Non validating childhood

The emotional processes which worked for him as a child may begin to work against him as an adult. of Duke University supports the idea that invalidation leads to mental health problems. I know these things, but sometimes I forget and get carried away by my emotions too.

In fact, one definition of the so-called "borderline personality disorder" is "the normal response of a sensitive person to an invalidating environment" (Psychiatrist R. Laing said that when we invalidate people or deny their perceptions and personal experiences, we make mental invalids of them. He writes "...a history of emotion invalidation (i.e., a history of childhood psychological abuse and parental punishment, minimization, and distress in response to negative emotion) was significantly associated with emotion inhibition (i.e., ambivalence over emotional expression, thought suppression, and avoidant stress responses). So I give myself a time-out, I nurture my inner whiny child or nurse my wounds, allow myself to feel self-pity, then I remind myself how many blessings I have and try to do better.

Or maybe you wanted to be supportive and helpful to someone you love but couldn’t because your own emotions made it difficult?

Communicating when overwhelmed with emotion does not usually work well.

Self-validation is one of the best ways for emotionally sensitive people to manage their own feelings.

Anecdotal reports of parents, however, suggest that children with developmental problems such as attention deficit hyperactivity disorder (ADHD) respond differently to such strategies than their normal peers.

Specifically, they seem to be relatively insensitive to negative feedback or reprimands while being oversensitive to rewards (see Luman et al. It has been suggested that not only ADHD, but also other psychiatric conditions that frequently co-occur with ADHD, such as oppositional defiant disorder (ODD) and autism spectrum disorder (ASD) show alterations in sensitivity to reward and punishment (see Koot et al. Consequently, in order to determine the future success of any educational or therapeutic intervention that systematically applies contingencies, the field would greatly benefit from tools that allow a quick and reliable assessment of a child’s individual sensitivity to reward and punishment.

This study validates the Sensitivity to Punishment and Sensitivity to Reward Questionnaire for children (SPSRQ-C), using a Dutch sample of 1234 children between 6–13 years old.

Factor analysis determined that a 4-factor and a 5-factor solution were best fitting, explaining 41% and 50% of the variance respectively.

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