In this episode, Dr. J.D. Haltigan talks about his journey to becoming a developmental psychologist, how he got into the field, and why he decided to work at a deli instead of in academia. He also shares his thoughts on the current state of mental illness in the psychological community, and his hopes for the future of the field and the work he's doing to address the growing problem of mental health in the 21st century. This episode is sponsored by DailyWired Plus, a new service from Dr. Jordan B. Peterson's new podcast, Daily Wire Plus, which is a new series that could be a lifeline for those battling depression and anxiety. With decades of experience helping patients with these conditions, Dr Peterson offers a unique understanding of why you might be feeling this way, and offers a roadmap towards healing. He provides a roadmap toward healing, showing that while the journey isn t easy, it s absolutely possible to find your way forward. If you're suffering, please know you are not alone. There's hope, and there's a path to feeling better. Go to DailyWire Plus now and start watching Dr. Peterson on Depression and Anxiety: The Path to Feeling Better. Let this be the first step towards the brighter, brighter future you deserve. . Dr. Jordan Peterson, PhD, DDS, M.D., M.A., CDS, CDS and DDS is a professor at the Centre for Addiction and Mental Health at the University of Toronto, Toronto, Canada. He is a postdoc in the Department of Psychiatry and Psychiatry at the Center for Addiction & Mental Health in Toronto. He has a background in developmental psychology, and is a former postdoc at the Johns Hopkins University, and a postdoctoral fellow at the National Center for Addictions and Addiction, and an assistant professor in Toronto, as well as a research associate at Harvard University. He's also a professor of psychology at the Harvard Graduate School of Psychiatry. Dr. and a fellow researcher at the Canadian Centre for Mental Health, and he writes a blog, and has a blog and teaches at the American Psychological Association. , and he's an online about mental health and addiction and addiction, which he's a public speaker, and training, and so much more. He's a lot of other stuff. I hope you enjoy the episode, and I really hope you do too! Thanks for listening and for supporting this podcast. -Tammy Peterson
00:00:00.960Hey everyone, real quick before you skip, I want to talk to you about something serious and important.
00:00:06.480Dr. Jordan Peterson has created a new series that could be a lifeline for those battling depression and anxiety.
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00:00:20.100With decades of experience helping patients, Dr. Peterson offers a unique understanding of why you might be feeling this way in his new series.
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00:00:35.360If you're suffering, please know you are not alone. There's hope, and there's a path to feeling better.
00:00:41.780Go to Daily Wire Plus now and start watching Dr. Jordan B. Peterson on depression and anxiety.
00:00:47.460Let this be the first step towards the brighter future you deserve.
00:00:57.420Hello, everybody. I'm speaking today with Dr. J.D. Haltigan.
00:01:13.440Dr. Haltigan is a developmental psychologist with a real interest in psychopathology, the study of mental illness,
00:01:21.680and the manner in which it develops in relationship to such things as early childhood experience.
00:01:27.300And so he's also quite a pronounced and courageous voice on social media, which is really where I first came across him.
00:01:36.920There are a lot of crazy things going on in the psychological community at the moment.
00:01:42.840And so Haltigan is one of the few voices in the psychological community that are properly expressing dismay at the state of the culture and of the profession.
00:01:55.900And so I've been following him, watching what he's doing and appreciating it and learning more about his story.
00:02:04.720You know, he's a pretty good researcher, certainly good enough so that he should have, at minimum, a decent academic job and maybe good enough so that he should have an excellent one.
00:02:16.640But instead, he's working at a deli because he decided he'd rather have his conscience than his position.
00:03:08.580So my academic trajectory was, my graduate academic trajectory started really after I did some residential treatment work in upstate New York here in the States.
00:03:18.920And then I did my PhD in developmental psych at the University of Miami in Florida.
00:03:24.260And I was really interested in that time and attachment theory.
00:03:27.540And the advisor I worked with there was doing some early, early stage autism work.
00:03:32.740So I kind of looked at attachment in the context of early risk for autism.
00:03:37.000And then subsequent to Miami, I did a couple of postdocs, one of which at the University of Illinois was with an advisor who was fairly prominent in the attachment literature.
00:03:47.060And I trained on things like, you know, measures that are kind of conventional for the attachment developmental tradition, like the adult attachment interview and the strain situation.
00:03:58.160I can discuss those later, but I did that.
00:04:01.060And then I kind of kept doing postdocs and trying to find a tenure track position in academia and psychology.
00:04:10.020Ended up going to the University of Ottawa to do another postdoc.
00:04:14.540And that's when kind of things sort of transitioned.
00:04:17.960I was there for two years to talk, taught some courses.
00:04:21.060And at the end of the day, was recruited down to the Center for Addiction and Mental Health in Toronto, which I'm sure you're familiar with.
00:04:27.300And that's where I got my appointment at U of T in psychiatry and was there from about 2016 to 2023.
00:04:36.580And that was kind of right around the time, 2016, 2023, when things were getting a little woke in the academy.
00:04:42.680And, you know, I was getting increasingly uncomfortable with some of the research and how it was being conducted.
00:04:47.980And what we were able to say about mental health and early development and came back to Pittsburgh, which is where I'm here today.
00:04:57.180And really trying to stay involved in academia in any way that I can and get through this period of what I consider to be woke insanity, for lack of a better term.
00:05:08.180And working some odd, you know, odd end jobs, blue collar jobs at a local deli to kind of make it while continuing to write about some of this stuff.
00:05:16.860And to use my platform to speak about some of these issues like the gender stuff and other things that I've researched in my career.
00:05:45.260So developmental psychology is more or less a study of development across the lifespan from the cradle to the grave, which was one of the earlier terms that John Bowlby, the sort of originator of attachment theory, came up with.
00:05:58.840So across birth to death, and we look at how individuals develop, how they develop their cognitive skills, how they develop their emotional capacities, in particular, you know, the earliest stages of life and infancy, how the relationship with parents impacts that, the development of language, the development of, you know, theory of mind, for example, and other things.
00:06:21.540And some of the earlier stuff that happens in adolescence, the crisis of identity is another big one.
00:06:30.200And then in aging, which is not really my focus, I was always early infancy to middle childhood.
00:06:37.340But in aging, you study the similar things, the decline of mental faculties, emotional capacities in old age and so forth.
00:06:46.300I guess some of the big names that listeners might be aware of in terms of developmental psych would be Piaget, maybe Bowlby a little bit less so.
00:06:55.540But if they're interested in developmental psych, Bowlby would be a name that would come up.
00:07:00.060Certainly, some of the old school theorists played a role in developmental psych as well.
00:07:06.080I mean, the tradition of Freud and so forth definitely played a role in some of that.
00:07:12.200But I would say Piaget, Vygotsky is another one, the Russian psychologist who studied language acquisition and how that impacted emotional development and cognitive mastery of the environment and the child's ability to learn.
00:07:26.880And so those would be some of the people that I would associate or would think that some people might recognize as developmental psychologists.
00:07:35.240Yeah, so Freud, I mean, Freud at least attempted a taxonomy and a classification of developmental stages.
00:07:44.820And, you know, I think he actually made some pretty good contributions to our understanding of parental relationships insofar as they impact psychopathology.
00:07:55.660I mean, my sense, especially in modern times, I'd like your take on this, is that Freud's specification of the Oedipal complex was a major step forward in identification of, well, much of the pathology that characterizes the modern world.
00:08:12.080I mean, it's a variant of really what Freud was pointing to in a rather oblique way because he tended to sexualize everything.
00:08:21.560Freud was very convinced that the fundamental motivating factor in human beings could be construed in a relatively unitary manner and that sex occupied that place, although he also was concerned with the impulse towards death.
00:08:37.180But Freud certainly pointed out that the instinct that mothers have to love and care for their infants was also something that if it went wrong could pose a remarkably pervasive danger to those same infants.
00:08:56.260And the psychoanalysts, for example, the psychoanalysts, for example, posited that the good mother necessarily fails.
00:09:04.760And so, and that stemmed from the Freudian tradition, the idea that the mother was in this uncomfortable position of having to make a transition from the indefinite amount of care that has to be poured into a newborn who's completely helpless,
00:09:18.400to the facilitated to the facilitated of the relative autonomy that a toddler requires and then obviously older children and adolescents.
00:09:26.820And Freud pointed out, highlighted, let's say, the fact that a mother who extended her concern for the infant past its due date could then pose a major threat to the developing psyche.
00:09:43.440And I think he got that right and then, of course, Jung and his followers followed that up, especially Eric Neumann with their descriptions of the symbolism and mythology associated with the devouring mother.
00:09:54.560And I can't help but see in the pathologization of the current administrative environment, let's say, particularly in universities and also in the K-12 system,
00:10:06.400all the hallmarks of a maternal instinct gone absolutely stark raving mad so that everything becomes an infant.
00:10:14.840And if it isn't an infant, then it's likely a predator.
00:10:17.200And that's a bad situation to be in if you're either the infant or the predator and you actually happen to be neither.
00:10:28.900Like part of the reason I wanted to talk to you, I think, is because I've been following you on Twitter for a long time and you're one of the very few psychologists.
00:10:39.100Yeah, they could probably be listed on one hand who's willing to make a case for the developmental psychopathology that's associated with the current culture war.
00:10:51.800And so I'm kind of wondering how you construe that and then we'll get back to some of these more fundamental developmental theorists.
00:10:59.040Yeah, I'm glad you brought up Freud and how he kind of, you know, some of his contributions, because I see Freud's work as mostly a cultural psychologist.
00:11:06.500I think Freud, like you said, he sexualized everything.
00:11:10.620People have dismissed him out of hand because of that and kind of in some ways, rightfully so if you're a psychological scientist.
00:11:16.500But from a cultural perspective, when you're looking at what's happening now in our culture, he was really indeed onto something.
00:11:23.200And you mentioned the good enough mother.
00:11:25.240And that's kind of where I departed and where attachment theory departs a little bit from Freud.
00:11:29.840The object relations school, like Winnicott, Donald Woods, Winnicott, who was the famous British psychoanalyst, and then Bowlby following from him, they kind of broke away from Freud.
00:11:41.240In fact, Bowlby was excluded from the British Psychoanalytic Society because he focused on the environment, what was actually happening in the world and to the infant rather than in some fantasy world.
00:11:53.220And really, Winnicott's notion of the good enough mother was that she would fail or the good enough caregiver would fail.
00:11:59.760In other words, they wouldn't suffocate the infant or try to be too perfect.
00:12:04.900And so that's kind of a critical concept that is really happening.
00:12:08.560And as I see it in the world today, this sort of overprotectiveness or suffocation of children's ability because children have to grow up and develop and master, cognitively master the environment.
00:12:22.420And so if you constantly shield them from any challenges or impingements, as Winnicott might say, on the environment, you're necessarily going to restrict their ability to adapt to that.
00:12:32.080Well, we should point out too, what that failure of adaptation means is that, so a child who's intimidated by a novel situation will turn, a young child will turn to their caregiver, their mother or father or substitute to regulate their anxiety when a challenges confronts them that their emotions indicate might be too large to master.
00:13:00.260And so what the good enough parent does is replace that need for dependency on an external source with competence and skill on behalf of the child.
00:13:12.660Now, the problem with that, and I think Freud and certainly the Jungians as well got this right, is that for a mother whose status and sense of moral superiority depends on that relationship with her child,
00:13:30.260maybe her emotional dependency is there too, maybe her emotional dependency is there too, the fact of that child's dawning competence actually poses a threat to her psychological integrity.
00:13:40.600And that, and that I think becomes particularly relevant when we're discussing, let's say, mothers with cluster B psychopathology who are very, very immature and narcissistic themselves, like toddlers, let's say, and who are unable in consequence to attend to the child without putting their own emotional, personal emotional needs first and foremost.
00:14:09.240Need for status, need for status, need for love, need for security, need for belonging, all those sorts of things.
00:14:15.160That shouldn't be there twisting and dementing the child's pathway forward.
00:14:22.780And so that also gives, I guess, gives us a route into discussing developmental psychopathology in the relationship.
00:14:29.260I've read, for example, that up to 50% of mothers whose children progress with trans surgery, for example, have some variant of the cluster B personality disorders.
00:14:43.720Yes, and I think cluster B personality disorders in the attachment literature would track what we call preoccupation with the attachment relationship.
00:14:55.300In other words, there's sort of some inability of, in this case, you know, typically the mother to extract herself from whatever she was dealing with in her own early childhood or around those sorts of relationships with her own parental figures.
00:15:12.100And this preoccupation is a constant focus or hyper-focus, a hyper-affective focus on aspects of the relationship.
00:15:22.120And so what happens is, is that they regulate, the parent regulates their own sense of satisfaction or affirmation through their child.
00:15:30.020And so it's kind of exactly what you're suggesting is that the child is basically placed in the position, a reverse position of providing the sort of emotional satisfaction for the parent that the parent would otherwise sort of seek to establish in the child a sense of competence, a sense of direction in the world.
00:15:49.140And so it's kind of an inverted, what we call role-reverse relationship.
00:15:54.180And that's very toxic for a child who has to, in other words, to adapt to the environment, develop his own sense of mastery and competence.
00:16:04.080But when it's inverted like that, the caregiver, in most cases the mother, will place that burden on the child.
00:16:11.580And so that's kind of where you see that inversion.
00:16:14.180And of course that leads to all sorts of psychopathology in the child, certainly influences it in terms of a weak identity structure, inability to regulate their own emotions,
00:16:23.520and the child's constant focus on pleasing the caregiver or the mother at the risk of if they don't, they're going to lose that source of caregiving that protects them and is their source of parental love and authority.
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00:17:51.480So cluster B mothers tend to be present.
00:17:54.280And so we should outline for our viewers and listeners what cluster B consists of.
00:17:59.520So that's a grouping of statistically and symptomatically related pathologies of personality that include histrionic.
00:18:11.380And so that's kind of the modern variant of the Freudian hysteric, who's very dramatic and over-emotional.
00:18:18.160Narcissistic, and so narcissistic, people with narcissistic personality disorder are always attempting to garner unearned social status and attention.
00:18:30.500Psychopathic, which is callous and unfeeling, very, very self-centered, very present-focused, and antisocial.
00:18:44.680And that's more associated with criminality per se.
00:18:49.640That particular variant is more common among men, especially in its more violent forms.
00:18:56.020As I said, those sorts of fathers tend to be absent.
00:18:59.300So now part of the problem if you're a child and you have a mother with cluster B psychopathology is that not only are you called upon to attend to her unmet emotional needs constantly,
00:19:12.820but there is actually no way of meeting those needs, treating cluster B people is notoriously difficult and stressful for even a very practiced therapist who's only around some of the time.
00:19:28.520For a child, it's filling a pit that is so deep that a lifetime of work would not be sufficient to fill it to the brim.
00:19:41.420So why don't you tell us a little bit about how, let's tie that into attachment theory and how that develops.
00:19:49.120We can focus a bit on the multigenerational transmission of familial emotional pathology.
00:19:55.520Well, yeah, I think it's important to consider that multigenerational transmission from both the sort of biological and the social perspectives.
00:20:02.800And that means that there will be some inherent dispositions on the part of caregivers to be, you know,
00:20:09.560we all have our own baseline levels of emotional regulation,
00:20:13.340but the actual social relationship of early childhood is critical to sort of fine tune or to calibrate the ability to emotionally regulate.
00:20:24.560So we have, we all have a baseline of the ability to regulate our emotions and so forth,
00:20:29.060but it's really that early caregiving relationship that kind of fine tunes or calibrates it.
00:20:33.920And if that fails, what you end up having is a complete failure and inability to regulate emotions.
00:20:40.080And that's kind of what we see in some of the cluster B histrionic preoccupied discourse or personality disorders.
00:20:49.840And so when that continues generationally, it basically perpetuates itself and propagates itself from parent to child and child to the next generation.
00:21:00.420So I think it's important for listeners to understand that if there's a failure to regulate or to sort of scaffold the infant and child in developing their own regulations,
00:21:12.660that's going to persist until there is some corrective course or it won't.
00:21:19.160And I think that's kind of what we're seeing now is that a lot of these failures have sort of aggregated in the culture.
00:21:25.340And you're seeing that play out as sort of a more of a macro social level.
00:21:30.340So let's, I'm going to walk you through a very brief description of a,
00:21:37.120what let's call it a summary of proper infant development.
00:21:40.000And then I'll like you to comment on that and flesh it out or offer criticisms, if you will.
00:21:44.560So you could imagine this neurologically and practically.
00:21:49.560So an infant comes into the world with a few primary emotions, which develop across time,
00:21:58.300a few primary motivations and a few wired up motor skills, skills for action and perception.
00:22:06.740So a child, a very early, very young child, an infant can focus his eyes or her eyes on the face of the mother at about the distance from breast to mother's face.
00:22:19.940The sucking reflex, it's not precisely reflex because it's more sophisticated than that.
00:22:26.040The child's mouth and tongue are quite developed when the child's born.
00:22:30.120So you can imagine an animal like a deer or a moose, something like that.
00:22:36.040Very soon after they're born, they can stand up and walk or even run.
00:22:41.620But we do come equipped into the world with some hard wiring and our lips and our tongues work pretty well.
00:22:49.560And so we can latch onto a nipple, say.
00:22:51.620And it's partly also why very young children put things in their mouth because the motor and sensory apparatus of the tongue and lips are there.
00:23:01.200The child sort of develops from that outward, it develops from the center outward.
00:23:06.380The basic emotional structure is positive and negative emotion, but it works on a very, very short-term basis.
00:23:13.740And it's very focused on the immediate needs of the child.
00:23:16.720And those emotions are very intense and all-consuming.
00:23:22.240And the negative emotions can include pain, it's there at the beginning.
00:23:42.240What the parent and the social environment is trying to do with that panoply of motivations and emotions is to further the skill development,
00:23:59.600but also help the child learn to integrate its emotions in a playful manner with the family and then a broader social community
00:24:09.460and to facilitate that movement from egocentricity to thoroughly engaged social play.
00:24:18.180And rough and tumble play helps with that.
00:24:20.100And so does the more subtle forms of play that a mother might engage in.
00:24:23.360And hopefully that gets to the point where, by the age of about three, a child that would otherwise be egocentric and hyper-emotional
00:24:31.500is now able to take the stance of another person and start to develop the ability to play and to engage in turn-taking reciprocal friendships.
00:24:45.440And then those friendships scaffold further development from the age of four onward.
00:24:51.580And the best evidence that I had come across, and I haven't reviewed this literature for a long time,
00:24:57.980was that there was something like a critical stage of development for play between the ages of two and four,
00:25:04.460such that if a more aggressive and emotional child wasn't socialized into proper play behavior by the age of four,
00:25:12.340it was very difficult for them to establish friendships and they tended to fall further and further behind
00:25:18.020and to be isolated and alienated and sometimes criminal for the rest of their lives.
00:25:25.360So anyways, that's my memory of the developmental literature in a nutshell.
00:25:30.400And so elaborate on that, criticize that, tell me what you think about that as a model.
00:25:35.820I think as a model, that's kind of a broad generalized overview that's pretty on point.
00:25:40.340I would say our sort of understanding of critical points of time is still fluid.
00:25:46.060We're still looking at that in the literature.
00:25:47.780But I'm glad you brought up sort of the basic instincts and drives because I was just discussing this the other day on another show
00:25:55.460that the best sort of analogy or best sort of understanding to give your listeners would be
00:26:00.960there's a paradigm in infant research called the face-to-face, still-face paradigm.
00:26:05.200And basically what that is, is it illustrates everything you just said with remarkable clarity.
00:26:36.520You have three minutes of free play where the mother usually engages facially and communicatively with the infant.
00:26:42.620Then you have a two-minute period where the mother sits back, kind of like I'm doing now, and maintains a completely still face.
00:26:51.520And then you have a follow-up three-minute period where they resume interaction.
00:26:56.280And one of the best replicated effects in all of infant literature is during that still face,
00:27:01.680when the parent cuts off that social communication, those facial gestures,
00:27:06.140the infant's negative affect just rockets up.
00:27:09.700And I've seen this in the lab myself, crying, squirming in the car seat, and so forth.
00:27:15.200And then typically we call that the still face effect.
00:27:18.740And then in the reunion, once there's a rapprochement and the mother engages typically,
00:27:23.840or the caregiver engages back with this emotional communication, gestures, like you said, sort of social play,
00:27:30.600the infant is still highly negative in affect, but there's sort of a deadening of that sort of towards a more positive, affective tone,
00:27:39.080typically by the end of that three minutes, there's some sort of reintegration.
00:27:43.120And that little encapsulated eight-minute sequence right there illustrates in sort of a tight way what's happening all across infancy and childhood.
00:27:53.060And so what we can see from that procedure is that if there's inability of sort of the reunion effect,
00:27:59.860if there's still consistent negativity,
00:28:01.780you kind of get a window into how that socialization process is maybe going.
00:28:07.560And so during the reunion, what we typically see is that the caregiver will work to reengage,
00:28:13.860you know, to lessen the negative affect in the infant.
00:28:16.940And so that's kind of the basic sort of analogy to use even in later development.
00:28:24.260What the idea is, the parent is scaffolding, in many ways, that regulation of emotion.
00:28:30.820And as the child ages, that includes things like letting the child explore the environment.
00:28:36.060What if the child is out and playing, you know, on the street, has a fall, they're injured.
00:28:41.460How does that process of seeking comfort work out?
00:28:45.060And how does the parent regulate sort of the need for autonomy
00:28:48.120from a need for closeness and some sort of protection as the child grows?