On Curiosity

As you are reading this blog you are very likely the kind of person who wants to get the most out of your life. To optimize your physical and mental health, to extend your realm of pleasure and productivity, and to come to understand the whole human experience to its utmost limits.

You probably are already concerned about eating well, strengthening your body, thinking positive thoughts, avoiding negativity, interacting consciously, kindly and lovingly with others, and spending your energies in the best way possible.

Have you ever wondered how your capacity for curiosity affects your ability to achieve these wonderful goals? Curiosity, best described as the willingness to pursue wondrous fascination with all aspects of experience, is highly underused in this era of information overload.

Curiosity may be one of the least explored human abilities despite our living in a world of ever-increasing change. We have as a planet seen billions of our fellow world-citizens begin to make triumphant forward steps out of desperate poverty and oppression while at the same time, in the highly-developed world, there is a marked trend towards dogmatic belief in utterly irrational concepts that deny the primacy of human rationality as the pinnacle of possibility.

There are at least three strong reasons to develop your ‘curiosity muscles’. Both quality of life and length of life are affected by curiosity. For example, those who have the habit of reading long complex works of fiction requiring a sustained interest in plot details and characters developing over time have significantly longer and better quality life-span compared to readers of less complex works or addicted television watchers spending comparable amounts of seated time. This is attributed to the increased mental activity required when exercising curiosity through reading actively rather than being a passive receiver of short-term plots and storylines. There is a discernible difference in obesity as well.

Curiosity is important for a second reason, the struggle against routine and depressive monotony. Many of the patients interviewed in therapy complain of the sameness of their daily lives. Those who have a hobby of some kind experience less depression. Those who make an effort to take up a new interest, be it a new job, social cause, hobby, friendship or course of study – especially one done simply for the joy of learning – report a lessening of depressive symptoms. Depressive personalities are generally less likely to believe that trying something new can help them. This suggests that this profound absence of curiosity leads to an inability to believe in the possibility of new potentials.

Facticity is the third major reason that curiosity is important for a fruitful life. Facticity refers of the things that belong to us without the possibility of choice.

Most of us are so sure that we are the captains of our ship and masters of our fates, that we are the ultimately responsible choosers of our destiny. This is very far from being the objective truth. Think for a minute about this: did you elect your parents, your siblings, the place and time of your birth, your physical form, size, sex, eye and hair color and so on and on? Did you consciously select your mode of belief, your politics, and your taste in music, sexual orientation, foodstuffs, favourite subjects, talents and so forth?

While it has been trendy to believe “The Secret”’s promise that we are what we wish for, the chances of becoming a jockey (weighing in at 45 kilos max) are slim indeed when one’s family reliably produces generations of giants.

These self-evident realities being true, our freedom really consists in the realm of conscious choosing. Here we are talking of rational mental processes, not fantasy. Once again curiosity is the vital force. It inspires innovation, seeking, the march of rational science, and is the enemy of lazy belief and status quo thinking. All who wish to improve their existence must in the end concentrate their efforts on what is possible to know, what is possible to alter, and what is not.

This is another way of extolling consciousness above dull acquiescence, of a larger vocabulary of mind and spirit oven the stunted thoughts that derive from slumping back into the day-to-day banalities that only strengthen sheepish crowd behaviour.

To provide a prescription for how to be more curious seems pointless. Let a thousand flowers of spontaneous interest and experimentation blossom in your imagination! For example, you may perhaps think you are not a singer, but it would be worth it to test that theory by joining a choir or taking voice lessons, actively challenging your preconceptions of who and what you are. Surprise yourself.

Let your inner guide be your recognition that at best we can only know that we know little about all of our possibilities.  At the least, bear always in mind that society is based on the notion that the average person, not the rare genius, is its true citizen.

Photo:  Stephen van Beek, BA (Hons.), MA (Tripos), Dip.CTP, Member CAPTStephen van Beek is an analytically-trained psychotherapist in private practice and the creator of the Therapy Toronto Network. For more information visit www.therapytoronto.ca/stephen_van_beek.phtml.

What does a healthy functioning relationship look like? How do I find one — and how do I keep it?

What is most noticeable about a healthy functioning intimate relationship is both experienced by the couple and seen by others: that they delight in each other’s presence. If we look closely and recognize that everything we do has an emotional component, however small or hidden, this is true even of relationships we value but which we do not consider “intimate.”

Couples do other things that strangers don’t: they keep one another in each other’s awareness, look out for their safety, think of them frequently and fondly, spending time together with no other purpose than companionship, perceiving things similarly (mutuality) –to name only a few of the many things that we instantly recognize as signs of a special bond between two people. We also instantly recognize when a relationship is in trouble, perhaps best characterized by Gottman and Silver (1999) as the four horsemen: criticism, contempt, defensiveness and stonewalling.

Most of the books written on relationships over that past several decades have focused on various aspects of compatibility and relationship skills such as communication as the basis of relationship functioning and best predictors of relationship longevity. At the stage of mate selection, these criterion-oriented and functional approaches raise the probability of relationship success by helping the dating single maintain good boundaries and avoid being swept away by aspects of the other that in the longer term will be over-shadowed by differences easily ignored early in dating.

David Steele’s Conscious Dating (2008) approach to dating is an excellent discipline for the single who wants to make mate selection as much of a science as it can be, beginning with housekeeping within: self-awareness, correction of negative and limiting belief patterns and behaviours, becoming a successful single, clarification of personal values, life vision and developing a sense of one’s purpose in life; and finally the development of clarity about life partner criteria that align with who you are and want to remain in or out of an intimate relationship. Steele’s Relationship Coaching Institute (RCI) and its member coaches provide support to extend this highly useful and rational approach to serious but pre-committed relationships, couples having difficulties and couples who are doing well and want to be even better (bliss coaching).

Steele’s conscious dating, conscious relationship and conscious living are refreshing “how-to” approaches but they are not intended to explain the origins of attraction, nor do they explain couples that seem to have highly dysfunctional relationships which they would never leave. A deeper understanding of the basis of attraction and dynamics of intimate relationships is found in attachment theory which has evolved over the past 60 years beginning with the work of Dr. John Bowlby (1969, 1973, 1980, 1988), and elaborated by many others including Ainsworth (1978), Main (2000), and Fonagy (2001). Attachment theory and applied to adult intimate relationships in Emotionally Focused Therapy (EFT; Johnson, 1996; Greenberg & Goldman, 2008) and Solomon and Tatkin’s Psychobiological Approach to Couples Therapy (PACT; Solomon & Tatkin, 2011).

The fundamental principles of attachment theory relevant to mate selection and relationship dynamics are:

  • infant-caregiver attachment is survival need of the infant which may be well or poorly supported by the caregiver reflecting their own early experience
  • infant-caregiver attachment is survival need of the infant which may be well or poorly supported by the caregiver reflecting their own early experience
  • attachment style is set by age 2
  • attachment style /history is associated with a deep relational schema – how we relate to others
  • the quality of early attachment (secure / insecure) will persist and be played out in adult relationships
  • neither the style or the adult behaviour is likely to be universal with respect to others; e.g., one’s attachment history with mother may be different from that with father, and as an adult one may behave with some persons in ways aligned with one’s attachment history with a primary caregiver and not with others.
  • partner selection serves to entrench or resolve attachment history

Ainsworth’s work with children identified four principal attachment patterns: secure, insecure-avoidant, insecure-ambivalent and disordered:

  • secure attachment develops in the context of adequate and attuned care-giving
  • insecure-avoidant attachment arises when the caregiver is perceived as unsafe or punishing
  • insecure-ambivalent children have a history of care-giving that is perhaps adequate but not attuned, giving rise to a demanding character in the child attempting to ensure that its needs are met
  • disordered attachment arises in the context of trauma and/or grossly inconsistent or neglectful care-giving

Research using various forms of Main’s Adult Attachment Interview indicates that slightly more than half of adults have a secure attachment history, around one-fifth an insecure-avoidant history, slightly less are insecure-ambivalent and a small percentage disordered.

While these designations describe the history of a person’s attachment to their caregiver, their behaviour as an adult will vary across relationships, nevertheless showing a predominant pattern most clearly seen in their primary adult attachment relationship. To distinguish this adult pattern from from the individual’s attachment history, respective adult patterns are designated as:

  • secure-autonomous, functioning with equal aplomb in situations of togetherness and apartness, experiencing the self as “adequate”
  • dismissing, seeking to be alone (for more see “Addiction to Alone Time,” Tatkin, 2006b)
  • preoccupied, irritable, attention-seeking and doubting (for more see, “Allergic to Hope,” Tatkin, 2011a)
  • unresolved, responding in ways apparently unrelated or only weakly related to the behaviour, intention and emotional state of the other, essentially responding to previous emotional experiences which the present situation has triggered.

It may be helpful to relate the above to the ego-states of Thomas Harris’ Transactional Analysis best-seller, I’m OK, You’re OK, (1967):

  • secure-autonomous: I’m OK, You’re OK
  • dismissing: I’m OK, You’re not OK
  • preoccupied: I’m not OK, You’re OK
  • unresolved: I’m not OK, You’re not OK

The Psychobiological Approach to Couples Therapy (PACT; Tatkin, 2006a; Solomon & Tatkin, 2011) combines our knowledge about human attachment and the function autonomic nervous system in human interaction to understand what brings couples together and what causes difficulties in their relationship. Principally:

  • Through early experiences, the attachment history of the individual become “wired” into the nervous system of the individual.
  • The development of secure attachment can but is not guaranteed to occur in adult intimate relationships.
  • The attachment styles of intimate partners interact in ways that support and parent the other to a more secure base or to chronically dysregulate the other and reinforce their (insecure) attachment history.
  • A relationship between individuals is an interaction of two nervous systems regulating or dysregulating autonomic arousal.

Returning to our central topic, what a successful functioning relationship looks like, in the PACT model a relationship experienced by the participants as “smooth and happy” is characterized by instinctive mutual mood regulation by influencing each other’s autonomic nervous system (ANS), cheering the other up (i.e., raising their sympathetic arousal level when the other’s mood is falling into the range of negative affect) and calming the other down (i.e., parasympathetic down-regulation when the other is over-activated as in worry, fear, anger, hysteria, etc.)

Attuned partners make these adjustments to each other’s moods instinctively through words, proximity, touch and other behaviours that we describe as thoughtful, attentive, helpful, generous and loving and described so well in Gary Chapman’s The Five Love Languages(1992).

Traditional couples therapies attempt to correct or modify behaviours, thinking and feeling within the intimate relationship—i.e,. the content of the relationship. By contrast, PACT works, not with the stories of who did what to whom –a notoriously unreliable source of information not just for therapists (see Beil (2011) for an interesting review of the literature in this area). Rather, PACT works with what is going on in the couple in the moment at the level of two interacting nervous systems.

When a couple offer discrepant versions of something that happened between them, the facts of what really happened are not important; rather the couple is demonstrating one of the ways in which they dysregulate one another. PACT therapists use Gestalt based experiential exercises to draw the couple’s attention to their influence upon each other at the level of psychological arousal regulation, discord in the relationship is addressed by creating a two-person psychological system out of two separate one-person psychological systems. All of this is in the service of clearing away the unresolved attachment crises of the past that stand in the way of the relationship being a safe and loving one for both partners.

So what does a healthy, functioning -i.e., mutually regulating –relationship look like? Stan Tatkin (2011b) refers to ten relationship essentials (paraphrased):

    1. protecting the safety and security of the relationship
    2. ensuring that decisions and actions that are win-win
    3. never putting the entire relationship on the line
    4. being each other’s premier confidant
    5. being each other’s secure base where there is always a smile waiting
    6. being a safety net for each other at all times
    7. caring for each other daily including physical closeness, eye contact up close, checking in with each other at the beginning and end of the day
    8. repairing quickly misunderstandings, mistakes, unfairness and hurts, ignoring blame
    9. practising the five love languages (Chapman, 1992) daily
    10. making a priority of knowing one another well
Several of these (e.g., 1, 4 and 5) imply that the couple has developed effective ways of handling “thirds” –people or influences outside the couple that disturb or threaten the couple unit such as outside romantic interests, alcohol, extended family plus many other lesser distractors. Important aspect of 10 are a) learning the style of responsiveness (latency, extent, originality, attentiveness) that reassures the other, and b) being aware how any perceptual deficits of the partner influence their responsivity (e.g., hearing loss, memory loss, brain injury, psychological problems such as AD/HD, depression, etc.)
So what does a healthy, functioning -i.e., mutually regulating –relationship feel like to the members of the couple? True mutuality, joint attention (antithesis of autism: the ability for both partners to attend to something as a shared experience with mutual positive amplification), safety, security, trust andphysical presence felt as warm, welcome and welcoming –all experienced without merging, losing the sense of difference and individual uniqueness that is necessary for us to celebrate being with the other.

The words “love” or “being in love” or “falling in love” have not been mentioned in the foregoing discussion. Love in the absence of a successful, functioning relationship takes many forms. But it is highly likely that love will emerge concomitantly with the creation of a successful, functioning relationship.

REFERENCES
Ainsworth, M. (1978) Patterns of attachment: a psychological study of the Strange Situation. New York: Erlbaum.

Beil, L. (2011) “The certainty of memory has its day in court,” New York Times, Nov. 28, 2011. Or online here

Bowlby, J. (1969) Attachment and Loss, Vol I: Attachment. New York: Basic Books.

Bowlby, J. (1973) Attachment and Loss, Vol II: Separation: anxiety and anger.New York: Basic Books.

Bowlby, J. (1980) Attachment and Loss, Vol III: Loss: sadness and depression.New York: Basic Books.

Bowlby, J. (1988) A Secure Base: parent-child attachment and healthy human development. New York: Basic Books.
Chapman, G. (1992) The Five Love Languages. Chicago: Northfield.
Fonagy, P. (2001) Attachment Theory and Psychoanalysis. London: Other Press.
Gottman, J. & Silver, N. (1999 ) The Seven Principles for Making Marriage Work. New York: Three Rivers Press.
Greenberg, L. & Goldman, R. (2008) Emotion-Focused Couples Therapy. Washington, DC: APA Press.
Harris, T. (1967) I’m OK, You’re OK. New York: Avon.
Johnson, S. (1996) The practice of emotionally focused marital therapy: creating connection. New York: Brunner/Mazel.
Main, M. (2000) “The organized categories of infant, child and adult attachment.” Journal of the American Psychoanalytic Association48, 1055-1096.
Solomon, M., & Tatkin, S. (2011) Love & War in Intimate Relationships. New York: Norton.
Steele, David (2008) Conscious Dating: Finding the love of your life and the life that you love. 2nd ed. Campbell, CA.: RCN Press.

Tatkin, S. (2006a). A Synopsis of My Approach to Couples Therapy. The Therapist(January/February), 7. Online at here.

Tatkin, S. (2006b) “Addiction to ‘Alone Time:’ Avoidant attachment, narcissism and a one-person psychology within a two-person psychological system.” The Therapist57 (Jan/Feb). Or online here.

Tatkin, S. (2011a) “Allergic to Hope: Angry resistant attachment and a one-person psychology within a two-person psychological system.” Psychotherapy in Australia18(1), 66-73. Or online here.

Tatkin, S. (2011b). Ten Commandments for RELATIONSHIP ESSENTIALS. In J. Zeig & T. Kulbatsk (Eds.), For Couples: Ten Commandments for Every Aspect of Your Relationship Journey. Phoenix: Milton Erickson Foundation.
Or online here.
Photo:  Don Edwards PhD, Dip GIT, Member OACCPPDon Edwards, Ph.D. is a Gestalt psychotherapist, relationship and life-coach, Certified RCI Singles coach and P.A.C.T. couples therapist practising in Toronto and Stratford, Ontario, Canada. For more information visit www.therapytoronto.ca/don_edwards.phtml.

Educational Journeys: What Analyst’s Memoirs Tell Us About Psychoanalytic Learning

Educators think a lot about how to create conducive conditions for learning, how to provide facilities for learning, how to use technology in the learning process, how to measure learning, how to address the diversity of human learning styles and more.  But few of them describe what learning feels like. For an educator not to describe the experience of learning is like a chef not describing the experiencing of eating .  Some chefs will say a chicken is roasted when the thermometer reaches a certain temperature.  Others say the skin crackles, juices flow clear,  the legs jiggle in their sockets, and the aroma makes your mouth water.

The sensual involvement of the cook is essential to learning, and creates skill. Likewise,  the  satisfactions, frustrations and gratifications of the learner indicate that something has been cognitively mastered and intellectually attained.  Learning takes place in every fibre of our being, and cannot be properly described  or understood without the sensation of that experience being acknowledged.

If this is the case for learning in general, it is even more the case for learning  to be a psychoanalyst, which draws on a person’s emotional and intellectual substance.  For this reason, any study of psychoanalytic learning and training should include personal accounts of the experience of becoming an analyst.

Psychoanalysis has produced an excessively vast amount of literature on theory, practice and even on training.  But few analysts have described their training in print.  There are a number of fascinating memoirs by such figures as Helene Deutsch,  Margaret Mahler,  Richard Sterba and Abram Kardiner.  These pre-war, early analysts cannot say much about their training because in a certain sense, it did not exist.  Helene Deutsch describes approaching Freud for a didactic analysis, which he ended after a year.

“Freud told me,’You do not need any more; you are not neurotic.’ I reacted by having the first depression of my life.  It was a good lesson for a future analyst”  The didactic value of her analysis, it seems, was in coping with her analyst’s error.   Deutsch may have been the first to express this theme, but she was far from the last.   Deutsch also describes her control case with Freud, who used to tell her:  “You know more about the patient than I do.  I can’t tell you very much, but then you don’t need it anyway.”

Analytic candidates today may look back at these simpler times with envy, but the histories of the pre-war European analysts show how corruptible the system was.   In her  posthumously published memoirs, Margaret Mahler describes how completely vulnerable  she was to Deutsch’s opinion of her.  “Psychoanalytic training at the time was essentially tantamount to a satisfactory training analysis; the judgment of the training analyst was decisive.  If a training analyst testified that a certain candidate had not been, and perhaps could not be successfully analyzed, then the committee had no recourse but  to adjudge that individual unsuitable for psychoanalytic work and to dismiss him or her from the institute.

This  is precisely what transpired in my case.  Following Mrs. Deutsch’s  unfavorable report, my fate was sealed.”  In Mahler’s version, Deutsch’s verdict was distorted by the fact that she was coerced into analyzing  Mahler at a reduced fee which she felt was unfair.  Photographs add another element to the story.  Both these women were remarkably beautiful, and Deutsch may not have found it pleasant to bring a second brilliant, independently minded, beautiful young Jewish woman into Freud’s circle.  Whatever the reason, it is unlikely that Mahler was completely unanalyzable, as Deutsch reported.

Although Deutsch was a key contributor to the design of analytic training, she lived to regret the system she developed. “I regret the great dependence of future analysts on control analyses, for I find that the best way to learn is through independent experience.  This overdependence on controls makes psychoanalysis into something it is not and should not be: a method that can be learned like any other scientific discipline.  Sometimes I have the feeling that analysis in general now includes too much organization and obligatory teaching and learning.  More and more, I feel like someone who has been working in an artist’s studio and suddenly finds himself in a factory.”  (p.208)
A literature search for the years 1991 to 1998 indicates that although most articles on analytic education continue to be written from the perspective of educators or academics, the candidate’s perspective is occasionally   expressed.  In  “Finding an Ear:  Reflections on an Analytic Journey” , Gerald J Gargiulo reflects on his combined experience of learning and teaching psychoanalysis.   In a description of what Gargiulo calls his “psychoanalytic pilgrimage”, he repeatedly refers to the importance of reading and reflecting on the words of authors concerned with the human condition.  It as if reading an author’s words on paper  was as powerful an experience as listening to a teacher or supervisor in person.
“It was in my last years of training..that I was introduced to Winnicott, “ writes Gargiulo, chosing a phrase that makes it sound as if he and Winnicott actually shook hands.  “What more I needed to learn…was taught to me by Winnicott.” Garguilo brought his style of deeply engaged reading to his  training at the Training Institute of the National Psychological Association for Psychoanalysis, from his previous career as a student and teacher of theology and religious studies.  But it is more than an academic skill, he realizes as he turns his attention to psychoanalysis.  Learning to read and learning to listen are significant humanistic capacities which analytic candidates must cultivate.  “I would bring in many …works of poets in an attempt to help the student analysts feel comfortable and competent in their own hearing, a prerequisite for their evenly suspended listening to patients.  When this is not done, what I frequently encounter are students who have mastered the words only to miss the meaning.”

Papers such as Garguilo’s are gems of self scrutiny which help educators understand the deeper processes that must take place in order for candidates to learn how to become analysts.  The best of these educational autobiographies is a slim volume by Gerald Alper, entitled “The Dark Side of the Analytic Moon:  A Memoir of Life in a Training Institute”.   Drawing on Winnicott’s concept of the true and false self, Alper sets out to show that the “progressive self-deception, alienation from reality and splitting of the mind that can occur in frightened patients,” can also occur in the analytic candidate, and that “howsoever benignly intentioned or humanistically inclined, there are powerful factors intrinsic to the organizational and hierarchical structure of teaching and training institutes…that inadvertently serve to divide the prospective…analyst from himself.” Alper’s description of the indignities of analytic training include everything from demeaning entry interviews to irresponsible and manipulative encounter marathons to sadistic supervisors.  Along the way he adds anecdotes about the high crimes and misdemeanours of boundary-violating Institute luminaries, plus their collusive cover-ups by colleagues, and the corrupt and nepotistic promotions of unqualified therapists to positions of significant control over other Institute members.   Cynics might say he is only describing the way of all flesh, and that analysts cannot be expected to be better than any other professional group, but Alper also offers portraits of admirable and competent therapists and colleagues who prove that decency can be attained and therefore should be expected.

Alper examines the faulty logic and psychological distortions that lie beneath many of the policies and attitudes upheld by analytic institutes and  educators.  In a nutshell, his contention is that any unreflective allegiance to technique which is  forced upon the candidate dehumanizes the candidate and impoverishes the therapy.  A candidate forced to adopt techniques which feel artificial soon begins to feel robotic.    To give but one example, there is no convincing evidence that calling a patient by his or her first name enhances or diminishes therapeutic efficacy, but many therapists have strong opinions on the subject and instruct their supervisees to follow their practice.  Alper argues that the beginning therapist must grapple with such technical matters through personal practice, trial and error, and a living interaction with the impact on therapist and patient.

Furthermore, the supervisee can only engage in this process with the nurturing support of a “good enough” supervisor.  The ability to nurture is the primary capacity of a great supervisor.

Chastened and battle-bruised candidates are likely to sigh with yearning over the prospect of such a supervisor, but Alper’s point requires further clarification in my view.  Each candidate comes with his or her own set of psychic quirks, and one man’s nurturing is another woman’s condescension.  As with parenting, the goodness of fit is a crucial factor.  Nurturance may be a bi-product of effective teaching, rather than a contributing factor.  When a student feels that his or her learning has been encouraged, whether by moral support, bracing debate, paradoxical challenges, or theoretical discussion, the result is enrichment and a feeling of growth.  Research in education shows that learning thrives in a context of mutual respect, a condition less parental than the term nurturance suggests.

It is a coincidence that both these analysts have the first name Gerald, but it is less coincidental that both are lay analysts.  Garguilo is affiliated with the Institute that Theodor Reik was forced to establish in order to train candidates that did not have a medical degree.  Alper has a Masters of Science degree and trained with the American Institute of Psychotherapy and Psychoanalysis after a number of  discouraging episodes at other institutes.

The fact that neither author is an M.D. does not mean that physicians cannot write sensitive articles about their training.  But laymen who have not devoted the ego, endurance, concentration and energy to surviving medical school may be more free to explore their educational options and think about how they are developing than medical students.  This in itself is reason enough to include individuals from many non-medical specialties in the mix of psychoanalytic candidates.

Photo: Robin RogerRobin Roger is a psychoanalytic psychotherapist, writer and Founding Editor of Ars Medica: A Journal of Medicine, the Arts, and Humanities who wrote her Master’s Thesis on Psychoanalytic Training. Learn more about her here http://www.therapytoronto.ca/robin_roger.phtml