Tag Archives: children’s feelings

missing-the-trainWhat we hear, see, feel and intuit from our experience is not perceived in the same way for each of us. For some of us tangible experiences provide the most clarity. For others, what is heard is more important. We all perceive in what we might call different modes. There are four of them. Each of them has a “format” of qualities that allow us to relate to others more effectively either through our senses, feelings, thoughts or intuition. When we relate to another person in the same mode the connection between us is dynamic and catalyzing in terms of how we perceive and understand. When it’s not and as the other person is speaking, we’re left with guessing as to their meaning as if we’ve been left standing on the platform while the train just whizzes by. For many people recognition of this aspect in our interactions is most often well below our threshold of awareness. Yet, all we can say is that we somehow “connect” with them more easily and deeply than anyone else. For others where we don’t “connect” we find ourselves saying that we simply had no idea what they were trying to say.

radio-stationWorking with modes is like tuning into a radio station. There are sometimes when we’re locked on to the frequency and other times it seems that we’ve just drifted into static. It could be said that each mode is a type of “headspace” unto itself requiring us to tune into the other person’s wavelength if we are to effectively understand or “grok” them. (grok is a term used in the book Stranger in a Strange Land by Robert Heinlein meaning to fully comprehend meaning on all levels and in all modes).

ListeningModes are important in that for some relationships the rapport is extremely strained and trying. For others it is fluid and easy. It’s easy to understand how the majority of our rapport in relationships is largely dependent on the degree to which each of us are able to allow ourselves to listen to each other separately from our own agendas and issues. But in recognizing our own expressions and those of our partners as coming through different modes, a higher or subtler form of listening is necessary. Its requirement is that personal agendas most be either worked through or set aside in order to navigate perceptively in differing modal interchanges. In the same way that being in a noisy room will drown out the words of a whispering companion, having an agenda will overpower our awareness through distraction to the point where we become unable to perceive gentler undercurrents. Lack of this capacity often can make or break our ability to communicate deeply and effectively beyond the simple words of what is being expressed. We might say that this is one of the methods of being able to “read between the lines” but is dimensionally different in that the process involves harmonizing with the perceptual undercurrent of our partner.

The modes I speak of were first publicized through the work of Carl Gustav Jung. For the sake of clarity and brevity I will paraphrase and simplify much of what I’ve learned. Not to do so would tie our brains in knots, especially, if we’re unfamiliar with his perspectives and work.

Jungian TypesOf the four modes through which we express and perceive, senses, feeling, thought and intuition, each has its own particular “flavor” of expressing and perceiving. So we’ll be on the same page when I say expression, I’m referring how we project energy and information. When I say perceive, I will simply mean how we receive, transmute and customize that energy and information so it resonates with what we have already learned, experienced and currently understand. Another way of saying this is our perception and projections are a function of the filters operating in our personal interchanges, namely, through our modes. As an example, we’ve been told that rose colored glasses can totally change how we perceive someone or something. We can comprehend more fully what I say simply by observing how we feel when we look through sunglasses of differing colors. We actually “feel” what we’re looking at differently. Let’s look at the modes and how they filter what we perceive and project.

Sense Receptive or Expressed - When our physical senses are the primary baseline through which we receive and assess our world, we tend to perceive and think of our experiences and circumstances in terms of what we believe to be tangible and, therefore, practical. We tend to be in the moment along with the feeling mode. One might say that, “If I can see it, feel it, taste it and touch it or smell it, it’s real enough for me.” We find our truth in the world through our senses. We are the scientists of the world, the statisticians, the engineers and any of those of us who require “proof” in the form of physical and tangible evidence to gain our belief and support in who we are and what we do. Since we operate based on sense verification, we tend to wait for the world to provide that to us before we will even consider investing ourselves. As a result of this we tend to be more cautious and premeditative than other modes in all that we do and say.

Feeling Receptive or Expressed - When our feelings are the receptive or driving force we might not even “go there” if what we feel doesn’t somehow mesh with what we feel or what might be assumed to be an uncomfortable or displeasing force. Feeling is an intangible, elusive, fluid and empathic and an involuntary movement within us. We are the artists, musicians, performers, activists, social workers, humanitarians and any career that takes our life direction and callings from an internal feeling. Thought may be involved if only to clarify but is often bypassed due to the intensity of the feeling or occurs after the wave has passed.

Like in the sensing mode, we perceive in the moment but often “percolate” our feelings until they surface in our awareness in a way that “feels right” for our comprehension or “grokking.” The dominating catalyst in our assessing rests in our recognition and alignment of and with the movement or current of what we’re feeling. Comparing with elicited memories gives us a language to use in order to convey to others what we feel in terms of prior events and circumstances. Our perceiving and recognizing a change of flow is our primary consideration in our process for discrimination and the memories simply provide reference points to convey a comprehended meaning. When we assess, the process becomes all absorbing to the exclusion of all else. Those of us who use other modes can gain a vague understanding of a feeling person’s process through descriptive words such as penetrating, instinctual, psychically sensitive, suspicious, permeable, textured and enveloping.

Thought Receptive or Expressed - When our thinking is the primary mover, all that is perceived is, first, converted to language, and then applied to a search for worldly intellectual and recognizable patterns with which we can align, validate and then direct our individual experiences and actions. We are the philosophers, writers, educators (systemic), theorists, mathematicians and intellectuals of the world. We are emotionally detached and feelings are considered irrational and are, essentially, ignored. Our primary operative space rests in abstraction gained through a process of distillation. Our actions are almost never a function of being in the moment and every action taken or anticipated is structured and planned before ever being acted on. Any choice becomes an arduous process involving weighing, measuring and assessing experience for its potential to align with the most advantageously known format or structure. Words that best describe us are: abstract, rational, mental, pre-emptive, theoretical, comparative, separative, conceptual, timed, planned, strategized and logical.

Intuition Receptive or Expressed - When intuition is the primary mover, we live more in the moment than any other mode. Thought is rarely part of the process. We may or may not actually hear you speaking. As you do we receive flashes of you or someone like you in complete scenarios much like multidimensional photographs but straddling the barriers between past, present and future. We receive everything as a complete multidimensional “picture” and then plunge into fleshing out what we’ve seen. Like a dream, linear explanations are often useless as they lose the depth of the experience as we attempt to squeeze our multidimensional flash into a linear timeline. When we act, we go from receiving the intuitive flash directly into activity attempting to create or manifest the complete “picture” of what we’ve seen in the flash. We are the composers, architects, psychoanalysts, inventors, quantum physicists, chefs and designers. Words that describe us are experiential, impulsive, active, immersive, self-trusting, conceptually inclusive, comprehensive and aligning rather than directive.

What dreams may come-2Essentially, sense and thought based rapports are tangible formats and feeling and intuitive are intangible. This accounts for which of them are in the moment and which are time based; which are timeless and which are time constrained. When we mix formats, not only are the modes out of sync but the time formats they filter through are also. For example, we’ve all heard the comic routines about the logical husband and the emotionally based wife. One is tangibly based, the other is intangibly based. Is it really any wonder why it is so difficult for them to understand each other? Rational and irrational are exchanged in comments to and about each other as if one or the other is inferior. But the truth is, both are viable but through different kinds of reception and projection. This causes massive problems in what is understood and what is assumed about each other’s intentions and perceptions. What one expects of the other, the other has no clue as to what is meant and vice versa.

BootiesUnfortunately, our culture has had a predilection toward assuming that the modal difference is present due to gender determination. Over the years, this expectation has been changing and the lines between have been blurring our ability to know what to expect from either sex, especially, with the growing influence of unisex “standards.” This change has been forcing us to look deeper than at our gender and surface appearances, slowly evolving us toward becoming a lot more sensitive to the subtleties of our differences and similarities. Of course there are still older “holdouts” left whose personal security lies based in their traditional assumptions about the sexes perpetuating the colloquial “battle of the sexes.” But as the older generations die off, the younger generations, who have not been as strongly indoctrinated in the older assumptions, will move quickly past the old prejudices and insecurities and focus more on the subtler similarities and differences in individual communicative rapports.

My-Way or highwayThe way to accelerate and facilitate our own ability to sensitize ourselves to and recognize these subtle similarities and differences is to first, uncover and work at moving past the agendas generated by our own personal insecurities. This will remove the loud voices in the room so we can hear the whispers. And then second, listen for the type of syntax used to describe how others experience us and their world. Sense and thought based personalities will describe their world in terms of reality, proof and what they can physically sense or conceptualize. Feeling and intuition based personalities will describe their worlds in terms that will seem fluid, irrational and intangible. Our key to perceiving the difference is hearing words such as, “I hear or understand what you’re saying” or “I feel the difference.” Listen carefully. The words chosen to describe their experience will tell you everything you need to know about your relationship rapport and how to tune into the individual modes of others. Good luck! It’s an interesting and challenging exercise in paying attention.

Child ProdigyThus far the majority of my previous work has been aimed at recognizing and disarming the dis-empowering effects of our childhood programming. Since my own background was an extreme product of this type of scenario, it seemed an obvious and necessary thing for me to do. It’s natural for us to write about what we need to recognize and repair in our own psyches. But what if we, as parents, had been able and willing to work through most of the pitfalls and crippling self-judgments that metastasize from such a debilitating childhood experience? What if we had a child that had not yet been indoctrinated in the emotional behaviors that would hide our perceived inadequacies circulating beneath our interpersonal rapport creating a matrix of subconscious codependence’s that would superficially assert our effective child-rearing skills in the face of social scrutiny? What if our child was starting out with a virtual clean slate? What elements would be necessary to be consecrated to their forming psyches that would enable them to remain free of our potentially compensatory codependence’s and operate effectively and independently in their blossoming world? I have found seven elements that would have made a dramatic difference in my willingness and ability to face the world with all its potential goals and challenges. I think I can safely assume that many of them would have served as an ample prevention for not only me but for a great many of you who have come from similar backgrounds.

trusting child1 - Interpersonal Trust – One of the most important factors that anyone needs to feel in order to allow themselves to be vulnerable to anyone else is a feeling of trust. This is something that is felt but not necessarily recognized by a child until circumstances and adult behaviors have shown them and hurt them enough to realize that there is a need for physical and emotional self-defense. Children are initially and innately trusting until they are shown differently. For most of us who are already adults, we have been through many painful awakenings and losses of innocence leading us to choose to believe that not all people can be trusted with our welfare. It’s not that people innately are malicious. It’s just that after many experiences through childhood and beyond adults have generally already learned to protect ourselves from the behaviors of others that might leave them feeling hurt or denigrated in some way as an after effect of their interactions with them. It’s much like staying out of the way of moving traffic. If someone inadvertently “hits” us, they’re usually not aware and are usually filled with remorse at their transgression when they realize what they have caused. Often times as adults we are so hyper focused on our own survival and daily activities that we don’t notice children getting in our path of travel. Sometimes, we know that they’re there but don’t allow the time or space to address them. The key to preventing their accidentally being harmed is our becoming aware of their presence in the path of travel and making an effort to be in the moment with them while interacting and attentively listening. Although children don’t consciously recognize it, they can feel our concern and consideration through our attention to them and know that we won’t punish or emotionally assault them simply for getting in the way. When feeling our attention to them in the moment they will begin to trust their interactions with us and feel confident that we have their safety and better interests at heart. We put this into play by accepting how they perceive the world, encourage their own decisions about things that concern them and support their efforts even if those decisions and efforts might run contrary to our own feelings and personal experience…as they often do. If we don’t have interpersonal trust with our children, that means trust going both ways, nothing else will initiate their voluntary vulnerability to us. If they feel that they will get run over in our daily movement around them or punished or ignored when they express their own concerns, no matter how childish, they will never permit themselves to trust us. No trust = no positive rapport.

Childhood Training2 - Validation – How do you feel when someone doesn’t believe you, puts you down for something you feel is important and they don’t or ridicules you for the way you perceive your reality? Pretty bad, right? Are you likely to confide in them again after you’ve been made to feel that your thoughts and feelings are of no importance? Of course not! As adults, we sometimes give others the benefit of the doubt that they might have had hurtful incidents occur in their lives or that they’re currently having challenging experiences that prevent them from seeing or feeling us clearly. As adults most of us have developed the ability to rationalize the details of our interpersonal experiences. Children don’t have that yet. They perceive our actions as being honest and up front. They haven’t had enough life experience to know that there can be extenuating circumstances for other people’s perception and treatment of us. If children feel invalidated, they usually shut down when they’re around us, or, if they’re very resilient, will challenge our perceived disapproval or invalidation of them. To prevent this type of misunderstanding and unintentional invalidation of them it’s imperative that we, at the least, acknowledge that what they are feeling is valid and important. Children are extremely perceptive. If they feel that we are patronizing them, they will perceive us as if we are making fun of them. We must be in earnest in our acknowledgement. They are dead serious. In our response we must also offer as clear of a reflection as we can for what they are confiding in us; first, to help them to develop their language skills in order to be able to convey their conclusions to others in the future and, second, to establish an honest one to one rapport with them so that they can feel that they can expect our acceptance and support for what they feel is important. No one feels good about being ignored or overlooked…least of all children.

super-hero-child3 - Personal Confidence – When children feel that they can trust us and that we assign value to their thoughts and feelings, they begin to develop, not only a confidence that we will support them, but a confidence that their thoughts and feeling processes are effective and can be trusted in their dealings with us and their world. This confirmation will allow them to begin to develop a tendency to rely on Self-Trust rather than the need to solicit excessive external approval through their many new experiences. If we fail to allow them to activate the internal process that enables them to choose between listening to their hearts and soliciting our input for every new experience, we will, effectively, train them to become codependent in their decision making process. Evidence of this failure is present in every child who has been used as an unconscious validation for their insecure parent’s child rearing skills and self-image. The more insecure the parent is, the more likely they are to create a codependency with their children by making them solicit confirmation and validation for every choice they make. This will undermine the child’s opportunity to develop self-reliance and trust in their own judgment. To validate this in our own psyches, all we have to do is examine how many times we have felt the need to solicit external approval for anything that we must make a decision about. This will reveal the extent to which codependency operates in our lives. This can be a very sobering realization for many of us to experience. For children, this is one of the building blocks toward establishing personal accountability in lieu of resorting to blame for personally perceived failures.

Training wheels-14 - Personal Experience – There is an old saying that we don’t learn from our successes but that we learn from our failures. And for many, there is a label for a more intense type of experience that this perspective engenders called tough love. If we are rescued from failure by our parents or loved ones every time we attempt something that could be potentially sobering and enlightening about our personal limitations and the need for our practice to overcome them, we are deprived of a valuable experience that enables us to know how to handle the world when our experiences in it doesn’t measure up to childish and irrational expectations. We can see evidence of this in adolescents who run afoul with the law and are literally bailed out by their parents so they can avoid having to be accountable for their own actions. Parental overprotection is a symptom of their attempt to establish codependency in order to hide their own perceived inadequacies in their parenting skills from themselves and the world. This behavior will create the same need in their children as they grow to become parents.

How we feel about ourselves comes directly from what we experience in life and/or from what we’re told about it by someone with whom we have developed trust. If we are prevented from failure at every turn through our externalizing of that trust, we can never develop the Self-Trust, confidence and self-sufficiency needed to get along in the world independently.

Children's feelings5 - Feeling Recognition -  When we as adults are asked how we feel about a situation or a set of circumstances, it is a poignant reminder that we are part of an equation where our participation almost always has an effect. Sometimes we automatically ask ourselves what we feel but we almost always have to train ourselves into recognizing and assessing our feelings consciously. Children don’t ordinarily focus on their feelings which allows them recognition of them. They more often than not simply react while being unaware of them yet still being affected by them. Their reactions are unconscious as are those of adults before we train ourselves into paying attention and recognizing them. Directing and assisting children toward looking internally develops in them a habit of focusing inward more often than attending and responding to external cues and directions. In our culture, especially now with such an intense focus on material needs and endeavors, it has not been a common practice for us to teach a child to listen to their hearts rather than external promptings. For a child to garner Self-Trust that contributes toward self-direction and self-sufficiency, it is extremely important that they listen to what they feel rather than what their told by parents and elders to feel. Learning to recognize their own feelings gives them the impetus for strengthening their own personal judgment. This, in turn, makes them much more likely to become self-directing. For the parent that wants to garner codependency in order to cloak their perceived inadequacies from being exposed by their child’s independent actions and choices, this is a terrifying prospect, especially, when it is more often than not unconsciously directed.

6 - Intuitive Directing – Our culture is so hyper focused on acknowledging and primarily using our mental concentration and attention that our inner urges often go unrecognized. By most of us our intuition has been essentially relegated to being considered an instinct. In doing so we have rationalized to ourselves that it must be pushed far back into our unconscious through our classification of it as part of our innate animal nature thereby falling under the list of aspects of ourselves which should be denied and thought of as immature. Since we also perceive instinct and intuition as being uncontrollable, they become regarded as aspects of ourselves that we are fearful of and that we feel even more compelled to allow them to remain unacknowledged. What is truly unfortunate is that it is through intuition that we are able to sense the inner urges that allow us to know our spiritual path.

childhood urgesLike feeling recognition, intuitive directing is another capacity that we must hone in our children by, again, encouraging them to feel inside themselves to recognize those inner urges which, ultimately, give them a sense of purpose and direction in their lives as they get older. An example of this is evidenced by observing some children who know what their vocation will be at a very young age and then follow through on the urge to manifest the career of their calling. Recognizing our calling comes from paying attention to our inner urges. Children who are essentially forbidden from acknowledging their inner urges in favor of mental prowess often follow paths in their lives that become eminently unfulfilling.

7 - Self-Accountability – In our observation of people in the media and those surrounding us we have all noticed those who tend to blame others for their circumstances. It’s not uncommon to hear someone say, “You made me feel…” or “If it weren’t for what you did, I could have…” Acknowledging our part in creating our own circumstances is a trained response. The more unsure we are about our own capacity to handle our life situations, the more likely we are to blame others for our shortcomings. Why might we do this? Because this feeling of being inadequate to handle our life circumstance comes from early training that undermines our ability to trust ourselves and our own judgment. Consider; if we are encouraged to take our cues for our actions and choices from the outside world and never consider our own feelings or opinions, we are trained into believing that the responsibility for them must also reside in the external world. What confirms that scenario is when we observe our parents doing the same thing; crediting someone else for their own circumstances.

Blaming-1There is a huge difference between taking blame and being accountable. Being accountable simply means acknowledging our part in the circumstances contributing to a situation regardless of whether it is something that directly affects us or someone else. It is a recognition of our part in an action or inaction and nothing else. Blame is a different animal. Not only must we take responsibility for what might affect us or someone else, but there is an implied obligation that we must atone or be indebted to someone else until the perceived transgression is accepted by us and then restitution of some sort is given to them. Sometimes restitution is not the motivation for them but the need for our constant indebtedness or subservience to them allowing them power over our lives, actions and direction. For example, if someone acts in a way that makes another feel hard pressed or inconvenienced, the inconvenienced person will issue a reminder of that person’s offense every time they again feel inconvenienced or need to adjust that person’s behavior for their own comfort or benefit. This happens frequently when a child acts in a way that reminds the parent of their perceived inadequacy or neglect in their parenting skills. The child will then feel that it is their obligation to “fix” the parent’s mood or change the parent’s feelings toward them. This puts the child on the defensive and undermines their ability to learn to deal with their parents and the world from a balanced point of accountability.

The balance and recognition involved in instilling a capacity for accountability as opposed to feeling the obligation engendered by blame is a very slippery and subtle dimension to implement in a child let alone to recognize in ourselves. With a parent who has not learned to be accountable or accomplished knowing how, a child is literally doomed to repeat the blame cycle in his family heritage unless that training comes from a source elsewhere than the family. Teaching a child to accept blame is tantamount to instilling shame in a child and thereby short circuits any Self-Trust or confidence they might have the opportunity to develop.

confidence-2Raising a child to be self-directing requires patience, observance and a great deal of inner work that must be accomplished by us as parents before we are able to accurately monitor and guide where a child puts their attention and how self-sufficient they can become in their world as they grow. In a large portion of our family culture this never occurs leaving us and our children to perceive the outer world as the governing and directing authority of where we set our efforts and goals in our daily lives. For any of the above steps to be effective, we must first recognize how our behavior affects our children and how our accountability is vitally necessary for us to do an effective job in helping our children to become self-directing and self-sufficient. Necessarily, we must refrain from molding them into a justification for how we view ourselves.