Parental Alienation and Borderline Dichotomous Thinking

In Alienation of Affection, Best Interest of the Child, Child Custody, Domestic Violence, Family Court Reform, Family Rights, parental alienation, Parental Alienation Syndrome, Parental Kidnapping, Parental Relocation, Parentectomy, Protective Parents, Restraining Orders on November 4, 2009 at 1:22 am

Parents who are reasonable, adaptable and practice Analogous Thinking have no problem functioning in the world either as a married or divorced parents.

It is only parents who are mentally ill, who think in terms of black and white, good and evil, that cause most of the problems, not only for their children and the ex-spouse, but ultimately for themselves. Courts systems prey on such people whos only thought process is its “my way or the highway” that keeps the problem going.

I found the following below under Borderline Personality Disorder, which is one of the core components of Parental Alienation Syndrome, and thought I would point out why Alienating Parents are such Abusers.

From: http://bpd.about.com/od/glossary/g/dichot.htm

Dichotomous thinking is also sometimes called “black or white thinking.” This is when someone is only able to see the extremes of a situation, and is unable to see the “gray areas” or complexities of the situation. For example, a student who engages in dichotomous thinking may believe that if they don’t get an “A” in class then they have failed.

Dichotomous thinking is a very common problem in people with borderline personality disorder (BPD). In this disorder, people tend to see themselves, others, and the world as either “all good” or “all bad.” Dichotomous thinking in BPD is linked to splitting behavior.”

Also Known As: black or white thinking

Analagous Thinking

from: http://www.cdtl.nus.edu.sg/brief/v5n4/sec3.asp
“Higher order thinking requires the manipulation of ideas and information in ways that derive new implications and meaning or modify existing ones. Through such processes as combining ideas and facts to hypothesise, generalise, synthesise, explain and arrive at interpretations or conclusions, students can be led to discover new meanings and solve problems. This article briefly presents, discusses and gives examples of strategies for developing analogous, sequential and interpersonal thinking, three higher order thinking skills (Senge, et al., 2000) which need to be nurtured because they are essential to individual holistic development.1

Analogous thinking begins to develop at a young age and involves comparisons and analogies among separate events. Sequential thinking emerges later when patterns are discerned between events and is commonly applied in mathematical questions involving numbers and patterns in series. Interpersonal thinking, the highest order of these three skills, involves individual personal and social development.

To enhance the development of thinking skills, educators need to provide students with a plethora of application opportunities during lessons and assignments. Doing so not only broadens horizons but also simultaneously helps to develop multiple perspectives. Moreover, the crux of this learning involves a transformation of the way in which learning occurs. In higher education, students should be provided with opportunities to make connections between different events and situations in order to nurture emotional as well as cognitive capabilities.

Efforts should also be made to build the confidence needed for effective interactions with people who have an even wider variety of attitudes, backgrounds and opinions. In a nutshell, students need support, motivation and tangible as well as intangible rewards for continually increasing their abilities to cope with and, indeed, conquer complex situations and problems as needed. So, how is this done? More specifically, what strategies can nurture these thinking skills? “e

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