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THE PENALTIES OF NONCREATIVITY

To him that hath shall be given, and from him that hath not shall be taken away even that which he hath.
-Jesus
 

One might think that although creative production may be the highest branch of the development tree, those not acceeding to this ultimate might yet find some modicum of satisfaction. Apparently, however, the laws of reality are those discovered many years ago: "To him that hath shall be given, and from him that hath not shall be taken away even that which he hath." In this chapter we shall analyze some of the problems and penalties which beset those who in one way or another fail to actualize the creative gift. These penalties, like the rewards, appear in a graded sequence. To understand them properly we need to examine the individual's use of energy on developmental tasks either at or below his appropriate age.

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ENGAGED, DISPLAYED, DEGRADED, OR WASTED ENERGY DEFINED

Energy is defined as engaged when expended on a developmental task at the stage appropriate for the age level. We say of the person that he is working.

Energy is defined as displayed (as a fountain displays) when it is expended on a developmental task one stage below the age. We say of the person that he is playing.

Energy is defined as degraded (as a river degrades its banks) when expended on a developmental task characteristic of two stages below age. We say of the individual that he is regressing.

Energy is defined as wasted when expended on a developmental task characteristic of a stage earlier than two stages below level. We say of the person that he is arrested.

Thus genital sexual activity is engaged and worked on at the intimacy (sixth) stage, where it is expected; displayed, when continued at the generativity (seventh) stage; and degraded when it persists at the ego-integrity (eighth) stage. The utilization or engagement, as contrasted with the display, degradation or waste of a significant portion of vital energy is a key to undertaking the individual's progress toward self-actualization and creative development. Note the word "significant"; obviously, man is to be judged by his best phase, not his weakest one. All of us must unstring the bow at times. Minor regressions are minor vices, perhaps even useful if they preserve balance in an individual life style.

Some may object that this definition is too harsh and precise; but we feel it is well to be exact in the theoretical formulation and be more tolerant and lenient in our judgment of the human behavior approximating it.

INEFFICIENT DISPLAY OF ENERGY: COMPENSATION





The first, lightest and most common decalage is an inefficient use of energy in display on a task one stage below expectation. Frequently this experience is highly pleasant because the individual has learned the "rules of the game" and can play it to perfection. Most sports and hobbies are in this category; indeed most activities on which affluent people spend money constitute display. There is much of the concept of compensation here: "Look, I may not be creative, but see how well I can do this trivial thing."

Display activities, besides being pleasant, are not harmful; they may even serve society, and they have the advantage of play therapy. They protect the noncreative mind from worse feelings and actions by keeping it occupied. While in a sense compensatory, they all involve one unfortunate aspect: they require the individual to assign an inflated importance to the activity to prevent despondency over failure to make life more meaningful, which is to say, more self- actualized. Most of us live our lives in this way-in "quiet desperation" to use Thoreau's term-so occupied with trivial pleasantries which divert the mind that there is no need for us to take the risk of being creative.

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BOREDOM AND ENNUI: RATIONALIZATION

If the first stage like limbo is not all that bad, with the second, we start the true descent to Avernus. For here we begin to find the block and blankness which Schneider (1950, p. 126) has so well described as
the unconscious refusal out of injury, fear or hate to make the specific binding step in the press of the challenging of real and valid (as opposed to neurotic) competition-and inhibiting refusal and a refusing inhibition dedicated to the escape downward into an infantile solution.1

The person in this state will tell you that he has no way to turn, that there is nothing for him to do, that he is blocked, facing blank walls with no chance of escape. This is the purest rationalization; but if you attempt to help him, he will attack you because, in helping him to realize that the excuses are specious, you destroy the cocoon of safety wherein he has locked himself from the real world. Frequently in a situation like this the individual will tell you that he has suffered a power loss, either somatically or psychologically. He is unable to perform in some significant aspect of his life. He becomes hypochondriacal; he seeks refuge in a mild chronic complaint which excuses him from having to face unpleasant reality. His attitude is: "I deserve sympathy and noncombatant status, so give me attention and consideration, and don't expect anything from me, and maybe the developmental tasks of my maturity will go away by themselves."

Many men whose sense of identity is based upon their physical or sexual prowess begin to take on this attitude as they age. It is a more comfortable one than some others such as despair and, while weakening to the individual, it is passive and not socially destructive or addictive in the sense that alcohol of drugs would be. It is, however, the riding of a hobby horse; in the carousel of life we tend to end up riding hobby horses-they go up and down and around and around, but never really get anywhere.

Those who are not productively creative are sometimes very ingenious in their attempts not to be creative, as is brilliantly pointed out by the scientist Henry Eyring (Anderson, 1959, p. 4):
Only lack of interest or of time or an overwhelming ineptitude deters the prospective investigator from the creative process. Usually the excuses given for failure betray an amazing inventive talent and a vivid imagination. Such brilliant efforts are worthy of better causes.

A youth who has not solved the identity crisis of the fifth period can hardly be expected to make the cognitive escalation from formal operations into the creativity accompanying the sixth stage (intimacy). This is a common complaint of the "square person" or conformist, who is able to fit into a conventional job but who has great difficulty in finding out who he is operationally. Sometimes, happily, in the thirties he works his way out of the identity crisis and escalates into a new kind of power, becoming creative. In other instances, the conflict



1From page 126, Schneider, Daniel F. The Psychoanalyst and the Artist, Copyright, 1950, Farrar, Straus and Giroux. Used by permission.

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wages on, taking its toll of mental health until the beginning signs of age and deterioration provoke a real crisis, and he may have a mental or physical breakdown or some similar marital or vocational blowup. Because this kind of arrest is more or less sanctioned by our society, the person will feet that he is normal and hence in the right, and he must misinterpret his experience and the motives of others to account for his lot.

IMMATURITY OR SENILITY, ENVY, RESENTMENT, OR DESPAIR: PROJECTION

The next step down the scale of wasted powers is that of developing envy, resentment or despair and the onset of other negative emotions which may later rise to destructive levels. Blame for the situation is projected outside the self onto others or the environment, for the individual's intellectual integrity has become distorted. He must misinterpret reality to maintain his "miserable truce" with respect to it. It is not he who is responsible for his problems; it is other people, particularly those with more success or fame. No matter what occurs, it is twisted and distorted because the stereotypes are in, and the script must be made to conform to them.

Extensive projection of blame creates a pronounced shift away from maturity either back to immature behavior or into senility depending on age and, hence, the damage is real and often permanent. The individual's hostility is confined to himself; it is not acted out, but internalized. The illness has set in, but it is quiescent.

A conventional adult, having achieved identity, and able to deal with formal operations, which are both characteristic of the fourth stage, might be thought of as a normal and healthy person, even though he never advanced to creative performance, the intimacy stage or any higher developmental characteristics.

One might think that one could become a conventional adult, having achieved identity and able at least to deal with the formal operations (also characteristic of the fourth stage) and, while not advancing to creative performance, intimacy or any of the higher characteristics, still get by as a normal person. But failure to become creative, like failure to attain intimacy, is to fail and fall short of full development. Those who resist full development and remain at a regressed level are condemned to some of the immature behaviors characteristic of those who have stopped growing and who have started to atrophy.

One aspect of such a person is incipient authoritarianism, which expects simplistic answers to complex questions and which tends to view others as means not ends. These persons find no spontaneity or joie de vivre in living, appear boxed into a business or marriage, as contrasted with the creative individual's open ended, dynamic, happy style of life. The penalty for failure to grow and develop is in some sense to be cut off from the stream of life.

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RAGE AND DESTRUCTIVENESS: AUTHORITARIANISM, DISPLACEMENT

Rage and destructiveness, an acting out of an inner authoritarianism as a form of psychological displacement, is a common scene in contemporary American society. Much of the violence found in our culture is due to a perverted creativity expressed through the wrong channels and vented on the wrong objects at the wrong place and time.

The authoritarian formulates idealism or devotion to an in-group leader. The goals of this leader completely overshadow all other imperatives and value systems so that it is proper to kill, bomb, rape, or do anything else to members of the out-group who must first be vilified (such as police). Nothing is done to in-group members even when they break codes of behavior, but anything is possible toward out-groups. An exaggerated concern with destructiveness for its own sake and with weapons which destroy, such as guns or knives, is also evident. Instead of healthy participation in sports, there is an inclination to become spectators at the gorier spectacles, where death or injury may result. There is a fascination with orgies, tortures, deaths, reminiscent of the Nazis. And always there is psychological displacement, the shift of hostility from one object to another which becomes a scapegoat. This indeed is the only explanation for the senseless murders, bombings and other violence perpetrated randomly upon innocent victims.

NEUROSIS OR PSYCHOSIS: FUGUE OR FLIGHT

In the final stage, the problem has become so serious, and the repressed and unconscious burdens so heavy, that the preconscious is in danger of dissolving, leaving the individual in a severe neurotic or psychotic state with reality distortion so severe that he needs professional help. There may be blocking of memory channels and physical or psychological flight with amnesia. Often these symptoms are accompanied by deranged thinking, inappropriate emotional response, ideas of reference and similar symptoms. Creative energy has become completely degraded and internalized so that it is used to heat up the internal environment until the individual cannot stand it any longer. Regression and a complete breakdown of mental health often accompanies the symptoms.

Erikson (Evans, 1966, p. 56) felt that psychic disorder is related to developmental status. Adolescent schizophrenia and adult paranoia, as well as extreme obsessive-compulsive disorders, he viewed as characteristic of arrest at a developmental crisis beyond which "the individual does not seem able to adjust." Erikson believed that a crisis in each stage is necessary before resolution to a higher stage can occur. Believing that the crisis may be a symptom of underlying difficulties such as have just been discussed, this writer is not so sure that the crisis need exist in persons of excellent mental health.

What Erikson may have been referring to, without perhaps having grasped the full significance of his statement, is the periodicity of crisis brought about by characteristics shared by developmental periods three stages removed from one another and, hence, in the same columnar family.

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Thus autism (developing during the second or autonomy period), dementia praecox (developing during the fifth or identity period), and senile depression (developing during the eighth or ego-integrity period) are three correlated manifestations of an impaired integration of energy into a weakened ego during an identity period crisis. Increased anxiety, as the ego attempts to make sense out of its previous involvement in the world of experience (during the trust, industry and generativity periods respectively), stunts the ability of the ego to develop sufficient power to bring conceptual order and organization to experience.

The resultant state is a schizophrenic-like immobilization, seen alike in the mechanistic behavior of the autistic child and the catatonic seizures of the adolescent schizophrenic in which the individual gives up trying to find his identity as a foil for his environment because he feels himself completely at the mercy of it instead of in control of it. The nightmare quality of the Sullivanian "not me" extends itself even into the Mitwelt of the Existentialists - the world of interrelationships and communication -frightening and traumatizing the individual and forcing him to withdraw still farther and seek a now environment within his body, or in an artificial language or in mechanistic movements and relations. The opposite of the creative individual, he is completely immobilized. An excellent summary of the individual in this stage has been made by Sadler (196 9, p. 68):

In contrast to the openness of focal attention in play there are various forms of ordinary perception which have become hardened through habit, cultural pressures, and the dread of anxiety. Psychoanalytic studies in particular have illuminated the grave threats to truly creative perception and existence. When we experience anxiety, particularly in massive doses, considerable distortion occurs which closes our eyes to certain areas of our personal world. Defense mechanisms are brought into operation which project unrelated meanings upon an immediate situation, leading the anxious person unconsciously to interpret his experience arbitrarily. When anxiety strikes, rather than develop focal attention, we are prone to engage in what Harry Stack Sullivan called "selective inattention." By being selectively inattentive we refuse to perceive what is really given, and thus fail to profit from experience. 1

PSYCHOPATHOLOGY AND REMISSION: SELF-RENEWAL

If the foregoing has seemed despondent, let us continue with a note of hope. There are penalties for noncreative and nonactualized performance in the world of reality but, like other penalties, they can be remitted by good works. If there is psychopathology in the world, there is also remission of sin and symptom, and the process of self-renewal is held out to all who want to try again.

It is not so much that creative people are free from psychopathology, anxiety and stress as that they have devised some way to live with it. As Barron



lFrom page 68, Sadler, W. A., "Creative Existence: Play as a Pathway to Personal Freedom," Copyright Humanitas 5:57-80, 1969. Used by permission.

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(1968) says:

This concept of balancing anxiety with creativity instead of letting one destroy or cancel the other is much like the modern man's finances-he has both liabilities and assets and has learned to live; he doesn't just cash in his chips. After all, we only have to pay the interest on our debts at any one time, and it is this forward thrusting of psychological commutation (sometimes at high interest rates) that distinguishes the creative person from the merely anxious (or is it just the courage to try?).

At any rate, the process of self-renewal is available to anyone at any time, starting from the corner where you are. It may not make you highly creative, for that option may be past, but it will certainly help you to better mental health, which is the first prerequisite of creativity.

Virtue can be made of nothing more than necessity. Every egregious style is the result of remediated defect. This principle of psychology is as true in the improvement of lives as it is in the improvement of baseball batting. Knowing one's weakness is the first step to over coming it. We surmount it by analyzing its components and then rearranging them into a new order to work for us, not against us. Hence we transform the situation into a problem capable of solution, not a crisis requiring a miracle.

A refrigerator operates like a heat pump which separates hot and cold air. The hot air is dissipated harmlessly into the room, while the cold air makes the refrigerator operate properly. The creativity cycle runs in a similar way with the positive aspect focused and the negative aspect dissipated. There are people who would like to be creative who do just the opposite-they dissipate their positive forces and focus their negative ones, thus becoming negative, wasteful and destructive. The solution is not to shoot them and start again but to help them learn to reverse the cycle. The problem in setting ourselves free to become creative (and later self-actualized) is not to destroy our encultured behavior matrix but to assign it to a higher value and service. Self-actualization is a more positive thing than the mere suppression of all negative idiosyncrasies.

Someone once humorously remarked that the reason we have to work with people is that there are not enough angels to go around. Individuals who come into the process of self-actualization are not necessarily perfect; like nine-day kittens their eyes have been opened, but their faces are frequently dirty. Selfactualization involves a major positive stance toward the process of becoming, but, while that tends to cut off the power for idiosyncratic reaction and cultural stereotypes, it does not apply the brakes to a wheel already heavy with rotational inertia. Sometimes these holdovers are enough to keep the individual permanently in the vestibule of self-actualization, sometimes they are merely mild enough to act like esters in whisky and impart an idiosyncratic flavor or bouquet, and sometimes they are fragrant enough merely to suggest the human origin of the saint. But as most persons who come into the process of self-actualization are not perfect, we need to look at some of the outcomes of the less than perfect state in these people.

The ability to cope with stress and to surmount anxiety must be regarded as an aspect of positive mental health which leads toward self-actualization. It is

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often enhanced rather than diminished by adversity, for if the greater challenge can be met, the response must be greater also. In this process the person discovers a deeper self, with new perceptions and new relationships to outer events that enables him to transcend the crisis with enhanced power and, hence, an increased self-confidence.1

Viewed from another angle, the renewal process enables human beings to demonstrate their ego-strength and creativity. Like a spinning gyroscope which resists deflection from its axis of rotation and quickly restores itself when interfered with, this ability of renewal is a sign of health and developmental potentiality on the pathway toward fulfillment. It is a remarkable and hopeful sign how often human beings, though taxed severely in a crisis situation, are able to muster emergency powers and rally their forces to make a supreme response and recover their mental health and self- esteem. There is something of great dignity and value in this process, something to make us all realize that, though man may make mistakes and fall, he can, in this open-ended universe, also rise againsomething to give us hope in place of despair and courage in place of fear. It suggests that the rational view of the universe is optimistic not pessimistic, that man may always live by taking the offensive against his environment, and that life is not an idyll of the flesh but an adventure of the spirit.

DEVELOPMENTAL PROCESS AND ARREST'

Those of us who deal with young people and their problems can best discharge our responsibilities by attempting better to understand developmental process and its implications for the guidance of all children and then modify our treatment or therapy in terms of the individual differences we find upon diagnosis of a particular child. Guidance problems, not the result of cultural aspects, do not occur by chance but are the products of discontinuities in the child's development. What we are attempting here, therefore, is a synoptic view of such problems which relates them to developmental theory in a systematic manner.

Let us review some key concepts of development. Development differs from growth in involving a change in quality, whereas growth involves a change of quantity. The apple ripens as well as enlarges. The concept of development involves escalation over time. The new stage is not merely progression but also the unfoldment of new ideas and motifs. Development may be considered as a quantum effect with identifiable levels and states instead of a smooth curve of accretion. Moreover, each stage contains characteristics appropriate for its full efflorescence and embraces the germinal material for the development of the next stage. Thus each stage is the necessary, but not the sufficient, precursor of the next.



1This paragraph is credited to Sybil Richardson.
2This section has been revised and expanded from an article "The Guidance of Creative Children," originally appearing in The Journal of the Association of Women Deans and Counselors, 31:154-61, Summer 1968. Used by permission.

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The environment is the sufficient cause: its resources, the opportunities and dangers it offers determine if, when and to what extent the next stage will evolve. Let us imagine a healthy child at any particular developmental stage. At this time, he may be affected by the environment as follows:

(1) Lethally, that is, he may be killed;
(2) Stunted, that is, his further physical, emotional or intellectual development may be stopped so that he remains permanently at the present stage;
(3) Blighted, that is, while there may be further development, there will not be further escalation; the developmental sequence has been damaged;
(4) Partially successful, that is, the child will go on, but with developmental arrest, such as trauma, distortions, stigmata, neurotic tendencies or behaviors;
(5) "ghost" organized around the continued emotional aura required to complete the task. The adult "anal" personality is an example, as is the interest formulation postulated by Roe in her theory of vocational choice;
(6) Fully successful without difficulty;
(7) Overly successful, that is the child may come to enjoy so much the tasks and successes of this period that they and not the onward course of development become the goal for him.

This condition makes it difficult for him to incorporate and integrate the lessons of this stage into the succeeding ones. The failure is not at this stage but one of integrating the stage into the ongoing developmental process. Many children will be completely successful at a stage without having it in any way interfere with their ongoing progress. While we do not speculate on the causes of the lack of integration here, it does not appear to be due to a complete immersion in the tasks of the stage or in their success, but rather, perhaps to overprotectiveness or a binding type of love or transference which becomes attached to a stage process or task.

If Erikson's developmental stage theory truly reflects the course of personality maturation from infant trust to senior integrity, it suggests the focus of counseling in terms of individuals who evidence a graduated series of developmental arrests. Each arrested stage presumably has its own psychological and social characteristics and, hence, its own diagnosis and therapy.

The social penalties for arrested development decrease in magnitude at higher levels. At later stages, when more complex developments are arrested, the effects are less crucial to the individual's basic functioning and, hence, less serious. Such a taxonomy of developmental psychopathology could result in clear diagnosis of causes and subsequent formulation of specific treatment modes. Finally, such a system would have much to say about the most desirable "press" of an institution on development. Are the objectives of the school (as felt by the child, not as listed in the catalog) at harmony with the child's development, or are they at cross-purposes to it and, therefore, often a hindrance?

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In building such a scheme, let us start with Erikson's eight stages (figure 9), remembering Anne Roe's words (1957) that the origin of interests "depends on the way psychic energies come involuntarily to be expended." It is the twist that is given to psychic energy as the individual passes through each of the stages which produces idiosyncratic development and possible arrest. Relative success at each stage incorporates a new strength into the ego, while relative failure at any stage leaves part of the ego there, and the rest carries on with a certain diminished weakness, as failure at socialization during the industry period might leave one unsure of oneself in public when an adult.

Ideally, each person would progress through life as one does through a croquet game, passing successive wickets, and finally arriving at the finish peg. Most of us, however, get stopped somewhere in the croquet game of life. We either fail repeatedly to negotiate a wicket, or we become diverted there and use our turn to "play rover" (hit the balls of other players). There are thus two kinds of failure at developmental tasks: simple failure differentiation of task (missing a wicket) and failure to integrate an overly successful stage into succeeding ones (playing rover). It is as if the child learns the skills and games of a particular stage so well that they and not the process of development become reality for him, and he wants to keep playing them, for their own sake, after the time for playing them is over. The poet, Longfellow, described the situation in Nature:

As a fond mother when the day is oer
Leads by the hand her little child to bed,
Half willing, half reluctant to be led
And leave his broken playthings on the floor
Still gazing at them through the open door
Not wholly reassured or comforted
By promises of others in their stead
Which though more splendid may not please him more,
So nature deals with us and takes away
Our playthings one by one ....

The diagram related Eriksonian concepts to developmental arrests distinguishing two kinds of failure-failure at differentiation (the first type) and failure at integration (the last type). (It would have been possible to have constructed a more elaborate chart with each of the seven kinds of developmental outcomes sketched, instead of the polar two at the continuum ends.) The first column represents approximate ages; second comes the Eriksonian stage; third is the typology caused by failure to differentiate (achieve the task); fourth is the typology caused by failure to integrate the task (move to the next stage). Finally the governing morality is indicated. This may be defined as the ethos value or emotional complex which has contributed to the individual's failure at the task or makes him unable to go on to the next stage. Each of these developmental arrests gives rise to a particular type of counseling case, so that we come, perhaps for the first time, to be able to organize counseling cases into a developmental hierarchy.

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FIGURE 9.  ERIKSONIAN STAGES AND THEIR COUNSELING  PROBLEMS

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Figure 9 depicts a hierarchy in which failures at the first two stages produce psychotics and neurotics; at the next two stages, give rise to problems in school guidance; and in the third two, cause difficulties in university and adult life. The sequence suggests that the "press" of most institutions of higher learning should be stress on socialization and not merely intellectualization. Finally, the table infers that some problems are not developmental but cultural, among these aggression, delinquency, drugs and dropouts. The counselor, as developmental specialist, may here gain some argument for suggesting that these problems are not primarily his to deal with except in collaboration with other social and cultural agencies.

Problems of development (which are the true guidance problems) arise from obstructions, distortions or arrest in the dynamics of development itself. Such behaviors as aggression, which may be socially disapproved by the majority culture and, hence, a problem to it, often represent the healthy struggle by the individual for such development as he can make in his milieu. Aggressiveness is likely to be a pseudo-problem reflecting a societal judgment than a true distortion of development.1

Since the writer is more interested in illustrating the relationship between developmental stage theory and guidance than in pursuing the model further, readers are invited to explore other applications of the theory to the practice of pupil personnel services. This action will assist in displaying the relationship between developmental theory in general and individual counseling cases in particular. But because these developmental models refer to the onward progress of youth and young adults, marriage counselors and vocational rehabilitation workers (as well as other mental health ministries dealing with the full functioning of adults) will find use in the effective application of developmental theory to their clients. From this may be expected to develop a new "metaguidance," concerned not merely with school personnel services but with the whole development of individuals, and not just with the eradication of psychopathology but with the development of fully functioning, self-actualized people.

SUMMARY

No one who looks thoughtfully at the present scene can doubt that something like growing pains is occurring to the whole psychotherapy-guidance-mental health movement. Whether one looks at the "hippies" or the vogue of ecology or existentialism, or the Esalen-type workshops, or basic encounter groups, or other similar movements, there is a now push in the area of adult humanistic development-something distinct from the mere eradication of psychopathologya new cult, of which Maslow is the prophet.

The concepts of the mental health ministries have heretofore centered in the removal of abnormal aspects of adulthood or in the solving of developmental



1This paragraph is credited to Sybil Richardson.

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crisis problems. But this view is too narrow for the metaguidance required for self-actualization. The old bears the same relationship to the new that muscular therapy for the physically handicapped does to physical culture for the strong and aspiring athlete. There is need of a new term (here called metaguidance), not to solve crisis situations but to aid in the developmental process for full adulthood. This concept has been glimpsed in such phrases as "developmental guidance," "humanistic education ... .. encounter therapy ... .. reevaluation therapy," "maintenance guidance," and "co-counseling." It involves healthy people using mental health services to make themselves even healthier and more creative, thus assuring escalation into the self-actualized later stages. As an athlete needs training to maintain and develop skills of strength, so this metaguidance provides the stimulation to insure that mental and moral development will not cease when physical development is over.

In this chapter we have explored the problems and penalties which accrue from lack of creativity, which is to say, lack of development into the full powers and freedom of adulthood. We have seen that these range in a series of graded steps from the seriousness of complete immobilization and psychosis to the lotus-land happiness of the merely uncreative. We have presented a categorization of guidance problems in terms of developmental arrest, involving both failure to differentiate and failure to integrate the characteristic tasks of a given stage. Finally, we have pointed to the fact that, whereas guidance of the past as well as all of psychotherapy, has been mainly concerned with the eradication of psychopathology, the mental health ministry of the future will be more concerned with developing the full potential of the individual to the self-actualization of the last three adult developmental stages. Despite the negative tone of this chapter, it is important to end on this positive note-one in which health is not merely regarded as the absence of sickness but a positive necessity for man's fullest development. A final chapter has been reserved for the exploration of that self- actualized process.