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Original Essays | September 15, 2014

Lois Leveen: IMG Forsooth Me Not: Shakespeare, Juliet, Her Nurse, and a Novel



There's this writer, William Shakespeare. Perhaps you've heard of him. He wrote this play, Romeo and Juliet. Maybe you've heard of it as well. It's... Continue »

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The Road Less Traveled: A New Psychology of Love, Traditional Values, and Spiritual Growth

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Excerpt

SECTION I
Discipline

Problems and Pain

Life is difficult.

This is a great truth, one of the greatest truths. It is a great truth because once we truly see this truth, we transcend it. Once we truly know that life is difficult — once we truly understand and accept it — then life is no longer difficult. Because once it is accepted, the fact that life is difficult no longer matters.

Most do not fully see this truth that life is difficult. Instead they moan more or less incessantly, noisily or subtly, about the enormity of their problems, their burdens, and their difficulties as if life were generally easy, as if life should be easy. They voice their belief, noisily or subtly, that their difficulties represent a unique kind of affliction that should not be and that has somehow been especially visited upon them, or else upon their families, their tribe, their class, their nation, their race or even their species, and not upon others. I know about this moaning because I have done my share.

Life is a series of problems. Do we want to moan about them or solve them? Do we want to teach our children to solve them?

Discipline is the basic set of tools we require to solve life's problems. Without discipline we can solve nothing. With only some discipline we can solve only some problems. With total discipline we can solve all problems.

What makes life difficult is that the process of confronting and solving problems is a painful one. Problems, depending upon their nature, evoke in us frustration or grief or sadness or loneliness or guilt or regret or anger or fear or anxiety or anguish or despair. These are uncomfortable feelings, often very uncomfortable, often as painful as any kind of physical pain, sometimes equaling the very worst kind of physical pain. Indeed, it is because of the pain that events or conflicts engender in us all that we call them problems. And since life poses an endless series of problems, life is always difficult and is full of pain as well as joy.

Yet it is in this whole process of meeting and solving problems that life has its meaning. Problems are the cutting edge that distinguishes between success and failure. Problems call forth our courage and our wisdom; indeed, they create our courage and our wisdom. It is only because of problems that we grow mentally and spiritually. When we desire to encourage the growth of the human spirit, we challenge and encourage the human capacity to solve problems, just as in school we deliberately set problems for our children to solve. It is through the pain of confronting and resolving problems that we learn. As Benjamin Franklin said, "Those things that hurt, instruct." It is for this reason that wise people learn not to dread but actually to welcome problems and actually to welcome the pain of problems.

Most of us are not so wise. Fearing the pain involved, almost all of us, to a greater or lesser degree, attempt to avoid problems. We procrastinate, hoping that they will go away. We ignore them, forget them, pretend they do not exist. We even take drugs to assist us in ignoring them, so that by deadening ourselves to the pain we can forget the problems that cause the pain. We attempt to skirt around problems rather than meet them head on. We attempt to get out of them rather than suffer through them.

This tendency to avoid problems and the emotional suffering inherent in them is the primary basis of all human mental illness. Since most of us have this tendency to a greater or lesser degree, most of us are mentally ill to a greater or lesser degree, lacking complete mental health. Some of us will go to quite extraordinary lengths to avoid our problems and the suffering they cause, proceeding far afield from all that is clearly good and sensible in order to try to find an easy way out, building the most elaborate fantasies in which to live, sometimes to the total exclusion of reality. In the succinctly elegant words of Carl Jung, "Neurosis is always a substitute for legitimate suffering."

But the substitute itself ultimately becomes more painful than the legitimate suffering it was designed to avoid. The neurosis itself becomes the biggest problem. True to form, many will then attempt to avoid this pain and this problem in turn, building layer upon layer of neurosis. Fortunately, however, some possess the courage to face their neuroses and begin — usually with the help of psychotherapy — to learn how to experience legitimate suffering. In any case, when we avoid the legitimate suffering that results from dealing with problems, we also avoid the growth that problems demand from us. It is for this reason that in chronic mental illness we stop growing, we become stuck. And without healing, the human spirit begins to shrivel.

Therefore let us inculcate in ourselves and in our children the means of achieving mental and spiritual health. By this I mean let us teach ourselves and our children the necessity for suffering and the value thereof, the need to face problems directly and to experience the pain involved. I have stated that discipline is the basic set of tools we require to solve life's problems. It will become clear that these tools are techniques of suffering, means by which we experience the pain of problems in such a way as to work them through and solve them successfully, learning and growing in the process. When we teach ourselves and our children discipline, we are teaching them and ourselves how to suffer and also how to grow.

What are these tools, these techniques of suffering, these means of experiencing the pain of problems constructively that I call discipline? There are four: delaying of gratification, acceptance of responsibility, dedication to truth, and balancing. As will be evident, these are not complex tools whose application demands extensive training. To the contrary, they are simple tools, and almost all children are adept in their use by the age of ten. Yet presidents and kings will often forget to use them, to their own downfall. The problem lies not in the complexity of these tools but in the will to use them. For they are tools with which pain is confronted rather than avoided, and if one seeks to avoid legitimate suffering, then one will avoid the use of these tools. Therefore, after analyzing each of these tools, we shall in the next section examine the will to use them, which is love.

Delaying Gratification

Not too long ago a thirty-year-old financial analyst was complaining to me over a period of months about her tendency to procrastinate in her job. We had worked through her feelings about her employers and how they related to feelings about authority in general, and to her parents specifically. We had examined her attitudes toward work and success and how these related to her marriage, her sexual identity, her desire to compete with her husband, and her fears of such competition. Yet despite all this standard and painstaking psychoanalytic work, she continued to procrastinate as much as ever. Finally, one day, we dared to look at the obvious. "Do you like cake?" I asked her. She replied that she did. "Which part of the cake do you like better," I went on, "the cake or the frosting?" "Oh, the frosting!" she responded enthusiastically. "And how do you eat a piece of cake?" I inquired, feeling that I must be the most inane psychiatrist that ever lived. "I eat the frosting first, of course," she replied. From her cake-eating habits we went on to examine her work habits, and, as was to be expected, discovered that on any given day she would devote the first hour to the more gratifying half of her work and the remaining six hours getting around to the objectionable remainder. I suggested that if she were to force herself to accomplish the unpleasant part of her job during the first hour, she would then be free to enjoy the other six. It seemed to me, I said, that one hour of pain followed by six of pleasure was preferable to one hour of pleasure followed by six of pain. She agreed, and, being basically a person of strong will, she no longer procrastinates.

Delaying gratification is a process of scheduling the pain and pleasure of life in such a way as to enhance the pleasure by meeting and experiencing the pain first and getting it over with. It is the only decent way to live.

This tool or process of scheduling is learned by most children quite early in life, sometimes as early as age five. For instance, occasionally a five-year-old when playing a game with a companion will suggest that the companion take first turn, so that the child might enjoy his or her turn later. At age six children may start eating their cake first and the frosting last. Throughout grammar school this early capacity to delay gratification is daily exercised, particularly through the performance of homework. By the age of twelve some children are already able to sit down on occasion without any parental prompting and complete their homework before they watch television. By the age of fifteen or sixteen such behavior is expected of the adolescent and is considered normal.

It becomes clear to their educators at this age, however, that a substantial number of adolescents fall far short of this norm. While many have a well-developed capacity to delay gratification, some fifteen- or sixteen-year-olds seem to have hardly developed this capacity at all; indeed, some seem even to lack the capacity entirely. These are the problem students. Despite average or better intelligence, their grades are poor simply because they do not work. They skip classes or skip school entirely on the whim of the moment. They are impulsive, and their impulsiveness spills over into their social life as well. They get into frequent fights, they become involved with drugs, they begin to get in trouble with the police. Play now, pay later, is their motto. So the psychologists and psychotherapists are called in. But most of the time it seems too late. These adolescents are resentful of any attempt to intervene in their life style of impulsiveness, and even when this resentment can be overcome by warmth and friendliness and a nonjudgmental attitude on the part of the therapist, their impulsiveness is often so severe that it precludes their participation in the process of psychotherapy in any meaningful way. They miss their appointments. They avoid all important and painful issues. So usually the attempt at intervention fails, and these children drop out of school, only to continue a pattern of failure that frequently lands them in disastrous marriages, in accidents, in psychiatric hospitals or in jail.

Why is this? Why do a majority develop a capacity to delay gratification while a substantial minority fail, often irretrievably, to develop this capacity. The answer is not absolutely, scientifically known. The role of genetic factors is unclear. The variables cannot be sufficiently controlled for scientific proof. But most of the signs rather clearly point to the quality of parenting as the determinant.

The Sins of the Father

It is not that the homes of these unself-disciplined children are lacking in parental discipline of a sort. More often than not these children are punished frequently and severely throughout their childhood — slapped, punched, kicked, beaten and whipped by their parents for even minor infractions. But this discipline is meaningless. Because it is undisciplined discipline.

One reason that it is meaningless is that the parents themselves are unself-disciplined, and therefore serve as undisciplined role models for their children. They are the "Do as I say, not as I do" parents. They may frequently get drunk in front of their children. They may fight with each other in front of the children without restraint, dignity or rationality. They may be slovenly. They make promises they don't keep. Their own lives are frequently and obviously in disorder and disarray, and their attempts to order the lives of their children seem therefore to make little sense to these children. If father beats up mother regularly, what sense does it make to a boy when his mother beats him up because he beat up his sister? Does it make sense when he's told that he must learn to control his temper? Since we do not have the benefit of comparison when we are young, our parents are godlike figures to our childish eyes. When parents do things a certain way, it seems to the young child the way to do them, the way they should be done. If a child sees his parents day in and day out behaving with self-discipline, restraint, dignity and a capacity to order their own lives, then the child will come to feel in the deepest fibers of his being that this is the way to live. If a child sees his parents day in and day out living without self-restraint or self-discipline, then he will come in the deepest fibers of being to believe that that is the way to live.

Yet even more important than role modeling is love. For even in chaotic and disordered homes genuine love is occasionally present, and from such homes may come self-disciplined children. And not infrequently parents who are professional people — doctors, lawyers, club women and philanthropists — who lead lives of strict orderliness and decorum but yet lack love, send children into the world who are as undisciplined and destructive and disorganized as any child from an impoverished and chaotic home.

Ultimately love is everything. The mystery of love will be examined in later portions of this work. Yet, for the sake of coherency, it may be helpful to make a brief but limited mention of it and its relationship to discipline at this point.

When we love something it is of value to us, and when something is of value to us we spend time with it, time enjoying it and time taking care of it. Observe a teenager in love with his car and note the time he will spend admiring it, polishing it, repairing it, tuning it. Or an older person with a beloved rose garden, and the time spent pruning and mulching and fertilizing and studying it. So it is when we love children; we spend time admiring them and caring for them. We give them our time.

Good discipline requires time. When we have no time to give our children, or no time that we are willing to give, we don't even observe them closely enough to become aware of when their need for our disciplinary assistance is expressed subtly. If their need for discipline is so gross as to impinge upon our consciousness, we may still ignore the need on the grounds that it's easier to let them have their own way — "I just don't have the energy to deal with them today." Or, finally, if we are impelled into action by their misdeeds and our irritation, we will impose discipline, often brutally, out of anger rather than deliberation, without examining the problem or even taking the time to consider which form of discipline is the most appropriate to that particular problem.

The parents who devote time to their children even when it is not demanded by glaring misdeeds will perceive in them subtle needs for discipline, to which they will respond with gentle urging or reprimand or structure or praise, administered with thoughtfulness and care. They will observe how their children eat cake, how they study, when they tell subtle falsehoods, when they run away from problems rather than face them. They will take the time to make these minor corrections and adjustments, listening to their children, responding to them, tightening a little here, loosening a little there, giving them little lectures, little stories, little hugs and kisses, little admonishments, little pats on the back.

So it is that the quality of discipline afforded by loving parents is superior to the discipline of unloving parents. But this is just the beginning. In taking the time to observe and to think about their children's needs, loving parents will frequently agonize over the decisions to be made, and will, in a very real sense, suffer along with their children. The children are not blind to this. They perceive it when their parents are willing to suffer with them, and although they may not respond with immediate gratitude, they will learn also to suffer. "If my parents are willing to suffer with me," they will tell themselves, "then suffering must not be so bad, and I should be willing to suffer with myself." This is the beginning of self-discipline.

The time and the quality of the time that their parents devote to them indicate to children the degree to which they are valued by their parents. Some basically unloving parents, in an attempt to cover up their lack of caring, make frequent professions of love to their children, repetitively and mechanically telling them how much they are valued, but not devoting significant time of high quality to them. Their children are never totally deceived by such hollow words. Consciously they may cling to them, wanting to believe that they are loved, but unconsciously they know that their parents' words do not match up with their deeds.

On the other hand, children who are truly loved, although in moments of pique they may consciously feel or proclaim that they are being neglected, unconsciously know themselves to be valued. This knowledge is worth more than any gold. For when children know that they are valued, when they truly feel valued in the deepest parts of themselves, then they feel valuable.

The feeling of being valuable — "I am a valuable person" — is essential to mental health and is a cornerstone of self-discipline. It is a direct product of parental love. Such a conviction must be gained in childhood; it is extremely difficult to acquire it during adulthood. Conversely, when children have learned through the love of their parents to feel valuable, it is almost impossible for the vicissitudes of adulthood to destroy their spirit.

This feeling of being valuable is a cornerstone of self-discipline because when one considers oneself valuable one will take care of oneself in all ways that are necessary. Self-discipline is self-caring. For instance — since we are discussing the process of delaying gratification, of scheduling and ordering time — let us examine the matter of time. If we feel ourselves valuable, then we will feel our time to be valuable, and if we feel our time to be valuable, then we will want to use it well. The financial analyst who procrastinated did not value her time. If she had, she would not have allowed herself to spend most of her day so unhappily and unproductively. It was not without consequence for her that throughout her childhood she was "farmed out" during all school vacations to live with paid foster parents although her parents could have taken care of her perfectly well had they wanted to. They did not value her. They did not want to care for her. So she grew up feeling herself to be of little value, not worth caring for; therefore she did not care for herself. She did not feel she was worth disciplining herself. Despite the fact that she was an intelligent and competent woman she required the most elementary instruction in self-discipline because she lacked a realistic assessment of her own worth and the value of her own time. Once she was able to perceive her time as being valuable, it naturally followed that she wanted to organize it and protect it and make maximum use of it.

As a result of the experience of consistent parental love and caring throughout childhood, such fortunate children will enter adulthood not only with a deep internal sense of their own value but also with a deep internal sense of security. All children are terrified of abandonment, and with good reason. This fear of abandonment begins around the age of six months, as soon as the child is able to perceive itself to be an individual, separate from its parents. For with this perception of itself as an individual comes the realization that as an individual it is quite helpless, totally dependent and totally at the mercy of its parents for all forms of sustenance and means of survival. To the child, abandonment by its parents is the equivalent of death. Most parents, even when they are otherwise relatively ignorant or callous, are instinctively sensitive to their children's fear of abandonment and will therefore, day in and day out, hundreds and thousands of times, offer their children needed reassurance: "You know Mommy and Daddy aren't going to leave you behind"; "Of course Mommy and Daddy will come back to get you"; "Mommy and Daddy aren't going to forget about you." If these words are matched by deeds, month in and month out, year in and year out, by the time of adolescence the child will have lost the fear of abandonment and in its stead will have a deep inner feeling that the world is a safe place in which to be and protection will be there when it is needed. With this internal sense of the consistent safety of the world, such a child is free to delay gratification of one kind or another, secure in the knowledge that the opportunity for gratification, like home and parents, is always there, available when needed.

But many are not so fortunate. A substantial number of children actually are abandoned by their parents during childhood, by death, by desertion, by sheer negligence, or, as in the case of the financial analyst, by a simple lack of caring. Others, while not abandoned in fact, fail to receive from their parents the reassurance that they will not be abandoned. There are some parents, for instance, who in their desire to enforce discipline as easily and quickly as possible, will actually use the threat of abandonment, overtly or subtly, to achieve this end. The message they give to their children is: "If you don't do exactly what I want you to do I won't love you any more, and you can figure out for yourself what that might mean." It means, of course, abandonment and death. These parents sacrifice love in their need for control and domination over their children, and their reward is children who are excessively fearful of the future. So it is that these children, abandoned either psychologically or in actuality, enter adulthood lacking any deep sense that the world is a safe and protective place. To the contrary, they perceive the world as dangerous and frightening, and they are not about to forsake any gratification or security in the present for the promise of greater gratification or security in the future, since for them the future seems dubious indeed.

In summary, for children to develop the capacity to delay gratification, it is necessary for them to have self-disciplined role models, a sense of self-worth, and a degree of trust in the safety of their existence. These "possessions" are ideally acquired through the self-discipline and consistent, genuine caring of their parents; they are the most precious gifts of themselves that mothers and fathers can bequeath. When these gifts have not been proffered by one's parents, it is possible to acquire them from other sources, but in that case the process of their acquisition is invariably an uphill struggle, often of lifelong duration and often unsuccessful.

Problem-Solving and Time

Having touched upon some of the ways in which parental love or its lack may influence the development of self-discipline in general, and the capacity to delay gratification in particular, let us examine some of the more subtle yet quite devastating ways in which difficulties in delaying gratification affect the lives of most adults. For while most of us, fortunately, develop sufficient capacity to delay gratification to make it through high school or college and embark upon adulthood without landing in jail, our development nonetheless tends to be imperfect and incomplete, with the result that our ability to solve life's problems is still imperfect and incomplete.

At the age of thirty-seven I learned how to fix things. Prior to that time almost all my attempts to make minor plumbing repairs, mend toys or assemble boxed furniture according to the accompanying hieroglyphical instruction sheet ended in confusion, failure and frustration. Despite having managed to make it through medical school and support a family as a more or less successful executive and psychiatrist, I considered myself to be a mechanical idiot. I was convinced I was deficient in some gene, or by curse of nature lacking some mystical quality responsible for mechanical ability. Then one day at the end of my thirty-seventh year, while taking a spring Sunday walk, I happened upon a neighbor in the process of repairing a lawn mower. After greeting him I remarked, "Boy, I sure admire you. I've never been able to fix those kind of things or do anything like that." My neighbor, without a moment's hesitation, shot back, "That's because you don't take the time." I resumed my walk, somehow disquieted by the gurulike simplicity, spontaneity and definitiveness of his response. "You don't suppose he could be right, do you?" I asked myself. Somehow it registered, and the next time the opportunity presented itself to make a minor repair I was able to remind myself to take my time. The parking brake was stuck on a patient's car, and she knew that there was something one could do under the dashboard to release it, but she didn't know what. I lay down on the floor below the front seat of her car. Then I took the time to make myself comfortable. Once I was comfortable, I then took the time to look at the situation. I looked for several minutes. At first all I saw was a confusing jumble of wires and tubes and rods, whose meaning I did not know. But gradually, in no hurry, I was able to focus my sight on the brake apparatus and trace its course. And then it became clear to me that there was a little latch preventing the brake from being released. I slowly studied this latch until it became clear to me that if I were to push it upward with the tip of my finger it would move easily and would release the brake. And so I did this. One single motion, one ounce of pressure from a fingertip, and the problem was solved. I was a master mechanic!

Actually, I don't begin to have the knowledge or the time to gain that knowledge to be able to fix most mechanical failures, given the fact that I choose to concentrate my time on nonmechanical matters. So I still usually go running to the nearest repairman. But I now know that this is a choice I make, and I am not cursed or genetically defective or otherwise incapacitated or impotent. And I know that I and anyone else who is not mentally defective can solve any problem if we are willing to take the time.

The issue is important, because many people simply do not take the time necessary to solve many of life's intellectual, social or spiritual problems, just as I did not take the time to solve mechanical problems. Before my mechanical enlightenment I would have awkwardly stuck my head under the dashboard of my patient's car, immediately yanked at a few wires without having the foggiest idea of what I was doing, and then, when nothing constructive resulted, would have thrown up my hands and proclaimed "It's beyond me." And this is precisely the way that so many of us approach other dilemmas of day-to-day living. The aforementioned financial analyst was a basically loving and dedicated but rather helpless mother to her two young children. She was alert and concerned enough to perceive when her children were having some sort of emotional problem or when something was not working out in her child-raising. But then she inevitably took one of two courses of action with the children: either she made the very first change that came to her mind within a matter of seconds — making them eat more breakfast or sending them to bed earlier — regardless of whether such a change had anything to do with the problem, or else she came to her next therapy session with me (the repairman), despairing: "It's beyond me. What shall I do?" This woman had a perfectly keen and analytical mind, and when she didn't procrastinate, she was quite capable of solving complex problems at work. Yet when confronted with a personal problem, she behaved as if she were totally lacking in intelligence. The issue was one of time. Once she became aware of a personal problem, she felt so discomfited that she demanded an immediate solution, and she was not willing to tolerate her discomfort long enough to analyze the problem. The solution to the problem represented gratification to her, but she was unable to delay this gratification for more than a minute or two, with the result that her solutions were usually inappropriate and her family in chronic turmoil. Fortunately, through her own perseverance in therapy she was gradually able to learn how to discipline herself to take the time necessary to analyze family problems so as to develop well-thought-out and effective solutions.

We are not talking here about esoteric defects in problem-solving associated only with people who clearly manifest psychiatric disturbances. The financial analyst is everyman. Who among us can say that they unfailingly devote sufficient time to analyzing their children's problems or tensions within the family? Who among us is so self-disciplined that he or she never says resignedly in the face of family problems, "It's beyond me"?

Actually, there is a defect in the approach to problem-solving more primitive and more destructive than impatiently inadequate attempts to find instant solutions, a defect even more ubiquitous and universal. It is the hope that problems will go away of their own accord. A thirty-year-old single salesman in group therapy in a small town began to date the recently separated wife of another group member, a banker. The salesman knew the banker to be a chronically angry man who was deeply resentful of his wife's leaving him. He knew that he was not being honest either with the group or with the banker by not confiding his relationship with the banker's wife. He also knew that it was almost inevitable that sooner or later the banker would learn about the continuing relationship. He knew that the only solution to the problem would be to confess the relationship to the group and bear the banker's anger with the group's support. But he did nothing. After three months the banker found out about the friendship, was predictably enraged, and used the incident to quit his therapy. When confronted by the group with his destructive behavior the salesman said: "I knew that talking about it would be a hassle, and I guess I felt that if I did nothing, maybe I could get away with it without the hassle. I guess I thought that if I waited long enough the problem might go away."

Problems do not go away. They must be worked through or else they remain, forever a barrier to the growth and development of the spirit.

The group made the salesman aware in no uncertain terms that his tendency to avoid problem-solving by ignoring a problem in the hope that it would go away was in itself his major problem. Four months later, in the early autumn, the salesman fulfilled a fantasy by rather suddenly quitting his sales job and starting his own furniture-repair business, which would not require him to travel. The group deplored the fact that he was putting all his eggs in one basket and also questioned the wisdom of making the move with winter coming on, but the salesman assured them he would make enough to get by in his new business. The subject was dropped. Then in early February he announced that he would have to quit the group because he could no longer pay the fee. He was dead broke and would have to start looking for another job. In five months he had repaired a total of eight pieces of furniture. When asked why he hadn't started looking for a job sooner, he replied: "I knew six weeks ago that I was running through my money fast, but somehow I couldn't believe that it would come to this point. The whole thing just didn't seem very urgent, but, boy, it's urgent now." He had, of course, ignored his problem. Slowly it began to dawn on him that until he solved his problem of ignoring problems he would never get beyond step one — even with all the psychotherapy in the world.

This inclination to ignore problems is once again a simple manifestation of an unwillingness to delay gratification. Confronting problems is, as I have said, painful. To willingly confront a problem early, before we are forced to confront it by circumstances, means to put aside something pleasant or less painful for something more painful. It is choosing to suffer now in the hope of future gratification rather than choosing to continue present gratification in the hope that future suffering will not be necessary.

It may seem that the salesman who ignored such obvious problems was emotionally immature or psychologically primitive, but, again, I tell you he is everyman and his immaturity and primitiveness exist in us all. A great general, commander of an army, once told me, "The single greatest problem in this army, or I guess in any organization, is that most of the executives will sit looking at problems in their units, staring them right in the face, doing nothing, as if these problems will go away if they sit there long enough." The general wasn't talking about the mentally weak or abnormal. He was talking about other generals and senior colonels, mature men of proven capability and trained in discipline.

Parents are executives, and despite the fact that they are usually ill-prepared for it, their task can be every bit as complex as directing a company or corporation. And like the army executives, most parents will perceive problems in their children or in their relationship with their children for months or years before they take any effective action, if they ever do. "We thought maybe he would grow out of it," the parents say as they come to the child psychiatrist with a problem of five years' duration. And with respect for the complexity of parenting, it must be said that parental decisions are difficult, and that children often do "grow out of it." But it almost never hurts to try to help them grow out of it or to look more closely at the problem. And while children often "grow out of it," often they do not; and as with so many problems, the longer children's problems are ignored, the larger they become and the more painful and difficult to solve.

Responsibility

We cannot solve life's problems except by solving them. This statement may seem idiotically tautological or self-evident, yet it is seemingly beyond the comprehension of much of the human race. This is because we must accept responsibility for a problem before we can solve it. We cannot solve a problem by saying "It's not my problem." We cannot solve a problem by hoping that someone else will solve it for us. I can solve a problem only when I say "This is my problem and it's up to me to solve it." But many, so many, seek to avoid the pain of their problems by saying to themselves: "This problem was caused me by other people, or by social circumstances beyond my control, and therefore it is up to other people or society to solve this problem for me. It is not really my personal problem."

The extent to which people will go psychologically to avoid assuming responsibility for personal problems, while always sad, is sometimes almost ludicrous. A career sergeant in the army, stationed in Okinawa and in serious trouble because of his excessive drinking, was referred for psychiatric evaluation and, if possible, assistance. He denied that he was an alcoholic, or even that his use of alcohol was a personal problem, saying, "There's nothing else to do in the evenings in Okinawa except drink."

"Do you like to read?" I asked.

"Oh yes, I like to read, sure."

"Then why don't you read in the evening instead of drinking?"

"It's too noisy to read in the barracks."

"Well, then, why don't you go to the library?"

"The library is too far away."

"Is the library farther away than the bar you go to?"

"Well, I'm not much of a reader. That's not where my interests lie."

"Do you like to fish?" I then inquired.

"Sure, I love to fish."

"Why not go fishing instead of drinking?"

"Because I have to work all day long."

"Can't you go fishing at night?"

"No, there isn't any night fishing in Okinawa."

"But there is," I said. "I know several organizations that fish at night here. Would you like me to put you in touch with them?"

"Well, I really don't like to fish."

"What I hear you saying," I clarified, "is that there are other things to do in Okinawa except drink, but the thing you like to do most in Okinawa is drink."

"Yeah, I guess so."

"But your drinking is getting you in trouble, so you're faced with a real problem, aren't you?"

"This damn island would drive anyone to drink."

I kept trying for a while, but the sergeant was not the least bit interested in seeing his drinking as a personal problem which he could solve either with or without help, and I regretfully told his commander that he was not amenable to assistance. His drinking continued, and he was separated from the service in mid-career.

A young wife, also in Okinawa, cut her wrist lightly with a razor blade and was brought to the emergency room, where I saw her. I asked her why she had done this to herself.

"To kill myself, of course."

"Why do you want to kill yourself?."

"Because I can't stand it on this dumb island. You have to send me back to the States. I'm going to kill myself if I have to stay here any longer."

"What is it about living in Okinawa that's so painful for you?" I asked.

She began to cry in a whining sort of way. "I don't have any friends here, and I'm alone all the time."

"That's too bad. How come you haven't been able to make any friends?"

"Because I have to live in a stupid Okinawan housing area, and none of my neighbors speak English."

"Why don't you drive over to the American housing area or to the wives' club during the day so you can make some friends?"

"Because my husband has to drive the car to work."

"Can't you drive him to work, since you're alone and bored all day?" I asked.

"No. It's a stick-shift car, and I don't know how to drive a stick-shift car, only an automatic."

"Why don't you learn how to drive a stick-shift car?"

She glared at me. "On these roads? You must be crazy."

Neuroses and Character Disorders

Most people who come to see a psychiatrist are suffering from what is called either a neurosis or a character disorder. Put most simply, these two conditions are disorders of responsibility, and as such they are opposite styles of relating to the world and its problems. The neurotic assumes too much responsibility; the person with a character disorder not enough. When neurotics are in conflict with the world they automatically assume that they are at fault. When those with character disorders are in conflict with the world they automatically assume that the world is at fault. The two individuals just described had character disorders: the sergeant felt that his drinking was Okinawa's fault, not his, and the wife also saw herself as playing no role whatsoever in her own isolation. A neurotic woman, on the other hand, also suffering from loneliness and isolation on Okinawa, complained: "I drive over to the Non-Commissioned Officers' Wives Club every day to look for friendship, but I don't feel at ease there. I think that the other wives don't like me. Something must be wrong with me. I should be able to make friends more easily. I ought to be more outgoing. I want to find out what it is about me that makes me so unpopular." This woman assumed total responsibility for her loneliness, feeling she was entirely to blame. What she found out in the course of therapy was that she was an unusually intelligent and ambitious person and that she was ill at ease with the other sergeants' wives, as well as with her husband, because she was considerably more intelligent and ambitious than they. She became able to see that her loneliness, while her problem, was not necessarily due to a fault or defect of her own. Ultimately she was divorced, put herself through college while raising her children, became a magazine editor, and married a successful publisher.

Even the speech patterns of neurotics and those with character disorders are different. The speech of the neurotic is notable for such expressions as "I ought to," "I should," and "I shouldn't," indicating the individual's self-image as an inferior man or woman, always falling short of the mark, always making the wrong choices. The speech of a person with a character disorder, however, relies heavily on "I can't," "I couldn't," "I have to," and "I had to," demonstrating a self-image of a being who has no power of choice, whose behavior is completely directed by external forces totally beyond his or her control. As might be imagined, neurotics, compared with character-disordered people, are easy to work with in psychotherapy because they assume responsibility for their difficulties and therefore see themselves as having problems. Those with character disorders are much more difficult, if not impossible, to work with because they don't see themselves as the source of their problems; they see the world rather than themselves as being in need of change and therefore fail to recognize the necessity for self-examination. In actuality, many individuals have both a neurosis and a character disorder and are referred to as "character neurotics," indicating that in some areas of their lives they are guilt-ridden by virtue of having assumed responsibility that is not really theirs, while in other areas of their lives they fail to take realistic responsibility for themselves. Fortunately, once having established the faith and trust of such individuals in the psychotherapy process through helping them with the neurotic part of their personalities, it is often possible then to engage them in examining and correcting their unwillingness to assume responsibility where appropriate.

Few of us can escape being neurotic or character disordered to at least some degree (which is why essentially everyone can benefit from psychotherapy if he or she is seriously willing to participate in the process). The reason for this is that the problem of distinguishing what we are and what we are not responsible for in this life is one of the greatest problems of human existence. It is never completely solved; for the entirety of our lives we must continually assess and reassess where our responsibilities lie in the ever-changing course of events. Nor is this assessment and reassessment painless if performed adequately and conscientiously. To perform either process adequately we must possess the willingness and the capacity to suffer continual self-examination. And such capacity or willingness is not inherent in any of us. In a sense all children have character disorders, in that their instinctual tendency is to deny their responsibility for many conflicts in which they find themselves. Thus two siblings fighting will always blame each other for initiating the fight and each will totally deny that he or she may have been the culprit. Similarly, all children have neuroses, in that they will instinctually assume responsibility for certain deprivations that they experience but do not yet understand. Thus the child who is not loved by his parents will always assume himself or herself to be unlovable rather than see the parents as deficient in their capacity to love. Or early adolescents who are not yet successful at dating or at sports will see themselves as seriously deficient human beings rather than the late or even average but perfectly adequate bloomers they usually are. It is only through a vast amount of experience and a lengthy and successful maturation that we gain the capacity to see the world and our place in it realistically, and thus are enabled to realistically assess our responsibility for ourselves and the world.

There is much that parents can do to assist their children in this maturation process. Opportunities present themselves thousands of times while children are growing up when parents can either confront them with their tendency to avoid or escape responsibility for their own actions or can reassure them that certain situations are not their fault. But to seize these opportunities, as I have said, requires of parents sensitivity to their children's needs and the willingness to take the time and make the often uncomfortable effort to meet these needs. And this in turn requires love and the willingness to assume appropriate responsibility for the enhancement of their children's growth.

Conversely, even above and beyond simple insensitivity or neglect, there is much that many parents do to hinder this maturation process. Neurotics, because of their willingness to assume responsibility, may be quite excellent parents if their neuroses are relatively mild and they are not so overwhelmed by unnecessary responsibilities that they have scant energy left for the necessary responsibilities of parenthood. Character-disordered people, however, make disastrous parents, blissfully unaware that they often treat their children with vicious destructiveness. It is said that "neurotics make themselves miserable; those with character disorders make everyone else miserable." Chief among the people character-disordered parents make miserable are their children. As in other areas of their lives, they fail to assume adequate responsibility for their parenting. They tend to brush off their children in thousands of little ways rather than provide them with needed attention. When their children are delinquent or are having difficulty in school, character-disordered parents will automatically lay the blame on the school system or on other children who, they insist, are a "bad influence" on their own children. This attitude, of course, ignores the problem. Because they duck responsibility, character-disordered parents serve as role models of irresponsibility for their children. Finally, in their efforts to avoid responsibility for their own lives, character-disordered parents will often lay this responsibility upon their children: "You kids are driving me nuts," or "The only reason I stay married to your father [mother] is because of you kids," or "Your mother's a nervous wreck because of you," or "I could have gone to college and been a success if it weren't for having to support you." In such ways these parents in effect say to their children, "You are responsible for the quality of my marriage, my mental health and my lack of success in life." Since they lack the capacity to see how inappropriate this is, the children will often accept this responsibility, and insofar as they do accept it, they will become neurotic. It is in such ways that character-disordered parents almost invariably produce character-disordered or neurotic children. It is the parents themselves who visit their sins upon their children.

It is not simply in their role as parents that character-disordered individuals are ineffective and destructive; these same character traits usually extend to their marriages, their friendships and their business dealings — to any area of their existence in which they fail to assume responsibility for its quality. This is inevitable since, as has been said, no problem can be solved until an individual assumes the responsibility for solving it. When character-disordered individuals blame someone else — a spouse, a child, a friend, a parent, an employer — or something else — bad influences, the schools, the government, racism, sexism, society, the "system" — for their problems, these problems persist. Nothing has been accomplished. By casting away their responsibility they may feel comfortable with themselves, but they have ceased to solve the problems of living, have ceased to grow spiritually, and have become dead weight for society. They have cast their pain onto society. The saying of the sixties (attributed to Eldridge Cleaver) speaks to all of us for all time: "If you are not part of the solution, then you are part of the problem."

Escape from Freedom

When a psychiatrist makes the diagnosis of a character disorder, it is because the pattern of avoidance of responsibility is relatively gross in the diagnosed individual. Yet almost all of us from time to time seek to avoid — in ways that can be quite subtle — the pain of assuming responsibility for our own problems. For the cure of my own subtle character disorder at the age of thirty I am indebted to Mac Badgely. At the time Mac was the director of the outpatient psychiatric clinic where I was completing my psychiatry residency training. In this clinic my fellow residents and I were assigned new patients on rotation. Perhaps because I was more dedicated to my patients and my own education than most of my fellow residents, I found myself working much longer hours than they. They ordinarily saw patients only once a week. I often saw my patients two or three times a week. As a result I would watch my fellow residents leaving the clinic at four-thirty each afternoon for their homes, while I was scheduled with appointments up to eight or nine o'clock at night, and my heart was filled with resentment. As I became more and more resentful and more and more exhausted I realized that something had to be done. So I went to Dr. Badgely and explained the situation to him. I wondered whether I might be exempted from the rotation of accepting new patients for a few weeks so that I might have time to catch up. Did he think that was feasible? Or could he think of some other solution to the problem? Mac listened to me very intently and receptively, not interrupting once. When I was finished, after a moment's silence, he said to me very sympathetically, "Well, I can see that you do have a problem."

I beamed, feeling understood. "Thank you," I said. "What do you think should be done about it?"

To this Mac replied, "I told you, Scott, you do have a problem."

This was hardly the response I expected. "Yes," I said, slightly annoyed, "I know I have a problem. That's why I came to see you. What do you think I ought to do about it?"

Mac responded: "Scott, apparently you haven't listened to what I said. I have heard you, and I am agreeing with you. You do have a problem."

"Goddammit," I said, "I know I have a problem. I knew that when I came in here. The question is, what am I going to do about it?"

"Scott," Mac replied, "I want you to listen. Listen closely and I will say it again. I agree with you. You do have a problem. Specifically, you have a problem with time. Your time. Not my time. It's not my problem. It's your problem with your time. You, Scott Peck, have a problem with your time. That's all I'm going to say about it."

I turned and strode out of Mac's office, furious. And I stayed furious. I hated Mac Badgely. For three months I hated him. I felt that he had a severe character disorder. How else could he be so callous? Here I had gone to him humbly asking for just a little bit of help, a little bit of advice, and the bastard wasn't even willing to assume enough responsibility even to try to help me, even to do his job as director of the clinic. If he wasn't supposed to help manage such problems as director of the clinic, what the hell was he supposed to do?

But after three months I somehow came to see that Mac was right, that it was I, not he, who had the character disorder. My time was my responsibility. It was up to me and me alone to decide how I wanted to use and order my time. If I wanted to invest my time more heavily than my fellow residents in my work, then that was my choice, and the consequences of that choice were my responsibility. It might be painful for me to watch my fellow residents leave their offices two or three hours before me, and it might be painful to listen to my wife's complaints that I was not devoting myself sufficiently to the family, but these pains were the consequence of a choice that I had made. If I did not want to suffer them, then I was free to choose not to work so hard and to structure my time differently. My working hard was not a burden cast upon me by hardhearted fate or a hardhearted clinic director; it was the way I had chosen to live my life and order my priorities. As it happened, I chose not to change my life style. But with my change in attitude, my resentment of my fellow residents vanished. It simply no longer made any sense to resent them for having chosen a life style different from mine when I was completely free to choose to be like them if I wanted to. To resent them was to resent my own choice to be different from them, a choice that I was happy with.

The difficulty we have in accepting responsibility for our behavior lies in the desire to avoid the pain of the consequences of that behavior. By requesting Mac Badgely to assume responsibility for the structure of my time I was attempting to avoid the pain of working long hours, even though working long hours was an inevitable consequence of my choice to be dedicated to my patients and my training. Yet in so doing I was also unwittingly seeking to increase Mac's authority over me. I was giving him my power, my freedom. I was saying in effect, "Take charge of me. You be the boss!" Whenever we seek to avoid the responsibility for our own behavior, we do so by attempting to give that responsibility to some other individual or organization or entity. But this means we then give away our power to that entity, be it "fate" or "society" or the government or the corporation or our boss. It is for this reason that Erich Fromm so aptly titled his study of Nazism and authoritarianism Escape from Freedom. In attempting to avoid the pain of responsibility, millions and even billions daily attempt to escape from freedom.

I have a brilliant but morose acquaintance who, when I allow him to, will speak unceasingly and eloquently of the oppressive forces in our society: racism, sexism, the military-industrial establishment, and the country police who pick on him and his friends because of their long hair. Again and again I have tried to point out to him that he is not a child. As children, by virtue of our real and extensive dependency, our parents have real and extensive power over us. They are, in fact, largely responsible for our well-being, and we are, in fact, largely at their mercy. When parents are oppressive, as so often they are, we as children are largely powerless to do anything about it; our choices are limited. But as adults, when we are physically healthy, our choices are almost unlimited. That does not mean they are not painful. Frequently our choices lie between the lesser of two evils, but it is still within our power to make these choices. Yes, I agree with my acquaintance, there are indeed oppressive forces at work within the world. We have, however, the freedom to choose every step of the way the manner in which we are going to respond to and deal with these forces. It is his choice to live in an area of the country where the police don't like "long-haired types" and still grow his hair long. He has the freedom to move to the city, or to cut his hair, or even to wage a campaign for the office of police commissioner. But despite his brilliance, he does not acknowledge these freedoms. He chooses to lament his lack of political power instead of accepting and exulting in his immense personal power. He speaks of his love of freedom and of the oppressive forces that thwart it, but every time he speaks of how he is victimized by these forces he actually is giving away his freedom. I hope that some day soon he will stop resenting life simply because some of its choices are painful.

Dr. Hilde Bruch, in the preface to her book Learning Psychotherapy, states that basically all patients come to psychiatrists with "one common problem: the sense of helplessness, the fear and inner conviction of being unable to 'cope' and to change things." One of the roots of this "sense of impotence" in the majority of patients is some desire to partially or totally escape the pain of freedom, and, therefore, some failure, partial or total, to accept responsibility for their problems and their lives. They feel impotent because they have, in fact, given their power away. Sooner or later, if they are to be healed, they must learn that the entirety of one's adult life is a series of personal choices, decisions. If they can accept this totally, then they become free people. To the extent that they do not accept this they will forever feel themselves victims.

Dedication to Reality

The third tool of discipline or technique of dealing with the pain of problem-solving, which must continually be employed if our lives are to be healthy and our spirits are to grow, is dedication to the truth. Superficially, this should be obvious. For truth is reality. That which is false is unreal. The more clearly we see the reality of the world, the better equipped we are to deal with the world. The less clearly we see the reality of the world — the more our minds are befuddled by falsehood, misperceptions and illusions — the less able we will be to determine correct courses of action and make wise decisions. Our view of reality is like a map with which to negotiate the terrain of life. If the map is true and accurate, we will generally know where we are, and if we have decided where we want to go, we will generally know how to get there. If the map is false and inaccurate, we generally will be lost.

While this is obvious, it is something that most people to a greater or lesser degree choose to ignore. They ignore it because our route to reality is not easy. First of all, we are not born with maps; we have to make them, and the making requires effort. The more effort we make to appreciate and perceive reality, the larger and more accurate our maps will be. But many do not want to make this effort. Some stop making it by the end of adolescence. Their maps are small and sketchy, their views of the world narrow and misleading. By the end of middle age most people have given up the effort. They feel certain that their maps are complete and their Weltanschauung is correct (indeed, even sacrosanct), and they are no longer interested in new information. It is as if they are tired. Only a relative and fortunate few continue until the moment of death exploring the mystery of reality, ever enlarging and refining and redefining their understanding of the world and what is true.

But the biggest problem of map-making is not that we have to start from scratch, but that if our maps are to be accurate we have to continually revise them. The world itself is constantly changing. Glaciers come, glaciers go. Cultures come, cultures go. There is too little technology, there is too much technology. Even more dramatically, the vantage point from which we view the world is constantly and quite rapidly changing. When we are children we are dependent, powerless. As adults we may be powerful. Yet in illness or an infirm old age we may become powerless and dependent again. When we have children to care for, the world looks different from when we have none; when we are raising infants, the world seems different from when we are raising adolescents. When we are poor, the world looks different from when we are rich. We are daily bombarded with new information as to the nature of reality. If we are to incorporate this information, we must continually revise our maps, and sometimes when enough new information has accumulated, we must make very major revisions. The process of making revisions, particularly major revisions, is painful, sometimes excruciatingly painful. And herein lies the major source of many of the ills of mankind.

What happens when one has striven long and hard to develop a working view of the world, a seemingly useful, workable map, and then is confronted with new information suggesting that that view is wrong and the map needs to be largely redrawn? The painful effort required seems frightening, almost overwhelming. What we do more often than not, and usually unconsciously, is to ignore the new information. Often this act of ignoring is much more than passive. We may denounce the new information as false, dangerous, heretical, the work of the devil. We may actually crusade against it, and even attempt to manipulate the world so as to make it conform to our view of reality. Rather than try to change the map, an individual may try to destroy the new reality. Sadly, such a person may expend much more energy ultimately in defending an outmoded view of the world than would have been required to revise and correct it in the first place.

Transference: The Outdated Map

This process of active clinging to an outmoded view of reality is the basis for much mental illness. Psychiatrists refer to it as transference. There are probably as many subtle variations of the definition of transference as there are psychiatrists. My own definition is: Transference is that set of ways of perceiving and responding to the world which is developed in childhood and which is usually entirely appropriate to the childhood environment (indeed, often life-saving) but which is inappropriately transferred into the adult environment.

The ways in which transference manifests itself, while always pervasive and destructive, are often subtle. Yet the clearest examples must be unsubtle. One such example was a patient whose treatment failed by virtue of his transference. He was a brilliant but unsuccessful computer technician in his early thirties, who came to see me because his wife had left him, taking their two children. He was not particularly unhappy to lose her, but he was devastated by the loss of his children, to whom he was deeply attached. It was in the hope of regaining them that he initiated psychotherapy, since his wife firmly stated she would never return to him unless he had psychiatric treatment. Her principal complaints about him were that he was continually and irrationally jealous of her, and yet at the same time aloof from her, cold, distant, uncommunicative and unaffectionate. She also complained of his frequent changes of employment. His life since adolescence had been markedly unstable. During adolescence he was involved in frequent minor altercations with the police, and had been jailed three times for intoxication, belligerence, "loitering," and "interfering with the duties of an officer." He dropped out of college, where he was studying electrical engineering, because, as he said, "My teachers were a bunch of hypocrites, hardly different from the police." Because of his brilliance and creativeness in the field of computer technology, his services were in high demand by industry. But he had never been able to advance or keep a job for more than a year and a hall occasionally being fired, more often quitting after disputes with his supervisors, whom he described as "liars and cheats, interested only in protecting their own ass." His most frequent expression was "You can't trust a goddamn soul." He described his childhood as "normal" and his parents as "average." In the brief period of time he spent with me, however, he casually and unemotionally recounted numerous instances during childhood in which his parents had let him down. They promised him a bike for his birthday, but they forgot about it and gave him something else. Once they forgot his birthday entirely, but he saw nothing drastically wrong with this since "they were very busy." They would promise to do things with him on weekends, but then were usually "too busy." Numerous times they forgot to pick him up from meetings or parties because "they had a lot on their minds."

What happened to this man was that when he was a young child he suffered painful disappointment after painful disappointment through his parents' lack of caring. Gradually or suddenly — I don't know which — he came to the agonizing realization in mid-childhood that he could not trust his parents. Once he realized this, however, he began to feel better, and his life became more comfortable. He no longer expected things from his parents or got his hopes up when they made promises. When he stopped trusting his parents the frequency and severity of his disappointments diminished dramatically.

Such an adjustment, however, is the basis for future problems. To a child his or her parents are everything; they represent the world. The child does not have the perspective to see that other parents are different and frequently better. He assumes that the way his parents do things is the way that things are done. Consequently the realization — the "reality" — that this child came to was not "I can't trust my parents" but "I can't trust people."

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Product Details

ISBN:
9780684847245
Subtitle:
A New Psychology of Love, Traditional Values and Spiritual Growth
Afterword:
Peck, M. Scott
Author:
Peck, M. Scott
Publisher:
Touchstone
Location:
New York :
Subject:
General
Subject:
Biography
Subject:
Interpersonal Relations
Subject:
Love
Subject:
Spirituality
Subject:
Values
Subject:
Philosophers
Subject:
Self-actualization
Subject:
Maturation
Subject:
Personal Growth - General
Subject:
Careers - General
Subject:
Spiritual
Subject:
General Self-Help
Edition Number:
2
Edition Description:
Touchstone
Publication Date:
19980102
Binding:
TP
Language:
English
Illustrations:
Yes
Pages:
320
Dimensions:
8.20x5.39x1.06 in. .60 lbs.

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Product details 320 pages SIMON & SCHUSTER TRADE - English 9780684847245 Reviews:
"Synopsis" by , Confronting and solving problems is a painful process, which most of us attempt to avoid. Drawing heavily upon his own professional experience, Dr. M. Scott Peck, a practicing psychiatrist, suggests ways in which confronting and resolving our problems can enable us to reach a higher level of self-understanding.
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