The Psychological Benefits of Reading Literature

In a prior article, I began a discussion about how reading literature with complex characters is beneficial to the brain.  In this article, I'll expand on this topic and discuss the potential emotional and psychological benefits of reading literature.

The Psychological Benefits of Reading Literature

Aside from the enjoyment and emotional comfort of reading literature, there can be considerable psychological benefits of reading well-written literature with complex characters.

Developing Psychological Insight
As I mentioned in my prior article, when we read about a character, especially a character that we identify with, who overcomes psychological issues, we can gain insight into our own personal struggles and, possibly, see aspects of our problems in new ways.

We can also gain psychological insight from the characters' missteps and identify with their emotional vulnerabilities.

Developing Empathy
In addition, when we're immersed in well written literature, we often feel empathetic towards the characters and this could help in developing empathy for ourselves and others.

Learning About Other Cultures and Historical Times
By reading about other cultures and historical times, it opens us up beyond our own circumscribed lives.

As they open up a new world for us, literature offers us the possibility of new ways of thinking and feeling.  Literature can also give us a perspective about how history affects us now.

Developing a Sense of Curiosity
Being exposed to new ways of thinking and feeling can help to develop a greater sense of curiosity and psychological-mindedness.

Seeing conflicts and emotional dilemmas in a new light can shed light on our own problems and challenge habitual ways of thinking.

There are many examples in literature that provide the psychological benefits that I've discussed above.

Let's take a look at two authors, who are famous for providing stories with psychological depth, Jane Austen and Marcel Proust.

Jane Austen's Books
From Jane Austen's books, including  Pride and Prejudice, Sense and Sensibility, Emma, Persuasion, Northanger Abbey, and Mansfield Park, we can learn about what it means to get to know yourself as you mature, and to realize that you might not be the person who you thought you were, and the people that you thought you knew can be quite different from who you thought they were.

Jane Austen's Historical Home

We learn how to take the perspective of seeing ourselves through someone else's eyes.

In Sense and Sensibility, two sisters, who have different ways of relating and responding to their worlds, learn from each other, over time, which helps each of them to gain self understanding as well as a new perspective about others.

There are many lessons to be learned from her books about family relationships and romantic relationships.

Austen also gives us guidance in how to live ethically under unethical or corrupt circumstances.

Marcel Proust: In Search of Lost Time
Let's look at some examples from another book that is considered a classic, In Search of Lost Time, by Marcel Proust:

As a young Frenchman, the protagonist falls in love with Albertine, whom he first sees at a beach resort called Balbec, which was modeled after the resort town of Cabourg in France.

In Search of Lost Time: Balbec (Cabourg, France)

Initially, he is obsessed with her and her friends and tries to find ways to meet them.

After he begins a relationship with Albertine and she moves in with him in Paris, he is torn with ambivalence as to whether he wants to remain in the relationship or he wants to end it.

While she is awake, he is tormented with jealousy and suspicion, and he wants to end it, but when she is asleep, all the love and tender feelings that he has for her arise in him again, and he wants to remain in the relationship.

As most people know from their own experiences, being in love often involves ambivalence as well as irrational behavior, including irrational jealousy where there is no objective reason to be jealous.

The protagonist wants Albertine to love him more, but how he goes about trying to increase her passion for him (by being dismissive and rejecting her) has the opposite effect.

Rather than serving to increase her passion, his emotional distance and rejecting nature serve only to alienate her and she eventually gets fed up and leaves him.

After she leaves, he realizes that he made a terrible mistake and, after a few false starts, he eventually writes to her offering to do anything to get her back.

The story goes on with many twists and turns.

Reading this part of the story, many people could identify with the protagonist's ambivalence and his irrational behavior, including believing that a "cold shoulder" towards a loved one would make the loved one even more passionate to pursue the relationship.

No doubt sometimes giving a lover a "cold shoulder" might work temporarily, but it often backfires in the end (if it works at all), as many people who do this realize when they're thinking more clearly.

In addition to the psychological insights about romantic relationships and friendships, Proust gives many other examples where people use psychological defense mechanisms, including denial, to cope with difficult situations.

As an example, Charles Swann, who is in love with Odette and wants to pursue a relationship with her, receives an anonymous warning letter about Odette's personal history of having many sexual affairs with rich. The letter also reveals that she worked as a sex worker.  At the time, during the Belle Epoque, this would have been scandalous and detrimental for Swann's reputation.

In Search of Lost Time: Swann In Love With Odette

Swann is intelligent and has a momentary insight that Odette is only interested in him for his money, but he is also somewhat naive.

With an unconscious gesture of wiping his glasses clean, which is a metaphor for his defense mechanism of not wanting to see, he ignores the warning signs. Instead, he pursues the relationship to his detriment.

Rather than giving a lengthy explanation about Swann's unconscious choice of ignoring his insights and the warning letter, Proust shows Swann making the a small unconscious gesture of wiping his glasses clean.  From this small unconscious gesture, the reader can see what Swann refuses to see the problems involved with this relationship.

Many people could identify with Charles Swann and remember times when they ignored internal and external warnings by pursuing a relationship fraught with problems because this is a common mistake that many people make when they fall in love.

As another example, many of the characters are either part of the aristocracy or part of the bourgeoisie in Paris.  Madame Verdurin, who is a bourgeois Bohemian hostess, has social gatherings with her "little clan" of acquaintances, including artists and musicians.

Proust, who is an astute observer of interpersonal relationships and who used composites of people that he knew in his book, provides us with a humorous description of Madame Verdurin, who outwardly professes a disdain for aristocrats by calling them "bores" and professing that she would never attend one of their social events.

Despite what she says, everything else about her, her gestures, her looks, her demeanor, says how much she really longs to be accepted by French aristocracy, who reject her early on in the story.

During that same time period, Sigmund Freud was writing about how unconscious thoughts manifest, despite what the conscious mind might believe.  Similarly, In Search of Lost Time, Proust gives us rich descriptions of the unconscious thoughts and motivations of his characters, including the narrator, Monsieur Swann and Madame Verdurin.

Sigmund Freud and the Unconscious Mind

Reading about the unconscious thoughts and motivations of the characters in the story, you can't help but recognize yourself and others, if not in exactly the same situation, then in other situations where denial was used as a psychological defense mechanism.

In Search of Lost Time is about many things, including an aspiring writer's struggle to develop confidence in himself and in his writing, how unconscious memories are aroused by certain sensory experiences, the passage of time, how people and places change over time, and how our perspective about life and relationships can also change over time.

While reading literature with complex characters, a reader can have psychological insights might come to the reader as epiphanies about him or herself.  

Other times, it will come as a recognition that the reader is similar to a character in the book. 

It might also come as a relief that these psychological phenomena are common to other people and not just to the reader.

About Me
I am a licensed New York City psychotherapist, hypnotherapist, EMDR and Somatic Experiencing therapist who works with individual adults and couples.

To find out more about me, visit my website: Josephine Ferraro, LCSW - NYC Psychotherapist.

To set up a consultation, call me at (917) 742-2624 during business hours or email me.

How Reading Literature Has a Positive Effect on Your Brain

I've always been a proponent of having children learn to read for pleasure early in their lives. I've always enjoyed reading from the time I was in the first grade.  My interest in reading was encouraged by my mother, who would read to me everyday when I was a young child, and who each week brought me to the library, a place that seemed magical and filled with possibilities to me.

Reading Literature Has a Positive Effect on Your Brain

I was also fortunate to have a first grade teacher who recognized my love of reading and gave me beautifully illustrated books that were a little challenging for me at the time, like "Heidi" and "Pippi Longstockings," to inspire me to continue reading.

Reading Literature Has a Positive Effect on the Brain

Without the present day distractions of video games and the Internet, my imagination came alive and took flight as I read about characters who lived in places that were so different where I lived.  This also created a curiosity in me about people, customs and places outside of my immediate surroundings.

Reading and Brain Research
We now have research from neuroscience which reveals that brain scans taken while people read a detailed description, a metaphor or an emotional conversation between two characters in a story stimulate the brain.

The Broca's area and the Wernicke's area, among other areas of the brain, are parts of the brain that are involved in interpreting narratives.

Reading Literature Has a Positive Effect on the Brain

According to Annie Murphy Paul, a journalist who writes for the NY Times, the brain doesn't make much of a distinction between reading about an experience and actually living the experience.  She says that the same parts of the brain are stimulated.

This is similar to hypnotherapy, where the unconscious mind, including imagination, are engaged in a hypnotic state and the brain doesn't distinguish between the imagined images or metaphors and actual lived experience.  This is one of the reasons why clinical hypnosis is effective.

Reading Literature Has a Positive Effect on the Brain

As most people who love literature know, reading also gives us an opportunity to enter into the experience  of the protagonist, especially if it contains rich metaphors and descriptions and lively conversations between characters.

Entering into the protagonist's world, we can have an intimate emotional experience of his or her relationships, insights, doubts, fears, joys and sorrows.

By having this intimate emotional experience, we can't help to compare the protagonist's experience with our own.

It's often easier to develop psychological insights when the experiences are outside of ourselves, like, for instance, when we see a protagonist struggle and overcome a particular emotional dilemma, than it is when we're going through it ourselves.

In doing so, we can also develop insight into our own personal experiences, notice something that we've never thought of before or see an experience in a completely new light.

Good literature has a way of transporting us into new psychological states as well as new places in a way that reading nonfiction usually doesn't.

I'll continue this theme with specific examples in a future article.

About Me
I am a licensed New York City psychotherapist, hypnotherapist, EMDR and Somatic Experiencing therapist who works with individual adults and couples.

To find out more about me, visit my website:  Josephine Ferraro, NYC Psychotherapist.

To set up a consultation, call me at (917) 742-2624 during business hours or email me.

Allow Your Children to Have Dreams and Use Their Imagination

Whenever people tell me that they were scolded as children for being "dreamers," having their "heads in the clouds," and using their imagination, I feel my heart sinking.  I wish more parents understood the value of allowing their children to have dreams and use their imagination.

Allow Your Children to Have Dreams and Use Their Imagination

The Imaginary World of Books
I've mentioned in an earlier blog post that when I was six or seven years old, my dream was to be a writer.  I think this dream developed when I discovered books.  I loved to read.  I loved being able to immerse myself in the imaginary world of the characters in the stories.

My mother was a big proponent of reading.  She began taking me to the public library at least once a week before I started elementary school.  The library, with all its many books, was a magical place to me.  Before I started school, we would go to the library and pick out books.  Then, we would go to the park and she would read to me while I looked wide-eyed at the pictures.

More than anything, when I began school, I wanted to learn to read so I could enter into these imaginary worlds on my own.  There were so many books in the children's section of the library, and I wanted to read all of them.  I was fortunate to have a wonderful first grade teacher, Mrs. Kurtz, who encouraged my interest and gave me books that were a few grade levels above me.

Although my mother was happy that I loved to read, she was uncomfortable with the idea that I wanted to be a writer. She never told me that I couldn't become a writer, but she thought this was very impractical and she worried that I wouldn't be able to support myself as a writer.  When she told my pediatrician that I wanted to be a writer, not only did he not discourage me, but he gave me lots of writing pads, pens, a thesaurus and a dictionary.  He told me that these were the writers' "tools."   He encouraged me to write to my heart's content, and I was delighted.

These "tools" took on an almost magical quality.  I felt very special and grown up, and I used them to write plays that my cousins and I put on in my grandmother's backyard.  In some ways, this was an act of defiance because I knew my mother didn't want me to be a writer.  But no one stopped me or told me not to do it.  Although they were very respectful and attentive at our performances, I think my relatives were amused by it all.  For their 10 cents admission charge to the show, they saw a play (usually a mystery), and afterwards, we entertained the adults by singing popular songs.

The Beatles and My Imaginary World
When I was 12, I discovered the Beatles during their first visit to the US.  I believe their arrival in the US was significant for our country, following our national mourning for President Kennedy.  It took the country out of our doldrums.

It was also very significant for me as a child.  Two years before, my father died suddenly and my world, as I had known it until then, changed forever.  When my friends and I became Beatle fans, like millions of other fans, we fantasized ourselves with our favorite Beatle (my favorite was Paul McCartney).

During the seventh grade, two of my close friends and I each wrote stories about our lives with the Beatles.  Each one of us wrote about what it would be like to be engaged to our favorite Beatle.  As children often do, we entered into that transitional world between imagination and "ordinary reality" in our writing.

Each day, we would come in to class and during break, we would read excerpts from our writing to each other about our adventures with the Beatles.  Sometimes, we read our writing to our teachers, who encouraged us.

New York World's Fair - Flushing, Queens
During the New York World's Fair in Flushing, Queens, my young friends and I pretended that we were from Liverpool.  They were giving out buttons with the names of people's country of origin, and we were thrilled to each get a button that said "Great Britain."  I don't think we fooled anyone with our fake accents, but the adults went along with us.

Fortunately, throughout that time, no one told us to stop day dreaming or to get our heads "out of the clouds."  We were allowed to use our imagination and have fun with it.  We were allowed to play with ideas and different roles.  We were too young to appreciate this then.  But I can look back now and see how crucial it was for my emotional development and well being at that time.

Allowing Children to Use Their Imagination is an Important Part of Their Development
Being allowed to day dream and use my imagination as a child never interfered with my school work, as many parents might fear.  I continued to get good grades.  And, if anything, it enabled me to develop a curiosity about and openness to people and places that were not part of my immediate world.  It also allowed me to have a sense of wonder and hope about my world in the future.

Isn't this what we want for our children?  If so, let's encourage them to play, dream, imagine and flourish.

About Me

I am a licensed NYC psychotherapist, hypnotherapist, EMDR and Somatic Experiencing therapist.  

I work with individual adults and couples.

To find out more about me, visit my website:  Josephine Ferraro, LCSW - NYC Psychotherapist.

To set up a consultation, call me at (917) 742-2624 during business hours or email me.




Photo Credit:  photo credit: jaci XIII via photopin cc