our greatest challenge. Yet it can
happen you have seen it we have seen
it. But all too infrequently. Yet there is
hope. (p. 61)
Chapter 5—Memory, talks about how we
remember, especially preverbal experiences:
For example, as an adult, when
traumatized, there is a specific increase
in sympathetic nervous system reactivity
when exposed to cues associated with
the traumatic event. With young
children, following traumatic stress,
there appears to be a general increase in
autonomic nervous system activity in
addition to the cue specific reactivity.
(p. 73)
Chapter 6—Hope, captures the essence of the
author’s perspective:
Hope is the internal representation of a
better world essentially, a belief that
things can be better. It is, in essence, a
memory. We have a memory of spring,
and we use this memory to warm us
during the cold to give us the strength
to keep going, because it isn’t always
going to be like this things will get
better. The internal representation of a
better world—the spring—is memory
within our brain, based upon an earlier
experience with spring. (p. 77)
You, my colleagues, are, in your caring
interactions with these children, spring.
And in the depth of the bitter cold of this
child’s winter, you create hope you
build an internal representation of a
better world—a world where people are
decent and kind and good. And this
child’s hope will whisper to him in the
long, dark night of winter—these hard
times will pass. (p. 79)
Thus, Dr. Perry, the optimist who deals daily
with the hell of suffering, battered children,
pleads for others to catch his vision of the
possible—that we, yes we, can offer life and
hope to children in pain, leading them out of the
abyss of their misery, into a better place.
International Journal of Cultic Studies ■ Vol. 6, 2015 101
happen you have seen it we have seen
it. But all too infrequently. Yet there is
hope. (p. 61)
Chapter 5—Memory, talks about how we
remember, especially preverbal experiences:
For example, as an adult, when
traumatized, there is a specific increase
in sympathetic nervous system reactivity
when exposed to cues associated with
the traumatic event. With young
children, following traumatic stress,
there appears to be a general increase in
autonomic nervous system activity in
addition to the cue specific reactivity.
(p. 73)
Chapter 6—Hope, captures the essence of the
author’s perspective:
Hope is the internal representation of a
better world essentially, a belief that
things can be better. It is, in essence, a
memory. We have a memory of spring,
and we use this memory to warm us
during the cold to give us the strength
to keep going, because it isn’t always
going to be like this things will get
better. The internal representation of a
better world—the spring—is memory
within our brain, based upon an earlier
experience with spring. (p. 77)
You, my colleagues, are, in your caring
interactions with these children, spring.
And in the depth of the bitter cold of this
child’s winter, you create hope you
build an internal representation of a
better world—a world where people are
decent and kind and good. And this
child’s hope will whisper to him in the
long, dark night of winter—these hard
times will pass. (p. 79)
Thus, Dr. Perry, the optimist who deals daily
with the hell of suffering, battered children,
pleads for others to catch his vision of the
possible—that we, yes we, can offer life and
hope to children in pain, leading them out of the
abyss of their misery, into a better place.
International Journal of Cultic Studies ■ Vol. 6, 2015 101
