Familial Patterns/Childhood Experiences and Sadistic Personality Disorder
Most of these theories commonly point out the fact that sadism is mainly dependent on the upbringing of an individual. Although biological and environmental aspects are also known to contribute to the development of this behavioral disorder, less evidence is available about hereditary patterns or genetic causes.
Sadistic Personality Disorder is found more often in males than in females. In addition, studies have suggested that there are familial patterns in the presence of sadistic personality types. Specifically, people with Sadistic Personality Disorder oftentimes have relatives who have some type of psychopathology as well.
Unfavorable experiences during childhood or in early stages of sexual development are believed to be one of the major contributing factors in the development of a sadistic personality in an individual. It has also been observed that sadism or a sadistic personality can also get developed in an individual through conditioning. For instance, continual connection of a particular stimulus with sexual enjoyment or of happiness with the anguish of others can cause sadism or sadomasochism.
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Famous quotes containing the words familial, patterns, childhood, experiences, sadistic, personality and/or disorder:
“That, of course, was the thing about the fifties with all their patina of familial bliss: A lot of the memories were not happy, not mine, not my friends’. That’s probably why the myth so endures, because of the dissonance in our lives between what actually went on at home and what went on up there on those TV screens where we were allegedly seeing ourselves reflected back.”
—Anne Taylor Fleming (20th century)
“I’ve begun to appreciate the generational patterns that ripple out from our lives like stones dropped in water, pulsing outward even after we are gone. Although we have but one childhood, we relive it first through our children’s and then our grandchildren’s eyes.”
—Anne Cassidy (20th century)
“What sacred instinct did inspire
My soul in childhood with a hope so strong?”
—Thomas Traherne (1636–1674)
“It is part of the educator’s responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.”
—John Dewey (1859–1952)
“The sadistic person is as dependent on the submissive person as the latter is on the former; neither can live without the other. The difference is only that the sadistic person commands, exploits, hurts, humiliates, and that the masochistic person is commanded, exploited, hurt, humiliated. This is a considerable difference in a realistic sense; in a deeper emotional sense, the difference is not so great as that which they both have in common: fusion without integrity.”
—Erich Fromm (1900–1980)
“It is remarkable that almost all speakers and writers feel it to be incumbent on them, sooner or later, to prove or acknowledge the personality of God. Some Earl of Bridgewater, thinking it better late than never, has provided for it in his will. It is a sad mistake.”
—Henry David Thoreau (1817–1862)
“When the soul drifts uncertainly between life and the dream, between the mind’s disorder and the return to cool reflection, it is in religious thought that we should seek consolation.”
—Gérard De Nerval (1808–1855)