internalizing violence

The process of incorporation and internalization of external models or provocateurs is a two-part process. Both parts are active processes: that of the stimulator and that of the learner. The learner always plays the role of holding onto or ‘deciding’ (if you will) to hold on to the incorporation/internalization – and therefore the client holds the key to undoing that process despite the degree of teaching, threat, stimulation, etc., from the provocateurs.

The learner, in early years of development however, is less capable of considering, even for a moment, that these messages come from outside of him. Hence, it is often difficult for the adult in therapy to take the position that these messages are ego dystonic. Comparatively, adult clients who were abused at later stages (after precognitive stages) can more easily isolate and step back from those ‘programmed’ messages for self-abuse. Children who learn self-violence at a precognitive age will indeed have greater trouble than the other group overcoming the behavior in therapy.

Regarding your comment: As a general rule it is immensely more useful to read specific sources cited in notes. In the case of 'therapists that treat ritual abuse victims' for instance, there may be a good deal of controversy surrounding the topic, the diagnosis, the etiology, the interpretation, and so on. Citations of sources help readers weigh the comments better. So, if you can provide them in the future, please do so.

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