By Prof. Levine & Dr. Salganik
Hello to our readers,
This time we will expand on the subject of self-identity and then try to understand it and its development throughout the individual's life in the light of the integrative social self theory (ISST) that we are developing.
In general, self-identity describes a person's overall perception of himself, that is, who he is and what makes him unique.
It is a complex system of beliefs, values, experiences, and emotions that shapes his inner image.
The development of self-identity is an ongoing process that is integrated with life experiences and personal challenges.
The environment, family, and social connections play a central role in defining this essence.
Ultimately, self-identity forms the basis for continued personal growth and the realization of meaning in one's life.
The literature on building self-identity throughout life
Self-identity is a dynamic process that develops throughout life, and is influenced by cognitive, emotional, social, and cultural factors.
Below, we will review key theoretical perspectives, including psychosocial and social identity theories, and examine empirical research that traces the developmental trajectories of self-identity from childhood to late adulthood.
We will explore the integration of narrative, relational, and cultural dimensions, and offer a framework for understanding how people construct and even reshape their identities in response to life transitions and social connections.
The process of constructing self-identity is central to understanding human development. Self-identity is not a static entity but an evolving construct that reflects an individual's personal narratives, social affiliations, and cultural contexts.
Scholars such as Erikson (1950) and Mercia (1966) have provided fundamental insights into identity development, emphasizing that self-identity is shaped through various developmental stages and psychosocial crises.
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By Prof. Levine & Dr. Salganik
Hello to our readers,
As a rule, dissociation is a complex mental mechanism that includes biological and psychological brain processes. Many studies are trying to clarify the mechanisms involved in this phenomenon. Below is a detailed explanation of the various mechanisms with reference to brain, biological and psychological processes, plus an up-to-date list of references.
The biological-brain mechanisms of dissociation
Biological factors that could contribute to dissociative disorders might include:
- Genetic Predisposition: A family history of mental health issues might increase vulnerability.
- Neurobiological Factors: Abnormalities in brain areas involved in memory, identity, and emotion regulation, like the hippocampus and amygdala.
- Neurochemical Imbalances: Imbalances in neurotransmitters that affect mood and stress responses.
- Hormonal Influences: Chronic stress can alter cortisol levels, potentially impacting brain function related to dissociation.
These factors can interact with psychological and social influences, creating a complex picture.
Dysfunction of the amygdala and hippocampus: These two regions are directly involved in emotional processing and memory. Dissociation has been linked to changes in amygdala function, particularly reduced or increased responses to extreme stress, as well as to disruptions in hippocampal activity that affect memory formation.
Amygdala: Dissociation has been linked to altered amygdala reactivity, leading to impaired or disconnected emotional processing in response to trauma (Lanius et al., 2010).
Hippocampus: Decreased hippocampal volume has been observed in individuals with a history of repeated trauma associated with dissociative symptoms (Vermetten et al., 2006).
Prefrontal Cortex Changes: The prefrontal cortex is responsible for emotional regulation, attention, and self-control. Studies have shown reduced activity in this region during dissociative states, leading to a reduced ability to regulate emotional experience (Brand et al., 2012).
Hypothalamic-pituitary-adrenal (HPA) axis: Disruption of this system, which manages stress responses, may lead to chronic dissociation following repeated exposure to trauma or chronic stress, due to dysregulation of the hormone cortisol (Schalinski et al., 2015).
Brain Connectivity Patterns: Functional magnetic resonance imaging (fMRI) studies have demonstrated changes in brain network connectivity, particularly in the Default Mode Network (DMN), which is responsible for the sense of self and awareness (Daniels et al., 2015).
In dissociative states, a disruption occurs in the integration of these brain networks.
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By Prof. Levine & Dr. Salganik
Hello to our readers,
Procrastination is generally defined as the voluntary delay of a planned course of action despite the expectation that the situation will be worse because of the delay. In other words, people knowingly postpone or delay necessary tasks to their detriment.
This behavior is extremely common—by some estimates, about 15-20% of adults (and about half of students) are chronic procrastinators who experience frequent and problematic delays in important tasks. Procrastination is not a trivial habit; it is considered a “common and harmful form of self-regulatory failure.”
Chronic procrastination is associated with a variety of negative outcomes, including poorer academic or work performance, higher stress, and reduced psychological well-being. Studies have found that people who regularly procrastinate report greater anxiety, along with depression, and higher feelings of distress and hopelessness compared to those who do not procrastinate. Given the widespread prevalence and harm of procrastination, understanding the mechanisms underlying the phenomenon is of great interest.
AI-assisted illustration of procrastination
Historically, procrastination has been viewed primarily as a psychological phenomenon—essentially a failure of self-regulation or the inability to resist immediate temptations. Indeed, many psychological factors have been identified as contributing to procrastination, such as task avoidance, fear of failure, low self-efficacy, impulsivity, and poor organization.
However, in recent years, researchers have also begun to investigate the biological and neuropsychological basis of procrastination. Findings from genetics and neuroscience suggest that procrastination may have measurable biological components—for example, inherited personality traits and specific brain circuits involved in our tendency to procrastinate.
Below, we provide an overview of the mechanisms of procrastination from both a biological and psychological perspective. We first examine the biological mechanisms of procrastination, including genetic predispositions and neural processes that contribute to procrastination behavior. We then discuss psychological mechanisms, such as cognitive, emotional, and personality factors that drive the habit of procrastination.
Finally, in the discussion, we will integrate these perspectives to show how biological and psychological factors interact to contribute to procrastination, and we will evaluate evidence-based interventions that leverage these insights. Finally, the conclusion summarizes key points and highlights possible strategies for reducing procrastination based on the mechanisms discussed. From here, we will move on to understanding procrastination in light of the model of the “self” that we are developing.
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By Prof. Levine & Dr. Salganik
Greetings to our readers,
Paranoid (delusional) disorder is a serious mental condition characterized by persistent delusions – strong beliefs about things that are not based on reality.
Unlike other psychotic disorders such as schizophrenia, people with paranoid disorder often function normally in many aspects of life, except for the influence of their delusions. According to DSM-5-TR (Diagnostic and Statistical Manual of Mental Disorders, 5th Edition, Revised), paranoid disorder is classified as a distinct psychiatric condition that requires specific diagnostic criteria. Understanding the definition, symptoms and treatment options for paranoid disorder is essential for effective management and improving the quality of life of those affected.
How does the DSM-5-TR define paranoid disorder?
Paranoid disorder, as defined by the DSM-5-TR, is a psychotic disorder characterized by the presence of one or more paranoid thoughts lasting at least one month. These paranoid thoughts, which are permanent false beliefs, stand out because they persist despite clear evidence to the contrary.
Unlike other psychotic disorders, people with paranoid disorder usually do not exhibit other prominent psychotic symptoms such as disorganized thinking, hallucinations, or severe dysfunction.
Their behavior outside of the psychotic context often appears normal, allowing them to maintain daily activities and relationships.
The DSM-5-TR establishes specific criteria to differentiate delusions from related conditions such as schizophrenia, in which the delusions are usually accompanied by more severe cognitive and functional impairments. Understanding this disorder requires a clear distinction between the types of false thoughts experienced and how they affect the individual's perception of reality.
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By Prof. Levine & Dr. Salganik
Hello to our readers,
In our model, the self includes the elements of the human mental apparatus. The model first assumes the existence of the "primary self", which is in fact the basic biological core consisting of several innate structures and subject to increasing development during life, this self includes the instinctive emotional and cognitive parts of the person. The primary self uses the reservoirs and mechanisms of emotion, memory and cognitive abilities and it contains primary nuclei for the future development of other mental structures.
Let's first refer to the primary self (Biological Predestined Core): the primary self consists of innate biological structures and instincts that form the innate basis of the parts of the personality and it also included the cognitive processes and the emotional processes.
This primary self has its own dynamics during a person's life and is subject to changes with age, following diseases, traumas, drug consumption, addiction, etc.
Both the instincts and the basic needs in each and every person change according to different periods of development and aging – (hence their effect on behavior) and may change through drugs, trauma, diseases and more. Within the primary self there is the potential for instrumental abilities that are innate, but they can also be promoted, or on the contrary, suppressed through the influence of the reference groups.
The primary self also has cognitive abilities that are partly innate and partly dependent on interactions with the environment during the first years of life. In addition, it includes the temperament and emotional intelligence that are partly innate and partly dependent on interactions with the environment in the first years of life.
And finally, it includes an energy charge that is mostly innate but can be suppressed through the influence of the reference groups, as well as through various situational factors.
The primary self also includes the seven personal sensitivity channels: Individual Sensitivity Channels (ISC) which reflect our individual reactivity in response to stressors (both external and internal). So far we have identified seven sensitivity channels:
1. Sensitivity regarding a person's status and location (status channel)
2. Sensitivity to changes in norms (norms channel)
3. Sensitivity in relation to emotional attachment to others (attachment channel)
4. Sensitivity to threat of any kind – physical, economical, etc., (threat channel)
5. Sensitivity to routine changes (routine channel)
6. Sensitivity to a drop in energy level and the ability to act derived from it (energy channel)
7. Sensitivity to proprioceptive stimuli coming from the body (proprioceptive channel)
From the primary self, a number of superstructures continue to develop from innate nuclei that constitute a basis for the development of the infant and later the person throughout his life with the characters around him: three structures that together make up the secondary self or the social self, these include:
A] The group of the collection of internalized characters that we will metaphorically call the Board of Internalized Characters,
B] The group of internalized enemies
C] The group of the internalized self-representations.
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By Prof. Levine & Dr. Salganik
Hello to our readers,
Dissociative Identity Disorder, which was previously known as "Multiple Personality Disorder", is one of the most controversial topics in psychiatry and psychology. In recent years, there has been an increase in awareness of complex dissociation situations, along with an in-depth discussion of the validity of the disorder, its prevalence and how to treat it.
In this article we will examine dissociative identity disorder through a theoretical model for the "Self" which consists of three main components: (1) the "primary self" (2) the "directorate of internalized characters", and (3) the "internalized enemies’ group ".
We will also discuss therapeutic options derived from the model, referring to the individual sensitivity channels, to the influence of positive (mostly within the “directorate of characters”) and negative internalized figures (enemies) on the mental structure, and to the role of the inner leader in the board of internalized figures in the rehabilitation process.
AI-assisted illustration of the dissociative identity disorder
Dissociative identity disorder is defined as a mental condition in which two or more identities exist in the same person, where each identity is characterized by a different self-concept, behavior style, and even different memories (American Psychiatric Association [APA], 2013). In many cases, there are significant gaps in the autobiographical memory, feelings of disconnection (derealization/depersonalization) and loss of time (Putnam, 1989).
Various studies indicate that dissociative identity disorder often develops as a response to complex or persistent trauma in childhood, such as physical, emotional or sexual abuse.
There are researchers and clinicians who question the reported prevalence rate of dissociative identity disorder and claim that many cases may be mistakenly labeled as a result of incorrect use of hypnotic techniques or overidentification. On the other hand, there is clinical and empirical evidence that quite a few patients with dissociative identity disorder are not properly diagnosed.
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By Prof. Levine & Dr. Salganik
Greetings to our readers,
Our model of mental life first assumes the existence of the "primary self", which is in fact the basic biological nucleus consisting of a number of innate structures and subject to increasing development during life, this self includes the instinctive emotional and cognitive parts of the person.
The primary self uses the reservoirs and mechanisms of emotion, memory and cognitive abilities and it contains primary nuclei for the future development of other mental structures.
Let's first refer to the primary self (biological predestined core): the primary self consists of innate biological structures and instincts that form the innate basis of the parts of the personality and it also included the cognitive processes and the emotional processes.
This primary self has its own dynamics during a person's life and is subject to changes with age, following illnesses, traumas, drug consumption, addiction, etc.
Both the instincts and the basic needs in each and every person change according to different periods of development and aging – (hence their effect on behavior) and may change through drugs, trauma, diseases and more.
Within the primary self is the potential for instrumental abilities that are innate, but they can also be promoted, or on the contrary, suppressed through the influence of the reference groups.
The primary self also has cognitive abilities that are partly innate and partly dependent on interactions with the environment during the first years of life.
In addition, it includes the temperament and emotional intelligence that are partly innate and partly dependent on interactions with the environment in the first years of life.
And finally, it includes an energy charge that is mostly innate but can be suppressed through the influence of the reference groups, as well as through various situational factors.
he primary self also includes the seven personal sensitivity channels: Individual Sensitivity Channels (ISC) which reflect our individual reactivity in response to stressors (both external and internal). So far we have identified seven channels of sensitivity:
1. Sensitivity regarding a person's status and position (the status channel).
2. Sensitivity to changes in norms (the norms channel).
3. Sensitivity in relation to emotional attachment to others (the attachment channel).
4. Sensitivity to threat (the threat channel).
5. Sensitivity to routine changes (the routine channel).
6. Sensitivity to a drop in the energy level and the ability to act derived from it (the energy channel).
7. Sensitivity to a variety of sensory proprioceptive aspects arising from the body (the proprioceptive channel).
The less sensitive the person is in these channels, the healthier he is mentally. Great sensitivity in one or more channels may demonstrate mental pathology.
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By Prof. Levine & Dr. Salganik
Greetings to our readers,
The philosophical idea of substitution in the complex fabric of human thought, the concept of "substitute" emerges as both a practical and metaphysical entity. At its core, a substitute is what stands in the place of the other, a character entity or idea that fulfills, replaces or imitates the function of the original. However, to reduce the substitute to a mere placeholder is to ignore its profound implications in ontology, ethics, aesthetics, and epistemology.
Below we will explore the dimensions of the substitute, trace his philosophical genealogy and examine his resonance in contemporary thought.
The ontology of exchange
The substitute works in a dual mode: as a reflection and a deflection. In its reflective capacity, it reflects the essence of the source, striving to imitate its role or presence. However, in its deviation it symbolizes absence – a reminder of what is lost, incomplete or unattainable.
Heidegger's concept of "being" and "being-there" offers fertile ground for examining this duality. Substitution may be perceived as an attempt to restore or approximate an ontological presence, but at the same time it emphasizes the impossibility of complete replication.
For example, a portrait of a loved one. The portrait replaces his physical presence, evoking his essence but it also conspicuously marks his absence.
This duality invites reflection on the nature of reality and representation – an ancient discourse such as Plato's "allegory of the cave", in which the shadows serve as a substitute for the real, and confuse the boundaries between appearance and truth.
The ethics of substitute
Ethical considerations of substitute often revolve around the authenticity of the substitute and its consequences. Substituting one action, decision or entity for another is intrinsically value-laden, and carries implications about trust, responsibility and justice.
Emmanuel Levinas, in his reflections on alternatives and responsibility, touches on substitute through the ethical requirement to prioritize the other. Here, the substitute of the self with the other is not just a substitute but a deep ethical call – to stand by the other in his suffering or vulnerability.
However, ethical dilemmas arise when the exchange violates trust or diminishes the intrinsic value of the source. Replacing real relationships with business relationships, or replacing human work with automated processes, for example, raises questions about respect, autonomy and alienation.
These considerations invite us to examine the moral weight of alternative actions, and to demand a balance between necessity and irreplaceable respect.
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By Prof. Levine & Dr. Salganik
Greetings to our readers,
The human ability to perceive is not a passive reception of stimuli nor is it purely "mental theater". This concept stems from complex interrelationships between the senses and the internal models of the brain. In order to survive and thrive, we must accurately analyze what arises externally from what is created in our soul internally. This distinction underlies everything from threat detection to social interaction.
However, delusions, hallucinations, and confusion can occur when the neural processes that maintain this boundary go awry.
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By Prof. Levine & Dr. Salganik
Greetings to our readers,
Transitional objects, a term first coined by the British pediatrician and psychoanalyst Donald Winnicott, refer to physical objects used by children to ease the transition between dependence and independence, usually during the developmental stages of early childhood.
The following is a comprehensive overview of the definition, use, and theoretical implications of transitional objects as obtained by various researchers.
In addition, we will hypothesize about the neurobiological foundations of the phenomenon, and examine the areas of the brain involved in attachment and use of transitional objects. Through the synthesis of psychoanalytic theory, developmental psychology and neuroscience, we will try to contribute to a holistic understanding of transitional objects.
Donald Winnicott [197-1896]
Transitional objects play a significant role in child development, especially in facilitating the transition from initial dependence on primary caregivers to increased autonomy. The term "transitional object" was introduced by Donald Winnicott in 1953 and refers to an item, often a blanket or stuffed animal doll, that a child uses for reassurance and comfort when separated from their primary caregiver.
These objects serve as mediators between the child's inner world and external reality, and provide emotional regulation during key developmental transitions.
While Winnicott's conceptualization laid the foundations, later researchers built on and expanded the concept, exploring its psychological, developmental, and neurobiological dimensions.
Definition and use of transitional objects:
According to Winnicott, transitional objects are "first not me" objects that serve as a bridge between the infant's self and the world outside the mother.
They are used to help the child manage separation anxiety from their caregivers while providing comfort. Winnicott postulated that these objects embody a developmental transitional stage where the child's inner world of fantasy and outer reality begin to merge, allowing the child to explore the world independently.
Various scholars have expanded on Winnicott's work, offering different interpretations of the role and meaning of transitional objects. Bowlby's attachment theory, for example, sees transitional objects as representations of a secure base, providing emotional stability in times of distress.
Other developmental psychologists have emphasized the role of these objects in promoting emotional regulation and fostering a sense of security and continuity in the absence of a caregiver.
A teddy bear as a transitional object
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Prof. Joseph Levine, M.D. is an emeritus associate professor in the Division of Psychiatry, Faculty of Health Sciences, Ben Gurion University in Israel. Prof. Levine is a certified psychiatrist with clinical experience in controlled trials of adult psychiatric disorders and in psychotherapy. He was awarded a NRSAD independent investigator grant for the study of Creatine Monohydrate in psychiatric disorders -- mainly Schizophrenia. He resides and treats patients in Tel Aviv and all of central Israel.
