Becoming Attached – Book Review

Becoming Attached: First Relationships and How They Shape Our Capacity to Love, by Robert Karen, PhD.  Oxford University Press, 1998

Robert Karen’s book, Becoming Attached: First Relationships and How They Shape Our Capacity to Love, took a while to read, but what a treasure!  It gives an overview and history of attachment theory.  Explains in depth the destructive practices that had been adopted early in the industrial revolution, as parents increasingly were called to work outside the home and nuclear families became the norm.  It connects the dots between early attachment wounds and unmet needs and patterns of relating in adulthood.  Robert Karen locates himself in the material, describing himself this way: “I believe I had an anxious attachment to my mother, which was perhaps mainly ambivalent but had certain avoidant features and looked more and more avoidant as I got older.”

After having read this book, I can better understand some of my odd behaviors as a child and young adult, and my patterns with adult partners and potential partners.  Why did I bite that girl in the bathroom in 4th grade?  I remember chomping down hard, and I felt I could have taken it off.  It wasn’t her I was mad at; I don’t even remember what she had done.  But that was a terrifying, out-of-control rage I couldn’t put into words.  Even as an adult, why did I suddenly feel so infuriated with my sister, Tracy, when I was dependent on her to step in and help; when she was all-out engaged in fixing the situation when my children were being abducted and I was so terrified I’d never see them again? What could explain my identification as “utterly uninterested in affection” and at the same time internally so utterly starved of physical and emotional connection and touch?  Why was my response to my mother “I know,” since at least age 10, and why the unmistakable force behind it?

I can better understand how I had lived so long without a secure base, and how I learned to find comfort most reliably in being alone, since being with loved ones cost me so dearly in terms of emotional and energetic expenditure.  Why I have undermined being given to “in a truly loving way… at every turn; indeed (being given to in this way) feels perversely unacceptable.”

I can better understand my disconnectedness from feelings of loss and vulnerability when it came to “close” others.  Why I have never been able to use a coherent narrative to talk about what my childhood was like, what my day was like, or even about an idea I’d like to share.  How I jump around without finishing my sentences, and am difficult to follow.  How I have difficulty recalling much of my past.  As a person recovering from intimacy disorder, I can look back over my life and notice a suspicious lack of benefitting from the highly-touted idea of companionship and comfort others seemed to be benefitting from around me; the wild vacillating between feelings of superiority to others and feeling too weak, too desperate, and too ashamed to approach anyone for love and support.

I can better understand “what went wrong.”  The origins of unhealthy narcissism, and the thread it weaves into our family and others.  In short, I can better understand to what I might attribute my intimacy problems, when my parents so clearly loved me and provided me with so much.  And among these pages, too, I have access to the scientific data that attempt to identify what children actually need to form secure attachment with their parents, and what that even looks like.

How strange, when I read the words “the usefulness of their anger.” But, as I’ve intellectually known all along, anger has a healthy interpersonal function.  Reading these words help me integrate and process so much.  Included in this book are also how addiction and enmeshment fit into the attachment puzzle, and how we can approach resolution and repair.  For me, there is clearly much to learn and internalize, but this book provides a grounded and comprehensive discussion of the attachment literature.

Below I include some of my very favorite quotes:

“There is another implication here, too, perhaps especially for the ambivalent child, whose hurt and rage and hatred are so volatile and so quickly unmanageable: He never develops the sense that mom is there to contain his overwhelming emotions; that he can have a tantrum; that he can hate her and feel as if he and mom are through, but that she will be soothing and convey the sense that the tantrum will soon pass without causing permanent damage and that even his wish to annihilate her will not have devastating consequences.  In other words, even if his extreme negative feelings are too much for him, they are not too much for her; she can (in Winnicott’s words) “hold” them, and through his relationship with her he will learn to manage them one day himself.” (Pg 222)

And this: “He doesn’t feel he can be openly angry with her, despite the fact that anger, according to Bowlby, is the natural response when a child’s attachment needs are thwarted.  Experience has taught him that his anger will only cause her to become more rejecting.  And so he has learned to turn himself off.  At the slightest hint of pain or disappointment, he shuts down his attachment system and experiences himself as having no need for love.  Unlike the ambivalent child, whose attachment antennae are always up and receiving and who seems to have no defenses to ward off painful emotions, the avoidant child, Main believes, has made himself deaf to attachment related signals, whether they are coming from within himself or from someone else.  He avoids any situation and perhaps any topic that has the potential for activating his attachment needs.”

Even later on, as a child who seems to have accepted life on the edge of human connectedness, who seems to many observers to prefer detachment, the prospect of further rejection is too terrible to risk.  The predominantly avoidant child cannot be warmly affectionate with his mother or go to her when in need. But by keeping his attachment system dampened, he is at least able to stay near her without risking more pain or ruining the connection with his disappointment and anger.  Thus, despite appearances, the strategy of the avoidant child still seems to serve the purpose of preserving proximity.  Psychologically, he is firmly in his mother’s orbit, his thought, feeling, and behavior shaped by the claims of that relationship, but, like Jupiter or Uranus, he abides at a distance that affords him little warmth (Pg 224).

Karen touches on how in our society secure attachment is more the exception than the rule, and how motherhood, as we think of it, is not the best explanation, but rather modern Western society’s growing individualism and the pressures of achievement at the expense of connection.

And as I suspected, he says that there is hope; successfully parenting one’s children, being in partnership with an emotionally healthy adult and effective therapy can all repair anxious attachment and heal attachment wounds.  Read more gleanings from this great book here, or get a copy for yourself at Amazon.com.

Book Review – Developmental Trauma: The Game Changer In The Mental Health Profession – Repost

Weinhold, Barry K. & Janae B. Developmental Trauma: The Game Changer in the Mental Health Profession. Colorado Springs: CICRCL Press, 2015.

These two masters, Barry and Janae Weinhold, already had my full attention, as I found their material when I was developing Boundaries 101 and it provided a foundation for my scattered thoughts.  We are on the same wavelength in so many ways.  We are definitely hanging out in the same field of information.  In this book, they talk about how research on attachment and neuroscience is changing our approaches to mental health and they describe in detail the programs they have developed to help people, families and other systems recover from developmental trauma.  In particular they offer training to therapists and care providers, enhancing their ability to work effectively with individuals, couples and families.  In their work, the Weinholds look at the positive aspects of developmental trauma, and how it can become an asset in people’s relationships, and a force for personal and collective evolution.

I talked about developmental trauma in Boundaries 101 and I talk about it in Being in My Body (as the precursor to PTSD and dissociation).  In their book, the Weinholds describe how, in 2014, they were involved in an effort to include developmental trauma as a diagnostic category in the new Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM V).  And that is what needs to happen.  The thing is, disorganized attachments and its effects are so common, and their implications so large, that once developmental trauma is integrated into the larger picture, the whole structure of the DSM and the profession will need to change.  Needless to say, there was a lot of resistance to including developmental trauma in the DSM, despite the fact that there is ample evidence that it is at the root of so many of the mental disorders (including PTSD, OCD, ADD, etc., not to mention chronic physical illnesses) listed in there, and there is plenty of research to support it.

But as we start talking about developmental trauma as a society, we need to start talking about children as people, and somehow recognize and acknowledge the importance of how we raise our children, and how important their first three years are.  And that is a very controversial subject these days.

Barry and Janae are unambiguous on the subject.  They feel that “the long-term effects of developmental traumas caused by childhood abuse and neglect as the single most important public health issue in this country.”  And I couldn’t agree more.

Bessel van der Kolk, one of the most famous and outspoken experts on trauma, the Weinholds say, “is calling for a massive public crusade against child maltreatment similar to the model that the anti-smoking campaign begun by Surgeon General C. Everett Koop in 1982.  He said, ‘We need someone important in public life to have the courage to stand up and take a very visible stand on something like this – it has a huge impact on both science and society.’”  This is the kind of response that is called for.  In the meantime, we can work on our personal recovery, and integrate trauma awareness wherever we go.

The Weinholds have an online course called Freaked Out: How Hidden Developmental Trauma Can Disrupt Your Life and Relationships, and their website is, www.freakedoutnomore.info  Their offerings are designed to help the general public connect the dots between adverse childhood experiences and adult physical and mental health problems; to help them understand the long-term effects of hidden developmental trauma.


This is a Must-Own book for today’s competent therapists.  Get your copy on Amazon.com or on there site, here.  Here are some of my favorite quotes from this powerful, intelligent, intuitive, game-changing book:

“When parents themselves get triggered and regress, they disconnect from their children and are unavailable to help them regulate their emotions.” (Pg 19)

“The countries in Western, Central, and Eastern Europe have universal parental and maternal leave policies that are much more supportive of infants and families.  Their maternity leave periods average around 10 months and they typically provide some form of wage replacement or income supplement for both parents.” (Pg 35)

“This self-reflection (among therapists, teachers, and care providers) requires that they examine the experiences of their own early childhood and look for correlations between their personal issues with children who trigger them, and their unrecognized and unhealed developmental shock, trauma, and stress from the past.” (Pg 37)

“The way to treat psychological trauma was not through the mind but through the body.” (Pg 70)

“(Bruce) Lipton bases his biological premise on extensive research.  He draws from unified field theory and asserts that receptors on the membranes of individual cells read the ‘field’ surrounding them.  The cells’ perception of the field determines how they respond.  When the cells perceive danger, their receptors close and direct the organism into a protective mode.  When the cells perceive safety in their environment, the receptors open, and they direct the organism into a growth mode.” (Pg 105)

“Lipton’s operational model has no middle ground: cells and organisms can only be in one mode at a time.  Cells are either in a growth mode and able to give and receive information, sustenance and unconditional love; or they are in a protection mode and closed to receiving supportive information and energy.” (Pg 105)

“…(Schore) description of the mother-child relationship with quantum language such as attunement, energetic resonance and synchronization…the beating human heart generates some 2.5 watts of electrical activity with each heartbeat that creates a pulsing electromagnetic field of energy around the body.” (Pg 107)

“What children really need is a ‘time-in’ where they sit on or by you, be touched, and talked to in a calm, soothing way.  This not only helps them re-regulate their feelings, it stops the feelings of shame.

“When this happens, children realize there is nothing wrong with having these feelings and they can calm down.  Adults are much more empathetic when they understand correctly that the emotional outburst is a symptom of children needing help to re-regulate their emotions.” (Pg 176)

“Children learn to build a False Self based on what others want them to say or do, rather than focusing on what they feel inside about what they have said or done.  Parents and teachers too often use externalizing methods of praise to reward children.  It truly disconnects children from their inner experiences, causing them to grow up needing validation and approval from others.” (Pg 190)

“According to (Louise) Kaplan, the developmental replay that happens between the ages of eleven and sixteen is an opportunity to repair any developmental trauma that might have happened in early childhood.” (Pg 206)

Developmental Replay in the Teens

Prenatal11-12 yr 0 – 1 yr12 – 13 yr 1 – 2 yr13 – 14 yr 2 – 3 yr14 – 15 yr 3 – 4  yr15 – 16 yr

“…anxiety, depression and panic disorders and the freak-out episodes are NOT diseases or mental illness….these issues are caused by trauma, particularly childhood or developmental trauma…need for support and caring, and targeted tools that help clear the trauma from the nervous system and to rewire the brain.” (Pg 212)

“…relational trauma is the primary cause of the trauma, and that most of it is anchored in a child’s attachment with the mother during the first year of life….” (Pg 213)

“…all experiences of shock, trauma, or stress interfere with human development, we classify them as developmental shock, trauma, or stress.  Because all humans have experienced developmental shock, trauma, or stress that has not been recognized or healed, by definition we are all developmentally delayed – individually, systemically, and as a species.  Some of us are delayed more and some less, depending on the amount of developmental shock, trauma, or stress that we have experienced, how it was or was not addressed at the time it happened, and what we have done to heal it.” (Pg 223)

“Do snakes fear they might explode into a million pieces and disappear?  We think the primary role of teachers and therapists is to create safe containers and hold space for students and clients while they expand, split open, and reorganize themselves at a higher level of evolution.” (Pg 230)

“Clients have an inner template…that guides them towards wholeness.  The therapist’s job is to help them discover and live from this innate template….Because all human behavior represents an unconscious attempt to heal or correct something, there is always something ‘right’ about it.” (Pg 233)

“Pacing with clients leaves the power in clients’ hands and keeps the therapist in a facilitative rather than a directive role.  This self-other attunement contributes to a healing field of energy between the client and the therapist where the ‘work’ happens. Often ‘doing less is more.’” (Pg 234)

“It is possible to slow down a client’s healing process, but not to speed it up.  Hurrying clients can do two counterproductive things.  The first is skipping important developmental issues that cause them to ‘recycle.’  The second is overwhelming clients’ nervous systems with too much information too fast and re-traumatizing them.” (Pg 234)

“Abused and neglected children exhibit a variety of behaviors that can lead to any number of diagnoses.  However, the effect of early abuse and neglect on the child can be seen in several critical areas of development.  These areas include emotional regulation, behavioral regulation, attachment, neurobiology, response flexibility, a coherent integrated sense of self across time, the ability to engage in emotional attunement with significant others (empathy and emotional connectedness).  In addition, it affects self-concept, cognitive abilities and learning, and conscience development.” (Pg 238)

“The tips of human chromosomes are known as telomeres.  They serve as protective caps that shield the ends of our chromosomes each time our cells divide and the DNA gets copied.  With each cell division, the telomeres wear down over time and fray.  When telomeres fray and get too short, it causes our cells to malfunction and lose their ability to divide in integrity.  This phenomenon is now recognized as a key factor in aging.” (Pg 242)

“…research (Elissa Epel) with a study that examined telomere length in relation to self-reported Presence using a large sample of healthy, relatively low-stress women.  She and her colleagues found that greater Presence of mind was related to longer telomere length.  Conversely, more negative mind wandering – thinking about other things or wanting to be somewhere else – was related to shorter telomere length.”  (Pg 243)

“Through subtle epigenetic exchanges of information and energy between them and the container, clients are able to modify their Internal Working Model of Reality, their attachment styles, and the expression of their genes.” (Pg 243)

“Many experiences of developmental shock, trauma, and stress are caused by neglect related to energetic disconnects during the first year of life, rather than abandonment and abuse.  It is very difficult to recognize the presence of emotional, physical, spiritual, or psychological neglect because nothing happened.  Abandonment and abuse are easier to recognize and recall, because something happened.” (Pg 257)

“When two people become separate, whole, autonomous people, they no longer need to protect themselves from each other.” (Pg 279)