Formation of Ego States and Script Activation

Formation of Ego States and Script Activation

I earnestly request you to read the previous blog at Ego States and Script before proceeding to read this blog.

How are ego states formed. Each ego state as a memory cache, is a memory cluster. It has two dimensions I-I, and the other is I - You, It, Life etc. The I-I dimensions are shown here:

The I - I dimension of the
Ego State Cluster

The I-I dimension has five contributing cluster elements with five descriptives and attributions. The permutations and combinations generated by five X five is 120 combinations.

In the other dimension there are upto 10 clusters. Each of these clusters have upto 10 qualifying descriptives and attributes.  

The ten clusters are about 1. People 2. Their Persona (Perceived Image) 3. Their Imagined Attributes, Qualities and Powers 4. Interactional Reason 5. Inter-se Roles 6. Places 7. Event or Occurrence 8. Situations and Conditions 9. Impacting Experience 10. Emotional Racket  

The permutation and combinations of 10 items with 10 descriptives and attributes generates 3.63 million possibilities. These are shown in the figure:

In combination with the I-I dimension combinations numbering 120 the total number of possibilities number 4.36 billion combinations. The whole picture is shown in figure given here:

In my view we grow to be mature adults at the age of 38-39 years. The brain development completes by 25 years of life. So it may be safely said that we grow up to be mature adults at the age of 26 years. Accepting that we have at least one impacting, lingering, difficult to forget experience a week from our age of 3 years to the age of 25 years we will be recording 1,144 experiences. Say at least 1000 experiences. Each such experience constitutes an ego state having origin in self, meaning Child / Adult ego state. After 12 years of age we start adding meaning to experiences. Meaning distorts the consensual reality. It add many more dimensions to reality and our view of ourselves, others, life and the world at large. Out of these 1000 experiences 600 experiences are distorted experiences. 

We face reality as adults. The sources of reality could be people, situations, problems, difficulties, conditions, challenges, conflicts, events, occurrences, experiences, threat situations, surprising situations, un expected situations. These back link to ego states from among the 1000 ego states through roughly 10 stages of growth to the age of 25 years in unique combinations out of the 4.36 billion possibilities. 

If some of the linkable anchors are available to ego states, the script activates to run the process as a response to reality depriving the individual of control over perception, estimation, evaluation, and response.

Thus is connected Ego States and Script as the two aspects of the same reality. 

The Previous Blogs on Ego States and Script are accessible serially here:

1. Blog 1

2. Blog 2

3. Blog 3

4. Blog 4

5. Blog 5

6. Blog 6

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Ego States and Script

Ego States and Script

Ego States and Script are but two dimensions of the same reality. 

Ego States are the structural components of the mechanism and Script is the manifesting aspect of the mechanism. As an example viruses in the body are comparable to ego states and a bad cold and fever are its manifesting symptoms comparable to script manifestations. So long as the viruses are dormant no manifesting symptoms. A variety of viruses create a corresponding variety of illnesses. This compares to a variety of contamination, exclusion and constancy combinations which show up as manifesting script symptoms. Some are:

1. Confusion, Indecision, Procrastination, Struggle, Dilemmas, and Impasses

2. Ulterior, Crossed and Redefining Transactions.

3. Stroke Economy

4. Driver Behaviours

5. Passive Behaviours and Thinking Disorders

6. Rackety Actions and Activities

7. Roles on Drama Triangle

8. Psychological Stamps Generation through packets of payoffs

9. A variety of angry, hurt, guilty, scared, inadequacy, righteous, triumphant, . . . . . . .  slighted, anxiousness rackets as feelings and emotions we work for

10. Game engagements

The bodily component of ego state as a reactivated early life experience (memory cache) and the somatic component of script (generated post reinforcing of failure in effecting autonomy) constitutes the link between ego state as a memory cache and script as its activated manifestation.

I invite you to read my blogs on ego state and script linkage again at:

1. Blog 1

2. Blog 2

3. Blog 3

4. Blog 4

5. Blog 5

6. Formation of Ego States and Linkage to Script

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Cycle of Human Development 9 Know your Stage in 13 and 19 Year Cycle

Cycle of Development 9 Know your Stage in 13 and 19 Year Cycle

Here is a useful tool for those who wish to use it in
FAMILY
CLINICAL
EDUCATIONAL
ORGANISATIONAL
CONSULTANCY AND COACHING
SETTINGS

PLEASE READ THROUGH THE CONTENTS OF THE BLOG BEFORE ACTING ON THE LINK

Click this link

Know your Age and Stage

The Link will open Excel File in a New Tab by Default

"OPEN WITH"  appears at the top of the sheet

Select Google Sheets

The excel sheet opens in Google Sheets

Scroll the Sheet to the right
In Column 'Y' Person and dates are given
Notes contents of Column 'Y'

Of Self = is Yourself

Of Partner = Can be Wife or An Associate

Partnership = Marriage

You can change the dates in the cell by double clicking the cell and changing the date in 'YYYY,MM,DD' format.

The contents of the cells to the right will automatically change.

In the right most columns of 13 year and 19 year cycles you will know the 

years and months in the cycles. You can read the stages from the table on the left.

You may write to me at taforyouandme@gmail.com or raise the query in the comment section if you have any doubts to clarify.

I am willing to share a pdf of the blogs on Cycles of Human Development. You may send a request email to taforyouandme@gmail.com.

Cycle of Human Development 8 Know Your Stage

Cycles of Human Development

Know your Stage in 13 and 19 Year Cycles

A format is given here for single use
Start Month is Month and Year of Birth or Event
End Month is Current Month and Year


Now four tables are given for multi-purpose / event comparison
In each of them :

Start Month is Month and Year of Birth or Event
End Month is Current Month and Year
As an Example
for me, my birth is (January 1951) so  01/1951,
of my spouse, birth is (September 1955) so 09/1955,
our marriage event is (March 1978) so 03/1978,
our child's birth is (October 1982) so 10/1982
on entering these dates
The results are as shown at the end of this blog.

By Courtesy of the Blogger

So stages will be as under

Self           
Thinking of 13 Year Cycle and
Skills of 19 Year Cycle
as is evident from the screen shot here:

Spouse     
Skills of  13 Year Cycle and
Identity of 19 Year Cycle
as is evident from the screen shot here:

Marriage     

Doing of  13 Year Cycle and 

Thinking of  19 Year Cycle

as is evident from the screen shot here:

Our Child   
Skills in 13 Year and 

Skills in Integration of 19 Year Cycle

as is evident from the screen shot here:

Cycle of Development - Putting it together

Cycle of Human Development - Putting it together

Audio of this Blog

Repetition in cycles is a part of natural phenomena. Some examples are day and night, seasons of the year, and the rise and fall of the tides of the seas.

We grow to mature adulthood by our age of 39 years. Neurological development is complete by our age of 25 years. Successive development cycles help growth, development and maturation in an increasingly sophisticated manner during every subsequent cycle. We can say that we have developed well if we

• Enjoy good mental health and psychological well being.
• We are spectators in our dreams.
• We are at ease when we spend time alone and enjoy time in equal ease in the company of others.
• We are able to work alone and with others to achieve our common goals.
• We enjoy cordial, rewarding relationships.
• We are able to be free of our engaging thinking, feeling, emotional and lock-jams inside of five minutes.
• We are free of mind talk.
• We are free of psycholgoical time engagements.
• We are able to respond to people, situations, problems, difficulties, conditions and challenges of life sanely, safely, effectively, appropriately and to the benefit and advantage of all concerned.   

The stages repeat in two cycles. One cycle is of 13 years and and the other is of 19 years. The (13) thirteen year cycle has (5) five stages. They are Being, Doing, Thinking, Identity and Skills stages. These stages are named as explanatory words for the tasks one needs to clear while passing through the stage. The (19) nineteen year cycle has (6) six stages. The first five stages are the same as those for the (13) thirteen year cycle. The sixth stage is called the integration stage. The integration has in turn (5) five stages. They are Being, Doing, Thinking, Identity, Skills stages. The two cycles run their course through our life to 95 years of age per table shown below:

The tasks of  various stages could be described in simple terms as follows:

• Being Stage - Comfort and ease.
• Doing Stage - Engaging in activities to inquisitively know about the world around.
• Thinking Stage - Give enough fodder to our mind to understand reality. Gain the ability to assess and evaluate reality; do probability analysis; implement reality testing; generate options; structure a sane, safe, effective and appropriate response, without impacting one's own self worth, value, dignity, respect and exteem nor of the other. 
• Identity Stage - Be able to deal with reality situations by exercising social control using reality principle. [Reality situations are situations resulting from mutual manipulation. Social control is the ability to resist the manipulation by others and to resist one's urge to manipulate others in destructive or wasteful ways. Reality principle is the ruling principle which helps in predicting the likely outcomes from various courses of action, which helps in patiently waiting, delaying and postponing the urge and impulse to give back or hurt another.] The ability to updating one's identity, value, worth, dignity and esteem. Building one's relationships - neither a victor nor vanquished be.
• Skills Stage - Building healthy relationships. Working in cooperation, participation, and gainfully. Learning working, thinking and professional skills.  

The two cycles have different cycle runs. 

The Thirteen Year Cycle has 0-13-26-39-52-65-78-91  and

The Nineteen Year Cycle has 0-19-38-57-76-95

Their stages are likely to overlap and then the need shows up intensely. 

The stage needs of people in associations impose impacting demands on others. The knowledgeable and wise are able to chart them out and work through them, rather than on them, to come out stronger and more capable. 

The best of all is to work to regain good mental health and psychological well being by practicing the 17 practices listed by the author in Self  Help Transactional Analysis. They are:

1. Doing six things differently.
2. Eating one meal a day slowly, attentively, deliberately without engaging in any other activity.
3. Learning to generate the moment and entering the moment in conscious awareness. 
4. Addressing body and talking to the mind and praising them for our well being and sanity.
5. Installing a Permissive Parent.
6. Building an Empowered Adult by Managing Urges, Drives and Impulses.
7. Building an Empowered Adult by Practicing Neuro Plasticity and Telencyphalisation.
8. Noticing the activation of our mind.
9. Giving our mind permission to be free of engagements.
10. Noticing Rackets (Scripty Thinking, Feeling and Emotional Lock-jams).
11. Practicing Script Healing.
12. Gaining the ability to free the mind of thinking, feeling and emotional lockjams.
13. Becoming Loving and Caring
14. Gaining freedom from Blaming, Expecting and Anticipating
15. Becoming Forgiving and Forgetting.
16. Building Rewarding Relationships. Learning to roll back and move forward when interactions go awry or astray.
17. Living life happily and joyfully in a childlike way free of anxiety. Acknowledging that happiness is a state of mind and not a feeling. 

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Links to previous blogs on Cycle of Human Development are given here:

Introducing Cycle of Human Development 

Cycle of Human Development 1 

Cycle of Human Development 2 

Cycle of Human Development 3 

Cycle of Human Development 4

Cycle of Human Development 5

Cycle of Human Development 6

Cycle of Human Development 7

Audio of this Blog

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You can write to taforyouandme@gmail.com

or Whatsapp to +919822024037

giving your name, email id and whatsapp number

to include you in my blog's broadcast list to receive the daily blogs.

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Cycle of Human Development 7

Cycle of Human Development 7

Audio of this blog

Links to Previous Blogs on Cycle of Human Development are given at the end of this blog.

What is personality development? Personality is the manner in which the 'psychic' structures organise and generate responses to external and internal stimuli. Personality Development represents the manner in which these structures grow as organised wholes. Personality Development also represents the work we do on ourselves in order to put right the dysfunctional mechanisms, that spontaneously get activated much to our chagrin*. It also represents our ability to respond to reality sanely, safely, effectively, appropriately and beneficially to the advantage of all parties (reality means any thing that affects us).

This background helps us understand how growth specific tasks help in improved neurological growth and development, and as a consequence, our personality development.

Fr. George Kandathil lists the growth, development and activation of ego state entities during our  growth years.

        Stage            Ego Stage

1. Being         Natural Child
2. Doing        Little Professor
3. Thinking    Adult
4. Identity      Parent in Child - Electrode
5. Skills         Parent
6. Integration Parent

It pays to understand human development and as a consequence personality development in the context of Brain Development.

The primary structures of the brain develop from around the sixth week after conception to the ninth month after birth. The brain continues to grow, develop and mature to the age of 25 years of age. The qualities of rational thinking, good judgement and awareness of long term consequences are available for use thereafter. Until then the connections between the emotional part of the brain and the decision making centres are still developing and not at the same rate in all. (Rochester Universtity Medical Centre Article). Here are some gifts that come from around the age of 22 onward:

• Attention - It is the ability to focus on one thing and ignoring distrations.
• Complex Planning - It involves Daily, Weekly, Monthly and Annual Planning.
• Decision Making - The ability to think logically and making calculated assessments.
• Impulse Control - Mastering Self-Discipline and freedom from Impulsiveness.
• Logical Thinking - Thinking logically and rationally free of emotional influence.
• Organised Thinking - Sorting of thoughts and their organisation into bundles.
• Personality Development -  Personality Development continues to the age of 30 years.
• Risk Management - Assessing long term benefits from short term risks.
• Short Term Memory - Cognitive function and improved memory capacity.

From the perspective of growth, development and maturation it is safe to say that: 

• We use time of the first 13 year cycle (birth to 13 years) in growth, the second 13 year cycle (13 to 26 years) in development and the third 13 year cycle (26-39 years) in maturation. 

• Simultaneously we use time of the first 19 year cycle (birth to 19 years) in growth and development and the second 19 year cycle (19 to 38 years) in development and maturation. 

All of us who are more than 45 years of age will quietly agree that we have been most affected in terms of physical health and psychological well being and making our relationships in various configurations work from our age of 40 years onward. 

It is never too late. Every day is a good day to make a new beginning. The Ages and Stages are given here for ready reference.

Audio of this blog

You may click to read the next blog: Cycle of Development - Putting it together where I have made an effort to put the contents of the many blogs into one blog.

Introducing Cycle of Human Development 

Cycle of Human Development 1 

Cycle of Human Development 2 

Cycle of Human Development 3 

Cycle of Human Development 4

Cycle of Human Development 5

Cycle of Human Development 6

Cycle of Development 7

Cycle of Development - Putting it together

*Chagrin = annoyance, distress, causing humiliation, becoming angry and annoyed.

Link to Rochester University Medical Centre

Link to Mental Health Daily

Cycle of Human Development 6

Cycle of Human Development 6
Audio of this Blog

Links to Previous Blogs on Cycle of Human Development are given for ready reference.

1. Introducing Cycle of Human Development 
2. Cycle of Human Development 1 
3. Cycle of Human Development 2 
4. Cycle of Human Development 3 
5. Cycle of Human Development 4
6. Cycle of Human Development 5

We have seen the following in previous blogs on Cycle of Human Development:

1. how the cycles of development have been conceived;
2. the stages in each cycle;
3. the period for each cycle;
4. the tasks for each stage;
5. the effects of not accomplishing the tasks;
6. how the unaccomplished tasks affect adult life past 39 years of age; and 
7. how the stages affect relationships in close associations;

These were shown for the 19 year cycle. A picture is given here to recapitulate.

We have seen that the stages of the first 13 (thirteen) years, repeat in the next 6 (six) years of the integration stage of the 19 (nineteen) year cycle. Each of these repeat in approximately half the period of time. 

Now comes a twist to the tale. There are two cycles running simultaneously. One is the 19 (nineteen) year cycle. The other is the 13(thirteen) year cycle. The 13 (thirteen) year cycle with stages is shown below.

These two cycles run simultaneously. The 13 (thirteen) year cycle forms part of the 19 year cycle for the first 13 years. Thereafter it runs eight (eight) times in our life to 104 (one hundred four) years.

I have presented here the picture of a cycle with the wheels in the proportion of 19:13 (nineteen to thirteen). Thus the smaller wheel rotates roughly 1.46 (one point four six) times, for each rotation of the larger wheel. 

The two cycles are charted on a time line given below:

The periods marked in red boxes are the identity stages -  the challenging periods of our lives.

I am giving here a Cycle of Development Table which I use in my personal life to chart the challenging years. You may use it, or ask for it by writing to:

taforyouandme@gmail.com giving your name, email id and mobile number.

The Event Date is Date of Birth / or Event of Marriage or Joining work or Partnership in Business Association. The Age Years are to be mentioned in the boxes under the years. Then Lines are to be drawn in the row below it to mark the identity stages of 13 and 19 year cycles. They will help to identify the challenging years in associations as applicable. One could also use it in other contexts eg. relationships with s-i-l / d-i-l or parents and children etc.

A filled table is given below. It is only indicative of the way lines are to be drawn.

I will be writing about personality development in the context of Cycles of Human Development and also about generation of ego states, that pop up in later years impacting self concept and our ability to deal with reality.

Audio of this Blog

You can download an article by Pamela Levine on Cycles of Development by clicking this link: Cycles of Development. Please note that it is written keeping educators in mind.

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Cycle of Human Development 5

Cycle of Human Development 5

Link to Audio File : Audio of Cycle of Human Development Five

*I hate to say this. The request is to get you tagged to the series. Else it will be piecemeal without back- linking.* 

You are invited to read the previous five blogs before proceeding to read this blog - this in case you have not read them already. Their links are (1) Introducing Cycle of Human Development and (2) Cycle of Development - 1 (3) Cycle of Human Development 2 (4)  Cycle of Human Development 3 and (5) Cycle of Human Development 4

I mentioned in the last para of yesterday's blog that we live our life on a day to day basis in the company of others. This we do with people at home, on the streets, in the office and in work environments. We also do this as associates, partners and business stake holders. This blog presents how conflicting needs and demands generated by prevailing stage that bring people to logger-heads, conflicts, threat situations and the like. The picture of a two wheel cart from a race in Viennna would best present this situation.

The wheels A and B represent two persons who are either of the same age or age difference of 19 years. Their association is presented in the figure below:

Both these persons will have the same developmental needs surfacing simultaneously all their lives. It will be challenging if they happen to be husband and wife. 

An extreme different case will also be of two persons whose age difference is seven years in complementary 19 year cycles. Boss is 46 years (39+7) and subordinate is 39 years (39+0) or boss is 64 years (57+7) and subordinate is 39 years. Parent is 64 years and son / daughter is 39 years. In an Indian household mother-in-law is 57 years and daughter-in-law is 26 years (19+7). This particular combination is represented in the figure below.

A has entered the Skills Stage. He / She will remain in that stage for seven years. B will clear Being, Doing, Thinking, Identity and a year of Skills stages during the period. Then when B spends the remaining six years in Skills stage, A will have passed through the five stages of Integration namely Being, Doing,  Thinking, Identity and Skills stage. Then again A will enter Being while B will be in Skills stage. 

Another case is presented from partners, associates and colleagues in business who are three years apart in age. This is also true for married couples whose age difference is 3 to 5 years. Both enter identity one after another twice in 19 years of association. This is presented in the figure below. 

Identity stage creates two types of conditions. One is to gain the upper hand in the relationship and the other is to experience being wronged or blaming the other for one's condition. 

These combinations and others that will follow in the blogs to come create complex scenarios. Yes they do. As yet they are useful for those who are TA  students or TA practitioners and those who are practicing in HR, Coaching, Mentoring, Counselling and Psychotherapy. It is fairly easy to educate clients since these occur again and again in one's life.

I have completed the stages using the 19 year cycle. There are 13 year cycles as well. These I will be completing in the next blog.

I sincerely thank those of you who are regularly reading these blogs. It encourages me to put in some 5 hours of work every day to produce each blog. 

Link to Audio File : Audio of Cycle of Human Development Five

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Cycle of Human Development 4

Cycle of Human Development 4

Click here for audio file of this blog : Audio File of COD 4

You are invited to read the previous four blogs before proceeding to read this blog - this in case you have not read them already. Their links are (1) Introducing Cycle of Human Development and (2) Cycle of Development - 1 (3) Cycle of Human Development 2 and  Cycle of Human Development 3.

Two of three perspectives from which the 'Cycle of Human Development' can be studied have been presented in the previous blogs. In this blog the third perspective is presented. It concerns the types and nature of challenges we face as we move in our life from cycle to cycle.

Life flows on to us all the time. At least a 100 events are happening around us at any given moment. We are however not concerned with all of them. We are concerned with a few of them which affect us. They call upon us to resolve the events sanely, safely, effectively, appropriately and to the extent possible happily. When can we say that this has happened for us. We can say so, when we do not move out of the event with anger related, sadness related, helpless related, wronged related, insult related, anxiety related or for that matter elation / grandiosity related thinking, feeling and emotional lock-jam or as Berne says in a 'transactional racket'. If this happens the experience is a 'racket'. This word 'racket' is a word for 'scripty' or 'script-ridden'. Why does the event generate a racket. The racket is created because of our incapacity to resolve the 'affect' sanely, safely, effectively, appropriately and happily. If we have failed we have  used outdated capacities, skills and talents. These cap our capacity to perceive, evaluate, assess the reality impersonally and non-subjectively and with Adult capacities. They not only generate an avoidable outcome they also reinforce our script.

Script comprises our script beliefs and script feelings. These beliefs are of two types: core beliefs and supporting beliefs. Core beliefs are about ourselves, others, type of life we are entitled to live and incapacity to use the universal human endowments. Feelings have a mind component and a bodily component. Berne quoting Eduardo Weiss says that "an ego state is the actually experienced reality of one's mental and bodily ego with the contents of the livedthrough period". Now I move on to explain how the unaccomplished tasks of stages in the previous cycles affect  our capacity to deal with people, events, situations, problems, difficulties, conditions, challenges and conflicts (in two realms - internal and external) sanely, safely, effectively and appropriately leaving no lingering footprints of the event.

A table from Cycle of Human Development 2 is given here for ready reference.

This will help the reader to know his / her own stage as of date. 

What are the capacities we need to deal with people, events and other items listed in the previous para. They are capacities to think, assess, estimate, work out probabilities of outcomes and choose a few that may likely work to generate an effective outcome. 

TA Theory tells us that not only do we need to possess these capacities, we also need to have the permission to use them when the ocassion demands. In addition we also need to have the five components that go to generate self concept: value, worth, dignity, respect and esteem for and about self, about others and about our life. The unaccomplished tasks of the stages in the first cycle (birth to 19 years of age) affect both permission and also elements of self concept. We get a second opportunity during the second cycle (19 to 38 years of age) to build upon the deficit. The sad part is that we have no knowledge of our responsibility in this regard. We therefore land on the battle-field of life during subsequent cycles without sufficient empowerment to live life successfully as person, with spouse, with members of our family, with our kith and kin, with colleagues in office, in society at large, on the road and in travel and in many other areas the last and the most important being to be able to live life happily and joyfully in a child like way in an accomplished manner. As Fr. Kandathil said 'to be at peace with one self and with others when we are alone and with equal ease and comfort when we are in the company of others and sailing in the sea of life is possible when we are free of script'. 

We live our life on a day to day basis in the company of others, at home, on the streets, in office or work environments, and as associates, partners and business stake holders. I will be presenting the conflicting needs and demands generated by prevailing stage that bring people to logger-heads, conflicts, threat situations and the like in the next blog.

Audio File of COD 4

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Cycle of Human Development 3

Cycle of  Human Development 3

Audio of this Blog

You are invited to read the previous three blogs before proceeding to read this blog - this in case you have not read them already. Their links are (1) Introducing Cycle of Human Development and (2) Cycle of Development - 1 and (3) Cycle of Human Development 2. 

The 'Cycle of Human Development' can be studied from three perspectives. We have already covered the first perspective presenting the stages through which a growing child develops into adulthood. In this blog we are covering the second perspective. It explains how the stages affect our life generally, and our perceiving, assessing, evaluating and responding to the same reality in different ways as we proceed in our life through the stages. The third perspective is being covered in the next blog. It would explain the challenges we face, if we have not cleared tasks of any particular stage successfully during our growing years.

Cycle of Development - Wheel of Life

Imagine that the wheel represents a person who has just completed 38 years of age. He is moving on the line representing life. The person is entering the Being Stage (B) of the third 19 year cycle. The wheel is moving clockwise as indicated by the arrow. The person will then move through Doing Stage (D), Thinking Stage (T), Identity Stage (I), Skills Stage (S), and then through five sub-stages of the 'Integration Stage' that is BI - Being in Integration Stage, DI - Doing in Integration, TI - Thinking in Integration, II - Identity in Integration, and SI - Skills in Integration Stages  to his age of 57 years. The wheel keeps moving as we move on in life. He will contact life as a consequence with the stage domianance relevant to his age as shown in the diagrams below.

If this person has cleared the stages of the first cycle i.e. 0 - 19 years and second cycle i.e. 20 - 38 years successfully, he will not face any challenges in the current cycle. However, if he has failed to clear tasks of any one or some of the stages, of the previous two cycles, his life will be affected adversely. How will this happen. He will be urged on the one one hand to deal with situations of life effectively. However, he will face a handicap relevant to the stage. 

Picture of Vinegar Tasters

from Vinie the Pooh (Tao of Pooh)

A slight diversion to understand this. The three vinegar tasters in the picture above experience the taste of vinegar distinctly different from each other though the vinegar is the same. So also with people from Being, Doing, Thinking, Identity, Skills, Being in Integration, Doing in Integration, Thinking in Integration, Identity in Integration, and Skills in Integration stages of the 19 year cycle who are facing the same life in different ways. Their understanding, interpretation and assessment is distinctly different.

In Being stage his comfort will affect him. In Doing stage his capacity to deal with things concrete and subtle will affect him. In Thinking stage his capacity to think freely will be affected. In Identity stage he will have adverse thoughts about people and events in the world which he is encountering, and how he deals with others around and the world at large. In Skills stage his handicap will relate to displaying his talents, skills and capacity to incorporate others intimately. So also in the five stages of the Integration Stage he will face challenges relevant those stages. These handicaps show up as deficit of Self Concept (Self Concept means capacity for value, worth, dignity, respect and esteem) in the nature of beliefs about self, beliefs about others, beliefs about life, beliefs about capacities, and beliefs about natural endowments all of us possess.  In this manner his perception, evaluation, assessment and response to people, situations, problems, difficulties, challenges, conditions of life and conflict situations will be impaired. Such a person will be at his wits end to make sense why he faces apparently unsurmountable problems or difficulties in particular spheres of life. These are in personal, couple, siblings, family, friends, neighbourhood, work place, people at large, peers and so on.  

I will put forth the challenges we generally face when we are moving through life in different stages and how to remedy them in the next blog.

Audio of this Blog

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Cycle of Human Development 2

Cycle of Human Development 2
Audio of this Blog

Cycle of Human Development - Stages and Ages

You are invited to read the previous two blogs before proceeding to read this blog. Their links are (1) Introducing Cycle of Human Development and (2) Cycle of Development - 1.

Here is a table showing the stages of physiological development of a human being.

You may tap the picture to have a better view of it

A table showing the stages and ages of Development in the Cycle of Development is shown here:

You may tap the picture to have a better view of it

I mentioned in the previous blog that we can study 'Cycle of Human Development' from three perspectives. The first perspective is to understand the stages through which a growing child develops into adulthood. The second perspective is to understand how the stages affect our life generally, and our perceiving, assessing, evaluating and responding to the same reality in different ways. This occurs when we are living through a different stage of the current development cycle. The third perspective is to understand the challenges we face if we have not cleared tasks of any particular stage successfully during our growing years.

I am covering the significant tasks that a growing child has to clear to grow into an empowered adult psychologically and emotionally. If the child clears the relevant stage successfully the memories of the experiences of that stage contribute healthily to the development of the ego states of the relevant age. If it faces challenges; lack of support, neglect or abuse from care takers, then the stage is not cleared successfully. The traumas of that stage adversely affect adult life. This is adult life from age of 19 years as per literature. In my view it is age of 39 years onward. The first 19 years are focused to clear the primary tasks. The growing human has a second chance to clear the tasks between age 19 to 38. Ego states of experiences get incorporated into the Ego State structure of Child - Adult - Parent.

Now coming to the stages:

Being Stage - Warmth, Care, Comfort, Nurture, Acceptance, Holding, Touch and Love.

Doing Stage - Appeasing the needs relevant to the five senses - seeing, touching and tasting in the main.  The child has become mobile and is engaged in clearing tasks relevant to locomotion.

Thinking Stage - The child is now understanding some words and 'commands' of parents. It is making sense of the world. It is curious and is engaged in 'thought' provoked exploration.

Identity Stage - The child has the urge to be on its own. It tends to 'disobey' parents. Its capacity to break limits of the freedom boundary is challenged. If it succeeds well and good. It may give up altogether if it doesn't. In an alternative it may tire trying out.

Skills Stage - The child is engaged in honing skills of types. It is open to learn play, sports, dance, singing, reading and engage in many more activities. The child is disciplined. It organises its activities as per dictates of its parents. It rarely comes to their adverse notice. Puberty sets in. Its tasks are showing up.

Being in Integration - Tasks are related to puberty, exploration of primary and secondary sex organs. The growing teenager is expressing its independence and asking questions when parents are concerned about its new ventures. It requires attention, care, comfort, love and affection of its parents. Parental support is important.

Doing in Integration - The tasks are identical to those of Being in Integration. It needs support to be on its own in its various life tasks of peer bonding and cross sex associations. Parents need to hold back anxiety and support it to grow on its own.

Thinking in Integration - They are identical to tasks of Being and Doing. In addition it needs parental support in beginning to break the symbiotic association with parents. Parents need to support its enquring mind with reading material.

Identity in Integration - In reality this lasts from 14.5 years to 19 years. The period from 16 to 19 years is the identity stage of the next 13 year cycle as well. The teenager needs a lot of parental support for it to maturely grow up into an adult. Fidelity is challenged. The child needs education how to manage its many urges, drives, impulses, desires, needs and wants in a mature and healthy way. It is an important period for the teenager to incorporate values, principles and moral boundaries. The unaccomplished tasks of this period show again many times during the period of life after 39 years of age.

Skills in Integration - These are mostly identical to those Identity in Integration. They are repeated here for sake of emphasis. It is a three year period where the child is exploring cross sex associations. Fidelity is challenged.  The child needs education how to manage its many urges, drives, impulses, desires, needs and wants healthily. It is an important period for the teenager to incorporate values, principles and moral boundaries. The unaccomplished tasks of this period show again many times during the period of our life after 39 years of age.

I will be covering the tasks and challenges of these stages from the second perspective in the next blog.

Please note that the contents of this blog are based on my own understanding of the stages of Cycle of Human Development. I use it successfully in resolving client issues in my psychotherapy practice.

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Cycle of Human Development 1

Cycle of Human Development - 1
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I invite you to read the previous blog > click here Introducing Cycle of Human Development before reading this blog.

This is the picture we mostly encounter to present stages on a spiral. 

I have done the same using concentric circles. There are five concentric circles. Each circle represents a 19 year cycle of its occurrence in our life. I mentioned in the previous post that we run the cycle five times during our life of upto 95 years of age.

It is worth noticing that there are five stages in the Integration Stage. The periods of these five stages in the integration stage are of half the duration. Being of 3 months, Doing of 6 months, Thinking of 9 months, Identity of 1.5 years and Skills of 3 years. 

We can study 'Cycle of Human Development' from three perspectives. The first perspective is to understand the stages through which a growing child develops into adulthood. The second perspective is to understand how the stages affect our life generally, and our perceiving, assessing, evaluating and responding to the same reality in different ways. This occurs when we are living through a different stage of the current development cycle. The third perspective is to understand the challenges we face if we have not cleared tasks of any particular stage successfully during our growing years. 

I will be covering the tasks and challenges of the stages when viewed from the three perspectives and its impact on the ego stages of those stages in the next blog.

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Introducing the Cycle of Human Development

Cycle of Human Development
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We observe around us in the animal world that an offspring is left to live its life on its own around the time the mother is ready to deliver the next baby. However, that is not the case with human beings. It takes much longer. Therefore the mother, and the father too, are called upon to care for the child beyond the likely birth of the next baby. It is generally agreed that the human child grows into a self-care-taking adult by the time it has completed 18 years of age. These 18 years are spent by the growing child to clear tasks thrown by mother nature to become capable as an adult. These tasks are age specific.  

Pamela Levin observed that we live our life in repeating cycles. The duration of each cycle is 19 years. Therefore we live out the same cycle five times in our life of 95 years. Each cycle of 19 years is equivalent to one calendar year. Now we have four seasons in a calendar year. Similarly in a development cycle we have six seasons. They are called Being, Doing, Thinking, Identity, Skills and Integration. These seasons are referred to as stages. The seasons in a calendar year are of equal duration of three months. However, that is not the case with stages. Being lasts for six months, doing for one year, thinking for one and half years, identity for three years, skills for six years and integration for six years. The names of stages signify the nature of tasks. 

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STAGE I - BEING;  DURATION: Six months; From Birth to six months of age;

TASKS  

Be close to, build or renew sustaining connections with others.  

Take time to take things in. 

Ask for help from others.  

Be touched and have intimate contact.  

Ask others to take over for awhile to gather strength and build energy for moving into DOING. 

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STAGE II - DOING;  DURATION: One year; From 6 to 18 months of childhood;

TASKS  

Feel, touch, see, hear, smell & taste the world. 

Seek. 

Feed senses while maintaining support.  

Maintain BEING bonds. 

Explore gravity.  

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STAGE III - THINKING ; DURATION: One and half year; From 18 to 36 months (3years) of childhood;

TASKS  

Learning to think for ourselves. 

Finding support for being independent. 

Developing a separate position as an individual.  

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STAGE IV - IDENTITY; DURATION: Three years; From 3 to 6 years of childhood;

TASKS  

Experiment with social relationships. 

Test consequences.  

Exert power to find out what happens.  

May require taking time out from old identity to lay the groundwork for the new. 

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STAGE V - STRUCTURE  (Skills); DURATION: Six years; From 7 to 12 years of life;

TASKS  

Argue, hassle & challenge. 

Actively disagree with others' methods. 

Make mistakes in order to find what works. 

Seek people outside your usual circle of family and friends.  

Develop your own ways to do things. 

Try new social roles.  

Experiment to find what works. 

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STAGE VI - REGENERATION (Integration); DURATION: Six years; from 13 to 19 years of life - teenage years; 

TASKS  

Develop as a sexual person.
Integrate sexual needs with needs from previous stages.
Develop personal philosophy.  

By this stage's end we need to break out of relationships which aided our growth up to now, and reestablish them from an independent and autonomous position. 

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We have significant experiences concerning each of the six stages. These can be conceived as a set of ego states relevant to that age. The script development proceeds through the six stages. The script is formalised, rehearsed and installed as it were by the age of nineteen years. This script is sitting in our head. It engineers the way we live our life. 

It is my considered view that the script is formally installed when we complete two cycles by our age of 38 years. We start facing challenges in our lives starting from our age of 39 years. The challenges that we face correspond to the unaccomplished tasks related to each of the six stages. 

Re inserted for improving readability

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An overview of the Cycle of Development can be viewed at: http://www.tinapse.ro/home/coltul-indrumatorului-coach/resurse-materiale-instrumente/Cycles_of_development.pdf

A detailed coverage of the Cycle of Development can be viewed in slides at: https://www.slideshare.net/manumjoy/cycles-of-developement-pamela-levin-transactional-analysis

Link to Pamela Levin: http://nourishingcompany.com/pam-levin-health-practitioner-and-author.htm

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Those of you who are curious to know about Fibonacci Series and Logarithmic Spiral are invited to visit this site:

http://www.crystalinks.com/fibonaccinumbers.html

The fibonacci numbers generate the golden ratio 1.6018 represented by Greek symbol Phi. Phi is one of seven universal mathematical constants. They are 0, 1, Pi, Phi, Root 2 and Root of -1 and Epsilon e. These are integrated into the geometry of the Great Pyramid. 

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