Cultic Studies Review, Vol. 9, No. 1, 2010, Page 70
current and past life experiences, strengths and weakness, physical comfort and discomfort,
despair and joy, love and hate. Its philosophy was to be always open to new possibilities
and embrace polarities.
Control-Mastery Theory
Years later, in my private practice, I came upon an integrated cognitive, psychodynamic,
relational theory that I instinctively felt was useful and applicable to cult survivors. The
name ―Control-Mastery‖ comes from two concepts that have been extensively empirically
validated: ―control‖ refers to the observation that people exercise considerable control over
their conscious and unconscious mental life (e.g., thoughts, feelings, defenses, wishes), and
this control is regulated by unconscious appraisals of safety and danger. ―Mastery‖ refers to
the observation that people are highly motivated to master psychological conflicts and
trauma (Silberschatz, 2005).
An important component of Control-Mastery theory, the ―corrective emotional experience,‖
is a concept first articulated by Franz Alexander, graduate of the Berlin Psychoanalytic
Institute, with Thomas French and other collaborators of the Chicago Institute of
Psychoanalysis. Their proposal was that only a corrective experience, supplied by the
transference relationship with the therapist, by new experiences in life, or by both, can lead
to real change. ―The patient, in order to be helped, must undergo a corrective emotional
experience suitable to repair the traumatic influence of previous experiences‖ (Alexander
and French et al.,1946, p.66).
For me, work at the acting studio provided corrective emotional experience in a safe,
transitional community, one far healthier than the repressive environment of Eckankar. My
involvement in the creative process of character study, sensory work, on-stage experience,
and relations with fellow actors and others within the film industry was transformative.
Disconfirming pathogenic beliefs was supported by the above-mentioned tasks, as well as
healthy identification with those who were dedicated to improving their craft and those who
had already gained considerable success in the field. I acquired insight from vicarious and
interpersonal learning that included observing others, giving as well as receiving feedback,
participating in the training activities, and receiving coaching from our teacher. I tested for
safety or danger in taking risks and self-revealing, observing whether this behavior was met
with either negative criticism and personal devaluing, or support in becoming a better
actress and a more mature and aware adult.
Those of us who have been subjected to thought reform in high-demand groups or cults
may experience trauma broadly defined by Control-Mastery theory as any situation that a)
overwhelms a person with anxiety or fear, or b) leads a person to believe an important
developmental goal must be relinquished in order to avoid the danger of hurting or being
hurt by significant others (Silberschatz, G. 2005). Trauma may be of two types: sudden
(shock), or recurrent and persistent (strain). An example of a sudden traumatic event is the
unexpected death of a loved one. Recurrent and persistent trauma could be subjection to
abusive authoritarian rule in families, groups, or countries.
Further, Control-Mastery posits that people get involved in relationships that might be
destructive because of compliance with pathogenic beliefs acquired from sudden or
recurrent and persistent trauma (Silberschatz, 2005, p. 6).
Our understanding of trauma and its consequences is significantly expanded with Judith
Herman‘s compassionate, significant contribution to the field. She developed the diagnostic
category of complex post traumatic stress disorder that we survivors of high-demand
groups or relationships may experience. Herman asserts that trauma is ―an affliction of the
powerless‖ (Herman, 1992, p. 33), and that it overwhelms ordinary human adaptations to
life. According to Control-Mastery theory, people develop inaccurate, self-limiting, and self-
current and past life experiences, strengths and weakness, physical comfort and discomfort,
despair and joy, love and hate. Its philosophy was to be always open to new possibilities
and embrace polarities.
Control-Mastery Theory
Years later, in my private practice, I came upon an integrated cognitive, psychodynamic,
relational theory that I instinctively felt was useful and applicable to cult survivors. The
name ―Control-Mastery‖ comes from two concepts that have been extensively empirically
validated: ―control‖ refers to the observation that people exercise considerable control over
their conscious and unconscious mental life (e.g., thoughts, feelings, defenses, wishes), and
this control is regulated by unconscious appraisals of safety and danger. ―Mastery‖ refers to
the observation that people are highly motivated to master psychological conflicts and
trauma (Silberschatz, 2005).
An important component of Control-Mastery theory, the ―corrective emotional experience,‖
is a concept first articulated by Franz Alexander, graduate of the Berlin Psychoanalytic
Institute, with Thomas French and other collaborators of the Chicago Institute of
Psychoanalysis. Their proposal was that only a corrective experience, supplied by the
transference relationship with the therapist, by new experiences in life, or by both, can lead
to real change. ―The patient, in order to be helped, must undergo a corrective emotional
experience suitable to repair the traumatic influence of previous experiences‖ (Alexander
and French et al.,1946, p.66).
For me, work at the acting studio provided corrective emotional experience in a safe,
transitional community, one far healthier than the repressive environment of Eckankar. My
involvement in the creative process of character study, sensory work, on-stage experience,
and relations with fellow actors and others within the film industry was transformative.
Disconfirming pathogenic beliefs was supported by the above-mentioned tasks, as well as
healthy identification with those who were dedicated to improving their craft and those who
had already gained considerable success in the field. I acquired insight from vicarious and
interpersonal learning that included observing others, giving as well as receiving feedback,
participating in the training activities, and receiving coaching from our teacher. I tested for
safety or danger in taking risks and self-revealing, observing whether this behavior was met
with either negative criticism and personal devaluing, or support in becoming a better
actress and a more mature and aware adult.
Those of us who have been subjected to thought reform in high-demand groups or cults
may experience trauma broadly defined by Control-Mastery theory as any situation that a)
overwhelms a person with anxiety or fear, or b) leads a person to believe an important
developmental goal must be relinquished in order to avoid the danger of hurting or being
hurt by significant others (Silberschatz, G. 2005). Trauma may be of two types: sudden
(shock), or recurrent and persistent (strain). An example of a sudden traumatic event is the
unexpected death of a loved one. Recurrent and persistent trauma could be subjection to
abusive authoritarian rule in families, groups, or countries.
Further, Control-Mastery posits that people get involved in relationships that might be
destructive because of compliance with pathogenic beliefs acquired from sudden or
recurrent and persistent trauma (Silberschatz, 2005, p. 6).
Our understanding of trauma and its consequences is significantly expanded with Judith
Herman‘s compassionate, significant contribution to the field. She developed the diagnostic
category of complex post traumatic stress disorder that we survivors of high-demand
groups or relationships may experience. Herman asserts that trauma is ―an affliction of the
powerless‖ (Herman, 1992, p. 33), and that it overwhelms ordinary human adaptations to
life. According to Control-Mastery theory, people develop inaccurate, self-limiting, and self-
