THE PROCESSES OF HUMAN DEVELOPMENT

The 33 Fundamental Methods by which People Grow

-- An Integral Theory for Growth Professionals --

Hugh & Amalia Kaye Martin

P.O. Box 1736

Sebastopol, CA 95473

(707) 874-9799/ -9699

MartinHughCo@Gmail.com

MartinAKaye@Gmail.com

[Permission is granted to quote from, revise, and improve this article for non-profit purposes --
provided proper attribution is given to Hugh & Kaye Martin and to Whole Life Advisory,
and provided that a copy of modifications and intended use are sent to the addresses below
and written confirmation from the authors is received.]

HUGH MARTIN is listed in Who’s Who in the World. He has appeared on numerous talk shows, led seminars at many colleges and corporations, and spoken at numerous professional conferences and colloquia. Mr. Martin is president of the NASD-registered securities brokerage firm, Hugh Martin Securities, and of the SEC-registered investment advisory firm, Hugh Martin & Co. Hugh is also president and co-founder of the life planning and counseling firm, Whole Life Advisory.

AMALIA KAYE MARTIN (‘Kaye’) is a gifted natural medicine practitioner and an instructor in nutrition and natural medicine at Baumann College. Kaye is a dedicated homemaker, full-time mother, ‘clairvoyant’ life counselor, certified natural foods chef, and dynamic community organizer.

View Tables as pop-up windows: Table B1, Table B2.

Download as Word documents:
Processes of Development article (1.2 MB),
Table B1 (0.5 MB), Table B2 (0.2 MB).

View companion articles:
Arrays of Light and The Human Growth Continuum

The Processes of Human Development
TABLE OF CONTENTS

INTRODUCTION............................................................................................................................................................................ 4

THE WHOLE LIFE MODEL................................................................................................................................................. 5

WHY GROWTH IS IMPORTANT......................................................................................................................................... 6

THE GROWTH CONTINUUM............................................................................................................................................. 7

THE GROWTH FACILITATOR............................................................................................................................................ 8

THE PROCESSES OF GROWTH............................................................................................................................................. 10

COMPREHENSIVE PROCESSES (Processes 32-33)........................................................................................................ 11

Integral Programs............................................................................................................................................................... 11

Holistic Activities............................................................................................................................................................. 12

CONSCIOUS DEVELOPMENT PROCESSES (Processes 27-31)................................................................................... 12

Spiritual Practices.............................................................................................................................................................. 12

Psycho-biologic Techniques.............................................................................................................................................. 13

Psychotherapies................................................................................................................................................................ 13

Introspection..................................................................................................................................................................... 13

Body Therapies................................................................................................................................................................. 14

SELF-EXPRESSION PROCESSES (Processes 22-26)...................................................................................................... 14

Expressive Arts................................................................................................................................................................. 14

Recorded Experiences........................................................................................................................................................ 15

Stories & Literature........................................................................................................................................................... 15

Humor & Fun.................................................................................................................................................................... 16

Language............................................................................................................................................................................ 16

FORMAL INVESTIGATION PROCESSES (Processes 16-21)...................................................................................... 17

Sciences............................................................................................................................................................................. 17

Planning & Orchestrating.................................................................................................................................................. 17

Logic & Reasoning............................................................................................................................................................. 18

Technologies...................................................................................................................................................................... 18

Explanations...................................................................................................................................................................... 18

Structuring & Order........................................................................................................................................................... 19

SOCIO-CULTURAL PROCESSES (Processes 9-15)........................................................................................................ 19

Archetype & Myth........................................................................................................................................................... 19

Acculturation..................................................................................................................................................................... 20

Service............................................................................................................................................................................... 20

Enterprise.......................................................................................................................................................................... 20

Responsibility................................................................................................................................................................... 21

Habits & Programming...................................................................................................................................................... 21

Skills.................................................................................................................................................................................. 21

PHYSICAL-WORLD PROCESSES (Processes 5-8)......................................................................................................... 22

Natural Environment......................................................................................................................................................... 22

Life Experience.................................................................................................................................................................. 22

Physical Activity.............................................................................................................................................................. 23

Sensory Experience........................................................................................................................................................... 23

FOUNDATIONAL PROCESSES (Processes 1-4)............................................................................................................ 24

Family Dynamics.............................................................................................................................................................. 24

Nurturing & Bonding......................................................................................................................................................... 24

Natural Medicine............................................................................................................................................................... 25

Natural Nutrition............................................................................................................................................................... 25

CONCLUSION.............................................................................................................................................................................. 26

APPENDIX A................................................................................................................................................................................. 28

Exercise A1: THE PROCESSES -- Applying Them in Your Life................................................................................. 29

RESOURCES FOR STUDY................................................................................................................................................ 32

Ken Wilber................................................................................................................................................................... 32

Overviews.................................................................................................................................................................... 33

Sociological analysis..................................................................................................................................................... 33

Personal journeys......................................................................................................................................................... 33

Self-help....................................................................................................................................................................... 33

Surveys and compendia of therapies........................................................................................................................... 34

Specific Processes or Themes...................................................................................................................................... 34

Informal histories......................................................................................................................................................... 34

Articles......................................................................................................................................................................... 34

Schools......................................................................................................................................................................... 35

Growth retreats............................................................................................................................................................ 35

CREDITS.............................................................................................................................................................................. 36

HUGH AND KAYE MARTIN Biographical Information.............................................................................................. 37

APPENDIX B................................................................................................................................................................................. 38

Table B1: THE PROCESSES OF GROWTH................................................................................................................... 39

Table B2: THE PROCESSES – How They Affect Growth............................................................................................ 52

THE PROCESSES OF HUMAN DEVELOPMENT

The 33 Fundamental Methods by which People Grow

INTRODUCTION

The Processes of personal growth did not begin with psychoanalysis, or gestalt therapy, or group process, or bodywork. They did not even begin with meditation, or yoga, or vision quests. Since the dawn of humanity, our innate drive toward self-regulation, self-improvement, self-actualization, and self-transcendence has inspired us to develop numerous methods of personal evolution. Taken together, all these methods are called Processes.

The Processes represent all the techniques, therapies, practices, programs, activities, explorations, studies, and focused experiences that move us along the Growth Continuum. Processes are the practical means by which personal growth takes place. They are the ‘moment of truth’ where theory meets practice. They are the final test of validity for any theory that attempts to explain human behavior. The Processes of growth are the crown jewel of human development studies.

Despite the importance of Processes, little study has been directed toward surveying, describing, and explaining them in a comprehensive and integral fashion. Individual Processes – therapies, educational programs, child-rearing techniques, and the like – have been examined in detail. Surveys and summaries have catalogued clinical techniques encyclopedia-fashion. Popular journalists have described their odysseys of self-discovery through a variety of Processes -- mystic meditation, dream therapy, psychic healing, body awareness, and the like. Growth retreats like Esalen Institute offer broad menus of Process-oriented growth experiences smorgasbord-style. However, none of these studies, compilations, and programs have adequately coordinated and synthesized the various Processes into a comprehensive system of human growth. Even the prolific Ken Wilber has devoted relatively few pages toward the actual implementation of growth – and his recommendations are significantly incomplete.

ž For an outline of the various resources and studies on Processes, including those of Ken Wilber, see Resources for Study in the Appendix of Tables.

ž For a discussion of Processes from the perspective of Ken Wilber and other contemporary authorities, see our companion article, The Processes According to Wilber [in preparation as of June 2007].

As we examine theories of human development from a practical point of view, we are faced with a variety of questions: How do we implement growth –encourage it, inspire it, cause it to take place? What are the methods by which people grow? What are their benefits? When are they most effective? How do we access and coordinate them? How do we apply them in ways that really work? This article endeavors to answer such questions by presenting a truly comprehensive and integral outline of growth Processes – one that is sound both theoretically and practically. The article consists of four sections, some divided into several parts:

{ Section 1. Introduction. Preliminary information you will need to understand and explore the Processes.

Ø The Whole Life Model. Our fundamental theory of human development from which concepts like Processes and Growth Continuum are derived.

Ø Why Growth is Important. Reasons why we should dedicate our lives to personal growth.

Ø The Growth Continuum. The eight parameters, or Dimensions, that define human growth.

Ø The Growth Facilitator. The role of the Facilitator – the person who assists or implements the Participant’s growth. Why the Parent is featured as the original and primary Facilitator.

{ Section 2. The Processes of Growth. An outline and explanation of all 33 Processes, categorized by Theme. Each Process is described – along with its related Modalities and examples from three different Stages of life.

{ Section 3. Conclusion. Guidelines for implementing the Processes in real life.

{ Section 4. Appendices.

Ø Tables. Two Tables that describe the Processes and their affect on various Dimensions of the Growth Continuum.

Ø Exercise. The Processes: Applying them in your life

Ø Resources for Study. Books and other resources useful for understanding and experiencing the Processes.

Ø Credits. Acknowledgment of sources for graphics.

Ø Biographical Background. Background and qualifications of the authors.

Since no one can be an expert on such a vast array of fields, this study is offered not as a definitive answer – but as an invitation to focused inquiry and spirited discussion. Please send your comments, questions, and proposed modifications to the addresses shown at the beginning of this paper.

THE WHOLE LIFE MODEL

The framework for our investigation is called the Whole Life Model – since it addresses the ‘whole person’ over a ‘whole lifetime.’ The Whole Life Model (WLM) is derived in large part from the Integral Psychology of philosopher Ken Wilber – generally recognized as the most profound, comprehensive, influential, and popular integral theorist of our day. Key terms are Capitalized; the first appearance of such terms is bolded. Elaborations on each Process are provided through two Tables in the Appendix of this article – which are referenced by bullets and links, as appropriate.

The Whole Life Model addresses some of life’s ultimate questions. What does a well-lived life consist of? What does a fully mature, enlightened, and fulfilled human being look like? How can we map out the span of a lifetime? What are the paths and milestones on life’s journey? Who and what can guide us along the way? What vehicles can carry us toward our destination? What is the ultimate meaning of our quest?

Specifically, the Whole Life Model addresses the six key questions regarding human growth:

{ Realms. What are the major domains, or Realms, in which human growth takes place?

Ø Answer: There is one external Realm (our everyday Life) and three internal Realms (Body, Psyche, and Spirit).

{ Passages. What is the sequence of steps, or Passages, through which growth takes place?

Ø Answer: Growth proceeds through a series of Stages and Transitions (Passages) according to a Fundamental Developmental Sequence (FDS) – of which the Chakra system is a condensed version.

{ Participants. Who is participating in the growing?

Ø Answer: There are two types of Participants – Individual and Collective. The Individual Participant is the Self. Collective Participants include every human group from couples to cultures.

{ Progressions. How does growth progress from one stage to the next?

Ø Answer: Progression occurs through Stage Growth and Transition Growth, with the primary mechanism being the four-step Transition Cycle.

{ Impediments. What obstacles, or Impediments, can cause the growth process to go wrong?

Ø Answer: Every pattern and cycle of growth described in the previous four questions has its own potential Impediments.

{ Processes. By what methods, or Processes, can effective growth be accomplished?

Ø Answer: Over the centuries, at least 33 Processes have emerged which enable us to grow and develop – along with numerous specific Modalities within each Process.

As shown above, Processes is the sixth and culminating question of the Whole Life Model. This explains the crucial importance of Processes to the theory of human development.

ž For a full explanation of the Whole Life Model, see our companion article, The Whole Life Model of Human Development [in preparation as of June 2007].

WHY GROWTH IS IMPORTANT

The Processes are ways to implement and encourage personal growth. But why is growth so important? What difference does it make? Why make the effort? – especially since it can seem so much easier to just stay the same. Growth offers several significant benefits:

{ Aliveness. If we are growing, life is more fun and more interesting. We feel more alive, more engaged, more aware, more present, more exhilarated by each moment.

{ Health. If we are more alive, we are more energetic and more flowing. If our bodies feel better and function better, it’s likely we’ll be healthier and live longer.

{ Significance. If we are growing, we are more likely to be on the cutting edge of change. As a catalyst to those around us, we are more likely to impact and influence the course of society – to be a greater force for good.

{ Authentic nature. As we look around us, all living things are growing and changing. Trees spread their branches. Caterpillars metamorphose into butterflies. Birds build nests and bear young. If we embrace growth, we are more true to our authentic nature as living beings.

{ Fulfillment. As seekers, we yearn to drink deeply of all life has to offer. Growth allows us to live life fully – to satisfy that inner longing for rich experience and profound meaning.

{ Inevitability. If we are seekers at heart, we can’t remain static even if we want to. We may crave stability and security, but it slips from our grasp – as we are swept along in the swirling, tumbling current. If our life will be in flux anyway, why not embrace and enjoy the flow?

THE GROWTH CONTINUUM

The Processes are all the methods and techniques that move us along the Growth Continuum. The Growth Continuum is a field of eight Dimensions which describes the various ways human growth can take place. The eight Dimensions are as follows:

{ Stage growth. We grow as we move through the various Stages of human development.

{ Transition growth. We grow as we Transition from one Stage to the next.

{ Realm growth. We grow simultaneously in four different Realms of human consciousness.

{ Arena growth. We grow differentially within the various Arenas of each Realm.

{ Participant growth. We grow individually within our Selves, but also collectively – as members of groups.

{ Vector and direction growth. We grow in four Vectors, or Quadrants – but also in two Directions along those Vectors.

{ Therapeutic growth. As basically healthy people, we grow by actualizing our human potential. But as people with our normal share of problems, we grow by resolving those problems.

{ Coordination growth. We grow by coordinating all the other Dimensions of growth into balanced, harmonious whole.

ž For details on the Growth Continuum and the evidence that supports it, see our companion articles The Growth Continuum and Arrays of Light – both posted on Integral World.net.

Different Processes contribute to growth in different ways. That is, different Processes impact different Stages and Dimensions of the Growth Continuum. For instance, as one might expect, Spirit Practices (Process 31) has its primary influence on the Realm of Spirit Passages – while Life Experiences (Process 7) has its main impact on the Realm of Life Passages. Sensory Experience (Process 5) has its greatest impact on the early Stages of life – while Technologies (Process 18) has its main effect much later.

ž For an outline showing the main impact of each Process on the Growth Continuum, see Table B2, The Processes -- How They Affect Growth in the Appendix of Tables.

THE GROWTH FACILITATOR

In examining the Growth Continuum, we must consider not only the Processes, but the Facilitator – not only the mechanisms that promote growth, but the people (professional and otherwise) who implement those mechanisms. A Growth Facilitator is a person who assists, supports, implements, orchestrates, inspires, or catalyzes the growth process. The Growth Facilitator enables the Participant to move along the Growth Continuum.

Growth Facilitators may be the obvious practitioners who help people grow –therapists, counselors, coaches, and the like. However, Facilitators may also be any people who provide impetus for growth – teachers, educators, social workers, social activists, religious counselors, even managers and bosses.

Among all these, the original and primary Growth Facilitator (both for better, and sometimes for worse) is the Parent.[2] The Parent has the greatest impact, the greatest opportunity, the greatest authority, the greatest motivation to promote growth in their offspring. Parenting (in its optimal form) can be seen as ‘nature’s way’ to provide every person on the face of the earth with their own personal Growth Facilitator. The Parent (again, in the optimal form) is the most important Facilitator for the following reasons:

{ Most opportunity. The Parent comes in continuous contact with the child from conception to maturity.

{ Most authority. The parent is empowered by custom and law to exert decisive influence over their child’s upbringing.

{ Greatest motivation. Biological bonding gives the Parent the greatest interest in and concern for their child.

{ Greatest identification. Because of genetic, familial, and cultural similarities, the Parent is best-positioned to identify with, understand, and appreciate the needs, emotions, and motivations of his/her offspring.

{ Greatest influence. What is done by Parents – both positive and negative – in the early years of life has by far the greatest influence on the child’s later course of development.

{ Greatest converse effect. If parenting is not done well, almost no amount of therapy or spiritual practice can fully overcome the handicaps created.

{ Ultimate foundation. Parenting is the foundation upon which all subsequent growth facilitation is based. Whether the parenting is good or bad, it is the starting point at which any additional therapy or self-actualization begins.

{ Broadest applicability. Virtually every Processes used to implement growth in adults was first used (in some form) by parents to raise their children. Thus, any parental child-raising Process is applicable (in some advanced form) to adult growth.

{ Greatest opportunity for adult growth. Once people become adults, perhaps their best opportunity for further growth is to become parents themselves. By raising their own children in ways they themselves should have been raised, parents can re-live the experience of childhood – correcting past mistakes of their own parents in the process. According to this perspective, Parenting may be our best opportunity to live life over again – and get it right.[3]

For all these reasons, parenting has been chosen in this article as the source for all examples and Applications of the Processes. For the purpose of illustration, our examples are drawn from the ‘fictional’ life of a ‘hypothetical’ family named the ‘Stewarts’ – consisting of a husband and wife (‘Sean’ and ‘Mary Kate’) and five children: two older daughters (‘Jane’ and ‘Lizzie’), two sons in the middle years (‘Dean’ and ‘Sal’), and a younger daughter (‘Annie’). In the course of the paper, we show how each Process appears first in the early years of childhood, then presents itself in different forms as the child matures, and finally evolves into the sophisticated Processes we use to implement growth in adults.

THE PROCESSES OF GROWTH

Over the course of centuries, humankind has developed at least 33 different Processes of growth. These Processes fall into seven distinct Themes of emphasis – ranging from very fundamental to very sophisticated:

{ Foundational. Processes that are fundamental to all other Processes of growth (four Processes).

{ Physical world. Processes that engage us with material reality (four Processes).

{ Socio-cultural. Processes that engage us with groups of people – from pairs to whole cultures (seven Processes).

{ Formal investigation. Processes that engage our thinking and reasoning powers (six Processes).

{ Self-expression. Processes that enable us to express our inward reality in outward form (five Processes).

{ Conscious development. Processes specifically designed to promote growth, resolve problems, and attain enlightenment (five Processes).

{ Comprehensive. Processes that combine and integrate many growth Processes (two Processes).

Within each general Process, several Modalities have emerged -- particular techniques through which growth may be implemented. Each Modality in turn has many specific Applications – strategies or situations where these techniques can be applied in real life.

ž For a detailed exposition of all 33 Processes, including numerous Modalities and recommended Applications for three Stages of life, see Table B1, The Processes of Growth in the Appendix of Tables.

ž For a worksheet exercise showing how you can explore the impact of Processes in your own life, see Exercise A1: The Processes -- Applying Them to Your Life in the Appendix of Tables.

ž For a comparison of these Processes with those advocated by Ken Wilber and other contemporary authorities, see our companion article, The Processes According to Wilber [in preparation as of June 2007].

ž For a more experiential and expressive portrayal of each Process, see our companion article, The Processes in Real Life [in preparation as of June 2007].

The Processes enumerated below may appear to be just a collection of life activities. However, it is not the overt purpose of an activity, but its effect that qualifies it as a Process. For instance, a teenager may get a job for the purpose of earning cash for his first car. However, from a growth perspective, working in the outside world is an example of a Process called Enterprise – because it has the effect of build maturity, responsibility, and self-confidence.

By the same token, a number of Modalities and Processes below are academic subjects, such as literature, philosophy, astronomy, logic, and the like. Our interest here is not in their content, but in their effect on human development. For instance, at a practical level, the telescope is merely a device for viewing distant objects. From the perspective of human development, however, the telescope is an example of a Process called Technologies – since it transforms our conception of our place in the universe. Similar reasoning applies to other Modalities of a commonplace or practical nature – such as pets, baby slings, tinker toys, and bikes. These all have simple real-world functions or uses, but their effect on the psychological growth of a child can be profound. After our definition of each Process, therefore, we describe its effect on growth.

In the Table below, we outline all 33 Processes, show some representative Modalities, and give examples of Applications from three Stages of life – younger childhood, older childhood, and adulthood. The Themes and their corresponding Processes are arranged from the simplest and most basic to the most complex and evolved. To get maximum benefit, please read Table from bottom-to-top, beginning with Process #1. The Processes are as follows:

Process number	THE PROCESS OF GROWTH [Please read this Table from bottom-to-top, beginning with Process #1.]

COMPREHENSIVE PROCESSES (Processes 32-33) Comprehensive Processes are combinations of many growth Processes. They enable us to focus attention on our growth simultaneously from many related perspectives. Comprehensive Processes create a profound sense of connectedness, a comprehensive viewpoint encompassing the full range of life’s possibilities, and an attitude that no dream is impossible.
33	Integral Programs Integral Processes are comprehensive programs or systems that integrate numerous diverse-but-related Processes – along with the eight Dimensions of the Growth Continuum -- into a unified system of personal development. Whereas Holistic (#32) is a kind of smorgasbord, Integral is a unified meal containing all the essential nutrients. Integral offers an immersion experience where all the Processes and Dimensions are experienced as part of one ongoing flow of development. Integral Processes produce a profound sense of unity and order, a deep authenticity and groundedness, and a comprehensive appreciation of life’s meaning and purpose. { Modalities: Integral psychology, Spiral Dynamics, Whole Life Counseling, healthy family life Psychobiologic Processes are techniques and programs that use Natural Medicine techniques (#2) to achieve psychological (as well as physiological) balance. They address inherited and acquired body chemistry issues that are at the root of many problems that appear psychological.. Ø Younger children: “From the moment of conception, most children are immersed in the original integral program – the family.” Ø Older children: “When every activity of a backpacking experience is subsumed under the single objective of human growth, the experience is transformed from Holistic to Integral.” Ø Adults: “In the medieval period, the Church provided a comprehensive program for our personal salvation. Is Integral University a modern version of the medieval Church?”
32	Holistic Activities Holistic Processes are comprehensive activities or situations that offer the experience of numerous diverse-but-related Processes. They provide opportunities for undistracted immersion in these Processes over an extended period of time. Holistic Processes produce an appreciation of life’s abundance, a recognition of life’s enormous possibilities, and a glimpse of the potential unity of all human experience. { Modalities: Summer camps, Scouts, drama productions, liberal arts colleges, growth retreats, backpacking. Ø Younger children: “When Annie attends Ranch Camp, she’s immerse in a whole world that addresses her physical, emotional, spiritual, and life needs.” Ø Older children: “When Sean attended Swarthmore College, academics was just part of being educated as a whole person.” Ø Adults: “At her month-long Esalen retreat, Lizzie is experiencing everything from group process, to yoga, to African dance – all the while earning her keep by harvesting veggies from the lush, organic garden.”

CONSCIOUS DEVELOPMENT PROCESSES (Processes 27-31) Conscious Development Processes are techniques, practices, and programs designed specifically to resolve psychological problems, promote personal growth, and achieve spiritual enlightenment. They enable us to work on our own development with conscious intention and purpose. Such Processes are particularly helpful for deep-seated problems not easily resolved (and elevated states of consciousness not easily achieved) through the other, non-intentional Processes described thus far.
31	Spiritual Practices Spiritual Processes are techniques and programs that use structured spiritual practices to achieve higher States of consciousness, and/or a connection with the Divine. They provide a regular, systematic method for grounding oneself in enduring values, rising above daily concerns, experiencing profound contentment, and connecting with universal forces. { Modalities: Family worship, prayer, Zen meditation, Tibetan chants, yoga, study of sacred scripture. Ø Younger children: “Little children know intuitively there is a God, because he has visited them since the moment of their conception.” Ø Older children: “Teenagers should be encouraged to examine and question their faith – so it becomes theirs, not some adult interpretation.” Ø Adults: “We all need to believe in something (or some One) bigger than ourselves.”
30	Psycho-biologic Techniques Psychobiologic Processes are techniques and programs that use Natural Medicine techniques (#2) to achieve psychological (as well as physiological) balance. They address inherited and acquired body chemistry issues that are at the root of many problems that appear psychological. { Modalities: Homeopathic psychology, vibrational medicine, epigenetics. Ø Younger children: “For preemies like Annie and Lizzie, a constitutional like pulsatilla can help support and restore the trust, faith, and confidence that reside in a non-traumatic birth. Ø Older children: “Once Dean was treated for the ancestral, chemical exposure passed down through his DNA, his lungs cleared, his torpor vanished, and his thinking became sharp.” Ø Adults: “When Mary Kate takes a Bach Flower remedy like Wild Rose or Sweet Chestnut, she can visualize the serenity that will result -- and move toward that optimal condition by intention.”
29	Psychotherapies Psychotherapy Processes are sophisticated techniques and programs designed to resolve mental difficulties, promote psychological well-being, and develop one’s potential. They can increase self-awareness, dissolve blocks, promote the developmental flow, and provide satisfaction and fulfillment. { Modalities: Gestalt therapy, Jungian work, transactional analysis, group process, growth retreat internship. Ø Younger children: “When our little ones feel good about who they are and what they do, they have little to repress. Hopefully, they will have few neuroses that need resolving later in life.” Ø Older children: “When Dean spent a month in Esalen’s internship program, they marveled how mature and insightful he was for a mere teenager.” Ø Adults: “Eric Berne’s Transactional Analysis helps explain why fathers and their teenage daughters play the explosive ‘game’ of Uproar.”
28	Introspection Inner-directed explorations of our thoughts, imaginings, emotions, and physical feelings. They connect us with our inner world – although not necessarily to express it (#26) or to change from it (#29). They promote self-awareness, self-reflection, and self-knowledge -- a conscious familiarity with our inner landscape. { Modalities: Diaries, journaling, blogs, dreams, psychoanalysis. Ø Younger children: “When the kids at school made fun of Annie’s braces, she shared her feelings with Mary Kate. Mary Kate gave her sympathy and comfort, as well as a clearer perspective on why some kids act mean.” Ø Older children: “Every night, Dean works in his big, leather-bound diary. He emerges from his room purged and content.” Ø Adults: “Lizzie shares her tumultuous dreams of battles and panicky flight with Mary Kate – who understands, because she herself has lived through such dreams, and come out whole.”
27	Body Therapies Body Therapy Processs are sophisticated physical techniques that add a therapeutic dimension to Physical Activity (#6). They mobilize and align bodily energy patterns, dissolve physical blocks, release repressed trauma, and promote balance and wholeness. They improve grounding, perceived body image, and boundaries. They restore aliveness by opening all areas to oxygen and blood flow. They alleviate of physical discomfort, disentangle us from old attitudes and behavior patterns, and help us recover emotional responsiveness and spontaneity. { Modalities: Chiropractic, acupuncture, Reichian therapy, massage. Ø Younger children: “After Sal’s difficult birth, cranial-sacral work loosened the plates of his skull, restored cranial flow, and allowed him to relax.” Ø Older children: “Dean knows his body well enough to ask for an adjustment when he needs it. Afterwards, his neck is no longer stiff – but he also feels mentally invigorated and more optimistic.” Ø Adults: “When she gets clogged, Mary Kate gets acupuncture to clear her head and help her think straight again.”

SELF-EXPRESSION PROCESSES (Processes 22-26) Self-expression Processes are activities that express our inner reality in an outwardly-perceivable form. They enable us to understand and appreciate ourselves, to manifest our special gifts in tangible form, and to convey our inner qualities to others.
26	Expressive Arts Expressive Arts Processes are activities that express our inner world of thought, emotions, and fantasy through tangible, observable media. They help us to connect with our inner nature, to reclaim alienated parts of ourselves (our shadow side), to convey our inner self to others, and to communicate insights and convictions that are beyond words. { Modalities: Finger-painting, rock band, drama production, Romantic poetry, vision painting, ensemble singing, psycho-drama. Ø Younger children: “Eensy, beensy spider crawls up the water spout. The girls’ little fingers trace the ups and downs of a tiny insect beset by bad weather.” Ø Older children: “When Lizzie swung over the stage on a thin cable crying ‘I can fly!’ she really was Peter Pan.” Ø Adults: “When Mary Kate directs the school play, she coaxes and cajoles a great interpretation out of each young performer. Her work of art is the transformation that takes place in children themselves.”
25	Recorded Experiences Recorded Experience Processes are activities that capture highlights and representative vignettes of quintessential life moments in permanent form. They enable us to retain and re-live the high points of our lives, and to integrate fragmented strands of memory -- thereby reviving, illuminating, and perpetuating those experiences and perspectives that make life precious. { Modalities: Scrapbooks, photography, collage, videography, sound recording. Ø Younger children: “Annie’s favorite story is Baby’s First Book – with snapshots and hand-written stories from her earliest months, a tiny footprint, and a lock of her hair.” Ø Older children: “Sal’s best family vacation video in the Marble Mountains -- set to the pulsing beat of Credence Clearwater -- pits Sal against Sean in a battle to determine who is truly the Big Dog.” Ø Adults: “For Jane’s wedding, Sean is composing childhood photos of Jane and her boyfriend into a huge collage – which traces their life journey from infancy until their paths finally meet.”
24	Stories & Literature Story Processes are story- or literature-based illustrations of instructive life situations. Along with their literary value, they provide powerful role models, illuminating perspectives, effective strategies, and inspiring themes that we can emulate in our own lives. { Modalities: Bedtime stories, folk tales, family stories, reenactments. Great plays, novels, poetry. Ø Younger children: “After rubbing her fingertips on the sandpaper chin of the picture of Daddy, Lizzie feels the stubbly chin of her real Daddy. That’s her favorite part of Pat the Bunny.” Ø Older children: “Will Anne (of Green Gables) swallow her prickly pride, and surrender to her love for Gilbert? It takes the whole series to find out!” Ø Adults: “When the Georgia missionary family arrives in Africa, they’re clueless on how to survive. Mary Kate’s book club plunges into the Poisonwood Bible.”
23	Humor & Fun Humor and Fun Processes are entertaining activities that help keep life in perspective. Humor activities point up absurdity and incongruity of life situations in an amusing way. Fun is doing things just for pleasure, with no concern for their purpose or significance. Humor and fun lighten our load, reveal our foibles, reduce false pride, and teach us not to take life too seriously. { Modalities: Funny faces, joke books, comedy movies, inside jokes, theme parks. Ø Younger children: “As soon as Lizzie was old enough to recognize faces, Sean would bend over and look at Lizzie from between his legs. For Lizzie, it was hilarious to see a face with the mouth above the eyes, as if talking out of the forehead.” Ø Older children: “In Sleeper, Woody Allen’s robot gets stoned on the Orb, and begins mashing the party guests. That’s probably our family’s favorite scene.” Ø Adults: “The cry of ‘Marquis of Queensbury Rules’ signals an all-out brawl in the swimming pool – splashing and dunking with no-holds-barred, and anarchy and rule-breaking wherever possible.”
22	Language Language Processes are the activities that enable us to formulate, articulate, and communicate inchoate thoughts and feelings as coherent verbal patterns. They create a sense of identity, clarity, and order – along with the ability to connect mentally and emotionally with others. { Modalities: Nursery rhymes, phonetic reading, vocabulary through roots, public speaking, writing, foreign language, word play. Ø Younger children: “Baby loves nursery rhymes like Jack Sprat and Pumpkin Eater – but hand-motion rhymes like Patty Cake and Eensy Spider especially delight her.” Ø Older children: “Dean’s Kerouac paper is much improved. After the third draft, it’s clear, tight, and impactful.” Ø Adults: “By tracking words back to their Greek and Latin roots, we discover what words really mean, and how they’re related.”

FORMAL INVESTIGATION PROCESSES (Processes 16-21) Formal Investigation Processes are experiences in logic and higher reasoning. They enable us to engage our mental powers to understand, affect, and utilize both tangible and abstract reality. They allow us to rise above the world, to view it from a more comprehensive perspective, to live in harmony with it, and to make use of it for our own needs. They create a sense of stability, congruity, cohesiveness, and empowerment.
21	Sciences Scientific Processes are activities that enable us to formulate and test systematic explanations for real-world phenomena. Systematic observation, scientific method. They promote a profound conviction that the world makes sense, that we can grasp and influence it, and that we can progress and evolve far beyond perceived limits. { Modalities: Process-oriented science curriculum. Astronomy, ecology, archeology. Ø Younger children: “Anne is learning botany by watching bean sprouts grow under different conditions – sun and shade, wet and dry, sand or clay.” Ø Older children: “Tomales Bay is just a split in the fault line that’s turning Point Reyes into an island. That’s plate tectonics in real life.” Ø Adults: “According to Discover Magazine, sudden shock can send us into suspended animation -- where we can survive for days without detectable heartbeat or brainwave. Does that mean we’ll be able to defer our lives until science solves the problem of aging?”
20	Planning & Orchestrating Planning & Orchestrating Processes are the skills of anticipating, planning, and orchestrating the various components of some future event. They enable us to visualize and actualize any of several alternative futures – thereby imparting a sense of perspective, a freedom from fatalism, and a confidence to act. { Modalities: Birthday party, school dance, drama production, project coordination, Day-timer. Ø Younger children: “Before we took Lizzie to her first school, we showed her the classroom, introduced her to her teacher, explained what to expect, and promised when we would pick her up.” Ø Older children: “Sal has to plan out all his chores and homework, so he’ll be free on the weekend for band practice and a sleep-over.” Ø Adults: “Before we travel to the Northeast, we’ll plan how to hit all the sights – historic battlefields, Cape Cod plays, Penobscot Bay islands – without exhausting ourselves, and still staying within budget.”
19	Logic & Reasoning Logic & Reasoning Processes are the explicit skills of developing formally-reasoned explanations and arguments. These skills produce a profound sense of confidence, competence, and empowerment by enabling us to create unified wholes from apparently disparate information. { Modalities: Common sense, critical thinking, formal logic, debate. Ø Younger children: “If you go to bed early tonight, we’ll be able to take off earlier tomorrow morning for a fun day at the beach.” Ø Older children: “How do we know global warming is created by human emissions – not just sunspots, or natural cycles of heating and cooling?” Ø Adults: “What part of this Iraq speech is a valid argument for going to war – and what part is a ploy for justifying a horrendous blunder?”
18	Technologies Technology Processes are activities that explain, examine, demonstrate, operate, or discuss the implications of, any practical device or mechanism. They promote a sense of competence and empowerment, an expanded perspective, a mobilization of creative energy, and an optimism that one can function beyond perceived limits. { Modalities: Cell phone, home appliances, telescope, printing press, automobile. Ø Younger children: “One of baby’s favorite toys is the Busy Box – with lots of buttons, levers, and gears – all making interesting sounds and visual effects.” Ø Older children: “When teenage Sal cleaned an infected hard drive by re-installing Windows, he felt proud, empowered, and relieved.” Ø Adults: “If we want to keep pace with modern times, we’ve got to learn a whole new set of technologies – like cell phones, and Ipods, and internet.”
17	Explanations Explanation Processes are activities that point out, discuss, clarify, give reasons for, or place in context any phenomena we may encounter. The full spectrum from casual curiosity to focused inquiry. May lack the formal rigor of Science (#21) or Logic (#19). These activities instill a sense of curiosity, a spirit of inquiry, and a conviction that the world makes sense. { Modalities: Casual curiosity, critical thinking, current events, philosophy. Ø Younger children: “Whenever little Annie asks where stars come from, and why cats stay up at night, we support her curiosity, and try to answer as best we can.” Ø Older children: “When we watch the Discovery Channel, we find out why the dinosaurs died out.” Ø Adults: “The Whole Life Model helps explain why we act the way we do at different Stages of life – and what we can do to keep ourselves on track.”
16	Structuring & Order Structuring & Order Processes are activities that promote a sense of order, and develop the capacity to structure increasingly-complex wholes. They enable us to coordinate, interpret, and make sense out of the multiplicity and diversity around us. They engender a sense of stability, of tangible relationship, of empowerment. { Modalities: Building blocks, Lego, puzzles, Sim City, family building project, clean-up time. Ø Younger children: “Sal builds his blocks into higher and more complex structures each day – pushing the limit until they all come tumbling down.” Ø Older children: “Now that the kids have assembled a 16-foot, canvas-and-beam yurt, they use it as a bedroom and music studio.” Ø Adults: “Dean is apprenticing with a contractor, where he’s learning to build a house from scratch – carpentry, plumbing, electrical, the whole works.”

SOCIO-CULTURAL PROCESSES (Processes 9-15) Socio-cultural Processes are experiences with groups, ranging from pairs to whol