Lorissa Brunk

“the function all expressions of contempt have in common is the defense against unwanted feelings. Contempt simply evaporates, having lost its point, when it is no longer useful as a shield—against the child’s shame over his desperate, unreturned love; against his feeling of inadequacy; or above all against his rage that his parents were not available. Once we are able to feel and understand the repressed emotions of childhood, we will no longer need contempt as a defense against them. On the other hand, as long as we despise the other person and over-value our own achievements (“he can’t do what I can do”), we do not have to mourn the fact that love is not forthcoming without achievement. Nevertheless, if we avoid this mourning it means that we remain at bottom the one who is despised, for we have to despise everything in ourselves that is not wonderful, good, and clever. Thus we perpetuate the loneliness of childhood: We despise weakness, helplessness, uncertainty—in short, the child in ourselves and in others. The contempt for others in grandiose, successful people always includes disrespect for their own true selves, as their scorn implies: “Without these superior qualities of mine, a person is completely worthless.” This means further: “Without these achievements, these gifts, I could never be loved, would never have been loved.” Grandiosity in the adult guarantees that the illusion continues: “I was loved.”
― Alice Miller, The Drama of the Gifted Child: The Search for the True Self

“The question "Who am I?" really asks, "Where do I belong or fit?" We get the sense of that "direction" -- the sense of moving toward the place where we fit, or of shaping the place toward which we are moving so that it will fit us -- from hearing how others have handled or are attempting to handle similar (but never exactly the same) situations. We learn by listening to their stories, by hearing how they came (or failed) to belong or fit.”
― Ernest Kurtz, The Spirituality of Imperfection: Storytelling and the Search for Meaning

“Only the never-ending work of mourning can help us from lapsing into the illusion that we have found the parent we once urgently needed—empathic and open, understanding and understandable, honest and available, helpful and loving, feeling, transparent, clear, without unintelligible contradictions. Such a parent was never ours, for a mother can react empathically only to the extent that she has become free of her own childhood; when she denies the vicissitudes of her early life, she wears invisible chains.”
― Alice Miller, The Drama of the Gifted Child: The Search for the True Self

“Third-level, life-long relationships are generally few because “their existence implies that those involved have reached a stage simultaneously in which the teaching-learning balance is actually perfect.” That doesn’t mean, however, that we necessarily recognize our third-level assignments; in fact, generally we don’t. We may even feel hostility toward these particular people. Someone with whom we have a lifetime’s worth of lessons to learn is someone whose presence in our lives forces us to grow. Sometimes it represents someone with whom we participate lovingly all our lives, and sometimes it represents someone who we experience as a thorn in our side for years, or even forever. Just because someone has a lot to teach us, doesn’t mean we like them. People who have the most to teach us are often the ones who reflect back to us the limits to our own capacity to love, those who consciously or unconsciously challenge our fearful positions. They show us our walls. Our walls are our wounds—the places where we feel we can’t love any more, can’t connect any more deeply, can’t forgive past a certain point. We are in each other’s lives in order to help us see where we most need healing, and in order to help us heal.”
― Marianne Williamson, Return to Love