Category Archives: Perception

The MAMA swings

Last fall I took two online classes through the local community college as prerequisites for a graduate program that I eventually decided not to pursue. Along the way, I discovered James Marcia.

Marcia contributes the idea that as someone enters each stage of identity development they tend to move into four alternative statuses: identity diffusion, identity foreclosure, identity moratorium, and identity achievement.

These four alternatives are connected by the presence or absence of two  characteristics: crisis and commitment. The experience of crisis, to Marcia, involves an individual exploring options as their identity develops. Commitment is the moment the individual decides to invest in one option and integrate it into to their newly resolved identity.

There are four different combinations of crisis and commitment that a person may find themselves experiencing during their development. Identity diffusion is the state of a person who has not explored meaningful alternatives and also has not made an identity commitment. Perhaps, they have been made by others to feel powerless to true exploration and commitment or it may be they are simply content and comfortable. An individual who makes a commitment without exploring options is said to be in identity foreclosure. They’ve confidently ended their journey before they even started, often accepting their received culture and path. Identity moratorium is the state of an individual who has explored meaningful alternatives, but has not yet made a meaningful, lasting commitment.

At the end of a crisis, if the person is to have developed in a new way, they will examine all of the options they have explored during their crisis and commit to the one or few that most define their identity in this new context. This is called identity achievement.

It’s certainly not a passive process. Most current research suggests that major identity shifts occur during late adolescence and early adulthood when individuals are embracing their independence and exploring on their own. In early adulthood there is an emergence of identity that is more vetted and integrated. But the process is never finished.

The final truth that I learned from Marcia, for me, is the most encouraging. He believes that in order to achieve a positive identity, most individuals go through “MAMA” cycles: from moratorium (that is, exploring without a commitment) to achievement (choosing and recommitting to your identity) and then back again. “Marcia agues that the first identity is just that—it should not be viewed as the final product.”

With each relationship, job, community, major world event, or other change in life, we are given the chance to reconsider our beliefs and identity. The MAMA cycles are healthy. That was positive news to me—as a somewhat impulsive explorer—and an affirmation that searching is healthy. We can always decide to return to what we already knew to be true, but knowing that we have explored our options will provide necessary assurance along the way.

I’ve primarily learned about Marcia through the textbook Children by John Santrock (2013). All quotes and paraphrases here are from that work.

Making Memories

While my 16-year-old sister was at the beach last month, she stopped by the local bookstore and bought me a copy of The Image of the City by Kevin Lynch. Amazing. A lot has changed since it was published in 1960, but the main idea is just as important today: we should work to enhance the quality of the experience of each city. Is the city easy to navigate? Is it memorable? Is it hospitable?

Throughout the book, Lynch uses small drawings to explain his theories. Now, instead of practice my signature when I’m bored, I’ve been doodling:

Screen shot 2014-06-24 at 5.41.02 PM

This is my idea of the best highway experience. The road travels toward the city, embraces the full broadside view of its beauty, then bends around. In Richmond, there is a reoccurring conversation about the view of Richmond from the highway (especially traveling south on I-95). Lynch’s research gives good context to this and similar, ongoing conversations.

To explain his desire to improve cities, Lynch uses the terms legible and imageable. Basically, does it make sense and is it memorable? If it doesn’t make sense to the viewer then it won’t be memorable. I have to add, you want your city to memorable for the right reasons: beautiful, consistent, dramatic, historic, dynamic, creative, vibrant, efficient.

To describe the “imageable city,” Lynch chooses five elements that he believes make up the urban experience. Each of these can either be completely forgettable or incredibly memorable. Here are some examples from Richmond:

  • Paths (Monument Ave., Grace St., the Boulevard)
  • Edges (the James River)
  • Districts (The Fan, Church Hill, and many others)
  • Nodes (downtown, Carytown, MacArthur Ave.)
  • Landmarks (The Sailors and Soldiers Monument, The Carillon)

Fortunately, Richmond has been blessed with examples that show off the potential beauty of each element. At the same time, there are many issues with the “Richmond image.” To many, it’s a confusing and disconnected city. 

To move forward, we need to find simple ways to turn everyday elements into memorable, quality experiences. For decades, economic development in Richmond equated to wedging large-scale projects in or near the central business district. These projects aren’t going to improve the overall experience of the city. In contrast, improving the most basic elements—paths, edges, districts, nodes, and landmarks—will gradually create what Christopher Silver refers to as the “Good City.”

The real lesson of the book is that urban form is important from border to border. It’s a lesson for us as we work to create the best possible Richmond: a city that is coherent, beautiful, and vital.

Why pay twice?

Listening to NPR this morning I noticed a quote that struck me as important. Usually, I fade in and out when I’m listening to the radio, but the show, “On Being,” always catches me by surprise and reels me in. Today, Krista Trippett interviewed psychologist Ellen Langer who had this story to share:

“Many years ago I had a major fire that destroyed 80% of what I own. And when I called the insurance company and they came over the next day. The insurance agent had said to me that this was the first call that he’d ever had that the damage was worse than the call. You know, and I thought of it and I thought well gee, it’s already taken my stuff, whatever that means, why give it my soul?

Why pay twice?”

The whole piece is worthwhile and I recommend it if you’re looking for a little perspective and a chance to hear thoughts on loss from someone who cares. Not a bad way to start the day.

Everybody’s doing it

When Richmond was debating whether to construct an urban highway, one argument used in favor of the highway was the citation of other cities with urban highways. Here are two prime examples from June 4, 1950:

june 4 1950-eight cities with highways say they're good-news-propoganda

june 4 1950-First ad-Forward Richmond Highway Committee in favor-Political ad

To read an opinion article related to this topic, click here.
For more artifacts like this, check out my page, “Highways in Richmond?

My Room: As it never again will be

I recently moved out of the house I lived in for two years. That is the longest I’ve lived in any place in the city of Richmond.

Before I left, I stood in the middle of the room to take this panorama of the space as it never again will be:Room panorama

I spent two tumultuous and rewarding years in this room as I worked to resolve the dissonance of post-grad life. I printed photos, hung my art, displayed my books, and taped inspirational quotes and life lessons everywhere:

“Something is wrong. FIX it.”

“I went from, ‘How could I possibly do this’ to ‘ How could I possibly not?'”

“A man without self-control is like a city broken into and left without walls.”

The night before I moved out of this room, I posted a photo on Facebook and wrote a long, emotional homage to my room and house of two years. Two weeks later, I had almost forgotten about it entirely. I moved into a new house, created a new routine for myself with new habits and a new environment. I have new roommates and a new city block with new neighbors to meet.

Also, I’ve realized that over the past few years I developed the habit of leaving unfinished business laying around. In the photo above, it’s on my desk (which I rarely used as a desk), on the floor, on my bed, on my bookshelves. Moving was an incredibly healthy process for me as I was forced to sort through all the unfinished tasks and gradually resolve each one.

So I’m glad I took this photo. I’m incredibly thankful for the two years I spent in this room, the two people that I shared it with, and a total of 15 guys with whom I shared the house. It’s a powerful thing to share a space with someone.

It’s a generous thing to remember.

Names and implications

Excerpt from “The Power of Names” by Adam Alter:

“The German poet Christian Morgenstern once said that ‘all seagulls look as though their name were Emma.’ Though Morgenstern was known for his nonsense poetry, there was truth in his suggestion that some linguistic labels are perfectly suited to the concepts they denote. ‘Dawdle’ and ‘meander’ sound as unhurried as the walking speeds they describe, and ‘awkward’ and ‘gawky’ sound as ungainly as the bodies they represent.

When the Gestalt psychologist and fellow German Wolfgang Köhler read Morgenstern’s poem, in the nineteen-twenties, he was moved to suggest that words convey symbolic ideas beyond their meaning.”

I feel like this research is connected to a post I wrote the other day about how important names are to our identity and our connection to a place. I don’t believe that our potential is completely limited to our names, but I do believe that names influence the manner in which we walk through life each day.

Reflections

Reflection is a constant theme in my life. Often it means moving from an emotion to an observation of new insight into my life and/or the lives of others. Reflection means asking “why?” Why did it happen that way? Why do I feel this way? Why do some and not others have this or do that? Why do you believe what you do about adventure, or loss, or happiness? Reflection means observing yourself and your life. It is that quality that makes us human: the homo sapiens sapiens.

The knowing knowing man.

Lighter Skin

One of the more surprising aspects of my research into Richmond newspapers was the sort of stuff I found in the Afro-American (Now the Richmond Free Press). My primary research interest, the story of a highway being build through Black neighborhoods, was hardly covered. In addition, I didn’t find the “Black is beautiful” perspective of Marcus Garvey and his contemporaries. Instead, I was devastated to find ads such as this one to the right promising lighter, softer skin. I share it because, like me, you may not have known that this ad existed in 1950s Richmond. I share it so that we all can have a tiny connection to the past.

Reflex Relearned

Over the course of the past year, I have written and thought about the effects of stress and trauma. I have wondered about how the major traumas and micro traumas might have affected how we inhabit our communities and the ways in which we react to the stress of life. Yesterday, I listened to the This American Life podcast, “Back to School.” It’s a very well-done take on early childhood development and what some believe teachers should be expected to “actually accomplish” in their work.

In it, there is an amazing conversation about the affects of stress biologically and the long term affects of stress psychologically. What does it do to the brain when each day there is a stressful event that triggers a flood of adrenaline? How do humans develop when they are always tensing up, afraid of the unwarranted (and unpredictable) verbal or physical lashing? What Ira Glass says, is that, “When the brain does something over and over and over again, it creates pathways that get more and more ingrained.” The fight or flight response thus becomes one of the primary responses in the affected brain and one of the primary responses in the child’s life. Fight or flight.

If you’ve ever been a teacher this is perhaps not news to you. You might have experienced one of these two responses as you placed a worksheet on a student’s desk or passed out a graded quiz. You may have seen a student place his or her head on the desk during class because the numbers on the page might as well be written in Chinese: their brain is not connecting. Glass shares that over time the adrenaline rush during these traumatic moments stunts the development of a section of the brain called the prefrontal cortex, “where a lot of these non-cognitive skills happen — self-control and impulse control, certain kinds of memory and reasoning. Skills they call executive functions.” Without these executive functions, students cannot sit still, engage information, and reason a thoughtful response.

There are even ways that I can see these pathways in my own brain and and how stress has affected my own experience. How I interact with some sorts of people, how I believe I am perceived when I walk into a room, when and where I feel confident. All of these have developed over years through a series of unstructured, unplanned, semi-traumatic events that have brought me to this point in time. Granted, these traumas are minor in scale in comparison to many. I have been blessed to grow up in a world where I felt safe to play outside and to spend vacation with my relatives.

Still, as I grow up (however reluctantly) I am finding that I have these reflexes within me that emerge under certain types of stress. Because the prefrontal cortex is where a lot of non-cognitive skills happen, I am not totally in control of these responses. I can only be aware of myself and the ways in which I affect others in order to preempt my more negative, learned reflexes. Also, I believe that leaning into these harmful reflexes and embracing activities that may conjure up these responses (in a safe space) will allow me to reteach my brain new responses and to integrate new positive experiences into my identity. I can effectively relearn a reflex. This is is most commonly called therapy or, more simply, personal growth.

Below is a transcript of the excerpted conversation on the effects of stress. I highly recommend listening to the whole piece, but also take some time to read through and contemplate the conversation below. For me, it is a profoundly important take-away because it has everything to do with my current work as well as my life of personal evaluation. Enjoy:

“Ira Glass

But in addition to all the bad things that are likely to happen to them as adults, there’s also the effect that long-term stress has on them when they’re still kids, especially on their brains and their ability to learn.

Nadine Burke Harris

If you look on the molecular level, you’re walking through the forest and you see a bear, right? So you can either fight the bear or run from the bear. That’s kind of your fight or flight system. Right?

Ira Glass

Right.

Nadine Burke Harris

And your body releases a ton of adrenalin, right? Which is your short-term stress hormone, and something else called cortisol, which tends to be more of a long-term stress hormone. And this dilates your pupils, gets your heart beating fast. Your skin gets cold and clammy. That’s because you’re shunting blood from anywhere that isn’t absolutely necessary to the muscles that you need to be able to run from that bear.

The other thing that it does– now, you can imagine that if you’re about to fight a bear, you need some gumption to fight that bear, right? So it kind of shuts off the thinking portion of your brain, right? That executive function cognitive part. And it turns on the real primal aggression and the things that you need to be able to think that you’re going to go into a fight with a bear and come out on the winning side.

Ira Glass

Yeah.

Nadine Burke Harris

And that’s really good if you’re in a forest and there’s a bear. The problem is when that bear comes home from the bar every night. Right? And for a lot of these kids, what happens is that this system, this fight or flight response, which is an emergency response in your body, it’s activated over and over and over again. And so that’s what we were seeing in the kids that I was caring for.

Ira Glass

When the brain does something over and over and over again, it creates pathways that get more and more ingrained. So this kind of repeated stress affects the development of these kids’ brains. And especially affected in this situation is a specific part of the brain that’s called the prefrontal cortex, which is where a lot of these non-cognitive skills happen– self-control and impulse control, certain kinds of memory and reasoning. Skills they call executive functions.

If you’re in a constant state of emergency, that part of your brain just doesn’t develop the same. Doctors can see the differences on brain scans. Dr. Burke Harris says that for these kids, the bear basically never goes away. They still feel its effects even when they’re just trying to sit there quietly in English class.

Nadine Burke Harris

And if right at that moment someone asks you, “Oh, could you please diagram this sentence? Or could you please divide two complex numbers?” You’d be like, what are you talking about? And so that’s what we were seeing in the kids that I was caring for, is that a lot of them had a terrible time paying attention. They have a hard time sitting still.

Ira Glass

And you hear about this in lots of schools. Head Start teachers in one survey said that over a fourth of their low income students had serious self-control and behavior problems. Nadine Burke Harris says that it’s true for her patients, the ones with adverse childhood experiences like neglect, domestic violence, a parent with mental illness or substance abuse.

Nadine Burke Harris

For our kids, if they had four or more adverse childhood experiences, their odds of having learning or behavior problems in school was 32 times as high as kids who had no adverse childhood experiences.”

Gamble and Risk

During this year, I have learned a lot about how I carry and process the past. At one point, I decided that our experiences can often be put into the two categories of therapy and trauma. At the time, however, I didn’t really know if there was a proactive way to prevent the latter.

That brings me to a book by Henry Cloud, Integrity: The courage to meet the demands of reality. In it, he writes about the difference between a “gamble” and a “risk” and why successful people oriented toward growth are willing to take a risk, but never gamble. “Risk,” he writes, “means that you do something that has the possibility of a bad outcome, and that you embrace that possibility and are OK with it.” If you are not OK with the possible outcome (or, more importantly, if you can’t imagine the outcome), then you are not taking a risk, you are making a gamble.

The important step is learning to distinguish between the two types of choices. I’ve always been told that I wouldn’t grow if I didn’t take a few risks, but I didn’t really know how to do that well. Cloud writes, “People who grow are not afraid of getting out there. But they are not stupid, and they risk in increments. They start small, master that, and move to the next step. As they do, they have grown.” And something that is really important to note is that these sorts of people have already been moving in this direction for a long time. What seems like a rash decision, is often actually quite calculated and reasonable because of the growth that has occurred under the surface.

Unfortunately, sometimes we gamble and we get burned. Sometimes we move in a new direction, but it’s a job or responsibility that is just out of our reach and we fail in a way that we could never have imagined. If you don’t know how or to what extent you might fail, odds are good you aren’t prepared for the move. And, writes Cloud, “If someone cannot withstand the negative outcome, then it was not the kind of character investment that leads to growth.” The failure becomes a sort of trauma in our past that we then need to process, understand and prevent in the future. Then, the next risk will be more calculated and (hopefully) will lead to growth. That will also be therapeutic for the person who has recently failed.

The difference between therapy and trauma is important, but I think what is more important is simply calling it what it is. “That was really therapeutic” or “that was a little traumatic” have become phrases I say and think as I live my life. We will never fully know how each work together to form our experience, but the more aware we are, the more likely we are to see it when it matters.

And hopefully, as we watch ourselves live, we will be more prepared to make the choices that are best and we will be that much more ready to grow.