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The Neufeld Scientific Research Centre

The Adaptive Process

The assumption that the fruits of adaptation includes:

  1. Resilience
  • Jung, C. (1954). Development of Personality. Volume 17 in The Collected Works of Jung. London: Routledge.
  • Kohut, H. (2009). The Analysis of the Self. University of Chicago Press.

  1. Recovery
  • Erikson, E. (1985). Childhood and Society. New York: W.W. Norton.
  • Konner, M. (2010). The Evolution of Childhood: relationships, emotion, mind. Cambridge: Harvard University Press.

  1. Resourcefulness
  • Brooks, R. & Goldstein, S. (2001). Raising Resilient Children. New York: Contemporary Books.
  • Goleman, D. (1996). Emotional Intelligence: Why It Can Matter More Than IQ, New York: Bantam Books.

Th assumption that the key to adaptation is sadness and tears:

  • Frey, W. (1985). Crying: the mystery of tears. Minneapolis: Winston Press.
  • Konner, M. (2010). The Evolution of Childhood: relationships, emotion, mind. Cambridge: Harvard University Press
  • Vingerhoet, A. (2013). Why only humans weep: unraveling the mystery of tears”.  Oxford: Oxford University Press.
  • Rogers, C.H., Floyd, F.J., Seltzer, M.M., Greenberg, J., Hong, J. (2008). Long-term effects of the death of a child on parents’ adjustment in midlife. J Fam Psychol. 2008;22:203–211. (“the same investigation showed that recovery from grief was linked with deepened purpose in life.”)

The assumption that aggression is the result of a lack of adaptation:

  • Dollard, J., Doob, L.W., Neal E. Miller, N.E.., Mowrer, O.H. and Sears, R.R.(1939). Frustration and Aggression. New Haven: Yale University Press.
  • Panksepp, J. (2012). The Archeology of Mind: neuroevolutionary origins of human emotions. New York, Norton.
  • Sears, R. (1941). Non-Aggressive Reactions to Frustration, Psychological Review, 48, 343-346.

The assumption that conventional discipline does not help reduce aggression, and may even strengthen it:

  • Kohn, A. (2006). Beyond Discipline: From Compliance to Community. Association for Supervision and Curriculum Development.

The construct of stuckness in the developmental process:

  • The term “biopsychosocial trap”, a trap in which functioning disorders on one level prevent the activation of mechanisms allowing for cure at other levels.

Shalev, A.Y. (1996). Stress versus traumatic stress. From acute homeostatic reactions to chronic psychopathology. In: BA van der Kolk, AC McFarlane, L. Weisaeth (eds.). Traumatic stress. The effects of overwhelming experience on mind, body and society (pp. 77-102). New York, London: Guilford Press.

 

Supporting reflection is increasingly recognized as an important aspect of the process of change.

Fonagy, P., & Bateman, A. W. (2007). Mentalizing and borderline personality disorder. Journal of Mental Health, 16 (1), 83–101.