- NeuroResilience is trademarked by Ron Huxley, LMFT 2019.
- Get more tools to anxiety and trauma proof your nervous system at TraumaToolbox.com
- Invite Ron to speak at your organization or event on trauma-informed care today. Call 805-709-2023 or email him at email@example.com
There is a common problem in social work and mental health today in trying to label people who have experience trauma. The reason for this is that trauma can impact the brain and the body in a way that produces a wide-range of symptoms that can be confusing to understand.
Most professionals are not “trauma-informed” meaning they haven’t received training on how trauma affects every area of human functioning or how to treat the whole person. Trauma, particularly the adverse experiences endured in early childhood, that can result in coping mechanisms that mimic criteria of various clinical diagnoses.
What are some of the labels you have heard placed on traumatized children or adults?
- Trouble makers
- No conscience
- Stressed Out
- and many more…
In addition to a lack of trauma awareness, we are all “meaning-seeking creatures” that want to label everything so that we can feel better about ourselves and our world. Unfortunately, it can do a lot of damage to the people we are labeling. If we label incorrectly, we will treat them incorrectly. This is might also be why so many survivors appear to “sabotage” their success. It isn’t a real desire to ruin their life. They need sensitive professionals and parents who understand how to deal with the root, trauma issues.
Fortunately, there is a national movement to train parents and professionals, who work with traumatized children, to become more “Trauma-Informed.” This movement is reaching out to homes, school, and organizations and explaining “What is trauma?”, “Impact of Trauma on the Brain, Behavior and Health”, “Adverse Childhood Experiences”, “Power of Resilience”, “Regulation Skills”, “Dissociation”, “Mindfulness and Compassion”, “Recognizing Signs and Symptoms of Trauma in Children”, “Attachment Disorders”, “Post-traumatic stress and Post-trauma Growth”, “Trauma in the Community”, “Avoiding Re-traumatization in Survivors”, “Trauma-Sensitive Schools”, “Faith-Based Approaches to Trauma” and more.
The focus of these training efforts is shifting the primary question inherent in treatment plans, screenings, programs and polices from asking “what is wrong with you” to “what has happened to you”.
This paradigm shift starts the dialogue with survivors, humanizes our practices and helps traumatized children and adults on how to find true healing.
If you would like Ron to train your organization on Trauma-Informed Care, contact him today at 805-709-2023 or email at firstname.lastname@example.org.
Have you been faced with a stressful situation where it is crucial how you perform, only to choke just when you need to be at your best? We all have! An article, by Scientific American journal, studied this experience and found some interesting insights.
The researchers found that negatively stereotyped social groups are some are at the greatest risk of choking under pressure. For example, if women are told that they are not as good as men at math, right before a math test, then they tend to do poorer on that test then if they were not told this statement.
One reason for the may be that the women are having to fight off the negative thoughts as they are trying to also person a complex task like solve math problems. This is what the researchers called “Increased Cognitive Load”. Others studies suggest that a negative stereotype increases feelings of anxiety and stress which affect performance.
As an artist, I feel the pressure of creating a painting when someone asks me to do one or wants to commission a specific image or scene. I can do great art, when I follow my muse and don’t worry about the outcome. That is because I am not worrying about whether someone will like it or question myself about my artistic abilities.
There is also the element of our identity. How we “see” ourselves or thing that others see us can affect our performances. Another researcher studied how positive stereotypes affect complex activities and found that this actually boosts ability to perform. Why don’t positive intrusive thoughts cause people to choke like negative ones? Because positive thoughts don’t focus on our feelings of worth as a member of a particular social group. As an artist, positive thoughts about my artistic skills increase my worth in this group of people.
Is the answer than to just pump ourselves up before a difficult task or pay others to tell us nice things about we are? Probaly not! As a psychotherapist, I tell my clients to explore their audiences of appreciation. Who values them? Who will be able to notice their efforts to change and will accept them unconditionally? A lot of emotional sufferers just don’t have enough awareness of their audiences of appreciation. Maybe my role as a psychotherapist is to be one of those audience members.
So instead of finding people to be “accountable to” in your efforts to set up a new New Years Resolution, try gathering together an audience of appreciation. Now wouldn’t that feel nice for a change? S
Ready to overcome anxiety, fear, and panic? Take a free ecourse at FamilyHealer.tv today and find “Freedom From Anxiety”.
Everyone struggles with how to deal with their emotions. This is especially challenging for children whose neurological development has not matured to the point that they can use more rational thinking to deal with their emotions. It becomes even more problematic if our children have suffered a traumatic event or experienced toxic stress.
Trauma and toxic stress impair all areas of development for children causing them to act and think below their chronological age. We call this gap “Age vs. Stage” to reference how a 16-year-old can act socially and emotionally like a 6-year-old. Often, the age that the child experienced the trauma is the emotional age they get stuck at even while the rest of them advance in years. This can open the eyes for many caregivers who are puzzled by the age vs stage problem.
Adults don’t always have good solutions to this problem, however. We may not really know how to manage our own emotions. Perhaps we have had our own trauma that shuts us down when overwhelmed by stress or we haven’t had many examples of what healthy, responsible adults do with their intense feelings and so, we limp along with our own developmental journey.
What most adults do is stuff their feelings. They might do this by dissociating from their bodily reactions and disconnect from extreme feelings of intimacy or closeness. They might push the feelings down until the boil over in a fit of rage, with everyone around the just waiting for the next volcanic explosion. They might try to be super reasonable and lecture their family and be perfectionistic with expectations no one can live up to.
The healthier answer is not to try and live from our emotions at all! The secret is that you can change your emotions by changing what you believe. When you wake up in the morning, don’t ask yourself “How do I feel today?” Ask yourself, instead “What do I believe today?”
Families who are faith-based believe many things they don’t always practice. For example, we believe that God will take care of all our needs but we spend hours being worried. Our beliefs must go deeper into our subconscious minds where habits exist. You don’t think about how to do certain things in life, like driving your car or make dinner, because those thought structures are set in our subconscious mind so that we can spend more energy on other conscious thoughts and actions. Practicing what we preach has to become a natural reaction to life’s challenges as well.
Faith-based families have a strange distrust of their own souls as well. Our souls comprise our body, mind, and will. Perhaps we distrust them because we haven’t changed our subconscious habits yet. This will be an on-going process, for sure, and one we can start modeling for our children as well. We also have to live healthy lifestyles, eating good food, engaging in playful activities, and getting rest and exercise.
Our beliefs allow us to overcome shame from our past. This is what causes traumatized children (and adults) from believing they deserve a good life because they are unworthy of love, unwanted by biological parents, and damaged in some way – maybe many ways. This negative belief results in the sabotage of success, self-injurious behavior, suicidal ideations, depression, anxiety, and fear. This list could go on…
God’s mercies are supposed to be “new every morning” and the same level of grace should be extended to ourselves as well as to other. We need to offer this to our traumatized children, as well. Whatever happened yesterday must be forgiven and our thought life must be taken captive.
A powerful tool for ourselves and for our families is to make biblical declarations – out loud! Life or death is on the tongue and what we say can steer the direction of our lives (Proverbs 18:21; James 3). Speaking out our new beliefs is an act of faith because we may not feel that what we are saying is true but we are not letting our emotions guide our beliefs, we are letting our beliefs direct our emotions.
Renewing the mind is how we are to live our faith governed lives and it is a continual process of maturity for our children and will help to close the age vs. stage gap (Romans 12:1-1).
Start your declarations with the words “I believe” and see what happens to your own mindset as well as to your child’s attitude and behaviors.
“I believe” that I have all the grace I need to face any challenge or problem that comes up for me today.
“I believe” that I am worthy of love and the love of God, who is love, overflows from me to everyone I encounter today.
“I believe” that I am trustworthy, kind, and tenderhearted. I am able to forgive other people who have hurt by and not live in bitterness or seek revenge.
- “I believe” that my prayers are powerful.
- “I believe” I am great at relationships and making friends.
- “I believe” that my family is blessed and I am a blessing to everyone around me.
- “I believe” God is on my side and doesn’t hate me or punish me.
- “I believe” I can think right thoughts and make good decisions.
- “I believe” that I am successful and have the ability to think and act creatively today.
- “I believe” today is a new day, full of new mercies, and I can be happy and rejoice in it.
- “I believe” that the joy of the Lord is my strength.
- “I believe” I do not have a spirit of fear and God gives me power, love, and a sound mind.
- “I believe” that I can control what I say and everything from my lips speak love, live, and encouragement.
- “I believe” that I can remember everything I am studying and will accomplish everything that needs to get down today.
- “I believe” that believing the truth sets me free of fear and depression.
Don’t worry if you don’t always feel what you say is true. Don’t be concerned or deterred if your children don’t agree with your declarations, at first. I believe that if you practice these declarations and start to create your own personal list that you will see incredible changes in your own heart and the heart of your family, today and over time!
Take a free online course to help your family heal at FamilyHealer.tv
Ron Huxley’s FamilyHealerSchool.com provides families with FREE help on parenting, anxiety, trauma, child behavior, spirituality and more. You can find healing for you and your family with multimedia content, downloadable resources, quizzes, and inspirational meditations. Our vision is to see families healed and living in complete abundance.
Get more information now: Click here!
A key element of the healing strategies for individuals who have experienced trauma is to “ReWriting Our Narratives.” These are the stories that we believe about ourselves as a result of the negative, hurt-full things in our life. But these stories are not all true even if they feel so, so, true. They are also not the end of the story. We can be the authors of our own lives and choose the plot lines of your future story.
Children and Trauma
Children are “ego-centric”. These means that they believe the world revolves around them. Therefore, when bad things happen, they believe it is their fault. This is due to an immature nervous system and executive functioning skills that are supposed to help them see things rationally. They are not rational creatures. Consequently, if something bad happens traumatized children believe that they are bad! This is a false narrative based on painful/shameful memories.
This is a hallmark of trauma-informed care that is revolutionizing the programs and services across the nation. We are learning to shift our paradigms from asking “what is wrong with a person?” to “what happened to a person?” This allows us to concentrate on the story. But this must go deeper. We have to ask the healing questions: “where does it hurt?”
We can use the acronym for HURT to help us explore our stories:
H.U.R.T. = Healing Un’s and Releasing Trauma
HURT children carry around a lot of Un’s (a prefix meaning “not”): Unworthy, unwanted, unloved, unsafe, unstable, unkind, untrustworthy, etc”.
What UN’s do you or your child believe?
We could also ask ourselves this question. What UN’s do I believe about myself. Everyone goes through some level of trauma. The challenges and hassles of everyday life can be quite severe. Many caregivers suffer compassion fatigue or vicarious trauma as a result of working/living with a traumatized child.
Fortunately, healing is possible for children and adults. We can look at where the HURT is and find strategies that change our life stories with positive, resilient endings!
Get more help from Ron Huxley by scheduling a session today or taking one of an online Trauma-Informed training at http://FamilyHealerSchool.com
Many foster and adoptive parents have children with special needs who require specialized care and skills. According to Wikipedia, the term special needs “is a term used in clinical diagnostic and functional development to describe individuals who require assistance for disabilities that may be medical, mental, or psychological.”
In the United States, more than 150,000 children with special needs are waiting for permanent homes. Traditionally, children with special needs have been considered harder to place for adoption than other children, but experience has shown that many children with special needs can be placed successfully with families who want them.
This can put more of a strain on families than they realize. Just loving a child really hard is not enough to manage the requirements of a special needs child. It takes special knowledge and a support system from other parents of special needs children and professionals who “get it!”
Being unprepared is one of the reasons foster and adoptive families disrupt. Disruption is a term that refers to the ending of a foster placement prior to the finalization of an adoption. The rate of disruption has traditionally been10-20% nationally. Post-Adoption services and education can decrease this rate dramatically!
Perhaps the most challenging special needs issue, for parents and professionals, is Fetal Alcohol Spectrum Disorder (FASD). This is defined as a “continuum of permanent birth defects caused by maternal consumption of alcohol during pregnancy. It refers to a group of conditions that can occur in a person whose mother drank alcohol during pregnancy. Problems may include an abnormal appearance, short height, low body weight, small head size, poor coordination, low intelligence, behavior problems, and problems with hearing or seeing.” (Wikipedia)
In addition to the physical symptoms of FASD, there are several corresponding mental health problems, such as attentional deficits, clinical depression, anxiety, or other mental illness. As you can imagine, many of the problems show up in the child’s school experience. Suspensions or expulsion from school occurs in 90% of children in the united states. For teenagers, this can result in dropping of out of school, experienced by 60% of the subjects (age 12 and older).
Other problems, such as legal issues, can occur for FASD children. Being charged or convicted of a crime is experienced by 60% of the children ages 12 and older. (Wikipedia)
One of the ways to help children with special needs heal is to work on executive functioning skills. Executive Functioning: “are a set of cognitive processes – including attentional control, inhibitory control, working memory, and cognitive flexibility, as well as reasoning, problem-solving and planning – that are necessary for the cognitive control of behavior: selecting and successfully monitoring behaviors that facilitate the attainment of chosen goals.”
Elevating executive functioning skills will help children with special needs make better choices, control their behavior and manage their thoughts and emotions. The simplest way to elevate them is through play.
It’s been said that play is the “beginning of knowledge.” The play is a child’s natural language and how they interact with the world and learn new skills and the shortest route to helping special needs children.
Babies and young children can benefit from games of peekaboo, pat-a-cake, hiding games, simple songs, and music, copying games, and fingerplays. Example of young child games include Eensy Weensy Spider, Where is Thumbkin, Open, Shut Them. Repetition and allowance for failure is key to helping children’s brain develop normally.
School-age children benefit from reading books, music, and movement, simple imitation games like follow the leader, conversations, manipulation of objects like blocks and Legos. Allow children to set the course of play allowing them to start and stop the rhythm of play.
It would seem that play with special needs children is the same as with any other child and it is…except that the intention and purpose of the play are to build brain skills that need reinforcement. The ability to stay focus and tolerate interactions need to be increased over time. If a child can only sit and play for 5 minutes, we want to increase that time to 6 minutes, then 7, etc. Start where the child is and allow them to increase tolerance and focus.
Take into consideration that each time the nervous system starts and then stops, it learns how to persist past impulses and distractions. Each time it achieves a difficult goal, it discovers the pleasure of success and wants to repeat this experience. This provides an internal locus of control that doesn’t require an adult to always supervise the play.
Play also develops social skills, an area that can be drastically missing in children with special needs. As children get older, teamwork becomes more important and necessary both at home and school. Children become more active and like to engage in dance, sports, playing catch, and various competition games. Competition can become a way to alienate others as special needs children have tantrums/meltdowns when they don’t win. This is due to a need to compensate for low self-esteem feeling like a failure at tasks and games.
Let the play be about the process and not the end result. Be happy for others who when and concentrating on celebrating team efforts will enhance executive functioning and overall relational success.
Is this still exhausting work? Yes! But the effort will be worth it in the long run. Use storytelling and imaginary play to make the connections that are missing in social/emotional development. Role-playing and creative art can also be a powerful tool for parents and professionals. Red Light/Green Light, Simon Says, clapping rhythms, guessing games, I Spy, and Brain Teasers are also useful brain tools.
Teenagers with special needs can benefit from practicing real-time daytimers, calendars, whiteboards, mind mapping and more to develop organizational, goal setting, planning, and monitoring and studying skills.
None of these activities should be done in isolation from caring, patient adults. Attachment and brain researchers operate under the maxim that “brains that fire together, wire together.” Just giving a toy to a child or tell them to do a task will not enhance the prefrontal cortex of the brain, where executive functioning is centered. Optimal development occurs when do people interact. Adults can guide the conversation and play to specifically target the individualized needs of the child. The child’s ability to push passed frustrations and manage moods will need the adult to help them through it.
Finally, children of all ages can benefit from the mental organization power of mindfulness. Executive functioning is more than academic ability. This might be the focus on many of the adults in the child’s life but life smarts are important aspects of book smarts.
According to Jon Kabat-Zinn, the founder of Mindfulness-Based Stress Reduction (MBSR), “Mindfulness is the awareness that arises through paying attention, on purpose, in the present moment, non-judgmentally.” Learning to be mindful of one’s thoughts, emotions, and bodily sensations calm the nervous system so thinking skills can increase. Teaching children the importance of experiencing their breath, mindful eating, yoga, and how to ground themselves are crucial skills at all ages.
Get more powerful tools for managing special needs and trauma for your organization with Trauma-Informed Training by contacting Ron Huxley now…click here!
FACT: Anxiety and depression are the biggest causes of disability in the developed world. One in five Americans suffers from some type of diagnosable anxiety disorder, such as generalized anxiety, panic, agoraphobia, post-traumatic stress, and obsessive-compulsive disorders. Eighty-five percent of sufferers never get any help!
FACT: Between 50 and 75% of all visits to primary-care doctors in the United State are related to stress or unresolved emotional upsets.
FACT: Anxiety is 2x more likely in women than in men.
FACT: Another 60 to 100 million people struggle with addictions and toxic lifestyles and mental health disorders!
FACT: Almost everyone else is nervous or worried about something every single day of their life!
FACT: Anxiety can destroy relationships, sabotage job opportunities, and ruin your physical and mental health.
This doesn’t have to be you! You can walk confidently in social situations at school and at work; live without fear of a panic attack; find that intimate relationship you desire; sleep peacefully knowing you have a positive future waiting for you.
Great writers and painters have known this fact for decades: The body acts like a brain…
Walt Whitman understood that the flesh was the source of meaning; Auguste Escoffier discovered that taste is actually a smell; Paul Cézanne realized that the brain can decipher an image from minimal brushstrokes.
Jonah Lehrer has written a book called Proust Was a Neuroscientist
In my own trauma-informed trainings I discuss how our central nervous system, specifically the nerves surrounding our “guts”, acts as a second brain.
Did you know that there are 43 different pairs of nerves which connect the nervous system to every part of our body. Twelve of these nerve pairs are connected to the brain, while the remaining 31 are connected to the spinal cord.
Did you know that the gut has 100 million nerve cells that make up it’s own nervous system separate from the brain!
Did you know that one of the major nerve pathways from the gut to the brain is called the Vagus Nerve. The brain interprets signals from the Vagus Nerve as actual emotional information. It really doesn’t know the difference.
Did you know that there is more and more research on how the gut and gastrointestinal conditions are linked to depression, anxiety, autism, and ADHD. What we are talking about here is nutrition and not just medication can change our mental health.
And did you know that there is a reason we call certain kinds of food “comfort food”? Comfort foods affect our moods. Can someone say chocolate please?
Understanding the brain/body connection can help us overcome trauma in ways that traditional talk therapy cannot. This is because a lot of times there are no words to express what trauma is doing in our lives or the trauma is so far back in infancy and during pregnancy that there was no ability to form words.
This will require a new approach to doing therapy that involves movement, sensory processing, art therapy and my own NeuroResilience Play Therapy Approach. Click here for more info.
What is your body telling you? Perhaps its time to follow your “gut” instincts today and find the help you need. Hey, writers and artists have been telling us for years this truth about our body acting like a brain. Let’s listen to what it is saying!
Nobody likes to have a negative experience of fear, sadness or anxiety. Unfortunately it’s very difficult to shift his mental states two more positive experiences of peace, joy, love. That’s when I realized that we are using the same brain to have very different experiences. Same brain structures, chemicals, and energy networks are being used for both negative and positive states.
In my studies of neurophysiology I discovered there are very similar mechanisms being used for things like anxiety and excitement! Additionally, we are using the same structures to experience past traumas as well as future expectations. The slide above is from a research study in the field of trauma resolution, particularly the use of EMDR as an intervention for trauma.
EMDR stands for eye movement desensitization and reprocessing. It’s obviously quite a mouthful. Basically utilizes I have moments to help us manage dramatic situations in our past so they don’t continue the hunt are present and destroy our hopes of a future. The technique was created by Francine Shapiro a psychologist working with traumatized veterans. In the research study illustrated above, The demonstrates how the brain scan can reveal a similar activation when we Thunk about past events as well as future hopes and dreams.
When working in trauma-informed care, we can utilize the same channels in our brain and mind to focus on more positive experiences. We are not limited to only one set of negative experiences. When adding thanks to our trauma informed care, we are able to inject hope it comes from a source greater than ourselves and yet moves in and through us. When we operate in agreement with this belief that we are protected and cared for by a God who loves us unconditionally, we are able to transform our past thoughts about trauma into a hopeful future that start now.
If you would like help at your next training event how to build faith-based, trauma-informed practices contact Ron today at email@example.com .