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Masochism: The Dance for Worthiness

Masochism The Dance for Worthiness

I had been “seeing” Abby for about 7 months.  We were getting to know each other as people often do in those early weeks and months of any relationship.  This one being no different, except that it was occurring with in the boundaries of therapy. 

Abby was striking. She was a tall, broad shouldered woman. Her hair was an effortless caramel swirl, save for one streak of Crayola blue tucked on the underside near her left shoulder. The blue streak suggested a rebel soul was somewhere not so far down, but perhaps kept in step by other, more conforming, aspects of her character.

Abby was fit, in the way that said “I-care-but-not-to-the-point-of-neurosis-care.” It was clear that Abby had a life outside the gym.  She was not manufactured or chiseled, but she was sinewy and taught. At 38, she was alluring, but also had an energy about her that was flighty and her movements often struck me as insecure. She moved in jittery, staccato-like gestures. 

As I got to know her over those early months a pattern of stoic suffering emerged that suggested she had a long and intimate relationship with enduring pain.  It whispered of a possible bond between the ability to endure suffering and her experience of connection. To herself and to others. 

She was a classic masochist with all the hallmark features that work in a delicate rhythm, operating as her both her greatest asset and also her most profound vulnerability.  She enjoyed exercising to the point of physical pain.  She worked hard to the point of emotional exhaustion. She would go the extra mile every time it was asked or expected of her.  She went all in all the time, even in matters of love.  And, of course, there was the tell-tale sign of littered relationships in her rear view mirror where she tolerated and withstood emotional abuse and neglect, that would have sent another woman running.  She was the classic case of a woman who could not resist the urge to pursue a “distancer.” 

Abby suffered for sure and as I got to know her we better understood the cadence of her own style of pain. When Abby would relay stories and incidences of how her husband had wronged her she would almost immediately stiffen her face and throw her shoulders back, replying, “which is fine…” Her tone was always pregnant with righteousness, which I felt certain was operating as a cover-up for the more pathological pattern of grievance collecting. Abby would later leverage those grievances as evidence to bolster her case to convince her husband that she was worthy of his love. I’d comment, “Is it? Is it fine?”

Slowly, I encouraged us to listen to her language in a more nuanced way. I invited us to listen for the tone of suffering and accomplishment, which was fused in an elegant dance of seduction.  Abby would say things like, “He’d tell me I was weak if I cried or became emotional and so I learned to calculate my feelings and control them so that he wouldn’t call me crazy or too emotional.”  

Blinking back tears in my office she would sit herself up straight, gesturing with annoyance at her tears.  When she gained composure Abby remarked with sarcasm  “Get it together Abby! I’m overly sensitive…” turning the rigid and abusive dialogue on herself, in the absence of achieving it interpersonally. I highlight that she no longer even needs her husband to inflict the pain; she has mastered the art all by herself.  Abby paused and thought quietly, “Yes, I expect a lot from myself.”  I reflect, “Do you see that there…hear that…there is a tone of accomplishment in that statement, as though you merely have high expectations for yourself.  But in fact, it’s suffering you require in order to feel accomplished and good enough. You expect and perhaps seek out the pain as a way to validate your worthiness.” 

Abby remarked, “I’ve gone through so much with him, so much has gone down in those 8 years, I wanted it to be worthwhile in the end. I had endured so much.” I reflected to her that theirs was a bond fused by suffering, for them the glue that tied them together was the degree of suffering she was willing to endured. 

I highlighted how it must have been burdensome to carry all that hurt and I remarked that it must have felt lonely too. Almost immediately Abby appeared to me as a scared and fragile child. This comment allowed for her loneliness to come full force into the therapy. All of her stoicism was replaced by a childlike fear. A fear that at its core was about worthiness and her deep seeded doubt that she was not “good enough.” I remembered her staccato and jittery quality that I felt in the very beginning of our work together and I recognized that as a fracture in her sense of “worthiness.”

This fracture sent her seeking relationships that would validate her suspicion that she was not good enough, not worthy of love, and/or only worthy if she earned it through the endurance of suffering. This pattern of seeking painful connection(s) was not conscious, but rather unconscious, tucked just beneath her awareness but operating with considerable influence. The ability to out suffer others became fused with a sense of accomplishment and strength, and therefore worthy of love.

The real triumph for the masochist comes from the endurance, and subsequent sense of accomplishment, when they out-wait and out suffer others. This sense of endurance provided Abby with both the punishment for not being good enough (via suffering) and the validation of her worthiness if she could “earn” the affection of her husband.  It also fused her to a pattern of rejection, pain, suffering and hurt. For Abby, in order to register an experience of love and being lovable, she had to suffer. At an emotional level, she needed the suffering in order to experience her own self as worthy. It wasn’t suffering for suffering’s sake; it was the endurance of the suffering that held all the emotional currency for Abby. 

Therapeutically, I started to realize that it was easy to be drawn away from her suffering and turn our attention towards the more emotionally palatable aspect of what she had told herself was strength and loyalty. Indeed, Abby would often unconsciously try to turn the attention away from the suffering and towards her ability to endure the suffering. She had the emotional endurance of a marathoner and she wore this badge as both a decoy and a statement of achievement.  The latter is how masochism, in all its forms, often goes undetected for decades or longer.  It thrives in the shadowy secrecy of stoicism and martyrdom. We miss the worthiness piece because we are seduced by the masochist’s ability to appear graceful and strong under circumstances that would otherwise crush most spirits. 

Abby’s journey is still very much in process, as we all are. But she now has the start of an observational lens through which she can begin to explore her conscious and unconscious motivations.  She has begun to build a new set of emotional muscles in order to better understand the interpersonal dynamics that have historically kept her rotating in an orbit of suffering, emotional endurance and loneliness. Her core worthiness fault line is there of course, but it no longer thrives in the secrecy of shame and self-doubt.  


About the Author: Dr Sarah Sarkis

Sarah is a licensed psychologist living in Honolulu, Hawaii. Originally hailing from Boston Mass, she has a private practice where she works with adults in long-term insight oriented therapy. She works from an existential psychology vantage point where she encourages her patients to “stay present even in the storm.”  She believes herself to be an explorer of the psyche and she will encourage you to be curious about the journey rather than the destination.  She emphasizes collaboration, partnership, and personal empowerment.

She approaches psychological wellness from a holistic and integrative perspective. Her therapeutic style is based on an integrative approach to wellness, where she blends her strong psychodynamic and insight oriented training with more traditionally behavioral and/or mind/body techniques to help clients foster insight, change and growth. She has studied extensively the use of mindfulness, functional medicine, hormones, and how food, medicine and mood are interconnected.  Her influences include Dr.’s Hyman, Benson, Kabat-Zinn and Gordon, as well as Tara Brach, Brene’ Brown, Irvin Yalom and Bruce Springsteen to name only a few.

Please visit her website at DrSarahSarkis.com and check out her blog, The Padded Room

4 Comments

C

Wonder if this is why women go for the bad boys, to be honest, when I first started reading the article the first thing I thought was borderline.

Reply
jacqueline ward

Hi Dr Sarkis,
I was so relieved to read your article on Abbey as I recognise in Abbey alike-mindness to myself. It helped me to identify the personality traits that have dogged me most my life, shaping history before it begins, I am sabotaging my own life! Please I would like to hear strategies that help counteract the way masochism rules over ones life.
Thankyou

Reply
M.M. Ferrante

Dr. Sarkis,
I felt like I was reading a novel! You drew a detailed picture of Abby, the main character, that I could FEEL. And I feel her pain as well. We all to some extent have a tendency to feel unworthy but she had years and layers to dig out of and I can tell from your piece that you’re just the person to assist her on the journey. Keep up the good work and keep writing!

Reply
Debi

Awesome article! Wanted to let you know however, the paragraphs at the beginning have repetitive sentences. Also, several of the paragraphs end with an open sentence. I’m sure it was just an oversight in the copying of the article but wanted to let you know. :).

Reply

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Children will look to their closest adult - a parent, a teacher, a grandparent, an aunt, an uncle - for signs of safety and signs of danger.

What the parent believes, the child will follow, for better or worse.

Anxiety doesn’t mean they aren’t safe or capable. It means they don’t feel safe or capable enough yet.

As long as they are safe, this is where they need to borrow our calm and certainty until they can find their own. 

The questions to ask are, ‘Do I believe they are safe and cared for here?’ ‘Do I believe they are capable?’

It’s okay if your answer is no to either of these. We aren’t meant to feel safe handing our kiddos over to every situation or to any adult.

But if the answer is no, that’s where the work is.

What do you need to know they are safe and cared for? What changes need to be made? What can help you feel more certain? Is their discomfort from something unsafe or from something growthful? What needs to happen to know they are capable of this?

This can be so tricky for parents as it isn’t always clear. Are they anxious because this is new or because it’s unsafe?

As long as they are relationally safe (or have an adult working towards this) and their bodies feel safe, the work is to believe in them enough for them to believe it too - to handle our very understandable distress at their distress, make space for their distress, and show them we believe in them by what we do next: support avoidance or brave behaviour.

As long as they are safe, we don’t need to get rid of their anxiety or big feelings. Lovingly make space for those feelings AND brave behaviour. They can feel anxious and do brave. 

‘I know this feels big. Bring all your feelings to me. I can look after you through all of it. And yes, this is happening. I know you can do this. We’ll do it together.’

But we have to be kind and patient with ourselves too. The same instinct that makes you a wonderful parent - the attachment instinct - might send your ‘they’re not safe’ radar into overdrive. 

Talk to their adults at school, talk to them, get the info you need to feel certain enough, and trust they are safe, and capable enough, even when anxiety (theirs and yours) is saying no.❤️
Anxiety in kids is tough for everyone - kids and the adults who care about them.

It’s awful for them and confusing for us. Do we move them forward? Hold them back? Is this growing them? Hurting them?

As long as they are safe - as long as they feel cared for through it and their bodies feel okay - anxiety doesn’t mean something is wrong. 
It also doesn’t mean they aren’t capable.

It means there is a gap: ‘I want to, but I don’t know that I’ll be okay.’

As long as they are safe, they don’t need to avoid the situation. They need to keep going, with support, so they can gather the evidence they need. This might take time and lots of experiences.

The brain will always abandon the ‘I want to,’ in any situation that doesn’t have enough evidence - yet - that they’re safe.

Here’s the problem. If we support avoidance of safe situations, the brain doesn’t get the experience it needs to know the difference between hard, growthful things (like school, exams, driving tests, setting boundaries, job interviews, new friendships) and dangerous things. 

It takes time and lots of experience to be able to handle the discomfort of anxiety - and all hard, important, growthful things will come with anxiety.

The work for us isn’t to hold them back from safe situations (even though we’ll want to) but to help them feel supported through the anxiety.

This is part of helping them gather the evidence their brains and bodies need to know they can feel safe and do hard things, even when they are anxious.

Think of the space between comfortable (before the growthful thing) and ‘I’ve done the important, growthful thing,’ as ‘the brave space’. 

But it never feels brave. It feels like anxious, nervous, stressed, scared, awkward, clumsy. It’s all brave - because that’s what anxiety is. It’s handling the discomfort of the brave space while they inch toward the important thing.

Any experience in the brave space matters. Even if it’s just little steps at a time. Why? Because this is where they learn that they don’t need to be scared of anxiety when they’re heading towards something important. As long as they are safe, the anxiety of the brave space won’t hurt them. It will grow them.❤️
In the first few days or weeks of school, feelings might get big. This might happen before school (the anticipation) or after school (when their nervous systems reach capacity).

As long as they are safe (relationally, physiologically) their anxiety is normal and understandable and we don’t need to ‘fix’ it or rush them through it. 

They’re doing something big, something brave. Their brains and bodies will be searching for the familiar in the unfamiliar. They’re getting to know new routines, spaces, people. It’s a lot! Feeling safe in that might take time. But feeling safe and being safe are different. 

We don’t need to stop their anxiety or rush them through it. Our work is to help them move with it. Because when they feel anxious, and get safely through the other side of that anxiety, they learn something so important: they learn they can do hard things - even when they feel like they don’t have what it takes, they can do hard things. We know this about them already, but they’ll need experience in safe, caring environments, little by little, to know this for themselves.

Help them move through it by letting them know that all their feelings are safe with you, that their feelings make sense, and at the end of the day, let those feelings do what they need to. If they need to burst out of them like a little meteor shower, that’s okay. Maybe they’ll need to talk, or not, or cry, or get loud, or play, or be still, or messy for a while. That’s okay. It’s a nervous system at capacity looking for the release valve. It’s not a bad child. It’s never that. 

Tomorrow might be tricker, and the next day trickier, until their brains and bodies get enough experience that this is okay.

As long as they are safe, and they get there, it all counts. It’s all brave. It’s all enough.❤️
Anxiety on the first days or weeks of school is so normal. Why? Because all growthful, important, brave things come with anxiety.

Think about how you feel on their first day of school, or before a job interview, or a first date, or a tricky conversation when you’re setting a boundary. They all come with anxiety.

We want our kids to be able to do all of these things, but this won’t happen by itself. 

Resilience is built - one anxious little step after another. These anxious moments are necessary to learn that ‘I can feel anxious, and do brave.’ ‘I can feel anxious and still do what I need to do.’

As long as the are safe, the anxiety they feel in the first days or weeks of school aren’t a sign that something is wrong. It’s part of their development and a sign that something so right is happening - they’re learning that they can handle anxiety.

Even if they handle it terribly, that’s okay. We all wobble before we walk. Our job is not to protect them from the wobble. If we do, they won’t get to the walking part. 

To support them, remind them that this is scary-safe, not scary-dangerous. Then, ‘Is this a time for you to be safe or brave?’

Then, ask yourself, ‘Is this something dangerous or something growthful?’ ‘Is my job to protect them from the discomfort of that growth, or show them they are so very capable, and that they can handle this discomfort?’

Even if they handle it terribly, as long as they’re not avoiding it, they’re handling it. That matters.

Remember, anxiety is a feeling. It will come and then it will go. It might not go until you leave, but we have to give them the opportunity to feel it go.

Tomorrow and the next day and the next might be worse - that’s how anxiety works. And then it will ease.

This is why we don’t beat anxiety by avoiding it. We beat it by outlasting it. But first, we have to handle our distress at their distress.

We breathe, then we love and lead:

‘I know you feel […] Of course you do. You’re doing something big and this is how big things feel sometimes. It’s okay to feel like this. School is happening but we have five minutes. Do you want me to listen to your sad, or give you a hug, or help you distract from it?’❤️