Contributions of Other Theories to Developmental Systems Theory (DST)
DST is the outcome of our work as synthesizers. We are constantly integrating new knowledge into our own developmental perspective. When we encounter novel thoughts or perspectives, we compare them to our own and think about how they might expand our view of things. When we encounter disagreement, we looking for the grain of truth in it, which often gives us new insight into a topic.
Wherever new ideas come from, our evaluator/synthesizer minds run quickly kick into higher order thinking. This not only creates new thoughts and knowledge, but novel concepts and innovative ideas. Sometimes these new ideas are useful to the discussion at hand and shared. Other times they’re or stored away for another time. Either way, they’re all the result of active learning through synthesis.
We also learn something from every person we meet. Dialogue, conversations and social interaction simulates our thinking in ways that often give nuances and new meaning to our work. Our learning styles are always-on, never-off!
DST, a meta-theory that we synthesized over our many years of personal and professional work, forms the foundation for our developmental model. It is anchored in new research from the fields of psychobiology, brain research, bioenergetics, psychodynamic and developmental theories, transpersonal psychology, humanistic psychology, pre- and perinatal psychology, and cognitivebehavioral psychology. We particularly draw from Arnold Mindell’s Global Process Work theory, Bruce Lipton’s model of fractal evolution, his material on epigenetics, his innovative concepts of cellular consciousness, conscious parenting, and electromagnetic medicine; Porges & Carter’s Polyvagal Theory; Allen Schore’s Theory of Affect Regulation, and both the theory and language of quantum sciences as described in terms such as the physics of love, the heart-field, HeartMath, and our own, LOVEvolution.
The chart below summarizes the primary contributions from the theories and theorists that we used to create Developmental Systems Theory:
References
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[E1]AU: this section is very densely packed with information. I have suggested subheadings to help the reader divide up & organize others theories & your synthesis of them, but I welcome your input on my suggestions. I agree, this section is densely packed and I like your suggested subheadings. We ended up bolding all the subheads you created in this section. It seemed to help the subheads be more clear and distinctive. Perhaps you had some other way in mind to help them stand out from the text.
[E2]AU: What I failed to consider when creating headings is the need for a transition sentence or three in between A & B-heads. Would you whip something up Done!
[E3]AU: This information belongs in your 1st introduction of Schore. After looking at his first introduction, it seems to go better here.
[E4]AU: Agreed. Problem solved.
[E5]AU: I just have to stop & say this new organization of chapters is working beautifully. Thanks!! J
[E6]AU: affectionate Okay.
[E7]AU: cite publication. Done
[E8]AU: 2003 or 1987 in refs. Or is it another reference altogether 1987 is correct for this citation.
[CW9]AU: delete Leave it in. Even though she wrote the books, she had a team that worked with her on studying and developing these concepts. ok
[E10]AU: this requires additional explanation. Done.
[E11]Perfect. That is just what was needed.
[E12]AU: pls define. Done.
[E13]AU: pls define. Done.
[E14]AU: that definition is kind of circular. Transegoic, ‘superconscious, & transpersonal realms of development are all quite abstract. Could you put it into plainer, concrete terms Hope this works