Post on 10-Apr-2018
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7 ate 9:
The Upper FEDL Levels
ICDL Southern California DIR/FloortimeRegional Institute
October 9, 2010
Josh Feder, MD
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The Southern California DIR®/Floortime Regional Institute
Pasadena, California October 2010- May 2011
Josh Feder, MD Diane Cullinane, MD
jdfeder@pol.net diane@pasadenachilddevelopment.org
Mona Delahooke, PhD Pat Marquart, MFT
mdelahooke@socal.rr.com patmarquart@aol.com
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Support Parent Choice Today!www.dirfloortimecoc.com
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circlestretchHelp the child be
Calm enough to interact
Truly connected to others In a continuous expanding balanced
back and forth flow of interaction
Go for that gleam in the eye! !
http://www.circlestretch.com
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Assistant Clinical Professor,
Dept of Psychiatry, University of California at
San Diego School of Medicine
Faculty, Interdisciplinary Council onDevelopmental and Learning Disorders
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Acknowledgements
The ideas in the talk are from the podcasts and
writings of Drs. Stanley Greenspan and Serena
Wieder. Any and all errors of omission,
comission, or misinterpretation are mine and
mine alone. Please refer to the various
podcasts, videos, books and other resources
available at ICDL.com for more information.
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ICDL Faculty minimal - review of clinical write ups, travel
and room for meetings, token honorarium for co-writingand running Southern California Institute
NIMH/ Duke University minimal administrative time for
pharmacogenetic research
NIH R21 grant/ San Diego BRIDGE Collaborative minimal
token honorarium for ongoing consultation and
participation
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How I Spend My (clinical) Time..
90 % on I, II, and the rest of them
10% detailing the rest of them
Circlestretch.com process is set up to getpeople to get started at the most important
foundational places
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circlestretchHelp the child be
Calm enough to interact
Truly connected to others In a continuous expanding balanced
back and forth flow of interaction
Go for that gleam in the eye! !
http://www.circlestretch.com
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In Books and Lectures We Usually Talk About
Functional Emotional Developmental Levels I-VI
I co-regulation, ability to attend
II engagement, gleam in the eye, warmth
III circles of interaction
IV flow/ behavioral organization in social problemsolving
V symbolic thinking (critical to tolerating affect)
VI logical connections between ideas
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Functional Developmental Growth Chart
(Now Part of the Bayley Scales)
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Functional Emotional Developmental Levels I-VI
I co-regulation, ability to attend
II engagement, gleam in the eye, warmth
III circles of interaction
IV flow/ behavioral organization in social problemsolving
V symbolic thinking (critical to tolerating affect)
VI logical connections between ideas
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Sample FEDL
1 (not there) 2 (barely) 3 (islands) 4 (ok w/
support)
5 (comes
back)
6 (ok unless
stress)
7 (ok)
Regulate 11/05 11/06 11/07 11/08
Engage 11/05 11/06 11/07 11/08
Circles 11/05, 11/06 11/07 11/08
Flow 11/05 11/06, 11/07 11/08
Symbols 11/05 11/06, 11/07 11/08
Logic 11/05, 11/06 11/07, 11/08
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Now Lets Look at the Expanded Model:
Functional Emotional Developmental Levels I-IX
I co-regulation, ability to attend
II engagement, gleam in the eye, warmth
III circles of interaction
IV flow/ behavioral organization in social problemsolving
V symbolic thinking (critical to tolerating affect)
VI logical connections between ideas
VII multicausal thinking
VIII grey area thinking
IX reflective thinking, stable sense of self, and aninternal standard
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Charlies FEDL over time:
social problem solving, from managing vigilance to stepping
back, and then critical thinking
Not there Barely Islands Expands Comes
back
Ok if not
stressed
Ok
for
age
Co-regulate 5/05, 3/06 3/07 3/08 3/09
Engage 5/05 3/06 3/07 3/08 3/09
Circles 5/05 3/06, 3/07 3/08 3/09
Flow 5/05, 3/06 3/07 3/08, 3/09
Symbolic 5/05, 3/06 3/07, 3/08 3/09
Logical 5/05, 3/06 3/07, 3/08 3/09
Multicausal 5/05, 3/06, 3/07 3/08 3/09
Grey area 5/05, 3/06, 3/07, 3/08, 3/09
Reflective 5/05, 3/06, 3/07 3/08, 3/09
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7 ate 9:
FEDL LEVELS VII, VIII, and IX
VII: Multicausal thinking: there is more than one
reason, more than one feeling.VIII: Grey area thinking: there are different
intensities of emotion.
IX: Reflective thinking: we can comparesituations to each other, and we can compareourselves to who we want to be
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What We Are Doing with these FEDLs:
Solving the
Social Problem of the Moment
Every moment is a social situation
Think about the here and now
FEDCs are the capacities we use and need to
address the current situation and solve the
social problem of the moment
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Putting it all together:
FEDL I-VI
Example:
Assertiveness at a Glance
(tell the other person what you are feeling, why you arefeeling that way, and what you want the person to do)
Im mad at you.
Im mad at you because you didnt listen to me.
I want you to listen when to me when we talk to eachother.
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Functional Emotional Developmental Levels I-
VI
in the Assertiveness exampleI co-regulation:
Are you settled enough to do this?
(you cant if you are too stirred up or too fuming mad)
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Functional Emotional Developmental Levels I-
VI
in the Assertiveness exampleII engagement:
Are you connecting with the other person?
(doesnt work if there is no emotionalconnection at that moment)
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Functional Emotional Developmental Levels I-
VI
in the Assertiveness exampleIII circles of interaction:
Is there a response (gestural or verbal) from the
other person? And do you use that as a wayto continue the interaction?
If you merely say the words and are done withit, you have no idea whether the message
(affective/ cognitive) was received andaccepted.
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Functional Emotional Developmental Levels I-
VI
in the Assertiveness exampleIV flow/ behavioral organization in social
problem solving:
Are there enough circles to be able to worktoward an average expectancy of the
emotional tone for the situation, one thatgives you the sense that what the other
person says or means is reasonably reliable?
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Functional Emotional Developmental Levels I-
VI
in the Assertiveness exampleV symbolic thinking:
Do you have shared meanings of the words,
such as mad, want, and listen?This is critical to tolerating affect because it gives
you both a space to resolve the problem of the moment where you can work with
emotional ideas without having to be stuckreacting to each other in isolation.
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Functional Emotional Developmental Levels I-
VI
in the Assertiveness exampleVI logical connections between ideas
Do we both understand because?Order of difficulty responding:
why>> how come>> if/then>>
when [this happens..that happens]
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Functional Emotional Developmental Levels I-
VI
in the Assertiveness exampleResults:
Mutual Recognition of the Problem
Mutual Resolution of the Problem
Avoids either person stewing alone and/ or
acting out : hitting, sulking, withdrawal,
revenge, etc. Promotes a sense of self competence,
confidence, and builds a stronger relationship
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FEDL VII: Multicausal Thinking
(beginning ages 4-6)
So whats the problem now?
Most, if not all situations in life are, in fact, far
more complex.
They are multicausal and multidimensional.
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Example: Masked Depression
Angry on the outside
Sad on the inside
You are so angry, but underneath that I thinkyou are very sad
Patient cries, talks of loss, is less angry,
case closed.(a therapists fantasy)
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There is Always a Back Story
Past experiences create expectancies that shape
our responses in the moment and lead to
trouble tolerating affects and repairing rifts in
communication.
On the positive side, we bring a lot with us into
any situation that allows a complexity that can
contribute to a solution too.
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Superman knew that Lex Luthor had lost hismother at an early age.
Luthor was understandably enraged when
Superman found his fortress (womb).
Superman respected, to a point, Luthors needfor a place to hide and hold himself.
But Superman couldnt have Luthor coming outof with blast rays and destroying cities andthen running back to hide in his lair.
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Motives in Human Experience:
(Murder, She Wrote)
The Seven Sins and Virtues
Sins Virtues
Lust Self-control
Pride Humility
Greed Generosity
Envy Love
Anger Kindness
Sloth Zeal
Gluttony Temperence
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Emotions and Motives Combine
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In Infinite Varieties
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Ideas on
Understanding Multicausal Thinking Now a child can understand that mom is mad because she had a
bad day at work but wonders if there are other reasons too.
Remember that there are infinite combinations of emotionallygrounded motives
Differential Calculus: infinite slopes to a curve
Every situation is different
We adjust to each one because of past experiences creatingexpectancies
When it isnt there, people have more rigid, discrete emotionaltones and reactions
Our job is to elucidate and help expand the range of theseemotional motivations
This is about solving the emotional problem of the moment
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FEDL VIII: Grey Area Thinking
(beginning ages 6-10)
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By the way, why comic books?
Age when people start to think in multicausal
fashion
Beginnings of sorting intensities of emotion hierarchies!
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Back to Peter - uh, I mean Spiderman
He nearly always has to choose between goingafter the bad guy and saving Mary Jane
The relative intensity of his fear for Mary Janes
safety often over-rides his anger at the bad guy.Fear > anger.
Parker, among superheroes, is ambivalent,conflicted, always weighing and brooding (LevelVII back story: remember his guilt at not saving
his uncle?) Conflicting emotions require a lot of sorting out
hence all the sitting on rooftops and pondering.
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Ambivalence is a hallmark of Level VIII
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Intensities of Affect: Sadness
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Intensitiesfor Every affect
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How Sad? How Scared? How
Angry?How Happy?
No longer all or nothing. Sublety is
everything, nuance is possible
DIR works to expand and add nuance, becauseEVERY situation is different, every time.
Makes all the difference in appreciating,
enjoying and resolving the everyday,
continuous flow of social problems of the
moment (think Integral Calculus)
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The Real Picture: We are moving about, in a generally continuous fashion, on a
Field of Infintesimal Variations of Quality and Intensity of Emotion and Motive
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Characteristics of Level VIII:
Hierarchies, playground politics
The best time for disappointment better to lose nowand have moms support than to lose as an adult andhave no experience to fall back on.
Emotional experiences define, expand, and deepen theboundaries for the self. Without anger we dont knowwhat annoys us, without joy we dont know whatmakes us happy.
Refining the gradations of these emotions
This expanded and deepened appreciation foremotional experience makes us more able toappreciate it in others.
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Ideas about Level VIII:
Look at the picture of mixed motives and
emotions
Think about all the nuances
Try to help the other person experience and
appreciate the nuances in the context of your
interactions
Enjoy the ride
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Renoir:Take a minutethink about nuance and intensity
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Renoir
Two Girls at the Piano
Notice the implication in the picture of the
presence of shared attention (FEDL I) all theway through nuanced flow of interaction
(FEDL VIII)
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What Comes Next?FEDL IX: Intermittent Reflective Thinking, A Stable Sense of Self, and
an Internal Standard (9-12 yr and beyond)
We can compare situations to each other: In thiskind of situation I can usually figure it out
We can compare ourselves to who we want to be(ego ideal): I want to be able to sort out this newkind of problem.
Concrete Ex: College student knows how to studybut needs to learn how to develop a schedule formanaging day to day life away from home.
More abstract Ex: Middle schooler who can asserthimself in class but is sort of lonely and wants tobe able to hang out with people at lunch
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Characteristics of FEDL IX:
Really adolescence and beyond
the ability to empathize in a truly reflective manner
able to understand a range of feeling in others andcompare it to your stable sense of self, retaining who
you are helps you to be truly a great friend or partner.
Reflecting on yourself and others w/o taking over norremoving yourself
Expanding sense of empathy, more and more inclusive:other kids, groups, school, country, the world (otherraces, religions, etc.).
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Example at Level IX:
Novices Guide to Modern Dance The pieces all contain motions and rhythms, music and
colors that bring up all kinds of feelings and ideas, somepretty straightforward, some a little more complex
At times these pieces send me off, thinking about
something in my life that resonates with what Im seeingand hearing, and I let that happen and often I learnsomething from it.
Other times these pieces pull me into their own story,which, to me - it might be different to you - might beabout friendship or about competition or about just areally fun day. If thats whats happening, I just it thempull me in and share the experience.
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Levels of Defense Mechanisms from
Psych 101
Very Primitive: Denial, Delusional Projection
Primitive: Defensive Projection, Somatization,
Passive Aggression
Neurotic: Repression, Intellectualization,
Reaction Formation, Fantasy escape
Higher Level: Altruism, Sublimation, Humor,
Creating Meaning- Possible with FEDL IX
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Managing the toughest Affects
Spats, Love, War
Humor: Tom Lehrer on Pollution
Mel Brooks on The Spanish Inquisition Levels of Defense Mechanisms
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Example FEDL over the years:
Rigid and Rocking to
Problem Solving the Job Hunt (and still rocking)
Not there Barely Islands Expands Comes
back
Ok if not
stressed
Ok
for
age
Co-regulate 5/97 6/09
Engage 5/97 6/09
Circles 5/97 6/09
Flow 5/97 6/09
Symbolic 5/97 6/09
Logical 5/97 6/09
Multicausal 5/97 6/09
Grey area 5/97 6/09
Reflective 5/97 6/09
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How I Spend My (tutoring) Time:
DIR as a REFLECTIVE Enterprise 10% supporting people to get settled to be reflective,
i.e., I-VIII, (coffee, readings, talking together)
90% Reflective Process
DIR® demands reflective process
Everyone, from parents to faculty and everyone in
between, needs to be engaged in an ongoing
reflective group or set of relationships to think about
our work together
Level IX is our life blood.
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Beyond IX
The Spinal Tap made it to 11
Dr. Greenspan had an anthropologist helping
on a project to explore for FEDL Level X and
beyond.
Stay tuned!