana, but was actually his impulse to challenge his mother's authority. He was behaving as if his mother was just one of his teenage buddies.Using this type of confrontative approach, we were able to keep a reasonable focus on George's own contribution to many parent-child conflicts. This approach had two goals: developing the skills necessary to manage future interactions with his parents, and improving George's awareness that his ability to anger his parents (and others) was based on his behavior, not their innate hatred of him.

As George explored his memories of his family life, he discovered many experiences that he could easily interpret as each parent demonstrating their love for him. After a while, he was able to accept the possibility that activities and experiences like Little League and family trips to foreign places might have been motivated by their wish to make him happy, and that such a wish might indicate parental love. Slowly, he began to perceive his parents' negative behaviors as expressions of their own emotional difficulties. He understood their outbursts of anger toward him as being reasonable and expected responses to his own obnoxious behavior, instead of evidence of a basic hatred of him.

We next focused on his learning to care for himself and depend less on his parents. I helped him understand that his happiness—and he had a right to be happy—could no longer be determined and influenced by his parents. He needed to take charge of his own life. He began to perceive school success, for example, as something he was doing for himself and not for his parents. This process is, in part, congruent with the developmental process of adolescence. In George's case, it was also a response to the real issue: that his parents' difficulties prevented them from providing him with emotional support or practical guidance. Finally, George independently contacted the college and career guidance services available at his school and found the staff more able to respond to his anxieties about his future than his parents. He began to think critically about what he wanted from a post-high-school education.

Jamie: Nurturing Dependency in Younger Children

By virtue of his age, 15-year-old George was at the beginning of a developmental stage that entails building independence, greater self-reliance, and increased separation from parents. Hence, the therapy process was supported by developmental realities.

But what if George had been eight years old instead of fifteen? How could this approach possibly work? The phenomenon of pseudo-maturity is well known. “The phenomenon of pseudo-maturity is well known. Young children dealing with neglect, for example, often demonstrate role reversal and become the parent.” We describe these children as having "lost their childhood." They have difficulty trusting others, are emotionally insecure, and often exhibit symptoms of depression. The therapy approach described above, applied to a child as young as eight, would appear to promote the development of pseudo-maturity, and this is indeed a possibility.

In this type of case, we must respond to the dependency needs of the younger child while dealing with the need to separate from the parents. The case of Jamie provides an excellent example of how this can be done. Jamie, age eight, was the oldest of two children. Her parents complained that she was resistant, uncooperative, and a discipline problem. They seemed overwhelmed by her insistence on staying up later than her bedtime, arguing about what they fed her, and refusing to allow them to monitor her homework. If they argued about homework too much, she simply refused to do the work. At first, we worked on behavioral contracts with clear expectations and rewards that Jamie could earn. But her parents could not stay consistent with the program; each expressed feeling overwhelmed by having to do such things as reward their child. They simply wanted Jamie to take care of any issues related to school, eating, dressing, bathing, and so on, without their involvement. They also continued to express anger whenever a complaint from school, for example, required their time and effort.

I looked for what was positive in Jamie's life and what made her happy. She expressed a desire to have a closer relationship with a female teacher she admired, and I encouraged that. This changed her relationship to her homework: instead of seeing it as grounds for a power struggle with her parents, Jamie came to recognize the hopelessness of that interaction. Through this new relationship with her teacher, she was finally able enjoy the emotional satisfaction of academic success. As Jamie's grades improved, her emotionally destructive interactions with her parents diminished.

The emotional turmoil in the lives of Jamie's parents made even the purchase of a bike a serious issue for therapy. Questions about the type and size of the bike, which accessories to get (if any), and where they should purchase it, resulted in major distress for her parents, and certainly for Jamie as she tried to deal with them over an object that was very important to her.

In treatment, Jamie learned that she was incorrect in her perception that her parents wanted to deny her the bike because they loved her sibling more. She found many memories where her parents had given her things, had fun with her on vacations, and showed pride in her accomplishments. Independently, I learned from the parents that these memories were accurate. I directly stated to Jamie that these were the things that parents who loved their child did for them. I also explicitly interpreted to her that, regarding her parents' more negative behavior, they clearly had difficulty making decisions without exhibiting anger and confusion. This was behavior that she had often seen. Jamie did not express the need to know why this happened, but was comforted by seeing the behavior as a problem the parents had, and not her responsibility.

I have found that direct statements to a child, such as those above to Jamie, are the best way to deal with a child's misperceptions. In Jamie's case, they would quickly result in our talking about major issues. And, as with any therapist-offered interpretation, Jamie might reject what was offered, then follow up with more of her feelings about the situation. “There is always the danger that a younger child will agree with you simply because you are the powerful adult”, but I have found that my patients, even quite young ones, are very comfortable in questioning or challenging any of my input. It is a matter of the quality of our relationship during treatment.

With my help, Jamie did the necessary research and presented to her parents a firm package of bike type, size, price, and a local bike store where it was available. Her parents quickly bought her the bike and not another word was said. Her Girl Scout leader became the adult who assisted with bicycle maintenance and with whom she shared her biking adventures.

“I could meet some of Jamie's dependency needs, but, of course, no therapist should try to fulfill that role.” The therapy process required helping her find other child-adult relationships to fill this void. At the same time, Jamie needed to learn that her Girl Scout leaders, teachers, and a grandmother who lived close by could help, but also had their limitations. We addressed her jealousy of the Scout Leader's own children and of the other children in her class that her teacher showed concern for.

Parental Complications

This model calls for recognition that, in some cases, the relationship between parents and child is a damaged one, and that the primary culprit is the parents' emotional makeup. The cases described here have involved a single-parent home, or two-parent families where both parents are the problem. In other cases, one parent might be amenable to change while the other is not. The "amenable" parent's growing awareness of the other parent's pathology and consequent destructive impact on the child often results in worsening marital discord, and sometimes separation and divorce. In those cases, my work with the child is assisted by getting the parents to see someone specializing in marital therapy. I found this assistance to be essential, and in these cases successful marital therapy allowed me to be successful with the child. Unfortunately, when the disturbed parent refuses marital counseling, that parent usually wants to terminate the child's therapy as well.

Considerations to the Approach

Some parents' difficulties are long-term and extremely resistant to any intervention, but children move along a developmental timeline that waits for no one. In these cases, individual work with the child may have to become the primary intervention, and the normal process of a child's psychological separation from the parent may have to be accelerated.

There are potential problems with this approach that a therapist needs to be aware of. Therapy patients of any age can become dependent on the therapist to a degree that interferes with their progress. I believe that children are even more vulnerable in this regard. “Needy children struggling with difficult parents can easily provoke rescue fantasies in the therapist.” I have seen, for example, young therapists I was supervising jumping in and doing things for the child-patient when they should have been assisting the child to develop the skills to function independently.

A major potential stumbling block is the parents' response to the increasing independence of the child. Problems can occur if the child expresses that independence by openly rejecting the parents' authority. For example, if Jamie had announced to her parents that they need not bother to make any rules in the house because she would only follow what her scout leader said was appropriate, we would certainly have seen increasing conflict between them. The treatment process includes the child's learning how to disagree with parents in ways that avoid such difficulties.

In closing, I wish to stress that this approach is one the therapist must choose only after family therapy has already been tried energetically without success. What I have described here is a compromise in which we must give up family therapy's power to move the whole family forward, in a last-resort effort to rescue the child.

The Path to Wholeness: Person-Centered Expressive Arts Therapy

When art and psychotherapy are joined, the scope and depth of each can be expanded, and when working together, they are tied to the continuities of humanity’s history of healing. —Shaun McNiff, The Arts and Psychotherapy

Part of the psychotherapeutic process is to awaken the creative life-force energy. Thus, creativity and therapy overlap. What is creative is frequently therapeutic. What is therapeutic is frequently a creative process. Having integrated the creative arts into my therapeutic practice, I use the term person-centered expressive arts therapy. The terms expressive therapy or expressive arts therapy generally denote dance therapy, art therapy, and music therapy. These terms also include therapy through journal writing, poetry, imagery, meditation, and improvisational drama. Using the expressive arts to foster emotional healing, resolve inner conflict, and awaken individual creativity is an expanding field. In the chapters that follow, I hope to encourage you to add expressive arts to your personal and professional lives in ways that enhance your ability to know yourself, to cultivate deeper relationships, and to enrich your methods as an artist, therapist, and group facilitator.

What is expressive arts therapy?

Expressive arts therapy uses various arts—movement, drawing, painting, sculpting, music, writing, sound, and improvisation—in a supportive setting to facilitate growth and healing. It is a process of discovering ourselves through any art form that comes from an emotional depth. It is not creating a “pretty” picture. It is not a dance ready for the stage. It is not a poem written and rewritten to perfection.

We express inner feelings by creating outer forms. Expressive art refers to using the emotional, intuitive aspects of ourselves in various media. To use the arts expressively means going into our inner realms to discover feelings and to express them through visual art, movement, sound, writing, or drama. Talking about our feelings is also an important way to express and discover ourselves meaningfully. In the therapeutic world based on humanistic principles, the term expressive therapy has been reserved for nonverbal and/or metaphoric expression. Humanistic expressive arts therapy differs from the analytic or medical model of art therapy, in which art is used to diagnose, analyze and “treat” people.

Most of us have already discovered some aspect of expressive art as being helpful in our daily lives. You may doodle as you speak on the telephone and find it soothing. You may write a personal journal and find that as you write, your feelings and ideas change. Perhaps you write down your dreams and look for patterns and symbols. You may paint or sculpt as a hobby and realize the intensity of the experience transports you out of your everyday problems. Or perhaps you sing while you drive or go for long walks. These exemplify self-expression through movement, sound, writing, and art to alter your state of being. They are ways to release your feelings, clear your mind, raise your spirits, and bring yourself into higher states of consciousness. The process is therapeutic.

When using the arts for self-healing or therapeutic purposes, we are not concerned about the beauty of the visual art, the grammar and style of the writing, or the harmonic flow of the song. We use the arts to let go, to express, and to release. Also, we can gain insight by studying the symbolic and metaphoric messages. Our art speaks back to us if we take the time to let in those messages.

Although interesting and sometimes dramatic products emerge, we leave the aesthetics and the craftsmanship to those who wish to pursue the arts professionally. Of course, some of us get so involved in the arts as self-expression that we later choose to pursue the skills of a particular art form. Many artist-therapists shift from focusing on their therapist lives to their lives as artists. Many artists understand the healing aspects of the creative process and become artist-therapists.

Using the creative process for deep inner healing entails further steps when we work with clients. Expressive arts therapists are aware that involving the mind, the body, and the emotions brings forth the client’s intuitive, imaginative abilities as well as logical, linear thought. Since emotional states are seldom logical, the use of imagery and nonverbal modes allows the client an alternate path for self-exploration and communication. This process is a powerful integrative force.

Traditionally, psychotherapy is a verbal form of therapy, and the verbal process will always be important. However, I find I can rapidly understand the world of the client when she expresses herself through images. Color, form, and symbols are languages that speak from the unconscious and have particular meanings for each individual. As I listen to a client’s explanation of her imagery, I poignantly see the world as she views it. Or she may use movement and gesture to show how she feels. As I witness her movement, I can understand her world by empathizing kinesthetically.

The client’s self-knowledge expands as her movement, art, writing, and sound provide clues for further exploration. Using expressive arts becomes a healing process as well as a new language that speaks to both client and therapist. These arts are potent media in which to discover, experience, and accept unknown aspects of self. Verbal therapy focuses on emotional disturbances and inappropriate behavior. The expressive arts move the client into the world of emotions and add a further dimension. Incorporating the arts into psychotherapy offers the client a way to use the free-spirited parts of herself. Therapy may include joyful, lively learning on many levels: the sensory, kinesthetic, conceptual, emotional and mythic. Clients report that the expressive arts have helped them go beyond their problems to envisioning themselves taking action in the world constructively.

What Is Person-Centered?

The person-centered aspect of expressive arts therapy describes the basic philosophy underlying my work. The client-centered or person-centered approach developed by my father, Carl Rogers, emphasizes the therapist’s role as being empathic, open, honest, congruent, and caring as she listens in depth and facilitates the growth of an individual or a group. This philosophy incorporates the belief that each individual has worth, dignity, and the capacity for self-direction. Carl Rogers’s philosophy is based on a trust in an inherent impulse toward growth in every individual. I base my approach to expressive arts therapy on this very deep faith in the innate capacity of each person to reach toward her full potential.

Carl’s research into the psychotherapeutic process revealed that when a client felt accepted and understood, healing occurred. It is a rare experience to feel accepted and understood when you are feeling fear, rage, grief, or jealousy. Yet it is this very acceptance and understanding that heals. As friends and therapists, we frequently think we must have an answer or give advice. However, this overlooks a very basic truth. By genuinely hearing the depth of the emotional pain and respecting the individual’s ability to find her own answer, we are giving her the greatest gift.

Empathy and acceptance give the individual an opportunity to empower herself and discover her unique potential. This atmosphere of understanding and acceptance also allows you, your friends, or your clients to feel safe enough to try expressive arts as a path to becoming whole.

The Creative Connection

I am intrigued with what I call the creative connection: the enhancing interplay among movement, art, writing, and sound. Moving with awareness, for example, opens us to profound feelings which can then be expressed in color, line, or form. When we write immediately after the movement and art, a free flow emerges in the process, sometimes resulting in poetry. The Creative Connection process that I have developed stimulates such self-exploration. It is like the unfolding petals of a lotus blossom on a summer day. In the warm, accepting environment, the petals open to reveal the flower’s inner essence. As our feelings are tapped, they become a resource for further self-understanding and creativity. We gently allow ourselves to awaken to new possibilities. With each opening we may deepen our experience. When we reach our inner core, we find our connection to all beings. We create to connect to our inner source and to reach out to the world and the universe.

Some writers, artists and musicians are already aware of the creative connection. If you are one of those, you may say, “Of course, I always put on music and dance before I paint.” Or, as a writer, you may go for a long walk before you sit at your desk. However, you are not alone if you are one of the many in our society who say, “I’m not creative.” I hope this book entices you to try new experiences. You will surprise yourself.

I believe we are all capable of being profoundly, beautifully creative, whether we use that creativity to relate to family or to paint a picture. The seeds of much of our creativity come from the unconscious, our feelings, and our intuition. The unconscious is our deep well. Many of us have put a lid over that well. Feelings can be constructively channeled into creative ventures: into dance, music, art, or writing. When our feelings are joyful, the art form uplifts. When our feelings are violent or wrathful, we can transform them into powerful art rather than venting them on the world. Such art helps us accept that aspect of ourselves. Self-acceptance is paramount to compassion for others.

The Healing Power of Person-Centered Expressive Arts

I discovered personal healing for myself as I brought together my interests in psychotherapy, art, dance, writing, and music. Person-centered expressive therapy was born out of my personal integration of the arts and the philosophy I had inherited. Through experimentation I gained insight from my art journal. I doodled, let off steam, or played with colors without concern for the outcome. Unsure at first about introducing these methods to clients, I suggested they try things and then asked them for feedback. They said it was helpful. Their self-understanding increased rapidly and the communication between us improved immensely.

The same was true as I introduced movement, sound, and freewriting for self-expression. Clients and group participants reported a sense of “new beginnings” and freedom to be. One group member wrote: “I learned to play again, how to let go of what I ‘know’—my successes, achievements, and knowledge. I discovered the importance of being able to begin again.” Another said: “It is much easier for me to deal with some heavy emotions through expressive play than through thinking and talking about it.”

It became apparent that the Creative Connection process fosters integration. This is clearly stated by one client who said, “I discovered in exploring my feelings that I could break through inner barriers/structures that I set for myself by moving and dancing the emotions. To draw that feeling after the movement continued the process of unfolding.”
It is difficult to convey in words the depth and power of the expressive arts process. I would like to share a personal episode in which using expressive arts helped me through a difficult period. I hope that, in reading it, you will vicariously experience my process of growth through movement, art, and journal writing in an accepting environment.

The months after my father’s death were an emotional roller coaster for me. The loss felt huge, yet there was also a sense that I had been released. My inner feeling was that his passing had opened a psychic door for me as well as having brought great sorrow.

Expressive arts served me well during that time of mourning. Two artist-therapist friends invited me to spend time working with them. Connie Smith Siegel invited me to spend a week at a cottage on Bolinas Bay. I painted one black picture after another. Every time I became bored with such dark images, I would start another painting. It, too, became moody and bleak. Although Connie is primarily an artist, her therapeutic training and ability to accept my emotional state gave me permission to be authentic.

Also, I went to a weekend workshop taught by Coeleen Kiebert and spent more time sculpting and painting. This time the theme was tidal waves—and again, black pictures. One clay piece portrays a head peeking out of the underside of a huge wave. My sense of being overwhelmed by the details of emptying my parents’ home, making decisions about my father’s belongings, and responding to the hundreds of people who loved him was taking its toll. Once again, my art work gave free reign to my feelings and so yielded a sense of relief. Coeleen’s encouragement to use the art experience to release and understand my inner process was another big step. I thought I should be over my grief in a month, but these two women gave me permission to continue expressing my river of sadness. That year my expressive art shows my continued sense of loss as well as an opening to new horizons.

As is often true when someone feels deep suffering, there is also an opening to spiritual realms. Three months after my father’s death, I flew to Switzerland to cofacilitate a training group with artist-therapist Paolo Knill. It was a time when I had a heightened sense of connectedness to people, nature, and my dreams. Amazing events took place in my inner being. I experienced synchronicities, special messages, and remarkable images. One night I found myself awakened by what seemed to be the beating of many large wings in my room. The next morning I drew the experience as best I could.

One afternoon I led our group in a movement activity called “Melting and Growing.” The group divided into pairs, and each partner took turns observing the other dancing, melting, and then growing. Paolo and I participated in this activity together. He was witnessing me as I slowly melted from being very tall to collapsing completely on the floor. Later I wrote in my journal:

I loved the opportunity to melt, to let go completely. When I melted into the floor I felt myself totally relax. I surrendered! Instantaneously I experienced being struck by incredible light. Although my eyes were closed, all was radiant. Astonished, I lay quietly for a moment, then slowly started to “grow,” bringing myself to full height.

I instructed the group participants to put their movement experiences into art. All-encompassing light is difficult to paint, but I tried to capture that stunning experience in color.

Reflecting on these experiences, it seems that my heart had cracked open. This left me both vulnerable and with great inner strength and light. A few days later another wave picture emerged. This time bright blue/green water was illumined with pink/gold sky.

These vignettes are part of my inner journey. I share them for two reasons. First, I wish to illustrate the transformative power of the expressive arts. Second, I want to point out that person-centered expressive therapy is based on very specific humanistic principles. For instance, it was extremely important that I was with people who allowed me to be in my grief and tears rather than patting me on the shoulder and telling me everything would be all right. I knew that if I had something to say, I would be heard and understood. When I told Paolo that I had the sensation of being struck with light, he could have said, “That was just your imagination.” However, he not only understood, he told me he had witnessed the dramatic effect on my face.

Humanistic Principles

Since not all psychologists agree with the principles embodied in this book, it seems important to state them clearly as the foundation for all that follows:

  • All people have an innate ability to be creative.
  • The creative process is healing. The expressive product supplies important messages to the individual. However, it is the process of creation that is profoundly transformative.
  • Personal growth and higher states of consciousness are achieved through self-awareness, self-understanding, and insight.
  • Self-awareness, understanding, and insight are achieved by delving into our emotions. The feelings of grief, anger, pain, fear, joy, and ecstasy are the tunnel through which we must pass to get to the other side: to self-awareness, understanding, and wholeness.
  • Our feelings and emotions are an energy source. That energy can be channeled into the expressive arts to be released and transformed.
  • The expressive arts—including movement, art, writing, sound, music, meditation, and imagery—lead us into the unconscious. This often allows us to express previously unknown facets of ourselves, thus bringing to light new information and awareness.
  • Art modes interrelate in what I call the creative connection. When we move, it affects how we write or paint. When we write or paint, it affects how we feel and think. During the creative connection process, one art form stimulates and nurtures the other, bringing us to an inner core or essence which is our life energy.
  • A connection exists between our life-force—our inner core, or soul—and the essence of all beings.
  • Therefore, as we journey inward to discover our essence or wholeness, we discover our relatedness to the outer world. The inner and outer become one.

My approach to therapy is also based on a psychodynamic theory of individual and group process:

  • Personal growth takes place in a safe, supportive environment.
  • A safe, supportive environment is created by facilitators (teachers, therapists, group leaders, parents, colleagues) who are genuine, warm, empathic, open, honest, congruent, and caring.
  • These qualities can be learned best by first being experienced.
  • A client-therapist, teacher-student, parent-child, wife-husband, or intimate-partners relationship can be the context for experiencing these qualities.
  • Personal integration of the intellectual, emotional, physical, and spiritual dimensions occurs by taking time to reflect on and evaluate these experiences.

The accompanying figure shows the Creative Connection process and principles, using expressive arts therapy. It shows how all art forms affect each other. Our visual art is changed by our movement and body rhythm. It is also influenced when we meditate and become receptive, allowing intuition to be active. Likewise, our movement can be affected by our visual art and writing, and so forth. All the creative processes help us find our inner essence or source. And when we find that inner source, we tap into the universal energy source, or the collective unconscious, or the transcendental experience.

Come with me, if you will, on a journey of inner exploration to awaken your creativity. Perhaps you are a writer who shies away from visual art, or an artist who says,”I can’t dance,” or a therapist who would like to discover methods for enhancing the counselor-client relationship. I invite you into your own secret garden.

Psychotherapy for Oppositional-Defiant Kids with Low Frustration Tolerance – and How to Help Their Parents, Too

Childhood temperament is the elephant in the living room of child psychotherapy. Just as the influence of substance use and abuse on clients' behavior problems was often minimized by psychotherapists before the 1970s, the importance of temperament in children's behavior problems is becoming an increasingly essential part of child and family therapy.

After 30 years of working with children and parents, I am convinced that, barring developmental disorders or a major family tragedy, most children who come to therapy have higher-maintenance temperaments (i.e., frequently described as difficult, spirited, or challenging) that frustrate typical parenting approaches.1 Some parents are unable to effectively deal with certain children who try their patience despite having no such difficulty with their other children. Here I will focus on one aspect of childhood temperament, frustration tolerance, its relationship with Oppositional Defiant Disorder (ODD), and how such concerns can be worked on in therapy with children and their parents. I will also examine the important role played by the therapist's inevitable personal reactions in the therapeutic process.

ODD and Children's Frustrations

When I worked with James R. Cameron, Ph.D. at the Preventive Ounce2, we observed that children with low frustration tolerance are at risk for becoming oppositional. We saw that parents often responded to these kids in ways that exacerbated their problematic behavior. ODD has also been related to the child's temperament and the family's response to that temperament. This model helps therapists work with the child's temperament, the parent's style, and the interaction between the two.

In the same vein, Barkley3 states that "children who are easily prone to emotional responses (high emotionality) are often irritable, have poor habit regulation, are highly active, and/or are more inattentive and impulsive and appear more likely . . . to demonstrate defiant and coercive behavior than are children not having such negative temperamental characteristics." He also notes that "immature, inexperienced, impulsive, inattentive, depressed, hostile, rejecting, or otherwise negatively temperamental parents are more likely to have defiant and aggressive children."

DSM-IV-TR4 (2000) and ODD

  • ODD . . . is a pattern of negativistic, hostile, and defiant behavior lasting at least 6 months.
  • In males, the disorder has been shown to be more prevalent among those who, in the preschool years, have problematic temperaments (e.g. high reactivity, difficulty being soothed.) ODD . . . usually becomes evident before age 8 years and usually not later than in early adolescence . . .
  • The oppositional symptoms often emerge in the home setting but over time may appear in other settings as well. Onset is typically gradual, usually occurring over the course of months or years..Often loses temper, often argues with adults, often actively defies or refuses to comply with adults' requests or rules, often deliberately annoys people, often blames others for his or her mistakes or misbehaviors, is often touchy or easily annoyed by others, is often angry and resentful, and is often spiteful or vindictive.

ODD and Low Frustration Tolerance

Children with low frustration tolerance are adamant in wanting to end the cause of their frustration as quickly as possible. When they are having a hard time with a task (e.g., homework, some tasks they don't immediately understand, or a toy or game that they can't make work the way they want), they find that the best way to eliminate their frustration is to stop trying and do something else instead. If they want to do something and their parent (or another adult) won't let them do it, the best way to eliminate their frustration is to act in ways that might get the adult to change their mind and leave them to their own desires and interests.

“It is worth noting that except for being spiteful and vindictive, ODD traits and behaviors listed in the DSM represent how many children usually act when they don't want to do what they are told to do.” The children that meet DSM criteria are diagnosed with ODD, but they could also likely be children with low frustration tolerance who are acting oppositionally in an effort to eliminate their frustration. The behavior that a parent or adult calls oppositional may also, in fact, be a child's age-appropriate response to a developmentally inappropriate limit set by the parent or environment.

How Parents Make it Better or Worse

How do parents make their kids' frustration tolerance better or worse? Note that it is important to allow the child to be frustrated with life pressures and stresses rather than preventing age-appropriate frustrations. Indeed, a key task of parenting is to help children gradually take on more difficult tasks so they learn how to tolerate frustration as well as regulate emotional reactions. The work on how optimal levels of frustration relate to learning,5 how attachment develops,6 and how managing affect in disorders of the self7 point to the importance of parents helping children learn how to manage frustration. Clearly, parents make the situation better or worse by how they interact with their child. Parents make things better by setting appropriate limits, managing their own anxiety, reinforcing positive behaviors, and understanding the motivations of the child. Certainly, parents can behave in ways that make matters worse via what I call the Argument Trap and the Overly Helpful Parent.

The Argument Trap!

One way a parent can worsen the situation is by arguing with the child too much when the child doesn't do what he is asked. Here, the parent, after setting a limit for their child, keeps responding to the child's objections in an effort to have the child understand the parent's logic. This attempt to explain the limit and convince the child of its necessity often results in the child becoming more upset. The parent may then even punish the child for not complying with the limit. But since the child's goal is to remove the frustrating limit, as long as the parent and child are arguing, the child can hope that the parent changes their mind. If the parent gives in, the child is being taught to argue again next time. If the parent punishes the child, then the child has an additional reason to blame their parent for not removing their frustration.

To help a child with low frustration tolerance accept limits, the parent needs to let the child complain about the limit and have the last word, even if the last word is provocative. The parent needs to stick to the limit (unless there is good reason to give in) and not try to convince the child to agree with the limit. The child is less likely to keep arguing if the parent is not responding in kind. The parent ideally needs to set a limit, repeat the limit in as calm a voice as possible, suggest alternatives for the child, and then stop talking about the limit. Restrictions and/or time-outs can be helpful in calming the child, but when the child becomes highly agitated, these methods are often ineffective. In this case, the parent's goal is to shift the child from complaining about a limit to finding something else to do since the child can't do what they want. Thus, the argument is avoided, the child is re-engaged in an activity, and the child learns to better cope with their reactions and emotions.

The Overly Helpful Parent

Another way that parents inadvertently increase their children's low frustration tolerance is by helping their children too much when their children are faced with challenging tasks. Parents naturally help their children countless times each day. But low-frustration-tolerance children will often ask for help without trying enough on their own before seeking help. They tend to give up too soon without really testing themselves, and want the adult to jump in and solve the problem or complete the task at hand. When the parent helps too quickly, the child learns to immediately resort to fussing when frustrated, because this yields the desired results. Remember: removing the frustration is the primary goal for the low frustration tolerance child; solving the problem itself takes on secondary importance.

To help the low-frustration-tolerance child persist at a task such as homework, the parent needs to answer the child's questions when the child is able to listen to the answers. The parent also needs to help the child learn skills for dealing with frustrating situations, such as taking a break or dividing up the homework in smaller chunks and doing one part at a time. When children are upset and frustrated, they don't listen well (if at all!) until they have calmed down. “The parent's role is to help the child learn how to handle frustrating situations, not to quickly solve the frustrating situation for the child.” For example, when a parent has been helping a low-frustration-tolerance child too much with his homework, backing off from helping may lead to the child receiving worse grades for a while. But when a parent takes too much responsibility for getting homework done, the child doesn't take enough responsibility and does not learn how to cope with frustration. It is more important to teach the child to take responsibility and to learn how to do homework than it is to help the child complete any particular assignment.

Psychotherapy with ODD Children and their Parents

My hypothesis for why oppositional behavior develops in this fashion is that “parents who don't understand how to handle typical low frustration tolerance behavior have inadvertently reinforced that behavior many times over many years before that behavior becomes oppositional.” Many parents of children who meet the criteria for ODD could actually be diagnosed as having Argumentative Punitive Disorder (or APD—this is not an actual diagnosis, by the way) because they often lose their temper, argue with their children, blame their children for their ineffective parenting, are easily annoyed by their children, and are angry or resentful toward their children. One of the main goals of therapy is to help parents manage their frustration when their children become frustrated. Below, I present several therapeutic guidelines for working with these kids and their parents.

  • Who to meet with? Therapists need to work with the parents as well as the children on a constituent basis, preferably every session. I generally meet with the parent (or parents) before I see the child. We discuss what has happened since the last appointment, how to understand what has happened, and how the parent might try to work with the child before the next appointment. Then I meet with the child alone. Sometimes I meet with the parent and child together—after seeing each of them separately—if there is some issue I think we need to discuss.
  • Breaking the Cycle of Arguing: Parents need help learning how to avoid being argumentative-punitive. They need assistance finding the middle ground between too many limits/not enough limits and too much help/not enough help. This takes time and work to find an approach that is tailored to particular parents and their child.
  • Encouraging Parents: Since one of my therapeutic goals is to increase the parent's ability to help their child gain more frustration tolerance, I continually encourage parents and reinforce their attempts to find more effective ways to work with their child. I keep reminding parents and children that they are meeting with me to learn new ways to deal with their family problems because the way they are handling matters is not working. It is crucial to encourage and engage the child's parent since they are the ones who usually bring the child in, pay for the sessions, and do the majority of the work every day.
  • Validation of Parent Frustration: It is also crucial to validate the parents' feelings of exasperation, anger, and frustration. I empathize with the parents and acknowledge that I would feel similarly if I were parenting their children. I explain again how low frustration tolerance works and encourage the parents to handle their children's oppositional behavior differently even when they feel angry, exasperated, and/or frustrated.
  • Talking to the Child about being Responsible: I find it helpful to talk with the children (in language that makes sense to them) about being more responsible for what they are supposed to do instead of complaining so much about what their parents are doing or not doing. I often remind children that if they do as they are told, even if they don't want to, their parents are more likely to let them do more of what they want to. Learning how to negotiate effectively with parents is a valuable tool for any child, and particularly for these children.
  • How long is therapy? The length of therapy is highly variable depending on the age of the child, the extent of the child's low frustration tolerance, and the parent's ability and motivation to understand how they have been contributing to the problem. If the parent-child dynamic changes quickly and the child is able to respond, treatment may be briefer, but often there are entrenched problems in the family that are best worked on over a longer course of consistent therapy.

Making Use of the Therapist's Experience and Personal Reactions

Working with oppositional low-frustration-tolerance children and their parents has also frequently left me feeling exasperated, angry, incompetent, and . . . you guessed it, frustrated. For instance, when a parent and I discuss at one session how important it is not to argue and yell at the child about homework, and then the parent comes to the next session and reports another escalating homework argument that ended with the child swearing at the parent and the parent calling the child derogatory names, I sometimes feel like arguing and yelling myself. I start thinking: the parent is provoking the child's defiant behavior, the child is not being responsible about homework, I am not facilitating positive change in the family, etc. It is very easy to get sucked into this escalating family system.

I have come to see my reactions to the parent and child as similar to the reactions the parents and child are having to each other. “My feeling that I am not a competent therapist mirrors the parents' feelings that they are not competent parents. My feeling of exasperation parallels the parents' feeling of not knowing what to do when their children continue to be oppositional.” My angry feelings mimic the children's feelings at their parents' inability to manage their own behavior or their not getting their own way all the time.

Understanding and managing these personal reactions help me understand the child and their parent's frustrations more fully, making my limit-setting and direct intervention more empathic. It also helps prevents a critical or punitive therapeutic approach which mirrors the parent's approach, which is both ineffective and off-putting to the family.

I invite psychotherapists who work with children to consider the possibility that ODD is temperament-based low-frustration-tolerance behavior that well-meaning but uninformed parents have inadvertently mismanaged. I believe that psychotherapists who add this approach to their work with oppositional children will increase their effectiveness and be better prepared to manage their own personal reactions to this most difficult yet worthwhile endeavor.

Questions to ask Parents

Does Your Child Have Low Frustration Tolerance?
There is no valid and reliable test that can definitively determine whether a child has low frustration tolerance. Temperament questionnaires, observation and reflection, comparison with other children's behavior in the same situation, and parents' willingness to examine their own feelings about a child can help parents and therapists reach an informed opinion about a child's level of frustration tolerance. Here are some questions for parents to consider:

  • What is your child's temperament? Energetic-positive, energetic-difficult, passive-low energy, easy going?
  • Does your child get frustrated more easily than other children the same age?
  • Does your child get easily frustrated when you set limits? O, does your child get easily frustrated when you want your child to stop doing what they are doing and do something else instead? (Note: Some children are slow to adapt to transitions, changes and intrusions, and are likely to get frustrated when asked to stop what they are doing and do something else. Their response should not be confused with that of children with low frustration tolerance, who will complain when a limit is set but may generally not complain when a family routine is changed, the day's schedule is changed, or if you interrupt them when they are doing something. Of course, a child can be slow to adapt to changes and also have low frustration tolerance.)
  • Do you give in more often than you think you should when your child complains about a limit? Do you find yourself getting annoyed because your child keeps testing limits?
  • Is your child able to play alone or with friends in their own room or do they always have to be with you? Do you often tell your child to "go play" while you try to finish a task?
  • Has your child's frustration tolerance decreased suddenly? Has something happened recently (e.g., the birth of a sibling, a change in teachers, a death, a divorce, an illness) that could have upset your child and made your child more easily frustrated about things than previously so? If so, your child's frustration tolerance should improve as you both deal with the feelings associated with the event or change that has occurred.

References

1Chess, S., & Thomas, A. (1989) Know your child: An authoritative guide for today's parents. (New York: Basic Books)

2Cameron, J.R. & Rice, D. (2000). The Preventive Ounce Web Site. www.preventiveoz.org. (Oakland, CA: The Preventive Ounce)

3Barkley, R. A. (1997). Defiant Children, Second Edition: A Clinician's Manual for Assessment and Parent Training. New York: The Guilford Press

4American Psychiatric Association, (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. (Washington, D.C.: American Psychiatric Association)

5Stern, D. (1985) The Interpersonal World of the Infant. (New York: Basic Books)

6Hughes, D. (1998) Building the Bonds of Attachment. (Northvale, NJ: Jason Aronson)

7Schore, A. (2003). Affect Dysregulation and Disorders of the Self. (New York: W.W. Norton) 

Practical Psychoanalysis for Therapists and Patients

The Stuff of New Yorker Cartoons

No surprise, then, that psychoanalysis has come to be regarded by the public at large as an esoteric practice which promotes a self-involved escape from real life, rather than a treatment method that helps the patient live real life more happily. No surprise, either, that all over the world fewer and fewer patients seek psychoanalytic treatment, and that those who do are for the most part people who want to become psychoanalysts themselves or fellow travelers who have an intellectual interest in the field. Clinical psychoanalysis has become, deservedly, the stuff of New Yorker cartoons.

This unfortunate state of affairs is ironic, considering that psychoanalysis got its start on the basis of its therapeutic efficacy. In the course of their researches, Breuer and Freud stumbled upon a method for relieving notoriously difficult to treat hysterical symptoms. Though Freud was a fascinating and imaginative writer who developed far-reaching ideas about culture and society, as well as about individual psychology, the world originally paid attention to him because of the extraordinary cures he and Breuer achieved—and achieved very rapidly, too, in contrast to the expectations of contemporary psychoanalysts.

Unscientific Analysis

Clinical psychoanalysis has become impractical, but it does not have to be impractical. In order to offer patients practical psychoanalysis, however, clinicians cannot conduct treatment on the basis of received wisdom. To begin with, psychoanalysts cannot assume the virtue of any particular set of procedures—use of the couch, frequency of sessions, even the method of free association. These are techniques, and in the progressive development of any scientifically based clinical practice, techniques will alter, even alter dramatically, as empirical evidence accumulates; some prove valuable and are retained, others are discarded. Only two hundred years ago, for example, the best available medical science indicated that bleeding the patient through use of leeches or by venicotomy was part of the responsible standard of care for most illnesses. Almost every patient who consulted a physician was bled. We now know that this technique, which was practiced as state of the art by the best physicians for centuries, was useless in almost all cases and dangerously detrimental in many.

Beyond Theory

If practical psychoanalysis cannot be defined in terms of any particular theory or technique, how can it be defined? The sensible way to define practical psychoanalysis is in terms of its area of study and its objectives. Sciences are usually defined in terms of their subject areas and applied sciences in terms of their objectives (e.g., chemistry is the study of compounds and pharmaceutics is the creation of useful drugs by applying chemical knowledge). Psychoanalysis is a scientific study of the mind, and clinical psychoanalysis an application of psychoanalytic science to therapy. “Practical clinical psychoanalysis is a treatment that aims to help the patient feel less distress and more satisfaction in daily life through improved understanding of how his or her mind works.” Another way to put this is to say that in a successful practical analysis the patient is able to revise various aspects of the way he or she constructs reality, with the result that the patient feels better.

We might even take a traditional view, following Freud, and add that practical analysis brings the unconscious into consciousness. However, if we want to continue to use that conception, we must be prepared to update our definition of “the unconscious.” It was Freud’s idea that clinical psychoanalysis brings into conscious awareness certain thoughts that are available to consciousness but remain unconscious because the patient is motivated not to be aware of them—what Freud termed repressed thoughts or the dynamic unconscious. And it is true that successful practical analysis usually does, to a certain extent, involve the patient identifying ideas, feelings, memories, etc. that he or she has been holding out of conscious awareness for one reason or another. But it is also true that a very significant part of what happens in practical analysis consists of the patient becoming conscious of thoughts that have never been repressed, thoughts that the patient simply never had the opportunity to think before. These thoughts arise from novel perspectives provided by the analyst—explicitly or implicitly, intentionally or unintentionally—in the course of an intimate, mutually engaged exploration with the patient of his or her difficulties.

Doing What Works

Unfortunately, practical psychoanalysts tend not to publicize what they do with patients; instead, they quietly set many traditional psychoanalytic theories and techniques aside and go about doing what works. Good for practical psychoanalysts and for their patients! But not good for the field. There are many clinicians who would like to learn more about how to conduct a practical psychoanalytic treatment, and many patients who would like to know how to recognize one. This book is addressed to readers in both categories.

In the chapters that follow, I will discuss what I have found to be basic principles of practical psychoanalytic treatment. I will use a casebook format, presenting concepts via illustrative clinical examples. I do that for two reasons: first, because I find that abstract formulations about psychoanalytic theory and technique, by themselves, are difficult to understand, let alone apply on the line in work with patients; and second, because my recommendations are not based upon findings from systematic, controlled empirical research (nobody’s recommendations are, in psychoanalysis, since adequate research methods have not yet been developed) and I want to share with readers, as best I can, the clinical experiences that have led me to reach my conclusions.

This is not intended as a scholarly volume. I haven’t presented a survey of the literature, noting whose ideas have been the same or similar to mine and whose have been different. No background in psychoanalysis is required to understand what I have written. When I speak of an “analyst,” I do not refer to someone who has attended an official psychoanalytic training program; I only mean a psychoanalytically informed psychotherapist—and since most of Freud’s important ideas have long since percolated into the cultural surround, any contemporary psychotherapist who is at all eclectic in his or her orientation will inevitably be psychoanalytically informed. My aim is to discuss in a down-to-earth way what, in my experience, can be useful for both analyst and patient to keep in mind when collaborating in an effort to help the latter feel better; and I think the best way for me to do that is to offer a collection of anecdotes, together with my thoughts about them.

Excerpted and adapted from Practical Psychoanalysis for Therapists and Patients by Owen Renik, MD. Published on Psychotherapy.net with written permission from the author. 

Also see An Interview with Owen Renik, MD.

Please note that the CE test covers BOTH this article and the interview noted above.

The Tao of Direction: Structure and Process in Clinical Supervision

Most of my time in the hospital where I work is spent providing clinical supervision in psychotherapy. My supervisees are a mixed lot in terms of their training: doctoral students in clinical psychology, psychiatric residents and fellows, as well as bachelor-level line staff. Naturally, my style of supervision varies according to their experience and training, but not as much as one might think. Advanced psychiatric fellows who have completed their residency training and are pursuing postdoctoral studies sometimes get anxious about the stuff of basic psychotherapy: what to say next, what to do if a patient is mad at them, and so forth. On the other side of the coin, there are milieu therapists without any college training who can craft and implement therapeutic interventions stunning in their creativity and depth. There is no clear way to tell what sort of therapist a person will be from the degree and training they have—a counterintuitive truth reflected in the research which documents the lack of correlation between therapist training and therapist efficacy. The unpredictability of what kind of therapist a student will turn out to be is part of what's interesting about my job—the job of clinical supervisor.

There is, however, a great divide between the students that I supervise, a difference only minimally related to their training and professional background. This great divide is their need for, and comfort with, structure and process in supervision. It's a difference that is certainly echoed in certain stylistic differences between schools of psychotherapy (e.g., psychodynamic theory vs. CBT), and between certain professional tracks (e.g., psychiatry vs. social work). Despite these culturally encrypted differences, therapists from a variety of backgrounds fall into a variety of places along the structure-process spectrum.

One of the best examples of these differences comes from a course in psychiatric interviewing that I co-lead along with a psychiatrist who is also heavily involved in training. Some students have a hard time adjusting their diagnostic interviewing techniques to their client's developmental level. In other words, you can't really do a standard mental status exam with a six-year-old and expect to get much data. On the other hand, while a play session with a child can yield a tremendous amount of information, it is useless for assessment purposes if not driven by a fairly conscious and thought-out plan (examining social interactions, assessing whether the child is reacting to internal stimuli, formal testing, etc.). In the course of learning to teach the best method for assessing children, my colleague and I have to weigh what students need to offer the best approach for each client. For some, they need let go of the crutch of the History of Present Illness and Mental Status Exam in order to really listen to the child and catch the flow of moods and interactions. For others, they need clear direction and tools by which they might make sense of the child's often chaotic presentation. These are quite different needs, but both are the responsibility of the supervisor to understand and address with each supervisee.

In this paper, I will use the Chinese philosophy of Taoism as a metaphor for understanding these different needs, particularly approaches to clinical supervision. In traditional Chinese philosophy, universal balance is represented by the popular Tao symbol: a depiction of the contrasting forces of yin and yang in constant and creative symmetrical tension (see the symbol at top). “The aim of the sage, according to the classic text the Tao Te Ching, is to remain "centered in the Tao."”1 This is also referred to as the state of wu wei—literally, 'doing nothing', although understood as the state of balance that allows the operation of the principle of the Tao. In psychotherapy supervision, a similar creative tension exists between structure and process. The sage role in this case is fulfilled, of course, by the psychotherapy supervisor.

Creative Tension in Psychotherapy Supervision

The very discussion of supervision as a complex and multifaceted interaction may be somewhat surprising to many supervisees. In my experience, students frequently think of "supervision" as being entirely directed by the overall feel or personality of the supervisor, as in the frequent comment, "Paula is a good (or positive, bad, aloof, or intense) supervisor," as if there were only one form of supervision of which each teacher was capable.

As anyone who has spent some years as a clinical supervisor knows, there are a variety of schools of thought regarding the best form of supervision. These schools of thought are frequently related to the theoretical orientation of the supervisor, and the difference between and within these different philosophies can create a kind of dynamic tension within supervision. This tension is often embodied in contrasting comfort levels of student and teacher with different supervisory techniques, and can be thought of as occurring within a spectrum ranging from highly didactic and directional to highly exploratory and relational: the yin and yang of supervision.

Yang… Technique-based Supervision

On one end of the spectrum lies the pole of absolute structure. Let's call this pole the yang of supervisory technique. “In the yang mode, the supervisor and trainee approach psychotherapy supervision as a matter for technical instruction, in which the supervisor instructs the trainee in the technique of psychotherapy.” Supervision in this mode is dominated by a didactic approach, wherein the teacher instructs students in techniques and interventions. This may include instruction in the use of manualized treatments, specific techniques and theoretical points, assigned readings, and what to say and not say in therapy. The aim is to instruct the trainee in specific ways of doing therapy, and for the trainee to demonstrate increasing proficiency in this technique, as evaluated by the supervisor.

In this mode, student success is measured by the degree to which they adhere to the specific instructions provided by the supervisor. At worst, this technique-based approach results in humorless, dry, and rigid supervision that leaves students feeling as if their own ideas, personality, and technique have no value; however, it can be a great comfort. “I can remember a number of occasions when I wanted nothing more than for my supervisor to tell me exactly what to do.” These were generally occasions during which I felt insecure, out on a therapeutic limb, or in danger from an ambiguous or delicate situation with a client. Students especially yearn for direct guidance when confronted with crisis situations or confusing boundaries. Whenever the student is frightened by the natural ambiguity of the therapy situation, clear direction can seem like a safe port in a storm.

There may, of course, be times when a supervisee needs to feel assaulted by ambiguity in order to develop the toughness and resilience they need in order to do the work. However, prolonged duress never leads to growth, and for novice therapists, anxious therapists, and therapists in crisis, a good dose of yang supervision can be a very good thing.

Yin… Process-based Supervision

At the other pole lies what we might call the yin of supervision. “In the yin mode, the supervisor engages the trainee in an examination of the process of psychotherapy.” Supervision at this end of the spectrum is non-directive: the student is encouraged to express feelings about, and associations to, the clinical material. This may include frequent commentary on the parallel process that occurs in the supervisory relationship, as well as explorations into the student's state of mind and emotional reaction to both the therapy and the supervision. The aim is for the supervisee to explore, as broadly as possible, the experience of doing psychotherapy, and verbalize any of the unconscious conflicts or anxieties that impede their development.

In this mode, a student's success is measured by the degree to which the trainee demonstrates his or her own emerging therapeutic style. At its worst, process-based supervision can lead into a vague terrain that resembles a cross between poor psychotherapy and a social occasion. Students often complain of this happening, saying that their supervisors "always answer a question with a question." Although this may sound like an exaggeration, or even a joke, it is all too often a real assessment of their supervision.

In contrast to the rigidity of yang supervision, yin supervision risks leading to a feeling on the part of the students that they have literally learned nothing. However, when done well, this process-based form of attention can lead to the richest and most rewarding of supervisory experiences: those when the student begins to experience the pervasive nature of process which echoes through therapy, supervision, and other interactions. One of my most treasured memories of psychology internship supervision was my child therapy supervisor teaching me to return again and again to the process of play with my young clients, which led to my dawning recognition of the success of my interventions. In yin supervision, the process makes itself known.

Working The Yin-Yang Supervision Balance

Supervisors tend to find their own teaching style on this yin-yang spectrum based on their own training and personalities. Those supervisors who are more behaviorally oriented and solution focused tend to cluster towards the more structured side while those who are more psychodynamic and existential tend towards the more process-focused side. However, this general statement has a thousand exceptions: Robert Langs is as concerned with the precise structure of an intervention as a behaviorist, and the new breed of Zen CBT practitioners (like Jeremy Safran) are exquisitely attuned to process. The balance between structure and process varies within and between each school of therapy. Yet another wrinkle is the effect of the interaction between supervisor and student on this balance. I have been struck by the degree to which students, based on their own personalities, prior training, and the style of their supervisor, insist upon either more yin or more yang.

When I have supervised students in process-oriented, psychodynamically based programs, their most frequent request has been for basic and specific instruction in the craft of psychotherapy. “These students often complain that their training is long on theory and short on practical advice on what to say to the client.” Students can speak with great authority and insight about their own processes and anxiety regarding treatment, but sometimes have few ideas about dealing with a session that runs over time, taking a basic mental status exam, or confronting a parent in family therapy. In these situations I tend towards a concrete, detailed brand of structured supervision as shown in the following supervision with Steven.

Supervising Steven

Steven was a third-year doctoral student in clinical psychology, participating in the practicum program (which I directed at the time) in a large state psychiatric hospital. Steven was bright, articulate, and a pleasure to talk with. Early in the supervision process, he began to talk in articulate detail about his relationships with his patients and the feelings they evoked. He noticed and articulated precise, delicate points of countertransference, and related them to his own childhood and family experiences. Since Steven's love for process discussions paralleled my own, I was happy to engage in a sort of philosophical free-floating supervision. When Steven was assigned the case of an angry and highly verbal young patient with a history of serious acting out, he was initially excited at the prospect of conducting in-depth therapy. However, it rapidly became clear that his patient was unable to tolerate even mild explorations of charged issues and Steven became resistant to discussing the case. After a supervisory session in which Steven had difficulty relating the most basic, concrete details about his client's functioning, I realized that something was clearly amiss. I asked him to tell me, in concrete detail, what the session had been like. He admitted that he had little idea of how to proceed with the patient without angering him. I realized that Steven was not comfortable navigating the early stages of alliance-building with a client who was difficult to engage and that he needed some specific instructions. We talked in concrete detail about chair placement and session length and crafted several scripted interventions. Steven later told me that he had been embarrassed to ask such basic questions, but felt greatly relieved by my willingness to give him step-by-step suggestions for this client who had overwhelmed his knowledge acquired with much healthier patients.

In contrast, students from more experimentally based programs (like CBT or other manualized approaches) seem more confident in employing a variety of thoroughly researched and empirically validated techniques, but are not as able to verbalize their own sense of how therapy is progressing. These students are often paralyzed by anxiety when faced with situations that do not conform to the manual and have little understanding of how their own feelings about their clients play out in the course of therapy. With these students, I have found myself adopting a free-floating and exploratory approach to supervision, encouraging them to verbalize and explore their own experience of their treatment. Of course, this fits my preference for the yin supervisory style.

Supervising Gayle


Gayle, unlike Steven, was in her fourth year at a highly regarded research-heavy and behavioral-oriented doctoral program in clinical psychology. Working in a hospital setting made Gayle anxious but she was one of the better students I had ever supervised. She rapidly took to assessment and group therapy, particularly when working with manualized treatments. Gayle was a consummate professional—well-groomed, well-spoken, and in general, the stereotype of a successful lawyer or businessperson, not the typical doctoral student in psychology. I was impressed with Gayle, and perhaps more significantly, proud of Gayle. I suspect that feelings of pride evolve in all clinical supervisors, feelings sometimes evocative of parental pride, in particular towards promising, impressive students, and Gayle was nothing if not impressive.

As Gayle approached her third month in training with me, I noticed that she tended to be very reticent in taking on longer-term individual therapy cases. In her screening interview she had been direct in saying that her interest was not individual therapy, but I had assumed that she would show the same professional enthusiasm in this task as she had in others and would treat it as a challenge. After encouraging Gayle a number of times to take an individual therapy case and encountering her resistance, I realized that our structured and technical supervision sessions were not getting at the real issue. Despite my hesitation at the prospect of altering the pattern of a largely successful supervisory interaction, I set aside an hour of the supervision to talk, in an open-ended way, about her reluctance to take on individual cases. Although she was initially resistant to this discussion, I stayed the course, letting her set the pace and being utterly nondirective. Although the discussion ended up spanning three sessions of supervision, and included some lengthy periods of silence with which we were both uncomfortable, Gayle was able to finally discuss in detail her anxiety about her ambiguous and unstructured client interactions. With that admission, and my recognition that I had been exerting an unconscious pressure on her to maintain her 'perfect student' façade, we began the slow process of training her in individual psychotherapy. Gayle had needed some yin supervision that I had finally been able to supply.

Listening for Gaps in Supervisee Skills

In supervision, as in psychotherapy, the challenge is to allow the trainee to move beyond rigid adherence to structure or process towards a graceful transition along the spectrum depending upon what is most necessary at the time. In order for students to learn this graceful transition, we as supervisors also must take the same journey towards greater flexibility. Of course, we can't all be the best at every style and approach, but stretching a bit is in the interest of everyone, student and supervisor. For myself, this has involved a greater willingness to meet the student's need for greater structure by finding the kind of structure that I can endorse, which can be a great challenge, professionally and personally. This same stretching is necessary for those supervisors who do not naturally explore the process of therapy. To the extent that I have been able to meet the challenge, the key for me has been learning to listen more fully and deeply to what my students need, and this, in the end, may be the key to understanding and utilizing the Tao of supervision: the need for balance.

I remember a conversation I had with a student who was recounting her anxiety over whether or not she was sufficiently empathically attuned to her client. I responded by telling her that she was worried enough about that issue that she didn't need to focus on it at all; I certainly didn't have such concerns about it. Instead, I recommended that she focus on creating sufficient structure within the therapy to provide a safe container for her client. In other words, she should cultivate a safe place for exploration and understanding. She was putting all her energy on one side of the Tao of therapy. I tried to invest the other side with energy in order to achieve some balance. She knew that she was unbalanced—her anxiety told her that. Only by listening to her was I able to learn that as well and provide the right balance of supervision that she needed to keep growing in her work.

In Taoist philosophy, truth does not lie in one pole or the other, in yin or in yang. Instead, the task of the sage is to provide what is lacking for balance. “In becoming better supervisors, our job is to listen for the gaps in our students' skills, the aridity in the overly structured pedant, the looseness and fuzziness in the "touchy-feely" therapist, and to provide what is lacking”—not because the students need to become more like us, but because striving for balance is growth enhancing and valuable in itself.

When they think they know the answers
People are difficult to guide
When they know that they don't know
People can find their own way


Notes

1 All quotes from Tao Te Ching (S. Mitchell, trans.), HarperPerennial; 1991.

Clinical Wisdom: A Psychoanalyst Learns from his Mistakes

Identifying and trying to learn from one’s own clinical mistakes is often a painful experience, but can be an invaluable source of clinical wisdom. Here, I will share with you several significant mistakes that I have made over the 40 years that I have been practicing and teaching psychotherapy and psychoanalysis which have been extremely helpful to me and my supervisees. I hope that my self-disclosures and self-discoveries will evoke in you an active reflection on your own work and provide a source of professional growth.

My Two Most Difficult Patients

This was the beginning of the end of our relationship. His demeaning, hostile sarcasm, already intense, increased; there were fewer moments of his working on his real concerns and increased attacks on me. “John said, as he had frequently over the two year course of treatment, that the therapy was not helping, that I was totally incompetent and that he was going to quit therapy with me.” He responded to my attempts at exploration with depreciation of me and threats to leave therapy. But this time he meant it. He quit. He did not show for his next appointment nor answer my several phone calls. I felt both guilty and much relieved at the same time!

Mary, a single teacher in her mid-forties, was referred to me by a female colleague who had treated her for several years and now believed that Mary needed to work with a male therapist because she had never succeeded in having any long-term relationships with men, despite her longing for this. Though the first few years of our relationship were stormy, with her rages alternating with moderate depression, externalization and fluctuating mistrust of me, Mary made encouraging progress. She and I were both pleased that she developed a relationship with a real boyfriend for the first time, leading her to experience sex for the first time in her life, while at the same time she was becoming less argumentative with her fellow teachers. Sometime later, an event took place that was the beginning of the catastrophic end of our therapy. Her brother and his wife gave birth to a baby, which thrilled her parents. She became furious with her brother for what she experienced as a total loss in the rivalry for her parents’ attention and love. Through a friend who knew me, she found out that I also had a young child. Her hostile and at times rageful feelings toward her brother generalized to me. This morphed into a psychotic-like transference in which I not only had a young child like her brother but she said that I started to look like him.

When I questioned her about this, she said that my gestures and sitting posture were just like her “shitty” brother. My efforts at compassionate communication for her parental loss, reality testing and transference interpretation over several months had little effect upon Mary, leaving me frustrated and seriously discouraged. Mary quit therapy within a few months, saying that the therapy was no longer helping and that she would never see another therapist. Again I felt relief, but questioned—What could I have done differently? Could I have helped her continue her previous progress?

So, what did I learn from these two experiences? Obviously with John I needed to find a second hour, but I did not because he would not try to understand his almost constant demeaning of me and therapy, which I could not tolerate. With Mary I learned two lessons. One, psychotic-like transferences, when not resolved, can lead to the destruction of even a moderately successful therapy. Secondly, I needed help with my intense frustration and discouragement. However, the salient lesson with both patients was that when working with extremely difficult patients, careful self-reflection and occasional consultation are often not enough. I really needed continuous consultation or supervision to help both with the challenging technical issues and my uncomfortable countertransference. “My false pride that I should not need such regular consultation interfered with the possibility of breaking through the impasse in both therapies.” Since I had been supervising therapists and analysts, I felt that I should not need regular consultation. And I believe that, unfortunately, such a position is implicitly supported in some analytic institutes and other post-graduate training centers.

But if I had had a weekly or bi-weekly consultant, what could have been different? For one, the consultant might have helped me understand the dynamic issues and specific approaches that I was not seeing. Secondly, he could have assisted me with my powerful countertransferences through understanding and compassionate support. Would the outcome have been different? I am not sure, but I would have felt more confident that I did all I could for my patient and in my role as a psychotherapist.

Benevolent Values Can Interfere with Effective Treatment

How do I understand this premature termination? I believe my value of loving parents raising healthy children interfered with my being attuned with Kathy’s needs. Later I learned that Kathy was so determined not to have children that she underwent a tubal ligation. “Even our so-called benevolent values may be incongruent with our patients’ values and can mess up the treatment.” In retrospect, I see that in my eagerness to encourage a lovely young woman to carry out my value to become a mother, I responded to my wishes and lost track of Kathy’s needs not to become a mother. I certainly should not have pursued this issue the second time around.

Over-identification with Our Own Therapists

Therefore, it is not surprising that as a neophyte analyst I identified, and in fact over-identified, with both of them. David was a wonderful empathic listener who infrequently questioned and interpreted. I experienced him as a warm compassionate presence, genuinely interested in me. This analysis helped me immeasurably to discover and accept the deeper shadow aspects of myself, as well as resolve some minor symptoms. So, I too became a very good listener who seldom interpreted with my patients. A supervisor pointed out that, unlike me, some of my patients needed a more active use of inquiry and interpretation in addition to careful listening. She was certainly right. While we can learn from our own personal analysis or therapy, we need to be aware that what is good for us is not always best for others.

Becca, my group therapist, by contrast actively intervened and was emotionally very expressive. She also believed in few traditional limits in group therapy, such as the rule against socializing outside the group. This group experience which included extra-group socializing was very beneficial to me and to most of the high-functioning group members. Therefore, with my own therapy groups I used Becca’s agreement that it was okay to socialize outside of the group. Within a few years of conducting and supervising groups, I saw that permission to socialize was detrimental for some groups. For example, some socializing leads to major enactments outside the group which are never discussed in the group because of such reasons as shame, wanting to keep a secret relationship or fear of retaliation from group members or therapists. Gradually, I developed my own way of structuring outside group contact, which fit me and my patient populations better.

In more formal psychoanalytic terms, I had initially introjected David and Becca whole, but gradually was able to differentiate from them, keeping the good part objects (that which fit me) and eliminating that which did not fit me or my patients. “In everyday terms, I became truer to the way I work best and to the unique needs of my patients and groups.” I learned some extremely valuable lessons from my two analysts. However, as I developed more confidence in myself I was able to let go of the idealized internalization of my analysts and start to become the analyst and therapist who fit my character and my patients.

Collaboration with Other Analysts Treating the Same Patient

Much to my surprise, Oscar’s individual analyst said to me, “You group therapists are strange ducks. . . . you don’t understand that such talk between us will interfere with the treatment. Only if there is a suicidal or homicidal emergency should we contact each other.” Unfortunately, I agreed to treat Oscar under this restriction. The group, a good composition for Oscar, enabled him to play out a central dynamic underlying his chronic friction with men and his inability to sustain a meaningful relationship with a woman. He frequently attacked me and two of the other three men in the group, while placating and sweet-talking the three women in the group. Then one of those felicitous accidents happened. One session, all three women were absent, leaving Oscar alone with me and the three other male group members. Oscar’s behavior changed dramatically in this session. He not only did not attack us but became friendly to me and the other men. All of us, including Oscar, noticed this marked change. The following week when two of the women returned, Oscar reverted to his typical attack on men and his seduction of the women. When this remarkable behavioral change was brought to his attention, he strongly denied it. Group members suggested that Oscar talk to his individual analyst about the discrepancy between the group’s and his perception of his behavior when the women were and were not present in the group, but he refused, insisting that there was nothing different to talk about.

Oscar had enacted a salient dynamic—a dynamic that was hidden from his awareness because it was too threatening to be known. Yet this enactment was ripe with wonderful therapeutic possibilities. With Oscar unwilling to discuss this with his individual analyst, I told him that I would alert his analyst that something crucial was happening with Oscar in the group making it vital for us to talk. Oscar said, “Go ahead. My analyst will never believe this group bullshit anyway!” However, since Oscar was neither suicidal nor homicidal, his analyst refused to talk with me. Not surprisingly Oscar dropped out of the group within a short time. I believe that had his individual analyst been willing to talk with me, we would have had a good opportunity to cooperatively work with Oscar in depth on this crucial dynamic.

Sheila, a psychiatric resident in individual analysis, wanted group treatment because she was starting to recognize that she was rejecting decent eligible men as lovers and potential mates. Within a couple of months the group and I realized that Sheila was looking down upon the group members, especially the men, from an “I-am-superior-to-you” position. Believing this was salient to her reason for group treatment and being concerned that she might flee from this group of “inferiors,” I told Sheila that with her permission, I was going to talk to her individual analyst. After her analyst did not return several of my calls, I informed Sheila, and she responded that her analyst must have had a good reason, but she refused to elaborate. Shortly thereafter Sheila dropped out of the group.

What lessons did I learn from the two frustrating experiences cited above? Over the last decades I have made it my practice not to accept any referral for group or individual therapy when there is another therapist treating the same patient, unless there is agreement from the other therapist that we can collaborate if and when needed. In my experience our collaborative contacts are usually few and far between, but occasionally crucial. It is the trust between the two professionals that is vital. I have found almost all patients agreeable to therapist collaboration, and in fact are often pleased with this arrangement. Many patients experience this as genuine interest in them. In the rare case when the patient is reluctant for me to speak with their other therapist, I try to understand what this means for the patient. Typically our work on understanding the patient’s reluctance has led to a solution that benefits the therapy and the patient. In one situation with a suspicious patient who protested, I told him I would be willing to talk with his therapist on the phone while the patent was present—thus allowing him to hear every word and tone that I expressed. Hearing this willingness on my part, the patient said that he did not need to be present, but he wanted me to tell him what I said and what was said to me, which I was quite willing to do. In another unusual situation where the other therapist said communication between us would damage therapy, the patient insisted that we two therapists cooperate. She said that she would never go to a second physician if he would not collaborate with her present doctor.

Becoming Wiser

What does this mean to me? “I believe that mistakes and solutions are unique to each practitioner and interact uniquely with each particular patient.”

Over the years I have come to know myself better both as a human being and as a therapist, and what works better for my patients with our intersubjective uniqueness. With experience, analysts and therapists are ideally true to our own uniqueness and our particular interersubjective fit with individuals, couples or groups that we are trying to help. This to me is a vital component of clinical wisdom. I know of a few analysts of varying theoretical perspectives who adhere so closely to their cherished theoretical and technical ideas that they miss what I would consider crucial aspects of their relationships with their patients. These analysts may need such adherence to theory and practice for them to feel coherent, secure and competent. Another type of wisdom would be for those therapists and analysts to understand how this view affects their practice and work.

Dogen and Michelangelo

Dogen, considered one of the greatest Buddhist teachers, stated in the thirteenth century, “My life has been a continuous series of mistakes.” After decades of experience, I continue to make mistakes and try to learn from them. As Michelangelo said at the age 87, “I am still learning.” I certainly am too.

Notes

1 A briefer version of this paper was originally presented by Dr. Rabin at the Annual Colloquium of the Group Department of the Postgraduate Center for Mental Health, New York City on December 7, 2006.

Copyright © 2007 Psychotherapy.net. All rights reserved.

How To Be A Grown-up Even Around Your Own Parents

"You know what my scenario was for this whole thing? I was gonna move away. I was gonna get rich and move into a luxurious mansion. My parents were gonna come visit me—once—and say 'Oh, what a nice mansion. We love you, Dave.' And I was gonna say 'I love you too, Mom and Dad.' And then they were gonna go away and die. Does this make me an asshole?"
— Tom Hanks in Nothing In Common (1986)

"Hello, Arthur. This is your mother. Do you remember me?… Someday Arthur, you'll get married and you'll have children of your own and honey, when you do, I only pray that they'll make you suffer the way you're making me. That's a Mother's Prayer."
Mother and Son, Mike Nichols and Elaine May

The Terrifying Power of Parents

We never really are the adults we pretend to be. We wear the mask and perhaps the clothes and posture of grown-ups, but inside our skin we are never as wise or as sure or as strong as we want to convince ourselves and others we are. We may fool all the rest of the people all of the time, but we never fool our parents.

They can see behind the mask of adulthood. To our parents, we seem always to be "works in progress." A parent's work is never done—we are never finished and ready to face life on our own. I remember going to see our oldest daughter off on the train to college. As the train pulled out of the station, one of the other mothers took off running behind it, trying to catch the train and stop it. She had suddenly remembered a piece of advice she hadn't given her daughter. A mother's failure to understand the new world in which her child lives does not reduce one iota her responsibility to give advice about how to deal with it.

“People don't become grown-ups until they realize that their parents, however wonderful, were badly misinformed and sometimes stark, raving mad.” Each generation's job is to question the things the parents accept on faith, to explore the possibilities, and adapt the last generation's system of values for a new age.

The world is changing more rapidly each generation; the enormousness of the change is painful for those on either side of the generational divide. Fathers who won World War II single-handedly and have strutted around as Head of the Household ever since may never understand sons who want to be househusbands. Mothers who have sucked it in and pretended to be mentally deficient and emotionally unstable in order not to threaten their patriarchal husbands may have enormous resentment of their daughters who get to be full-scale human beings.

Parents may feel betrayed when their children adopt different styles and habits, and matters of style may turn into matters of morality, health or safety. To the parents, various things the children do may mean the death of the longed-for and as-yet-unborn grandchildren, while to the child, homosexuality may be a lifestyle choice, suicide may be a political statement, and joining the foreign legion may be an interesting career move. The child who makes such choices may not understand why the parents keep mourning the grandchildren that will not be instead of being as thrilled as the children are over the homosexual partner, the political placard or the artistic pictures of sand dunes they are getting instead.

Techniques for Regressing Grown Children into Blathering Childishness

Parents who would like to strip away their child's mask of adulthood and expose him or her as a still imperfect child, still in need of parents in attendance, have a variety of time-honored techniques at their disposal, all of which are simply subtle ways of doing their jobs as not-quite-ex-parents, by doing the job in a way that keeps both generations firmly in place. Parents can simply remind you that you are not quite who you pretend to be. They can bring up stories from your childhood at the most amazingly deflating moments, like telling stories about your toilet training at your wedding reception or telling your new boss how your kindergarten teacher never thought you had enough sense to get out of junior high. My father insists the most awful moment of his life came when he was making his first high school touchdown and heard the voice of his mother above the roar of the crowd calling "My Sonny Boy," a name he never lived down.

Parents can offer a sanctuary, not just as a pit stop along the road of life, but a permanent alternative to adulthood. They can give you or offer to leave you more money than you can make, so you never have to plan an adult life, and cannot truly respect the adult life you have been able to achieve. They can devote their lives to making it possible for you to never grow up. Your parents can provide you with a lifetime occupation, perhaps taking care of them—like the seeing-eye children of central Africa who spend their lives from the age of two or three running interference for their sightless parents—or try to protect you from the imperfection of grown-up relationships.

A young woman in my practice caught her husband in a brief affair, saw a couples therapist, fought it out with the contrite young husband, and reconciled. She then told her parents what had happened, whereupon her three-times-divorced father gave her the money for the best divorce attorneys and the two-times-divorced mother offered the other half of her fancy duplex. They insisted that she needed more time with her parents before she chose her next husband. They hinted that taking her in and raising her and her brood of children might bring them back together again.

The Gift of Guilt

At any time, your parents can call in their investment in you and demand repayment for giving you life. The classic approach to this is guilt, as Erma Bombeck put it: "Guilt, the gift that keeps on giving." King Lear was our expert at this, bewailing "How sharper than a serpent's tooth it is to have a thankless child." His kids fixed him.

“Parents vary in their sense of what would be suitable repayment for creating, sustaining and tolerating you all those years, and what circumstances would be drastic enough for the parents to present the voucher.” Obviously there is no repayment that would be sufficient. The guilt is there, inescapable and even irreducible, but the effort to call in the debt of life is too outrageous to be treated as anything other than a joke. My mother used to tell me, as often as needed, how she had to lay in bed flat on her back for nine months in order to give birth to me. If I displeased her, she'd remind me that all she had had to do was stand up and I would be a messy spot on the floor, so I should be eternally grateful that she didn't do that. I'd thank her, but assure her it would be okay for her to stand up now.

Children are a Family Affair

Your parents can claim your children, and tell you how to raise them. This can be useful. Every child needs more than two parents, so a full set of grandparents can come in handy. You don't have to take the advice, of course, but finding out how your parents or your partner's parents thought out the issues of child raising can give wonderful insights into both them and you, how they came to do what they did and how you came to be who you are. Of course it can rattle you. I know I'm more comfortable getting advice when I know what I'm doing than I am when I am trying to fake competence, and we are all amateurs at child raising.

Parents can deflate you just by appearing, either in person or in your mirror, as an older version of yourself, reminding you what is in store for you. They can criticize you so sensitively and astutely that they remind you that you aren't perfect yet. Even as the world applauds, your parents can take your victory away by reminding you that you might have done a better job in some way. Bring home a report card four A's and one B to hear, "That's nice, but what did you do wrong in calculus?" When I was about 30, I called my mother to tell her I had been written up in TIME magazine. She said, "Nobody in Autauga County, Alabama reads TIME any more. Why didn't you get written up in U.S. News and World Report?" That meant, "Don't get too big for your britches around me, Sonny Boy. I knew you when."

After a few minutes of sympathetic reflection, I realized that it also meant, "I'm so afraid you'll be so successful and so acclaimed by the world that you won't need us anymore, that you'll feel too good for us, that you'll be ashamed of us. Please love me, even in your moments of glory." I could have wondered why she didn't put it that way, but I'm actually just grateful that she didn't stand up all those years ago.

Parents can write the family history, putting you wherever they choose, preferring perhaps to keep you in the family mythology as a child. My mother, for example, was clearly ambivalent about my successes. quote:When I came to give a widely publicized talk to dedicate Alabama's first mental health center, I was about forty, and the picture of me she sent to the newspapers was from high school. I was a middle-aged man, but still Little Frank, my mother's boy wonder.

How Awkward Adolescence Becomes a Permanent State of Immaturity

Children give parents this deflating power to take the wind out of our sails when we are in adolescence, when we are so seriously self-conscious we become male and female impersonators, trying to convince somebody out there, mostly ourselves, that we are no longer children. We have enough trouble carrying it off when we are doing it in front of a mirror, but it becomes impossible to look like an adult when our parents are telling us what to do. Our parents know most clearly just how immature we are. One way adolescents try to pose as grown-ups is to make a show of not needing parents—at just the point of greatest confusion and disorientation of our lives, right when we need them most.

Once the older generation has raised us to about the level of adolescence, we are so full of hormones, piss and vinegar, we don't like to think we need the wisdom of the ages. It is true that the world is changing so fast that each generation's wisdom has expired by the time it can be put to use. Our parents' style and values, their ideas about how the world works, are likely to seem old-fashioned just on principle, but the real issue is that as adolescents we are too scared to tolerate doubt. Our parents might have money or things to leave us when they die, but this does not make us value them; it makes us impatient with them for continuing to live. If we can't find a use for them and they don't have anything for us, we might merely want to find an escape from them. We might even come to fear them, as if their active involvement in our life were proof of our characterological weakness—and maybe even dangerous to our mental health.

One solution for adolescents is to hide from parents, even if we have to run away from home, in whole or in part. “It is hard to look like a grown-up, much less feel like a grown-up, when you are busy running away from home.” Yet we have a society in which adolescence is, for some insane reason, seen as the most desirable time in life. We have a world full of people who get into the middle of the stream of life, and paddle like hell trying to stay in the same spot as the life cycle and the world flow by, equidistant from childhood and adulthood, and terrified of both.

The Magic of Parenthood

Some people stay pampered children forever, but child raising—hands-on, fully-invested child raising—is the main event in life, the experience that takes you out of the child generation, where you are only able to take, and puts you squarely in the parent generation, where you are able to give as well, and thus become able to take deservedly and unashamedly, without the nagging guilt children of all ages feel over taking more than they are giving back.

The end product of child raising is not only the child but the parents, who get to go through each stage of human development from the other side, and get to relive the experiences that shaped them and get to rethink everything their parents taught them. They get, in effect, to re-raise themselves, and become their own person.

Sure there are ways other than child raising to become a grown-up, though none so natural and total. One way to replace the experience of parenting is by nurturing strangers, as childless Mother Teresa or George Washington did, but being Mother of the Slums or Father of His Country can be a big job. For those who can't arrange parenthood, active aunting and uncling seem the next best choices. The usual things recommended for making a man out of a boy (and perhaps for making a woman out of a girl)—war, football, fighting, and prison—just create a fiercer boy. Learning to love a child can make a real man out of any boy, a real woman out of any girl, but some people might prefer to avoid something that engulfing and find a less drastic way of managing their parents and getting treated as adults.

The Solution: Acting Like a Grown-up

If you would move into the adult position with your parents, you can do several things. Your parents can't do these things for you. They can not grant you your adulthood; you must claim it for yourself.

  1. Take responsibility for your own life, not necessarily doing it perfectly but accepting the blame for the missteps: "I did this and I did it wrong. Now I want to learn from my mistakes. What do you think I could do differently next time?"
  2. Accept well-intentioned counsel from those who know and love you, even if neither their love for you nor their understanding of you is ideal. People, especially parents, love to give advice, and they will honor your maturity in asking for it.
  3. Your parents can't fix your problems or turn you into a kid again. They know by now (I hope) that they have no magical powers, but it is up to you to make yourself aware of that. They cannot turn you into a child; that is something you are doing to yourself when you collapse, run, or hide under the spell of your childlike awe at their presumed power. You must move in close, and unmask them as Toto did the Wizard of Oz, who turned out to be a silly old man hiding behind a lot of sound and lights. As he said when told he was a bad man: "No. I am a very good man, just a very bad wizard." Parents and wizards are all faking it.
  4. “Forgive your parents for all the ways in which they didn't raise you just right, whether their errors were in loving too much or too little.” All parents, as they perform their required functions as parents of adults, do the deflating things that make you feel like a child. If you have children, you'll do those things too and eventually laugh about them.

Parents sometimes do horrendous things to their children—beating them, raping them, selling them into slavery, even trying to kill them. Still more parents abandon their children, break up their children's family to run off with someone who did not have the best interests of the children at heart, and leave the children with someone they could not tolerate living with themselves. Those things must also be faced, and when they are finally understood, they must be forgiven. Otherwise the child may never feel secure with the imperfect love and imperfect investment the parents made in him or her, or with the child's own imperfect capacity for reciprocating all that love. “An angry, unforgiving child, going through life feeling like a victim of imperfect parenting, has no way of moving into the adult position in relationships.” Unrelenting anger at parents is a developmental dead end.

It is interesting how much more people blame parents for overdoing their jobs than for underfunctioning as parents. People seem tolerant and forgiving of fathers who love too little, while they spend a lifetime fearing mothers who love too much.

I got macroparenting, especially from Mother, which was at times oppressive and even frightening, but generally served me well. A patient of mine was microparented. Maisie's father had disappeared when she was born and had never been heard from again. Her tight-lipped mother raised her all alone. When she was 18, and had finished high school she chose not to go to college but to quietly work and make the money to go find her father. She hired a private detective, who eventually found her father working at an optical shop. She introduced herself and took him down the street for a cup of coffee. He was rather silent, but he did explain that he had feared he would not be a good enough father for her, so he ran away, and he had been ashamed of that ever since. He told her he had little he could offer her, but he gave her a package of eyeglass wipes and advised her to keep her eyeglasses clean. That little box of wipers was the only thing Maisie had ever gotten from her father—except for the explanation that he had run away because he felt she deserved more than he had to give. She never saw her father again but that explanation of why he had made the disastrous escape from her life gave her the goal of hanging in there and raising her own children. She realized that she didn't have to be wonderful to raise children, but she did have to be there. Maisie was forever grateful to her father for that insight, and she always kept her eyeglasses clean. We don't know what the meeting between father and daughter did for her father. He ran away again after that.

“The hardest part of becoming an adult with your parents may be this: getting close enough to truly understand them and why they did what they did.” You can't expect to satisfy your parents and you can't expect to fix them, but you must understand their life and yours from THEIR perspective before you can truly forgive them. No matter how awful, incestuous or homicidal your parents, they must be faced and understood, not for their sake but for yours. As long as you fear your parent is out to do you in, you can never feel safe in the world.

It may take a lifetime. Some of it will happen automatically as you raise your own or are involved with other people's children, but some of it can only happen as you examine your parents, living or dead, present or absent.

Dismantling the Family Hierarchy and Becoming Peers

For a grown child to expect respect from parents, he or she must accept responsibility for his or her own life and act like a grown-up. If the grown children are still trying to blame their lives on their parents, no respect can be expected.

In considering the ledger equal, it must be understood that the greatest gift you have given your parents is the opportunity to raise you. The things a child gets from parents can't compare to the things a parent gets from raising a child. Only by facing the experience can you understand the degree to which children give meaning to the lives of parents.

To make the member of the child generation feel quite sure that the debts are paid, it is wonderful when the children get to take care of the parents as they grow old or sick, and die. There is nothing quite so liberating from parental guilt and empowering to your adultness as nursing your parents through to the end. It can make you feel wonderful when your parent needs you more than you need him or her. But if you are still feeling guilty, as if you have not paid enough, achieved enough, reinvested enough, or suffered enough for the parent, then you can come to feel like a slave. You must decide when you have bought your freedom, and then you must give a bit more just to be sure. When you have paid back your parents for your life, and paid more than you owe, then you are indeed your own person.

Tricks for Taming Used Parents: Getting Them to See You as an Adult and Treat You with Respect

Meanwhile, there are techniques for achieving hierarchical equality with your parents. Here are some tricks that my children have taught me, tricks that I didn't learn when I was coming into adulthood because I wasn't mature enough to face my parents head on. My kids are an improvement, especially in the ways in which they deal with their parents. These techniques are guaranteed to work better than whining childishly or storming adolescently at your parents complaining they don't treat you as an adult.

  1. Tell them about you. Tell them what you like and what you don't like. You be the expert on you.
  2. Explore them, not you. When your parents try to tell you more about you and your shortcomings than you really want to hear, ask them about themselves at your age.
  3. Thank them for any criticism, and ask them what their experiences were that led them to their opinions.
  4. Ask for their advice before they have a chance to give it. If they know you are taking their advice seriously, they may give more sympathetic advice.
  5. Explain how much you value their opinion, and be especially careful to add that it is one of those you will particularly value as you make your own decision.
  6. Don't hide anything from them. Secrets and lies will make you ashamed of yourself, and will make them think you are hiding things from them, like a child.
  7. Invite them to do a lot of things with you, whether they like to do such things or not. And accept their invitations in return. Include them in your social life.
  8. Ask them to tell you family stories. When they tell family stories about you, give them the necessary information to change your position in the family myths.
  9. Tell them whether you need cheerleading or criticism at the moment. Remember, they want above all to feel needed and to be a good parent. Structure them in doing so.
  10. Find things they can do for you now and ask them to do such things. Think of expertise you need, information you need, and give them ample opportunity to feel useful.
  11. Find things to thank them for, especially memories from the past. Thank them randomly.
  12. Tell them what a terrible child you must have been, and how bad you feel for having been such a bother to them.
  13. Reveal all the things you kept secret from them at the time. Blow their minds. Actually, it will probably surprise them that you weren't worse.
  14. Call them more often than they need for you to. Try to call during their favorite TV show, so they will be in a hurry to get you off the phone.
  15. Don't criticize them to others. Get into the habit of praising them to your friends. That won't change them, but it will free you from your adolescent pout with them.
  16. Name your children after them.
  17. Don't name your pets after them.
  18. Take them to movies about parents and children. Mommie Dearest or The Great Santini are good choices. Then talk about it, taking the parent's side. Since they've been children longer than they've been parents, they might just counter by seeing the conflict from the child's perspective.
  19. Give your parent a copy of this article.
  20. Take your parents with you to your therapist and tell the therapist what wonderful parents they have been. If your parent doesn't respond by telling your therapist how wonderful you are, give him or her another copy of this article, and underline the parts that seem relevant. 

Imperfect Parents

One of the most highly valued functions of used parents these days is to be the villains of their children's lives, the people the child blames for any shortcomings or disappointments. This approach toward escaping guilt is an effort to protect the self-proclaimed victim from having to take responsibility for his or her own life. But if your identity comes from your parent's failings, then you remain forever a member of the child generation, stuck and unable to move on to adulthood in which you identify yourself in terms of what you do rather than what has been done to you.

I know your parents, like most parents including my own, including me, made a lot of mistakes. That was then; this is now. “A lot of parents came into adulthood as they raised you, and are better people now than they were then.” There are great advantages to seeing yourself as an accident created by amateur parents as they practiced. You then have been left in an imperfect state and the rest is up to you. Only the most pitifully inept child requires perfection from parents. It might help for the parents to apologize a few times, but the child who would become an adult must finally get off the parents' back and get on with the job at hand.

Some parents were awful back then and are awful still. They got stuck in childhood and adolescence, and the process of raising you did not turn them into grownups. Parents who were clearly imperfect can be helpful to you. As you were trying to grow up despite their fumbling efforts, you had to develop skills and tolerances other kids missed out on. Some of the strongest people I know grew up taking care of inept, invalid, or psychotic parents—but they knew the parents were not normal, healthy and whole. Children of imperfect parents might be grateful to their imperfect parents for the opportunities to develop unexpected strengths. My sister and I are firmly convinced that our mother's alcoholism made us stronger people and better caretakers. Such a tragic-comic existence certainly did wonders for our sense of humor.

The Problem with Some Family Therapists

I end up doubting those mental health theories that find closeness and interdependency between the generations unhealthy. I'm not convinced that people are better off if they differentiate a lot as Murray Bowen would have us do, break free from all their warm, cozy enmeshment as Sal Minuchin advised, and leave home the way Jay Haley encouraged us to do. I like being as close to my children as I am, talking over cases and writing papers with my psychologist daughters and working out with my triathlete son. Our son is also our accountant and Betsy's primary source of business advice. My 90-year-old psychiatrist father-in-law, who has been a source of much of my clinical wisdom, is now living with us and letting us a do a few things for him, to pay him back for all he has done for us.

Whose life is it anyway? As we raise our children, as we invest our hopes, our energies, our futures and our very beings into them, we are hoping for something back, something that we will get from our children, both now and in the future, that will make up for whatever the deficiencies in our own parenting. Each life carries within it all the generations that came before and all the generations to follow. In whatever we do, we must be aware of both. I have lived through adolescence, in which I felt only connected to my generation, and oppressed by anyone who would require my allegiance to anything outside myself. “I have lived through the adolescent sense that the history of my family and of the human race begins and ends with me, and now that I see myself connected on both ends, I no longer feel lost and alone.”

Therapists Who Blame Your Parents

There are therapists who have had wonderful training wasted on them but who will never be therapeutic because they are still members of the child generation and have not moved up to the parent perspective. They might do well to rethink their career choices until they have worked out their business with their own parents. Child-generation therapists might think that guilt is a killer, and any relationship, any reality, any responsibility must be shucked to protect grown children from guilt. They may encourage you to blame your life on the mistakes of your parents rather than encourage you to find out what the experience was like for your parents, how they learned to be the people and the parents they were, and how they would do it over again now. That exploration brings parents and children together, and can set them both free. An adult-generation therapist (of any age) will see both you and your parents through the eyes of an adult rather than just through the eyes of a child, and will know that you must forgive your parents if you are ever to be free of your sense of childlike helplessness.

The point of exploring your parents' deficiencies is for you to correct the misinformation you've received as a result, not to blame your life on them and then avoid them. You can't escape them anyway. Your biological parents are present in every chromosome in your body. The parents who raised you are present in every word you speak, every action you take. Your job is not to satisfy your parents, nor to fix them, but to understand them. Only through understanding them can you finally understand yourself.

This article was excerpted, in part, from Grow Up! by Frank Pittman. 

Work Is Life: A Psychologist Looks at Identity and Work in America

“Sure, I love my family, but nothing will ever take the place of my job!”

This was our first meeting and "Patti" was sitting in my psychotherapy office explaining to me that her life was over. She felt her boss had betrayed her; she had left work on disability; she no longer had an identity.

I wasn't surprised. Over the course of the past seven years I have met with dozens of women and men who seek out psychotherapy after feeling betrayed at the workplace. For them, work isn't what they do for money; nor is it an important part of their lives which provides them with a sense of purpose. Work is their life. And when it ends, they are devastated, feeling as though they are aliens or exiles from a society that increasingly values commitment to and identification with work over all else.

The new work order—spearheaded by the high-tech companies of Silicon Valley—is creating total company cultures that offer engagement, a shared sense of purpose, exhilaration, and interpersonal connection that is increasingly absent in people's families and communities outside the workplace. As divorce, geographic mobility, social fragmentation and the decline of neighborhood, community and civic participation grow, more and more of us are turning to the workplace for the satisfaction of needs formerly filled by family, friends and neighbors.

We Are Family

This trend is hard to resist. As workplaces become campuses offering gyms, free food, parties, sports leagues, chess clubs, and massage therapy, it is not surprising that more of us like spending long hours at work. In the absence of countervailing institutions that sustain and protect us, or that provide a vision of how life should be led and for what purpose, corporations offer a sense of belonging and personal identity. Company logos and slogans that surround employees and pervade our culture often are all people can identity with, claim as their own. Supervisors become parental figures to dote on and please; coworkers become one's community, and the corporation feeds our unmet longings with countless exhortations that "We Are A Team!"; "We're Number One!"; "We Are Fam-i-ly!"

The catch in all of this, of course, is that the people who control "the family" can lay us off, change our jobs, fire our supervisors, or make things so unpleasant that "divorce" feels preferable to the ongoing emotional abuse we often feel at our workplaces. And if we invest all of our energies, time and emotional needs in our jobs, there is often little to fall back on when work ends.

"Patti" knows this all too well. As a 39-year-old black mother of two who lives with her boyfriend, a high school math teacher, Patti spent much of her early life on welfare. But in spite of her modest beginnings, she has been able to complete college, buy a home, and work as a bookkeeper in a growing biotechnology firm. This position has been her favorite. The company emphasizes "team spirit," and her boss, a vice president, repeatedly talks about the company being "one big family." “The company's unofficial anthem is “We Are Family” by Sister Sledge, a song that is played at company picnics and parties.”

Patti's boss, Bill, always struck her as an extremely ethical, fair-minded man whom she often turned to for advice about problems at work. Although she did not believe Bill favored her, she did think he respected her and always was extremely laudatory in his evaluations of her work. Because she admired Bill and trusted his judgment so completely, Patti made him the executor of her will. "He sort of reminded me of Marcus Welby. When he was around, you knew things were gonna be okay."

After three years working at this company, a new computer system to handle accounts receivable and accounts payable was introduced. Patti found the new system difficult to work with and believed it was much worse than the previous system. She voiced her concerns to Bill and was surprised that rather than welcoming the feedback, he seemed annoyed. Gradually her boss's calm, benevolent mien changed. He became more critical and sharp. As Bill's impatience with Patti grew, her ability to work with the new computer system floundered. She often stayed after work trying to make up for how long it took her to process accounts on the new system during working hours. She increasingly got headaches and began seeing her doctor for what was later diagnosed as irritable bowel syndrome. When Bill asked her for a report she had not completed, she states that she felt herself "sinking. It was like my identity was being taken away. I could tell he thought I was a fuck-up."

Finally, Bill came into Patti's office one day clutching a handful of her billing statements, his face red with rage. "Are you the person for this job? Are you the person for this job?" she reports his shouting at her. He threw the papers at her and stormed out the door. ““That was it; I knew that was it. It was over.”” Patti has some amnesia for what happened next, but is able to recount that she found herself at a hospital emergency room that evening complaining of numbness and tingling in her arm.

Patti's doctor immediately took her off work and referred her to me for psychological assessment. When I met with her, Patti was clinically depressed, with slow mentation, dulled to the activity around her. "I have no identity. My work was everything and I blew it. It's over." During the next few months, Patti grew distant from both her boyfriend and children. Although she repeatedly acknowledged that her family was worried about her and she felt some guilt in connection to this, she insisted her "other family, my work family is gone." Bill had been her main conduit to that "other family," and his unhappiness with her seemed to sever the tie that bound her to the larger community of the company family. Patti recounted that her anxiety about learning the new computer system had been fueled by her belief that if she were unable to master it, her employment with the company would end. "And that would be it. No more having a reason to get up in the morning." Curiously in this equation Patti's children, boyfriend, or recent purchase of a home did not seem to beckon her out of bed.

“They Made Me What I Am!”

On the surface, my new patient, "Lionel," appears quite different from Patti. A tall, lean man of Irish descent with a wife of 20 years, a step-son and a home in the suburbs, Lionel has worked for one of the oldest Silicon Valley corporations for 27 years. His is a true American success story: rising from mailroom worker to manager in marketing, Lionel has ridden the wave of the high tech revolution. Because he has never worked for any other employer, his emotional dependence on his job transcends any feeling he has had for another person. "They made me what I am. Without their faith in me I'd probably still be working minimum wage. “I love my wife, but I owe my company everything.”"

At his workplace, every employee, including the CEO, occupies a certain level on a scale of 1 to 100. Within each level, an employee is ranked on a 1-to-5 scale according to job performance. Lionel became obsessed with levels and rankings. He was a "59"; his supervisor was a "63," and Lionel hadn't seen any advancement in three years. Therefore he continually ruminated about how to advance his career "to leave the fifties." When a new job within another division became available, Lionel applied. Although he admits he wasn't truly qualified for the job, he pressured the division that was hiring to give him the position. "It was my ticket. I'd automatically be a 63."

Once in his new job, Lionel was overwhelmed. He didn't understand the operating system and was too afraid to ask questions, fearing that those who had hired him would immediately see him as what he thought himself to be, a fraud. He struggled, developed chronic neck and shoulder pain, and found himself increasingly irritable with his family. For the first time in his life he exhibited "road rage" as he sat in his car, commuting two hours each way to the corporation that "made him who he was." Three months into his agony, Lionel was sitting in a team meeting with his new supervisor, a man 15 years his junior with an MBA from a prestigious business school. The supervisor stared at Lionel for what seemed to be an eternity and then, according to Lionel, asked him for a report in a voice dripping with sarcasm. Lionel began to hyperventilate, had to leave the room, and rushed to the company nursing station in a full-blown panic attack.

Lionel is now off work on short-term disability. He feels he cannot return to his workplace because he is humiliated. Lionel believes there is no other job for him despite having an outstanding resume. The rage at his new supervisor whom Lionel feels shamed by is palpable. Lionel states that he can identify with men who go to the workplace and kill supervisors and coworkers out of feelings of betrayal: "I know I'd never do anything like that so you don't have to worry that you have some loon on your hands, but I get it. I never could understand that kind of thing before this happened to me. . . . What? You're just suppose to sit there and take it?"

Despite significant differences in gender and race, Patti and Lionel share the feeling that severance from the world of work is exile from life itself. “They both looked to their workplaces for feelings of emotional security, self-esteem, and belonging.” In return for providing what these employees experienced as self-sustaining environments, Patti's and Lionel's employers benefited enormously from having workers who worshipped their companies, worked long hours, and would do virtually any task in order to elicit their supervisors' approval.

A Radical Notion: Work is Not Life

Emotional recovery for Patti, Lionel and others like them is not easy. While Americans are devoting increasing amounts of time and energy to their work, no social institutions, frameworks of meaning, or even words exist for a "divorce" from a highly valued job. The empathy that is commonly available and considered socially acceptable when a romantic relationship fails is considered inappropriate if not absurd when applied to a work relationship. “The “divorced” employee often has little more than the advice columns in newspaper business sections to turn to, and these routinely tout the virtues of “flexibility,” “marketability,” and treating oneself “as a business.”” The overriding sentiment is simply "get on with it; send out those resumes; only the weak or psychologically impaired could remain emotionally attached to a job."

To counter this disregard I began running a group therapy program seven years ago for clients who feel they have been betrayed at work. The groups function to support and normalize people's experiences, underscore how jobs alone cannot provide identity, and demonstrate how boundaries and limits must be set so that employers do not become pseudo-parents to be pleased.

Ultimately the task for any participant in group is to find connection, esteem, identity and a feeling of aliveness outside of work even while satisfying some of these needs on the job. "Putting all of one's eggs in one basket"—investing in one sphere of life to the exclusion of all others—diminishes what a human being can be and portends emotional devastation if that one sphere fails. Admittedly this task is an arduous one given the sorry state of family and community life for many Americans. But to cede our emotional lives to corporations whose ultimate goal is always profit and power is an act with unparalled political and psychological consequences.

The betrayed workers I have listened to for the past seven years have tried to do what so many of us in this country seem to be attempting to achieve on a daily basis, that is, satisfy unmet emotional needs through our jobs. Perhaps these women and men tried a little too hard, had a surfeit of needs, too few internal resources to begin with, untempered naivete, too great a belief in the American dream of success and salvation through work. But they are on a continuum with most of us who choose longer hours, take fewer vacations, and wake up and go to sleep at night thinking about our jobs. If under the rubric of "group therapy" these exiles from the labor force can learn that there are other ways of connecting with people who are not coworkers or supervisors, I believe I will have accomplished something. “I will have helped them see that work is not life—surprisingly an increasingly radical notion at the beginning of the new millennium.”