Archive for March, 2008

The Practice of Empathy

Friday, March 28th, 2008

Background

Empathy is the practice of ways that nourish the growth of self-mastery or awareness in ourselves and others.

Empathy is the sense that we are the same, we are all somewhere along the growth path to becoming continuously conscious.

With empathy we see everyone as equal. We know we are unable to judge our relative positions on the human growth path, so we accept what is right now.

The Empathy Practice

  • the practice of relating to yourself and others with acceptance and compassion
  • aspiring to experience the same caring and compassion for every person
  • the understanding that we are all equally human
  • arises from the understanding that the growth of every one of us is equally important and valuable for human evolution and happiness
  • acknowledges the empathic centres of the human brain as the most precious structures on Earth, and  therefore we learn to become constant gardeners of these empathic structures.
  • aspires to create a nourishing growth environment for every person we are with, no matter what their state or behavior
  • doesn’t expect immediate change in the outer behaviour of others as a result of the practice
  • comes from the understanding  that our empathy will nourish and heal others, and allows the effects to unfold in their own time.

Benefits of the Practice of Empathy

  • we feel happy! Being a nourishing environment for ourselves and others releases our “happiness biochemistry”
  • stress and fear reduce and disappear – we have less cortisol and adrenalin in our blood, our health improves, bad cholesterol drops, sugar balance improves, we have less mood swings
  • our empathic brain grows and we find it easier and easier to feel empathy
  • we like people more, and they like us better too
  • we are less affected if people don’t like us
  • we become less reactive to others misbehaviour; we feel less outrage, annoyance, irritation, anger
  • we experience less criticism, pride, shame and guilt
  • we have more energy
  • we feel more freedom
  • we have more energy for the actions that matter to us
  • our work goes better
  • we sleep better

Purpose of the Empathy Project

Friday, March 28th, 2008

To catalyse the growth of greater capacity for loving relationships in all people.

To spread the word that practicing empathy is the most powerful action that we can take to ensure a sustainable, socially just and peaceful world.

To promote the growth and repair of the empathy centres of the human brain which allow loving relationships with people and the Earth.

To help people to release the emotional blocks caused by not having their emotional needs met.

To describe the research about the emotional needs of young children and how to meet those needs.

To spread the understanding that a strong empathic brain :

·is essential to relating in a loving way to ourselves and others

· assists us to contribute our unique and true creative work

· supports a healthy and harmonious relationship with nature

To promote the following understandings:

· That relating with understanding and kindness, to ourselves, children and other adults is the key to a sustainable environment, social justice and world peace for all humanity.

· That relating with appropriate forms of respect and kindness, and trust in the innate goodness and knowingness present in everyone, builds the capacity of the empathic brain of both giver and receiver.

· That appropriate forms of empathically relating to ourselves and others are able to be learned and practiced

· That to learn and practice the specific skills of treating ourselves and others with emapthy is the greatest possible act of peace creation, and activism for a sustainable environment.

To promote the irrefutable research-based findings that:

· the capacity of the “empathic brain centres” is the key factor which allows people to relate to others with kindness and compassion.

· treating children with empathy builds the empathic capacity of the human brain, thus the ability to have healthy caring relationships with people and the earth

· authoritarian parenting does not meet the emotional growth needs of children and measurably stunts the growth of the empathic capacity

· adults whose empathic centres are stunted are more prone to addictions, rage and violence

· there is powerful connection between authoritarian and abusive parenting styles and the social ills of injustice, over-consumption, autocratic leaders and gullible followers, crime and violence, and disregard for and over exploitation of the environment.

· relating to babies and young children with respect and kindness, as a loving guide or helpful parent, and meeting their emotional needs, is the key to bringing up emotionally healthy people.


· meeting the psychological needs of human children has profoundly positive effects on society


What would happen if you created your own personal No-Blame World of One?

Friday, March 28th, 2008

Would it be possible to live in a no-blame world of one, of your own? What would happen? Could you try it out!

What have you got to lose?

Imagine scenarios in which you step out of Blaming Mode into No-Blame Mode.

Ask yourself – what would happen in this situation if I came from no-blame?

Releasing your emotional reactions is a vital step towards having a no-blame stance. The Sedona Method is a perfect tool to use for this.

Q &A

1. Wouldn’t a no-blame approach be irresponsible? Isn’t it letting people, who should be held accountable, “get away with” wrong doing?


No-blame doesn’t mean no-action. It doesn’t mean not intervening to prevent harm being done. No-Blame simply means that you come from the understanding that doing harm is not the motivation of the harmful behaviour.

Relating to each other without blame and shame could be describes as seeing each other as innocent.

Innocent literally means “not harming”. A No-Blame stance comes from the understanding that most misbehavior, if not all, by children and adults, is not motivated by wanting to harm others – rather it is motivated by self-protection.

There is evidence for this! Sydney psychologist Robin Grille’s wonderful book Parenting for a Peaceful World is a great reference on this topic. Robin clearly and extensively lays out the evidence about the emotional needs of babies and young children and the effects of them not being met.

In essence, the less children’s emotional needs are met, the more self protecting they become and the less able to empathise and understand the effect of their behaviour on others. These are measurable effects on the structures of the frontal lobes of the brain that support empathy. Lack of an appropriate emotional environment as children has been shown to produce people whose brains are stunted with regard to treating others with respect and care.

The evidence is that the more someone who is behaving from self protection is blamed and criticised the more they will misbehave! So blaming does not produce the desired result.

2. Will a no-blame stance prevent frustration?

Interesting question. It appears that very young babies do get frustrated by their powerlessness. At least they express discomfort and what appears to us adults to be frustration. Babies are incapable of blame, and when there is no blame things that are not to your liking simply are what they are. The next step then is simple - respond to what is in whatever way you can to help move things in the desired direction. A baby expressing discontent then is doing the only thing it can do to move things along. Is this frustration? Maybe – it certainly isn’t blaming.

Please respond with comments and further responses to this interesting question!

And please send me more questions for us all to consider.

No-Blame in a Blaming World - a Story

Friday, March 28th, 2008

Imagine a world in which people don’t blame each other just because they don’t feel any urge to blame. They haven’t experienced blaming as children, so it’s just not on their radar! In this imaginary “No-Blame World” the misbehavior of children or teenagers or adults is just a signal they don’t know something yet about this place or activity. There’s no way it’s about being “good” or “bad”. In fact in No-Blame World, the labels good and bad aren’t used!

In No-Blame world, people are keen to offer help, so when they see that someone obviously doesn’t know how to behave in a particular place, No-Blamers just think “oh, they don’t; know what to do here yet” and they help that person as best they can to learn to be relaxed, at ease and effective in the situation.

With people who’ve grown up in No-Blame World, learning and teaching are very easy, because when they go to a new place or do a new thing they trust people to help them to learn what they need to know.

A group of people born in No-Blame World will get on really well with each other very quickly even if they’ve just met or some of them don’t know much about what they’re doing. It’s really easy and natural for no-blamers to learn from each other no matter what their age or skill difference. It’s so simple! One person knows something, the other one doesn’t. There’s no shame or blame for not knowing, so why should there be any issue when the one who knows helps the one who doesn’t? The other feature of No-Blame World is that the inhabitants greatly enjoy helping people to learn new things. Equally No-Blamers enjoy learning new things themselves. In fact No-Blamers are “addicted” to helping people and to being helped. They love both sides of this game so they’re always looking for chances to play!

Sound like Utopia?

Maybe it is…lets explore it a little more…..

Visitors do come to “No-Blame” world from “Blaming” worlds, and then it gets interesting.

Blaming worlds are places where, when you do what other people like or approve of, they call you “good” and praise you, and when you do something they don’t like or disapprove of, they call you “bad” and blame you.

On blaming worlds, people feel bad when they don’t know something, because they are told from when they are babies that they are not as good as the people who do know that thing. This happens even if the ones who know are much older or the ones who don’t know have never had a chance to learn the thing anyway. On blaming worlds, the ones who know something or have a skill, feel superior to the ones who don’t know or don’t have so much skill. “Blame-Worlders” are scared of not knowing something because it makes them feel bad and another blamer will blame them for not knowing (even if there was no way they could have known anyway).

Blame-Worlders you see are always trying to avoid blame from others and to give blame to others. Blame-Worlders are addicted to blaming and feeling blamed. The funny thing is that one of their main ways of stopping other people blaming them is to blame themselves first! So they will blame themselves when they don’t know something or can’t do something. It’s funny that they do that because blaming themselves is painful too. But most painful of all is being publicly blamed. Having someone else hear you being blamed or joining in and blaming you too is terribly painful to Blame-Worlders. Because they have learned that being blamed is the most horrible awful thing that can happen to you, for Blame-Worlders blaming themselves in advance and maybe heading off the blame of multiple people seems to be worth it. By blaming yourself first you might stops others knowing about something “blameworthy”. The trouble with this is that Blame-Worlders feel they have to keep blaming themselves over and over in case someone finds out and blames them. So over all Blamers usually get much more blame from themselves than from anyone else!

All this makes it very hard for Blamers to learn anything. First they have to hide that they don’t know it already because it’s shameful not to know and they will attract blame for it. So the one who doesn’t know something has a dilemma, it’s a risk showing they don’t know and it’s a risk if they don’t find out before it gets out that they don’t know. If a Blamer does ask for help, the Blamer they ask will want to blame them for not knowing more than to teach them. When Blame-Worlders do teach, they always mix it up with blaming, so the learner, who is also a Blame-Worlder, can’t learn much because they are busy blaming the teacher for blaming them!!!!!!! It gets very complicated this blaming thing on Blaming World.

Things get interesting when one person is a No-blamer and the other is a Blame-Worlder. Let’s start with imagining a Blame-Worlder visiting No-Blame World. The Blame-World visitor doesn’t know how to behave, but hides that fact so as not to be blamed. The No-blamer doesn’t blame people for not knowing anyway. They find it a bit confusing that the Blaming person behaves strangely when they don’t ask what to do or pretend to know what to do when they obviously don’t. The No-blamer naturally points out the things than the Blame-World visitor doesn’t seem to know, but not very effectively because they find it hard to see what the Blamer needs to know, because they are hiding it. The Blaming visitor feels bad, even though they’re not blamed, because they think they’re going to be blamed any minute and anyway they always feel bad if they don’t know something that other people know. Basically that means Blamers are always tense and unhappy when they visit a new place or do anything new. The overall outcome in this scenario then, is that the Blamer is unhappy; the No-Blamer is neutral – not as happy as they would be if they could properly share their knowledge, but not blaming anyone for that, neither the visitor nor themselves, they easily let it go and are really quite unaffected.

Now let’s imagine the opposite visit:…..


A No-Blame Worlder visits Blaming World. Being a No-blamer, when they don’t know what to do, they simply ask. The Blamer says (or looks) how stupid the No-Blamer is for not knowing. The No-Blamer visitor assumes the Blamer has a good reason for making these disparaging statements or gestures, so doesn’t blame anyone for them. The No-Blamer learns what they can from this blaming person, then moves on to another person, until they find out what they need to know. The Blamer may be frustrated by the No-Blamer’s questions, may blame them for not knowing, will be likely to go through all sorts of reactions to the No-blamer’s ‘ignorance’ or ‘annoying’ questions, or just the hassle of having to deal with strangers that she shouldn’t have to deal with etc. Does the No-Blamer get frustrated in Blaming world? Not really, you see they don’t do blaming at all, so who or what would they get frustrated with? Not a person, not the system, not themselves, not the weather, not God….. So again the outcome seems to be that the No-blamer is calm and fully able to do whatever is most helpful and possible in the existing circumstances ……. and the No-blamer, what is their experience like? What do you think?

Does this story sound like any place you know?

Empathy Project Plan, March 1 2008

Friday, March 28th, 2008

To present an inspiring vision of our individual power to create a world that works for everyone, by the constant practice of empathy.


To demonstrate that for individuals, societies and the globe there is only gain from creating an Empathic (or No-Blame) World.


To also show that wherever we are, whatever our situation, it is possible to practice empathy and create a “No-Blame World of One.”

To present why this personal journey of practicing empathy, that is, of creating a no-blame inner world of our own (by letting go of our oppositional, critical, blaming stance, of ourselves and each other) is a necessity, not an optional extra for humanity to succeed in the project of creating a peaceful and sustainable world.


To weave into this inspiring vision, the
logical, scientific, evidence-based case that personal transformation towards living in an inner no-blame, peaceful world, is at least equally vital for global transformation into a sustainable, peaceful world, as is taking effective outer action to save the environment and stop wars.

To bring this message of universal empathy to as many people as possible, particularly, but not limited to, parents and teachers and all who work with the young.

To enable caring people to live and work as they have always wanted to work, through transcending social constraints and personal inhibitions and acting from the heart.

Action Plan

To create a high impact presentation (multi media eventually) of an inspiring line of reasoning, backed by evidence, which results in:

  • understanding of the connection between our own childhood experience and our personal emotional reactivity
  • knowledge of the counter productive effects of emotional reactivity on our quest to create a peaceful and sustainable world
  • conviction that we need to release our personal reactivity if we are to create a peaceful and sustainable world

  • widespread knowledge of inner transformational tools for releasing personal reactivity which are effective, accessible and simple to practice.
  • conviction about the personal and global benefits of personal inner transformational work
  • readiness to practice the inner technologies to release personal reactivity, as a powerful and effective way of being the change that we want to see in the world

The following evidence and arguments would be presented

  • the relationship between childhood experience and human being’s treatment of each other and the earth, in a historical context of the evolution of the treatment of children
  • evidence for the need for individual and collective creativity and the negative effect of the socializing approach to children (praise and blame) on human creativity and growth and ability to collaborate effectively in creative teamwork

  • simple summary of well established psychological understanding of the emotional needs of young children

  • the proven effect on their structural neurology of children’s emotional needs not being met.
  • the proven effects of stunted “emotional brain” growth on the ability of future adults to have empathy for people and nature

  • the inevitable consequences of stunted empathic centres of the brain on the leaders we choose, the way we treat each other and kind of societies we live in
  • that depending on the level of damage, growth of emotional intelligence is possible to a greater or lesser extent throughout life.
  • that being treated with empathy is the primary factor that supports the growth of the empathic capacity in the brain

The Practice of Empathy with Small Children - Becky Bailey Book Review

Friday, March 28th, 2008

The title Easy to Love, Difficult to Discipline: The 7 Basic Skills for Turning Conflict into Cooperation caught my eye when I was browsing in a big bookshop in Melbourne. I was looking for parenting books because I have recently experienced the great delight of becoming a grandmother for the first time.

I trust the books that ‘jump out at me’ when I go book browsing. I go on a book quest when I have a certain question playing in my mind and somehow I’m always guided to the book that has the answers I need. This time my quest was for books about “conscious parenting” or “helpful parenting”, because I had at last found a name for the kind of parenting I relate to.

A fantastic book called Parenting for a Peaceful World by Robin Grille (that I will review another time) put the whole parenting story into perspective for me. Robin almost too graphically describes how for most of the history of civilization, it has been the norm for children to be treated with little or no respect or care, to put it mildly. The great thing is that there is a clear evolution in the right direction - from shocking violence to loving care. You may be surprised and pleased to know that a greater percentage of children are being treated with care and love on the planet now than ever before in human history. The names of the stages of the history of childhood give the picture pretty clearly. I’ll just list them so you get the idea: Infanticidal, Abandoning, Ambivalent, Intrusive, Socialising, Helping. Sadly, all the earlier violent modes of treating children still exist on Earth today. Fortunately though, we are evolving to loving, helpful parenting.

There’s been a lot of progress even since my children were little, back in the 80’s. Back then I didn’t know about the difference between “socialising” and “helpful” or “conscious” parenting. I didn’t fully grasp that socialising parenting practices stop short at the limited goal of training the child to conform to cultural norms. The aspiration of this kind of parenting is to produce a ‘good’ child, who is courteous and well-mannered, a productive and law-abiding member of society. I had always had a feeling that there was more to parenting than that, but couldn’t quite define what kind of parenting I was looking for!

Like so many other parents, then and now, when our kids were little we were learning on the job about healthy emotional development, and therefore we were changing the way we parented as we went along. I now understand that we were starting to practice “helping mode parenting”.

Helping (or “conscious” or “natural”) mode parents attend to their children’s emotional development by listening with empathy to their expressions of need. Helping mode parents are motivated by the desire to allow and support the natural unfolding of each child’s unique individuality. That certainly resonates in my heart.

Back then, in the 80’s, I didn’t know why, but I did know that the different parenting advice confused me! I actually didn’t like socialising methods but tended to blame myself for not being consistent enough or something. A common thing that parents do! It’s so clear now that I was looking for guidance in how to be a helpful rather than a socialising parent. I didn’t find it clearly stated in those terms. I did find books I preferred. One of them was Penelope Leach’s book Baby & Child. Incidentally it is recommended by Robin Grille as a helping mode parenting book.

Today the difference between socialising and helpful (or conscious) parenting is still not made clear on the cover of the parenting books available in the bookshops. I believe that many people advocating socialising parenting don’t understand the difference. It’s a hot and controversial topic of course. Everyone thinks they know best how to parent. However today we do have a lot of evidence from detailed research to help us to decide what methods are actually effective to achieve the outcomes we want. Dr Grille has collected very powerful evidence that socialising parenting seriously limits a child’s potential.

So what are the limitations of socialising as a parenting approach?

Socialising parenting uses three methods to achieve conforming to the desired behaviours. The first is ‘corporal punishment’ (hitting kids!), the second is shaming and the third is manipulation with rewards. All are damaging.

The research on hitting children to achieve compliance shows universally that it doesn’t achieve the aims of the person doing the hitting. It is ineffective, and not surprisingly, damaging to the child.

Shaming is a newer area of research that is now coming to be understood as totally ineffective and damaging. Shaming teaches nothing about relationships. While shaming does have the power to control behaviour, it has no power to teach empathy. The only true basis for morality is a deeply felt empathy towards the feelings of others. Empathy is not necessarily what drives the ‘well-behaved’ ‘good boy’ or ‘good girl’. At best, repeated shaming leads to a shallow conformism, based on escaping disapproval and seeking rewards.

What about rewards? Aren’t they a good way to get our children to behave well? Actually no. Robin Grille lists ten ways that praise and rewards can damage our relationship with our children. In essence, making children do what they don’t want or love by offering them approval, praise or other rewards does not make them happy. Happiness comes only from doing what is intrinsically rewarding to us, and this does not require others applause. If we want children to become self-motivated and faithful to themselves, the way is not to praise them but to appreciate them.

I can do no better than quote Robin Grille’s summing up of this subject:

“Children are born with an enormous desire to learn. They also have an innate capacity for honesty, empathy and considerateness. These qualities come forward as a result of our guidance, our role modellng and our appreciation. Rewards and praise for ‘good behaviour’ or good performance’ simply get in the way.”

For more on this read Robin Grille’s book.

This leads me back to Becky Bailey’s wonderful book. Becky gives detailed principles and practice for becoming helpful parents.

Easy to love, Difficult to discipline is about discipline based on love. Dr Bailey focusses on self-control and confidence building for both parent and child. She says, “I wrote this book to help you permanently change your own behavior, because only by learning to discipline yourself will you be able to successfully guide your children’s behavior.”

Although the term “self-control” may make some of us squirm a bit, Dr Bailey’s definition is a loving one that appeals to me. She says that self-control is mind control. It’s being aware of your own thoughts and feelings and that by having this awareness you become the director of your own behaviour. This is about the journey of growing into a greater person yourself and modeling for your children that you are growing and learning, as you do your best to be a loving parent.

I relished the section called Appreciating Misbehavior in which Dr Bailey explains the seven vital functions that misbehavior serves. It’s so good to see so clearly described the value to children’s learning of their not doing what we want sometimes! Understanding that children learn vital lessons from their mistakes, we can let go of trying to stop misbehavior, instead having the goal of preventing the likelihood of misbehavior being repeated or becoming a habit. To do that well adults must learn to read children’s signs.

I recommend this book as a reference to study and try things out through all your parenting years – and beyond. It’s great for grandparents too. Best of all would be to share your experiments with these methods with other parents. There are lots of real life examples and it will also take practice, dedication and love to learn these skills. All I can say is, it’s worth it. Every little bit of effort to understand and treat children with love pays off a thousand times over. With this beautiful and wise book in hand it is possible for parents to embrace conflict and grow closer and happier with their children through rising to the day to day challenges of parenting as loving guides.


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