Psyche & Soul 9 - LIVING WITH MEANING AND PURPOSE

 Podcast Link:

https://anchor.fm/boscom/episodes/2-9-Psyche--Soul---LIVING-WITH-MEANING-AND-PURPOSE-25-eip7u8

“I don’t find any meaning in my life. I wonder why I am living like this. Just dragging myself on from day to day. Sometime I wish I were dead” so said the 28-year old Sunita during a personal meeting with me at a seminar.

Sunita is not the only one who feels this way. There are many like her who find it difficult to experience a sense of meaning and purpose in life. Quite a few of these persons gradually sink into clinical depression and sometimes think of ending their life and even attempt to do so. This is very much true during these days of the Covid-19 lockdown, when things that gave meaning to one’s life may no longer be available.

 

Recent research on health and happiness show that a sense of meaning in life is one of the major contributors to emotional and physical wellbeing. Emotionally healthy persons find life a meaningful adventure. They have something that gives meaning and significance to their life, such as an ideology, a dream, a commitment. According to the pioneering personality psychologist, Gordon Allport, “one of the key challenges to maturity is to invest daily life with meaning—to find or create opportunities to make our lives matter”

Sonja Lyubomirsky, a psychologist who has researched happiness and wellbeing for over 25 years observes in her book “The How of Happiness” that having goals in and of themselves is strongly associated with health and happiness. Persons working toward a personally significant goal are far happier than those who do not have such dreams or aspirations. Having goals gives us a feeling of control over our lives and bolsters our self-esteem. It directly influences our physical and mental health. 

When we do not find purpose and meaningfulness, we become vulnerable to the onslaughts of ill-health, both physical and mental. However, when we have these, we can triumph over any tragedy. Viktor Frankl, a survivor of the horrors of the concentration camp at Auschwitz, has built up a whole philosophy around meaningfulness. What helped him to escape alive from Auschwitz, while almost all of his fellow inmates perished, was a dream he cherished: his determination to be with his wife again. While the others lost hope, his dream sustained him and enabled him to survive. A central message in his later writings is a quote from Nietzsche” “If you have a WHY to live for, you can live any HOW.” In other words, if we have meaning and purpose, something to live for, then we will face and triumph over any adversity. As the popular song “The Impossible Dream” from the musical “Man of La Mancha” says it: we can “march through hell for a heavenly cause.”  

Trauma and tragedy are part of the human condition. Those who have something to live for will find it much easier to triumph over these. They will be able not only to makes sense of these, but also create something beautiful out of them. Great artists were able to triumph over the tragedies that befell them, because their passion for their art sustained them. These artists have created some of their most appreciated masterpieces in the midst of great suffering. There is, for example, great poignancy and sensitivity in Beethoven’s String Quartets composed during the years of intense pain and anguish.

One research on bereaved parents found that one of the processes that helped parents whose children were murdered to heal from their trauma was making sense of the tragedy that had befallen them. Creating meaning out of the tragedy was for them a transformational experience. Many of these parents would go on to set up foundations in memory of their loved ones that would benefit a large number of parents who have lost a son or daughter, as well as society at large. This reaching out was one way they were able restore meaning and purpose that had been destroyed by the tragic event.

According to personality psychologist Dan McAdams, two dynamics contribute significantly to finding meaning and purpose, especially after misfortune: a) transform or redeem bad events into good outcomes, and (b) set goals for the future that benefit society.

Reaching out to others, making others’ lives significant is one of the major ways that we can bring meaningfulness into our own lives. This is something that we can do even during these days of the Covid lockdown.

We could now take a few moments to ask ourselves: What gives meaning and purpose to my life? ….. If I am experiencing meaninglessness at this time, what is it I can do to create meaning and purpose?

There is a scene in the Gospel of John at the very beginning of Jesus’ public ministry where two disciples of John the Baptist are walking behind Jesus. After a while, Jesus turns back toward them and asks them: “What do you want?” That is a question that each of us needs to answer from time to time. We could now imagine that scene, place ourselves in the place of the disciples and tell Jesus what we are looking for. We could listen to what he tells us in response and spend a few minutes in his company.

 …… Have a pleasant weekend. Be well. Be safe. Be blessed.

Jose Parappully PhD

Pictures: Courtesy Google Images

Psyche & Soul 8-NEED FULFILMENT AND EMOTIONAL MATURATION

 Podcast link:

https://anchor.fm/boscom/episodes/2-8-Psyche--Soul---NEED-FULFILLMENT-AND-EMOTIONAL-MATURATION-23-eievct

 Hello, this is Jose Parappully, Salesian priest and clinical psychologist at Sumedha centre, Jeolikote, with another edition of Psyche & Soul.

This weekend we shall look at some basic needs that have to be satisfied for us to experience emotional maturation and wellbeing.

We Are All Needy!

All of us – infants, children, adolescents and adults - are needy! Needy for food, needy for rest, needy for attention, needy for appreciation, needy for love … and so on.

When our need is fulfilled, we feel happy and we spread happiness around. Just think of an infant that has been breastfed – and the blissful face of satisfaction and contentment that results. And how that bliss becomes infectious, bringing happiness to the mother and the others around.

Our happiness depends, among other important contributors, to need fulfilment. A fundamental principle in psychology is that “All behaviour is need-driven!” In other words, we behave in a particular way - whether that behaviour is good, bad, beautiful or ugly - because we have a need that we want to satisfy.

The various theories of development that we have explored in the previous columns – Eriksonian, Self Psychology, and Attachment -- describe the healthy ways to fulfil these needs and what happens when we are able or not able to fulfil them.

Basic Emotional Needs

Many of us would be familiar with Abraham Maslow’s Hierarchy of Human Needs – represented by the famous triangle, at the wide base of which is survival needs for food, shelter and clothing and at the narrow top the self-actualization needs. Maslow refers to all human needs.

In this podcast we shall focus only on our emotional or psychological needs. Psychologists have been trying to short list the basic psychological needs. One such short list is the one proposed by Richard Ryan and Edward Deci, who formulated what is known as “Self-Determination Theory.”

According the Ryan and Deci there are three basic emotional needs. When these are satisfied we grow up healthy, are driven by intrinsic motivation, and experience a sense of well-being. When these are not realized our emotional development is stunted, motivation diminished and our happiness compromised. 

Which are these basic emotional needs?

1) Relatedness: the need for belongingness and connectedness, to feel accepted and loved; 2) Competence: the need to have a sense of self-efficacy, to feel that we are capable achieving desired results, to feel confident that we can be successful and effective in what we set out to do; and 3) Autonomy: the freedom to give direction to our lives, to make choices or have a say on matters that affect our lives. These basic needs must be satisfied, not only in childhood, but across the life span for us to experience an ongoing sense well-being

Basic Needs and Intrinsic Motivation

One major dynamics that we need to keep in mind in understanding emotional maturation is motivation. Success in life as well as satisfaction in life is built on what is called intrinsic motivation which refers to doing an activity for the inherent satisfaction of the activity itself, that is, when we are motivated by the value of an activity or by an abiding personal interest in it. On the other hand, extrinsic motivation is at work when an activity is undertaken to attain some expected or promised external rewards contingent on compliance or task performance.

Thus, in the school setting, intrinsic motivation is involved when one studies because one is really interested in the subject. Extrinsic motivation is involved when one studies because of the benefits it may bring.

The basic needs of relatedness, competence and autonomy are all involved in fostering intrinsic motivation.

A secure, supportive relational base is essential for developing intrinsic motivation For example, when children engaged in a task are ignored by their caretakers (when there is no mirroring) they are observed to have low intrinsic motivation and their achievement level is lowered. When students experience their teachers as cold and uncaring, intrinsic motivation is reduced. Thus, high quality performance seems to require the presence of appreciative and encouraging mirroring figures.

Opportunities for choice, initiative, creativity and experimentation, so very necessary to build competence, also enhance intrinsic motivation because these provide us a greater feeling of autonomy. Thus, when, both children and adults are given freedom to organize their activities the way they would like to, they are more intrinsically motivated and show greater interest and creativity.

Research has shown that teachers who support autonomy generate in their students greater intrinsic motivation, curiosity, and desire to face and overcome challenges. On the contrary, students who are taught with a more controlling approach not only lose initiative, but learn less effectively. Parents who support autonomy, compared to controlling parents, have children who are more intrinsically motivated.

In regard to adults, autonomy basically means the capacity to make one’s own decisions without undue pressure or fear. It supposes a setting where thinking and personal responsibility are not stifled or just tolerated, but encouraged.

A Facilitative Environment

An important point to note here is that what matters more than someone helping us to meet these basic needs is whether the environment in which we find ourselves is one that facilitates or thwarts the fulfilment of these needs. An environment that encourages relatedness, competence and autonomy facilitates healthy emotional development. On the other hand, an environment characterized by lack of connectedness, excessive control, non-optimal challenges, disrupt our inherent growth potentials, curb our initiative and lead to distress and psychopathology.

So if we are to grow emotionally healthy as well achieve our potential for growth and high quality performance we need environments that foster the fulfillment of these basic emotional needs. And if we want others to experience the same, we need to create from them such an environment.

Quiet Time

We could take a few moments to consider if our needs for relatedness, autonomy and competence are being met or not. We could also consider how we are helping those around us to meet these needs.

…..

We know that our God is very interested in our emotional wellbeing, our health and happiness. God wants jus to experience relatedness, become competent. God respects our freedom to make choices by giving us free will. God wants us to make choices that lead to health and happiness. But God does not force us.

We could stay for a while with the memories and feelings this reflection is evoking is us and talk to this God about our experiences and desires and longings related to these basic emotional needs for relatedness, competence and autonomy.

Have a pleasant weekend where you experience enhanced relatedness, competence and autonomy. Be well, be safe, be blessed.

SUMEDHA OUTREACH AT DON BOSCO UNIVERSITY AND MANAGEMENT INSTITUTE

Director of Sumedha Centre, Dr. Jose Parappully, was invited to conduct two workshops recently, one at Assam Don Bosco University and the other at Don Bosco Management Institute, both at Guwahati.

Both workshops were on “Personal Growth.”  The one at Don Bosco University (November 27-29) was for students of the Counselling programme and of Educational Management programme. It focused on “Growing Toward Emotional and Interpersonal Maturity.”

The one at the Don Bosco Management Institute (December 2-3) was for the second year MBA students. It focused on “Emotional and Interpersonal Management.”

Both workshops had the following topics with some variations: Self-Awareness, Emotional Maturity, Enhancing Interpersonal Relationships, Assertive Communication and Behaviour and Conflict Resolution.

A four-fold process of Input, Introspection, Interaction and Interiorization was followed to explore these topics and use the insights gained to grow in personal and interpersonal maturity.

Both groups found the workshop immensely useful for their present and future.

The following comments represent typical reaction from the participants:

“This workshop has helped me to think of aspects of my life that I never thought of before. I have learned to see myself in a new light and have started appreciating myself a lot more. I have developed a stronger self-image and a wider perspective on life in general. I really feel there was a lot of change in me and my outlook towards life”