Understanding Trauma and Leadership

Trauma, as defined in Kim’s analysis, refers not only to acute incidents of violence or accidents but also to subtle, enduring emotional neglect or abandonment during critical developmental phases. Such experiences profoundly shape one’s emotional responses, interpersonal skills, and coping mechanisms (van der Kolk, 2014). Leaders suffering from untreated trauma often exhibit authoritarian, controlling, or vengeful behaviors, reflecting unconscious attempts to regain control or retaliate against past injuries (Herman, 1992).

Real-World Examples

• Historical Leadership: Authoritarian regimes led by individuals such as Joseph Stalin or Pol Pot demonstrate how unresolved personal traumas can catastrophically influence governance, affecting millions negatively (Glad, 2002; Chandler, 1999).
• Corporate Environments: Scandals such as Enron highlight the destructive impact of unresolved emotional issues in leaders on organizational culture and ethics (Sims & Brinkmann, 2003).

The Five Stages of Emotional Development in Leaders

The Five Stages framework suggests that leaders at early emotional stages (particularly Stage 1: Authoritarian-Dependent or Stage 2: Competitive-Narcissistic) tend to utilize power and aggression as mechanisms of self-protection and dominance (Kim, 2021). These leaders often misinterpret interpersonal and group dynamics as threats, prompting hostile or punitive responses toward innocent followers. Consequently, such leadership perpetuates cycles of intergenerational trauma, hostility, and scapegoating, severely impacting social harmony and development (Volkan, 1997).

Importance of Emotional Intelligence in Leadership

Research underscores the necessity of emotional intelligence in leadership roles:

• Emotionally intelligent leaders foster significantly more positive, productive, and resilient organizational environments (Goleman, 1998).
• A comprehensive review by Harms et al. (2017) shows emotionally intelligent leadership significantly reduces employee stress and enhances job satisfaction.

Socio-Cultural Consequences

Untreated trauma in leadership reinforces regressive emotional patterns such as ethnocentrism, prejudice, and sexism. Emotional maturity and trauma resolution are prerequisites for higher socio-cultural stages characterized by empathy, collaboration, and collective growth. Without addressing unresolved trauma, leaders remain emotionally arrested, incapable of fostering inclusive and emotionally intelligent environments essential for societal advancement (Kim, 2021; Staub, 2006).

Practical Recommendations for Change

Addressing trauma in leaders is essential for societal well-being:

• Routine mental health assessments for leaders.
• Trauma-informed leadership development programs.
• Psycho-educational initiatives within organizations and institutions (Bloom, 2013).

Conclusion and Call to Action

Any leader operating with untreated trauma poses substantial risks to the emotional well-being and socio-cultural fabric of their followers and bystanders. Societies must proactively ensure leaders confront and resolve their trauma, thereby protecting innocent individuals from destructive emotional patterns. By fostering empathy, inclusivity, and collective growth, communities can build healthier environments and stronger, more resilient societies.

What do you think? Share your thoughts and experiences in the comments below!

References

• Bloom, S. L. (2013). Creating Sanctuary: Toward the Evolution of Sane Societies. Routledge.
• Chandler, D. P. (1999). Brother Number One: A Political Biography of Pol Pot. Westview Press.
• Glad, B. (2002). Why Tyrants Go Too Far: Malignant Narcissism and Absolute Power. Political Psychology, 23(1), 1-37.
• Goleman, D. (1998). Working with Emotional Intelligence. Bantam Books.
• Harms, P. D., Credé, M., Tynan, M., Leon, M., & Jeung, W. (2017). Leadership and stress: A meta-analytic review. The Leadership Quarterly, 28(1), 178-194.
• Herman, J. L. (1992). Trauma and Recovery: The Aftermath of Violence—From Domestic Abuse to Political Terror. Basic Books.
• Kim, R. Y. (2021). The Five Stages of Civilization: From an Integrated Psychological and Psychoanalytic Perspective. Living Free Publishing.
• Sims, R. R., & Brinkmann, J. (2003). Enron Ethics (Or: Culture Matters More Than Codes). Journal of Business Ethics, 45(3), 243-256.
• Staub, E. (2006). Reconciliation after genocide, mass killing, or intractable conflict: Understanding the roots of violence, psychological recovery, and steps toward a general theory. Political Psychology, 27(6), 867-894.
• van der Kolk, B. (2014). The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Penguin Books.
• Volkan, V. D. (1997). Bloodlines: From Ethnic Pride to Ethnic Terrorism. Westview Press.

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The Pros and Cons of Telling an Adopted Child the Truth: A Deep Dive into Object Relations

The debate over when and how to tell an adopted child the truth about their adoption is a complex one, particularly when viewed through the lens of object relations theory. This perspective offers a nuanced understanding of the implications of disclosure on a child’s development, attachment, and sense of self.

The Myth of Open Communication in Childhood

In the context of object relations theory, the notion of open communication during early childhood is often misunderstood. Much of a child’s understanding and sense of self is formed through nonverbal interactions rather than through explicit verbal communication. The primary caregiver’s attunement to the child’s needs and emotions, conveyed through physical care, eye contact, and emotional responsiveness, is what truly fosters a secure attachment. Introducing complex verbal explanations about adoption too early can complicate the child’s developing sense of self, as they may not have the cognitive or emotional capacity to process such information adequately.

Challenges in Empirical Research with Young Children

Empirical evidence on the effects of early adoption disclosure is inherently difficult to gather, particularly with children under three years old. This is the critical period during which a child’s sense of secure attachment and nascent self-esteem are being established. Conducting controlled experiments or collecting reliable data from this age group presents significant ethical and practical challenges, leading to a scarcity of robust empirical studies that capture the deep psychoanalytic processes involved in early childhood attachment.

Misinterpretations of Psychoanalytic Concepts

Many of the studies advocating for early disclosure may not fully grasp the complex psychoanalytic concepts related to attachment and self-esteem as articulated in object relations theory. Forming a secure attachment is a deeply unconscious process influenced by the caregiver’s ability to consistently meet the child’s emotional needs. Early introduction of adoption-related information, which the child is not developmentally prepared to understand, risks introducing confusion and anxiety into this delicate process.

The Trade-Off Between Early Betrayal and Preserved Innocence

The sense of betrayal that can occur when a child learns about their adoption later in life is often weighed against the potential disruption of their early sense of innocence. Object relations theory suggests that maintaining a child’s innocence during the early formative years—where concepts like the existence of Santa Claus or the care of animals by humans are accepted without question—can support the development of a secure and untroubled sense of self. The decision to delay disclosure until the child is older allows for preserving this innocence, avoiding prematurely introducing complex and potentially distressing realities.

The Resilience of Early Attachment Bonds

A central tenet of object relations theory is that the initial attachment bond formed in early childhood, if secure, is remarkably resilient. This bond, once established, is not easily broken by later life experiences, including the eventual revelation of withheld information such as adoption. If the adoptive parents have consistently demonstrated unconditional love and care, this foundational bond can withstand the later introduction of brutal truths without destabilizing the child’s core sense of security and self-worth.

From an object relations perspective, the timing and manner of disclosing adoption information are critical factors that must be carefully considered. While contemporary standards often recommend early disclosure, this approach may overlook the deep psychoanalytic processes involved in attachment and self-esteem formation. Balancing the need for honesty with the preservation of a child’s early innocence may require a more nuanced approach, one that acknowledges the complexity of early emotional development and the resilience of securely formed attachment bonds.

The Role of Good Internalized Objects in Processing Adoption-Related Information

In object relations theory, one of the most critical concepts is the formation of internal objects or the internalized representations of primary caregivers and significant others. These internal objects, formed during the earliest years of life—particularly within the first three years—serve as the foundation for all future relationships. The quality of these internal objects significantly influences how a child, and later the adult, navigates complex emotional experiences, such as discovering they are adopted.

The Significance of Early Internal Objects

The most significant internal object is typically formed through the child’s attachment to their primary caregiver during the first three years of life. This period is crucial because the child is profoundly reliant on the caregiver for emotional and physical sustenance, and the quality of this caregiving relationship deeply imprints on the child’s psyche. If the caregiver is responsive, consistent, and nurturing, the child internalizes a sense of security, love, and trust. This becomes the prototype for all future relationships.

In the context of adoption, if a child has internalized a positive and secure object during this formative period, this internal object can act as a stabilizing force when the child later learns about their adoption. Even if the child feels momentarily betrayed or confused by the revelation, the foundational sense of security and love remains intact. This secure internal object allows the child to process the new information with resilience, often leading to feelings of gratitude rather than prolonged distress.

Foundation for Future Relationships

The internal object formed in early childhood does not merely influence the child’s relationship with their immediate caregiver but becomes the template for all future relationships. When a child learns about their adoption later in life, the quality of their early internal object will likely determine their emotional response. A child with a strong, secure internal object is more likely to integrate this new information into their existing sense of self in a healthy way. They might initially feel betrayed but will eventually reconcile these feelings with a deeper appreciation for the love and care they received from their adoptive parents.

For example, numerous reports from the animal kingdom provide compelling analogies. Lions and tigers raised by humans from infancy, even after they grow up and realize their true nature, continue to exhibit strong bonds with their human caregivers. These animals, despite becoming aware of their species’ natural behaviors, retain the memory of the good relationships formed early in life. This enduring bond reflects the power of early internalized objects in shaping ongoing relational dynamics.

Memory of Good Relationships

Just as these animals maintain positive connections with their human caregivers, children who have internalized a secure attachment in early childhood are likely to hold onto the emotional security provided by their adoptive parents, even when faced with complex truths about their origins. The early internal object, shaped by consistent care and affection, can provide a protective buffer, enabling the child to navigate the emotional complexities of adoption without a fundamental disruption to their sense of self.

The Impact of Early Disclosure on Parents and Children

It is important to recognize that the push for early disclosure of adoption often benefits the parents, who may feel relieved not to carry the burden of withholding such significant information. This transparency allows them to avoid potential feelings of guilt or anxiety associated with keeping the truth from their child. However, from an object relations perspective, this approach may inadvertently shift the emotional burden onto the child.

When disclosure happens too early, before the child is developmentally ready to comprehend the complexities of their origins, the child might begin to deal with the stress of understanding their life story prematurely. This could challenge their sense of security and self-esteem, especially during a period when their primary task should be forming a stable and innocent view of the world. The stress of grappling with these issues at a young age could potentially disrupt the formation of secure internal objects, which are critical for long-term emotional resilience.

Therefore, the formation of good internalized objects in early childhood plays a crucial role in how a child processes adoption-related information later in life. A secure internal object not only helps the child maintain a sense of trust and security but also fosters resilience, enabling them to appreciate the love and care of their adoptive parents despite the challenges that come with understanding their adoption story. While early disclosure may relieve parents of the burden of withholding the truth, it is essential to consider whether this serves the child’s developmental needs or potentially imposes undue stress at a vulnerable stage of life.

Argument for Delaying Adoption Disclosure Until Adulthood

Introduction: While there is a growing trend among adoption professionals to advocate for early disclosure of adoption status to children, I contend that this approach may overlook the potential psychological risks associated with such early revelations. The stress of learning about one’s adoption during the critical years of identity formation—such as primary and secondary school—can cause significant emotional disturbances. It is, therefore, worth considering the benefits of delaying this disclosure until the child has reached adulthood, allowing for a more mature and resilient response.

Premature Disclosure and Identity Formation: During childhood and adolescence, individuals are particularly vulnerable to identity crises. These are formative years when children develop their sense of self and grapple with complex emotions related to belonging, security, and self-worth. Introducing the fact of adoption during this sensitive period can disrupt this process, leading to confusion, anxiety, and even a sense of betrayal. The recent survey results indicate that those who discovered their adoption status at a young age often experienced psychological distress, including feelings of anger, betrayal, and depression. This suggests that early disclosure can exacerbate the inherent challenges of identity formation during these critical years.

Buffering the Impact Until Adulthood: One of the primary advantages of delaying the disclosure until adulthood is that it allows individuals to process the information with a more developed sense of self and a greater capacity for coping. By this stage, individuals are generally better equipped to handle complex emotions and are more likely to seek out constructive ways of integrating this new information into their life narratives. The survey results support this view, showing that late discovery adoptees, while distressed by the delayed disclosure, often benefit from having had a stable childhood free from the added stress of grappling with their adoption status.

Managing the Risks of Early Disclosure: While some argue that early disclosure fosters openness and honesty within the family, this needs to be balanced against the potential for psychological harm to the child. The distress reported by those who learned of their adoption early in life underscores the need to consider the timing of such disclosures carefully. By waiting until adulthood, adoptive parents can avoid introducing unnecessary stress during childhood and adolescence, thereby protecting the child’s mental and emotional well-being during these vulnerable years.

In conclusion, while the trend toward early disclosure of adoption information is well-intentioned, it may not fully account for the psychological risks associated with premature identity challenges. Delaying disclosure until the child reaches adulthood provides a buffer against these risks, allowing the individual to approach the revelation with greater emotional maturity and resilience. This approach offers a more balanced solution that prioritizes the long-term well-being of the adoptee.

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Understanding Recursive Loops in Psychological Development
In psychology, recursive loops describe patterns where past experiences continually influence current and future behaviors. A base case, such as an early childhood trauma, initiates these loops, and each subsequent negative experience reinforces the destructive pattern. For example, a child who experiences neglect may develop feelings of worthlessness, leading to self-destructive behaviors that further perpetuate their negative self-view.

The Development of Distorted Views on Life
Early trauma can severely distort a child’s view of the world. A single event, like a caregiver’s neglect, can spiral into a series of negative thoughts and behaviors. This child might start to believe they are unworthy of love, which can lead to isolation, poor self-esteem, and risky behaviors. These actions then reinforce their belief in their own unworthiness, creating a self-perpetuating destructive loop.

The Crisis Point – Enacting Destructive Behaviors
As the negative recursive loop continues, the child may reach a crisis point where their distorted views manifest as destructive behaviors. Psychological mechanisms, such as confirmation bias and learned helplessness, reinforce these negative patterns. For instance, a teenager who was neglected as a child might engage in substance abuse, believing they are doomed to a life of failure, thus perpetuating the cycle of self-destruction.

The Power of Empathic Intervention
Empathic intervention can act as a new base case, disrupting the destructive loop and initiating a positive one. Empathy involves understanding and sharing the feelings of another and providing the support needed to heal from past traumas. For example, a counselor who listens without judgment and offers consistent support can help a young adult replace their negative self-beliefs with positive ones, effectively breaking the destructive cycle.

Creating a New Positive Recursive System
Empathic intervention must be continuous and reinforcing to create a positive recursive loop. Caregivers, therapists, and community members play crucial roles in this process. Practical steps include validating the individual’s feelings, providing consistent support, and encouraging positive behaviors. Over time, these positive experiences can become a new recursive pattern, leading to a healthier view of life.

Sustaining Positive Changes
Sustaining positive changes requires ongoing effort and support. Strategies include building resilience through self-empathy, seeking continuous therapy or counseling, and fostering supportive relationships. By maintaining these positive recursive systems, individuals can overcome their past traumas and build a fulfilling, healthy life.

Conclusion
Early childhood traumas can set off destructive recursive loops, leading to distorted views and harmful behaviors. However, these negative patterns can be disrupted through

empathic intervention

and replaced with positive, reinforcing behaviors. By understanding and applying empathy, we can help ourselves and others break free from the cycle of destruction and embark on a path toward a healthy, positive view of life. Let us commit to offering empathic support and being the catalysts for change in our communities.

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Roland Kim’s Five-Stage Empathy Model and Self-Control

Coming Soon: Advanced Empathy Skill Training Course!

       Stage 1: Identification / Instant Fusion / Caring / Imitating

1. • Relevance: At this initial stage, empathy is instinctual and immediate. When individuals identify with their immediate needs and feelings, they begin to recognize the importance of self-care. This stage is crucial for basic self-control practices, such as eating when hungry or sleeping when tired.
   • Application: By recognizing and responding to immediate needs, individuals lay the foundation for more complex empathetic understanding. For example, acknowledging that skipping meals due to stress is harmful can prompt better immediate self-care.

     Stage 2: Pity / Mirroring / Copying / Admiring

     • Relevance: This stage involves a deeper emotional connection, where individuals start to mirror and reflect on emotional states. When directed inward, individuals begin to consider the future implications of their current behaviors.
     • Application: Pitying the future self for potential suffering due to poor habits can drive initial attempts at change. For instance, feeling bad about potential health issues from a poor diet might motivate someone to start making healthier food choices.

       Stage 3: Sympathy / Sacrifice / Thoughtfulness

       • Relevance: Sympathy involves making sacrifices for others. In the context of self-control, it translates to making thoughtful sacrifices for the benefit of one’s future self.
       • Application: Individuals might forego immediate pleasures, such as unhealthy foods or excessive screen time, because they sympathize with their future selves who would suffer the consequences. This stage is critical for developing consistent self-discipline and making conscious lifestyle changes.

         Stage 4: Objective / Unbiased Assessment / Respect

         • Relevance: This stage is characterized by rational and objective empathy. Individuals evaluate their actions impartially and respect the needs and feelings of their future selves.
         • Application: Making informed and balanced decisions about diet, exercise, and other lifestyle choices demonstrates respect for the future self. For instance, objectively assessing the benefits of regular exercise leads to consistent physical activity and respecting the future self’s health needs.

           Stage 5: Empathy

           • Relevance: Full empathy involves a deep and comprehensive understanding of others’ feelings. When applied to oneself, it means a complete and compassionate understanding of one’s future self.
           • Application: Individuals make long-term healthy choices out of a profound empathy for their future well-being. They see their future self as deserving of health and happiness, which drives consistent and committed actions towards self-care.

Explanatory Power in Understanding Self-Control

1. Understanding the Development of Self-Control:
   • Kim’s model helps explain how self-control evolves from basic recognition of immediate needs to sophisticated, compassionate planning for the future. Each stage represents a deeper level of self-awareness and foresight.
2. Identifying Barriers and Motivations:
   • By identifying which stage an individual is at, we can understand their barriers to self-control and what might motivate them to progress. For example, someone in Stage 2 might need to develop deeper emotional connections with their future self to move to Stage 3.
3. Cultivating Compassion for Self:
   • Higher levels of empathy, as outlined in Kim’s model, emphasize the importance of compassion for oneself. This compassion is critical in overcoming addictive behaviors and making healthier choices. Understanding the emotional and physical challenges from a compassionate viewpoint fosters resilience and motivation.
4. Holistic Approach to Self-Improvement:
   • The model advocates for a holistic approach where emotional, psychological, and rational aspects are considered in self-control. This comprehensive understanding can guide individuals in making balanced and sustainable lifestyle changes.

Anecdotal Illustration

Anecdote: Sarah struggled with binge eating as a way to cope with stress. Initially, she only focused on immediate relief (Stage 1), eating to comfort herself without thinking about the long-term effects. As she began therapy, she started to pity her future self for potential health problems (Stage 2).

With guidance, Sarah began making sacrifices by choosing healthier foods and reducing binge episodes out of sympathy for her future self’s health (Stage 3). She then objectively assessed her eating habits, creating a balanced diet plan and respecting her body’s needs (Stage 4). Finally, Sarah developed a deep empathy for her future self, envisioning a healthier and happier version of herself. This empathy drove her to maintain a healthy lifestyle consistently (Stage 5).

Outcome: By progressing through these stages, Sarah transformed her relationship with food. Her journey illustrates how developing empathy for one’s future self can lead to effective self-control and healthier life choices.

Conclusion

Roland Kim’s five-stage empathy model provides significant explanatory power in understanding the development and application of self-control as empathy with one’s future self. By progressing through these stages, individuals can cultivate deeper compassion for their future well-being, leading to sustainable and healthy lifestyle changes.

Reference: Kim, R. (2021) The Five Stage Theory of Civilization: An Integrated Psychological and Psychoanalytic Theory of Personality Development.

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One such psychological phenomenon that often goes unnoticed but profoundly impacts relationships is “projective identification.”

Coined by Melanie Klein, a renowned psychoanalyst, projective identification involves projecting one’s feelings, thoughts, or aspects of the self onto another person.

This process can take various forms and has the potential to either strengthen or strain relationships.

In the psychoeducation course, “Object Relations Training for Parents, Teachers, and Coaches.” we will delve into projective identification, exploring its different types and providing real-life examples to shed light on how it manifests in relationships.

Understanding these types can help us become more aware of our own behaviors and reactions in relationships and foster healthier connections with those around us.

So, what exactly is projective identification?

Projective identification is when someone unconsciously sees their own thoughts, feelings, or qualities in another person and treats that person as if they possess those thoughts, feelings, or qualities.

It’s like taking your own positive or negative emotions or traits and projecting them onto someone else, sometimes causing misunderstandings or conflicts in relationships.

For example, if you’re angry but don’t want to admit it, you might act as if the other person is angry, even though they might not be.

And if you experience encouragement and empathy through counseling or coaching, you tend to become the same way toward others.

Many of us remember the success story of Coach Hiddink for Korea in the World Cup in 2002.

Our feelings and thoughts can affect how we see and treat others without realizing it.

Now, let’s explore the different types of projective identification we’ll cover in this course:

We have fear-based, dependence-based, power-based, competition-based, rebellion-based, co-dependence-based, insecurity-based, anger and hostility-based, sexuality-based, anxiety and guilt-based, ingratiation-based, obsession and compulsion-based, encouragement-based, freedom-based, and empathy-based projective identification.

These outlines provide a brief understanding of each type of projective identification, their definitions, and examples of how they may manifest in relationships.

In our Object Relations training course, we will explore each type of projective identification in more detail, examining the dynamics, consequences, and strategies for addressing these relationship patterns.

Understanding these dynamics can empower individuals to navigate their relationships with greater awareness and empathy.

Learn more about our course, “Object Relations Training for Parents, Teachers, and Coaches.”https://psychoeduglobal.com/psychoeducation_courses/

Let’s embark on this journey of self-discovery and relationship growth together.

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Empathy is the most effective form of love for all nurturing and healing relationships that must precede any boundary enforcement.

We humans lack effective empathy skills essential for maintaining or repairing damaged/disconnected relationships.
Therefore, empathy must be trained as the most advanced communication/parenting skill.

What is the highest level of compassion? 

It is empathy at Stage 5 according to the 5 stage theory.

It is to understand others’ emotions from their perspectives in various settings, including those of the victims and their families, 

as well as those of the perpetrators, even when they commit crimes such as killing others for no apparent reasons other than suspected mental challenges such as depression and suicidality. 

What Empathy is not:

Empathy is not simply
1. to identify: cry when others cry as babies do
2. to please: shower with nice gifts such as money, jewelry, or a car
3. to advise: give a well-intended advice/lecture out of worries
4. to show pity: providing a good meal/financial support for the unfortunate
5. to show sympathy: feel for those who are in the similar experienced situation
6. to be indifferent: be respectful of one’s personal right to the freedom of experiencing danger, misery, depression, loneliness, and lack of safety and security
(for example, homelessness)

link to empathyislove.com

 

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Based on these various psychoanalytic theorists’ work, a universally observable pattern of human psychological development was identified. There appears to be a broad consensus among the theorists that humans have unconscious emotional needs related to caregivers’ early environments. In infancy, individuals share emotional bonding, attachment, or symbiosis with their mothers, experiencing a mutually dependent relationship for the first year of their lives.

Beyond mainstream psychoanalytic theorists, a similar stage-based theory has been proposed by other theorists, such as Kazimierz Dabrowski’s (1964) Theory of Positive Disintegration. Here, he claimed that psychological growth occurs in a series of disintegrations and reintegration, through which an individual shapes or changes his or her conception of the world. His outlined growth process follows a strikingly similar developmental sequence, as shown in Table 1I that the 5-Stage process described in the proposed model. His Primitive/Primary Integration at Level 1 is characterized by selfishness and egocentrism; the Unilevel Disintegration at Level 2 is characterized by a transitional period in developmental crises; involuntary Spontaneous Multilevel Disintegration at Level 3 is characterized by vertical conflicts; the Directed Multilevel Disintegration at Level 4 is characterized by a deliberate, conscious, and self-directed life; and the Secondary Integration at Level 5 is characterized by an integrated and harmonious visionary character with creative expression and empathy. Together, these levels correspond with the five stages of the proposed model.

Table 1I. Dabrowski’s (1964, 1967) Theory of Positive Disintegration from the 5-Stage framework

Furthermore, cultural mythologist Joseph Campbell (1968, 1988),  in his The Hero with a Thousand Faces, viewed all great mythic narratives as variations of a single great story, or a mono-myth, of individual development. It is similar to the proposed model, where a common pattern is discerned, regardless of the origin or time of creating the myths. In his interview with Bill Moyers, Campbell (1988) states:

The stages of human development are the same today as they were in ancient times. As a child, you are brought up in a world of discipline and obedience and dependent on others. All this has to be transcended when you come to maturity so that you can live not in dependency but with self-responsible authority. If you can’t cross that threshold, you have the basis for neurosis. (p. 70)

He further claims that all myths deal with “the maturation of the individual, from dependency through adulthood, through maturity, and then to exit, and then how to relate to this society and how to relate this society to the world of nature and the cosmos (p. 32).” Therefore, Campbell’s theory supports the idea that the socio-cultural theory could be applied across cultures, societies, and times.

Table 1J. Joseph Campbell‘s Theory from the 5-Stage framework

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You may wonder what happened to the empathic ability of the police officers at the Uvalde shooting.

We can use the 5 stage empathy model to understand their action at the time.

Every human being has the survival need to meet in a dangerous situation. When the police officers were reluctant to break into the classroom of innocent young children facing the imminent danger of death, one hypothesis can be their own fear of death at Stage 1 survival level of compassion.

Then the controversy is whether we can expect police officers to sacrifice their lives to rescue people in danger. We are especially talking about young elementary school students.

Observing the police officers’ actions at the scene, we can see that their fear of survival surpassed their duty as civil servants or sympathy at Stage 3.

If any of the children are their own, the police may have acted differently, which can also be considered a stage 1 level of compassion, identification, or projection of love toward the own family or ingroup member.

Stage 3 compassion or sympathy may involve their own feeling toward a child in danger if any of those officers have their own children of similar ages at home.

However, sympathy may not arise if the officers are from different racial or ethnic backgrounds to consider the children in danger are not from their community, such as through subtle racism.

We can now check how much empathy training has been implemented in the existing police officer training program. We can wonder if the training is primarily focused on protecting the safety of the police officers and understanding their higher mortality in the line of duty.

One more factor we need to consider is that when the police officers and the shooter face each other, even if the bulletproof vest is protecting them, the police officers will be in an inferior position in their morale because most shooters are suicidal and prepared to die when they plan to shoot others in public, while no police officers will be prepared to die.

The best way to train police officers is to equip them with a higher level of empathic ability that considers the welfare and safety of innocent children as their priority. The training may also prepare them to consider even the welfare of the criminal offenders’ families without simply demonizing them, who might have had no clue about the horrendous acts in advance through the systematic training of empathy skills and education.

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Isn’t feeding the homeless an empathic act? How about housing a runaway child at your place or feeding a stray cat or pigeons living under a neighbor’s roof?

When two empathic concerns collide, we must apply the wisdom learned from the five stages of understanding the empathic action.

In Stage 1, we are concerned about one’s basic survival needs, such as food and shelter. Some people will argue it is a constitutional human right.

However, some parents of runaway children may argue it is not their survival issue because they chose to run away to escape responsibility, and some may argue that homeless people choose to live outdoors to escape responsibility or continue an addictive lifestyle, not as a desperate survival measure.

In Stage 2, we are concerned about setting boundaries out of safety and health concerns for the general public, usually performed by police officers who are hired civil servants to show no emotion or empathy to perform their unpleasant duty of saying no.

In stage 3, laws or ordinances will be used to justify the enforcement of the boundaries to maintain the stability of the social/government system.

When these three values of the society collide, we need to use the higher order wisdom such as the real empathic approach at Stage 5 to resolve the conflict.

In Stage 4, due to highly individualistic orientation, we suggest feeding the homeless at other locations, such as school auditoriums, or unused parking lots, as long as the population does not pose a threat to the general public or the community in general.

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