Ecopsychology *notes tx plan — intervention — design to track logos/cognition

Yesterday we used the genogram to explore a generation, but something else has come up for me as I think about what happened during the election, not only in terms of the logo, but all that anger and “non-rational” argument we saw — almost polarization that we saw?

We can use the timeline genogram again to think about that?  This tx plan is actually possible because of what I observed that happened with this logo. So, good thing it did!

Going back to the genogram timeline of our century again:


Assuming we have internal non-logos and non-development of Piaget’s imaginal (birth to age 9) because of pre-scripted games/medication — let me give you an idea of the brain and what that might look like?  Also most important is that without Piaget’s imaginal the Depressive position could not be attained?

Here is what this means in a nutshell.  Let’s take a slice of time from the genogram again.

In fact we will take two slices!



People born in the top part of the genogram  for the most part would have attained “logos” as humans have since the beginning of time?  In other words — a baby is born and from birth to age 9 (following Piaget and Object Relations) here is what happens.

I wrote all those pieces earlier on “the egg” of the self — so you can search here for my Jungian analysis on all that…

But, okay — think of that part of childhood as a “magic” time.  In terms of magical thinking.  What does that mean?

Click this link to see a picture of babies and cribs and mobiles. Think of the baby as gazing at the objects (pre-verbal) — Mom comes in to change diapers on time and with food (Winnicott — Good Enough Mother) — Mom starts saying “Baby look, a fishy, an angel,” etc.  Baby follows mom’s hand.  Sees fish.  Cognition of “fish” is imprinted.  Later, maybe parents get an aquarium — or child gets a fish bowl?

So now, say at age 5 or earlier — Baby has learned that the mobile padded fish “toy” and the real live “fish” in the aquarium are part of something called “fish.”

But, Baby has also graduated from baby food by age 5.

In fact, Baby (now a five year old)  — likes to eat something called a fish stick.  So fish is now three different things!

Fish as a TOY

Fish as an ANIMAL

Fish as a FOOD

Child at age five in Piaget’s “magical thinking” stage is “observing world” — maybe parents take child to a museum?  He sees how artists have painted and sculpted “fish.”

Child by age five understands that FISH (logos) can be many things — but fall under this category!

In the ages of birth to age 9 — “magical thinking” is where the creative is in full force in the child’s mind.  Child might see a leaf shape that looks like a fish?  That is what is meant by magical thinking.  It is the ability to see a fish in a leaf?

So in this age span of time, child is “taking in” the world around them — like a little sieve, almost.  It is a time where the brain is learning at almost warp speed, and via this kind of magical thinking.  What is happening is that the brain is “categorizing” all these different kinds of fish — and learning about fish.

This is also the time that a child is forming what leads to the Depressive Position?  Developmentally.  This is a stage where the child begins to understand and compartmentalize experiences with all these fish.  Let me give you an example of that.

Let’s say the child is drinking a glass of orange juice.  He or she goes over to the fishbowl or aquarium.  He thinks “fish might be hungry too!” — “I will feed fish!” — Orange juice is food for me!  Fish is my friend! — child proceeds to “feed” his friend the fish by pouring some of the orange juice into the place where the fish lives.  Yikes right?  But no, because,  probably an adult or a big brother or a sister comes in the room and says, “No!” — you will “hurt” the fish if you do that!

The stage of magical thinking from age of birth until age nine is “experimental” like that for the child.

What the Depressive Position is, is learning about “hurt” — like that.  So, think back about the ways that you helped children or in your own youth — how you experienced things that lead to your sense of “right and wrong” — this is the period where that forms.

Yesterday we talked about a new language that is used via emoticons. Click the link and go and see how primitive this is.

Here is fish:

><<<)o> A fish
<*))>< a fish
<(((>< a fish

In my comments to Song in the last post, you can see I used a video — go and watch that.  You are seeing very primitive cognition?  You are not seeing “The Depressive Position” having been achieved.

In thinking back to the research I was doing during the election — it was fascinating to me what happened to the “logo” — in terms of what the public did with that — as what we call a “part-object.”

Here is my research from that time!

So, what I was noticing was the intense attachment to the logo we saw in the election.

As well as it was being used as almost a transitional object by the group in the genogram in this age bracket:

Born in this era:


We can track cognition very easily in this tx plan I am designing.  Bear with me as I think out the interventions!

After age 9, in Piaget’s model — the child begins to form “concrete knowledge” — what this means is this.

The child has now figured out FISH.  The concept of FISH as a discrete category is intact.  The child has learned a lesson about what might “hurt fish” — (magical thinking experiment with orange juice) — aka the Depressive Position (empathy) —

After age ten — they way we learn is by categorizing.

So say we might learn about “types of fish” or “which oceans certain fish live in” or “this fish stick is better than that fish stick” or “Matisse painted his fish like this, and Monet like that,” and so forth.

My research is to see if we can rebuild Piaget’s birth to age nine in adults who missed that period of development due to Sardello’s thesis on pre-scripted games.  I think it’s possible.

Looking at the genogram again:

Birthdates can be divided into discrete decades:


This is a 41 year span.

Assessments include the following:

1.  Pre-scripted games in use age 0-9 — what years along the genogram?

2. DSM diagnosis of ADHD in children — what years along the genogram

3.  Psychiatric meds and children — what years along the genogram?

4.  Other drug usage — which drugs and what years along the genogram.

Using a three generational model:


In these years:


Track medications and prescription drugs.

In these years:


Track medications and prescription drugs and pre-scripted games.


I am going to design my first intervention for THE ALCHEMY PROJECT so that we can get a sense of what we are looking at?

back later!



Update — I just found a new group in FB that gives an idea of the language in “Emoticon” form.

In the video yesterday, where all the books were “blank” — track “emoticons” in generation along the genogram in this era:


Are emoticons a new language like heiroglyphics?


4 thoughts on “Ecopsychology *notes tx plan — intervention — design to track logos/cognition

    1. Yes, I am going to write a bunch of articles? But I am also doing a huge project called the Book of Hearts — if you or your friends want to be part of that the link is here!

      Thanks for coming by! Carter… I am trying to figure out how language is affecting our hearts? And I am making this place so people can meet based on images and narratives. It’s for everyone, but especially for people born from 1970—————–2011.


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