Posted in Alienation

Sadistic Personality Disorder | SpringerLink

Sadistic personality disorder (SDP) is characterized by an individual’s pattern of cruel, harsh, aggressive, intimidating, humiliating, and demeaning behavior. The disorder has been the subject of several studies and originally appeared in the DSM-III-R (American Psychiatric Association 1987). The disorder was included because of an effort to distinguish it from antisocial personality disorder (ASPD) or psychopathy since the constellation of traits descriptive of an individual with sadistic behavior patterns was not sufficiently explained by existing disorders (Chabrol et al. 2009). The belief that the different constellations would be useful in diagnosing individuals is what led the diagnosis to appear in the appendix of the DSM-III-R, under a section entitled, “Proposed Diagnostic Categories Requiring Further Study.” There was considerable support for including the diagnosis. A survey of forensic psychiatrists had revealed, for example, that 50% of them had, at some time, evaluated…,(American%20Psychiatric%20Association%201987).

Posted in Alienation

Complexes are psychic fragments

The famous, though controversial, psychoanalyst, C. G. Jung, wrote [all quotes from C.G. Jung. Collected Works. G. Adler, M. Fordham and H. Read (Eds.). 21 volumes. Princeton University Press, 1960-1983]:

“Complexes are psychic fragments which have split off owing to traumatic influences or certain incompatible tendencies. As the association experiments prove, complexes interfere with the intentions of the will and disturb the conscious performance; they produce disturbances of memory and blockages in the flow of associations; they appear and disappear according to their own laws; they can temporarily obsess consciousness, or influence speech and action in an unconscious way. In a word, complexes behave like independent beings, a fact especially evident in abnormal states of mind. In the voices heard by the insane they even take on a personal ego-character like that of the spirits who manifest themselves through automatic writing and similar techniques.” (The Structure and Dynamics of the Psyche, Collected Writings, Volume 8, p. 121)

Posted in Linda Turner

Still I Rise


You may write me down in history
With your bitter, twisted lies,
You may trod me in the very dirt
But still, like dust, I’ll rise.

Does my sassiness upset you?
Why are you beset with gloom?
’Cause I walk like I’ve got oil wells
Pumping in my living room.

Just like moons and like suns,
With the certainty of tides,
Just like hopes springing high,
Still I’ll rise.

Did you want to see me broken?
Bowed head and lowered eyes?
Shoulders falling down like teardrops,
Weakened by my soulful cries?

Does my haughtiness offend you?
Don’t you take it awful hard
’Cause I laugh like I’ve got gold mines
Diggin’ in my own backyard.

You may shoot me with your words,
You may cut me with your eyes,
You may kill me with your hatefulness,
But still, like air, I’ll rise.

Does my sexiness upset you?
Does it come as a surprise
That I dance like I’ve got diamonds
At the meeting of my thighs?

Out of the huts of history’s shame
I rise
Up from a past that’s rooted in pain
I rise
I’m a black ocean, leaping and wide,
Welling and swelling I bear in the tide.

Leaving behind nights of terror and fear
I rise
Into a daybreak that’s wondrously clear
I rise
Bringing the gifts that my ancestors gave,
I am the dream and the hope of the slave.
I rise
I rise
I rise.

Posted in Alienation, Parental Alienation PA

Anti-bullying toolkit launched

“It is vital that young people are empowered to support improvement in their own and their peers’ lives; they are the experts in their own experiences, and their understanding, ideas and solutions are essential to make these campaigns a success.”

Posted in Child abuse, Drug Abuse, EMOTIONAL ABUSE

Supporting your child with a negative experience online

We want all children to have a safe and positive experience when they go online, but sometimes a child might be sent an image, video or message without their consent that upsets or confuses them. It can be hard to know what to say or do in these types of situations and that’s completely normal.

Posted in Self Help

Rewire the Brain

Step 1: Exposure yourself gradually

Step 2: Change the way you see the situation

Step 3: Face the fear

Posted in Alienated children, Child abuse, Child Custody Rights, Child Maltreatment, Child Protection

Neuroscience Research

The brain learns through trusting relationships If we are with people we know and trust then our minds are more open to new experiences. We are open to trying something new or to changing our beliefs about the world and other people.
The capacity of the brain to learn in everyday life depends on relationships with trusted others.

A lack of trust can make us feel isolated and disengaged – even if we are with others – and make us less able to learn. For children who have experienced abuse and neglect, a lack of trust may be one factor that explains their greater difficulty in learning. A child who does not trust those around them needs to be vigilant and wary. They may not
be able to focus their attention on what excites and engages them in the classroom or at home

Posted in Alienated children, Child abuse, Child Maltreatment, Child Protection, Parental Alienation PA

Childhood Trauma and the Brain: How Mental Health Problems Develop

We know that mental health problems after abuse and neglect are not inevitable. Many children grow up to be healthy and successful adults. In this video, Linking Childhood Trauma to Mental Health, Professor Eamon McCrory explains what scientists have learned about how mental health problems develop over time in an accessible way for professionals and carers working with children.

Posted in Alienated children, Alienation, Child abuse, Child Maltreatment, Child Protection

The Adolescent Brain

In the final edition of Child in Mind, Claudia Hammond talks about the often misunderstood changes that happen during adolescence with young person Yaamin and Professor of Cognitive Neuroscience at UCL Sarah-Jane Blakemore