What is Eye Movement Desensitization and Reprocessing (EMDR)?
Eye Movement Desensitization and Reprocessing (EMDR) is a one-on-one form of psychotherapy that is designed to reduce trauma-related stress, anxiety, and depression symptoms associated with posttraumatic stress disorder (PTSD) and to improve overall mental health functioning.
Treatment is provided by an EMDR therapist, who first reviews the client’s history and assesses the client’s readiness for EMDR. During the preparation phase, the therapist works with the client to identify a positive memory associated with feelings of safety or calm that can be used if psychological distress associated with the traumatic memory is triggered. This is called the “Safe Place” and will be a baseline for the rest of the trauma work. The target traumatic memory for the treatment session is accessed with attention to image, negative belief, and body sensations.
Repetitive 30-second dual-attention exercises are conducted in which the client attends to a motor task while focusing on the target traumatic memory and then on any related negative thoughts, associations, and body sensations. The most common motor task used in EMDR is side-to-side eye movements that follow the therapist’s finger; however, alternating hand tapping or auditory tones delivered through headphones can be used. The exercises are repeated until the client reports no emotional distress.
The EMDR therapist then asks the client to think of a preferred positive belief regarding the incident and to focus on this positive belief while continuing with the exercises. The exercises end when the client reports with confidence comfortable feelings and a positive sense of self when recalling the target trauma. The therapist and client review the client’s progress and discuss scenarios or contexts that might trigger psychological distress. These triggers and positive images for appropriate future action are also targeted and processed.
In addition, the therapist asks the client to keep a journal, noting any material related to the traumatic memory, and to focus on the previously identified positive safe or calm memory whenever psychological distress associated with the traumatic memory is triggered.
Ronald Huxley can provide you with EMDR therapy that will decrease anxiety, calm overactive brains/nervous system, resolve past trauma. Contact Ron today by clicking the schedule a session today or call at 805-7090-2023.
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Trauma impacts children’s ability to stay calm and focus. It disrupts normal developmental growth and makes learning hard. Parents and teachers can use these 10 trauma sensitive tools to have a calmer classroom (and home):
Model Emotional Self-Regulation by naming and responding to intense feelings.
Clear, Assertive, Comfortable Communication establishes trust and structure.
Use Suggestion Boxes and allow students to express needs and have a voice in their world.
Use “Two-By-Ten” to challenge students for 10 minutes two times a day to build connections.
Use Calming Corners filled with sensory items and thinking puzzles.
Consider Classroom Design to organize, label, and give clear directions.
School Discipline Policies can be communicated clearly and allow students to ask questions to increase ownership and empowerment.
Say “Ouch/Oops” to model social emotional learning skills and manage hurt feelings and conflicts in the classroom.
Take “Brain Breaks” throughout the day to stay grounded, prevent dissociation, and keep present focused.
Use Culturally Responsive and Faith-Based activities to allow the child to feel safe and comfortable and bridge trauma tools used in the home.
These are just a few of the trauma-informed tools and tips you can use when you take our free course at TraumaToolbox.com or contact Ron about holding a trauma-informed workshop at your school or agency. Email Ron at firstname.lastname@example.org or call 805-709-2023 today.
Some people have trouble making good decisions. Boundaries are a challenge and saying “no” feels impossible. For others, they are quite comfortable making decisions. They might even enjoy telling others what choices they should make. Parents often feel a need to tell children what to do all the time. They believe that children can’t or won’t make a good choice. As we contemplate the elements of control in our lives, we want to find that balance between laissez faire attitudes and acting like a control freak.
Making choices, even bad ones is a way to feel powerful. Many children and adults will act in the opposite manner just to feel some form of power in their own lives. Authority figures are seen as untrustworthy, no matter how experienced or wise they might be. That isn’t the point for a person who feels powerless. Control and the defiance that often comes with it feels like the only way to find power or freedom.
We value the freedom that can come through choices. It is one of America’s highest personal values. Unfortunately, freedom to do anything one wants, whenever one wants to do it, and not expect any real consequences is not true freedom. True freedom comes when we exercise self-control.
Ask Dr. Seuss, if you don’t believe me:
You have brains in your head,
You have feet in your shoes,
You can steer yourself in any direction you choose.
Sound advice. The trick is choosing the right direction!
Parents want children to listen and obey because they have more experience dealing with the complexities of life. Children want to assert their control in order to better know themselves. There are specific stages where this most evident, like in 2-3-year-old toddler stage and the 13-17 years of adolescence. The reason these ages and stages are so fraught with power struggles is because the child is going through rapid brain growth, hormonal changes, and social/emotional demands. That requires a lot of self-assertion in order to master it all.
As I have already described in other blog posts, a parents job should resemble a coach more than a director. While this isn’t always possible or practical, it is the healthier approach to successful parenting. A parent TELLS a child what to do. Children can’t become responsible human beings or eventual adults if they rely on parents what to do. Parents can expect more self-responsibility and problem-solving if they don’t let the child make choices.
A parent coach offers choices in order to empower children to learn from their choices. Isn’t this how we all learn? Of course, understanding this approach and performing it in the heat of the “battle” is difficult but that isn’t a reason not to use it. The good news is that the drive to choose is built into our nervous systems. You don’t have to tell a child to have an opinion. They already have one. You don’t have to model how to prefer for one type of food over the other or one game over the other. The child just does this naturally. Coaching allows us to direct what is already inborn. Parents should let it work to their advantage!
Forcing control, although at times necessary, shouldn’t be our primary parenting plan. Parents can give choices for things they approve of…usually two is good. If the child wants a third option, and they will, simply repeat the two choices and when the situation becomes a game, and it will, make the choice for the child. This is where parents can be direct and assert their wills. Pick your battles well in other words.
Researchers on control like to use the words “agency” or “self-efficacy”. I guess it sounds more clinical. The more agency we use in life the more power-full we feel. The more good decisions we make, the more confident we are to try new and more challenging things. Good deciders set bigger goals in life than bad deciders. They get along better with other people, can be better team players, have higher academic achievements and work ethics, and they are healthier and happier people overall.
That all sounds good until you make a few bad choices and start to believe that you don’t have the ability to make a good choice, ever! People who go through trauma often feel this way. Depression is a common hallmark of making bad choices or having gone through bad things. This is what researchers call “locus of control”. Someone with an internal locus of control believes they are the cause of a successful outcome. An extern locus of control refers to things happening by chance or luck. After a traumatic event or series of events, a person can feel helpless and have an external locus of control. If something good does happen, it is random and accidental.
It is possible to have an “illusion of control” where someone feels they can master things they really can’t. They don’t have an overdeveloped internal locus of control and may take on too many tasks or make claims of being able to accomplish tasks that are too difficult. They are ready to accept responsibility for success but blame others/events for failures. This illusion prevents them from really learning how to be successful in life. Much of wisdom comes from making mistakes and then trying a new approach next time.
The answer to all of this may be acceptance of reality. This is a philosophical idea and spiritual practice of letting go of expectations and desires that create most of our on-going suffering. When something happens that we don’t want or we don’t get what we do want, we suffer. The truth is everyone does this and everyone suffers. Acceptance allows us to be aware of it and adapt. We don’t blame others for our mistakes or at least, our part of a situation/problem. We are humble and try to find the wisdom of our failures. We don’t allow others to control us and we don’t use control to deal with anxiety. We simply allow what is to be and find the truth in the experience. As the Bible says, “Truth sets us free” (John 8:32).
Acceptance isn’t another form of helplessness, however. We accept our situation but continue to hope for change. Christians, for example, trust that God’s will, however difficult or uncertain, is the better choice over their own personal will. When the two wills conflict, we submit to God’s will. Continue to control people and events, in order to get what you want, alienates family and friends, and puts tension between your reality and your desire to have what you want. This tension will result in negative emotions and behaviors. Learning to accept and let go will allow using that energy to make the best of your situation. Now that does require self-control!
“Accept — then act. Whatever the present moment contains, accept it as if you had chosen it. This will miraculously transform your whole life.” Eckhart Tolle
“Acceptance of what has happened is the first step to overcoming the consequences of any misfortune.” William James
“The art of acceptance is the art of making someone who has just done you a small favor with that he might have done you a greater one.” Martin Luther King, Jr.
>> Learn more about “Acceptance and Change” in our Freedom From Anxiety course at http://FamilyHealer.tv
>> Invite Ron Huxley to speak at your next event by contacting him at email@example.com or 805-709-2023.
How quickly can you bounce back from difficult situations?
Do you feel like you thrive from day to day or is it challenging to just survive each day?
Resiliency is a popular term in today’s world of positive psychology. The goal is to discover what works and how to use that quality, skill, or mental strategy to feel more effective and capable.
> Watch Ron Huxley’s video on “The Road to Resilience” here.
Unfortunately, when we experience trauma, we develop protective programs, layered deep in our nervous system, that want to avoid situations that might put us in danger or extreme stress/threat. We want to emphasize that this is a protective program and not a negative one, but that it can continue to play out in our lives and relationships, that is no longer needed in our lives. Being aware we have these program helps us address them which opens a door to learning how to adapt.
This process of being aware, addressing difficult issues, and learning to adapt is just one way we can increase our mental toughness.
Mental toughness is about courage, not perfection.
Facing difficulties, after going through traumatic experiences takes courage. Fighting against our own inner protective programs is hard. Taking risks to trust again is tough. Learning to believe in a hope-filled future seems impossible. This isn’t perfection. It is about the process requiring a change of heart. In faith-based terms, we call this transformation.
“Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is—his good, pleasing and perfect will.” Romans 12:2
This verse describes that mental toughness or resilience is an inside job. It doesn’t come from outer performance. It comes from an inner transformation of beliefs about ourselves and the world. It can’t be sustained by an external force. True, lasting toughness comes from a conversation of our will.
> Watch Ron Huxley’s video on “Faith-Based Trauma Therapy” here.
Kelly McGonical, in her book, The Upside of Stress, doesn’t view stressful events as good or bad. She claims that true resiliency comes from finding the good in the stressful situation and learning new ways to deal with challenges. It isn’t that you have to go through trials in order to learn how to deal with them. We all go through tough times. It is how you react to what you can’t control that helps us be mentally tough.
Viktor Frankl, Psychiatrist, and Holocaust survivor stated: “Everything can be taken from a man but one thing: the last of his human freedoms – to choose one’s attitude in any given set of circumstances. To choose one’s way (1959).”
Our ability to choose – what we call our will – is the key to bouncing back and moving forward. It is where we find our true freedom. In my own Christian walk, I have found that it is the “truth that sets us free (John 8:32). Trauma not only overwhelms the nervous system, programs protective emotional programs deep within us, it also redefines our identity.
> Learn more about how trauma affects a child’s brain and development here.
John O’Donohue, contemporary priest, poet, and philosopher, encourages us with the words: “Your identity is not equivalent to your biography. There is a place in you where you have never been wounded, where there’s a seamlessness in you, and where there is a confidence and tranquility. Your life becomes the shape of the days you inhabit.”
Another step to mental toughness is to express daily gratitudes. A lot of scientific studies have been done on gratitude and it has become an foundational tool for shifting our negative attitude in psychology and spirituality.
> Invite Ron Huxley to speak to your organization or at your next event on Trauma and Trauma-formed Care here.
Try using the Center for Healing Minds exercise called the 5-3-1 Gratitude Practice:
5… Meditate 5 minutes a day focusing on the breath or taking a break from your to-do list to de-stress and calm the mind. You can use various online videos and apps to help with this process.
3… Write done 3 good things that happened today. Research suggests a positive relationship between gratitude and higher levels of resilience.
1… Do 1 act of kindness per day. Hold the door open for the person coming into a store behind you, pay someone a compliment, be generous in your tipping.
Gratitude blesses others and transforms the inner life of the giver.
Mental toughness is the ability to bounce back, move forward, and shifts negative perspectives. It is how we resist, manage, and overcome difficult moments in our lives. We need it to feel renewed hope following trials and traumas that have impacted our inner self.
> Take free online courses on Trauma-Informed Care, Parenting, and Anxiety at http://FamilyHealer.tv
The first step is to understand the effects of toxic stress on the developing child is to recognize the signs and symptoms of trauma.
Children and youth may not always verbalize that they are going through a traumatic event. It is up to the adults, in their lives to recognize the warning signs and know how to help. If you know what to look for, the child’s behavior will be speaking “loud and clear!”
Young children, ages 0-5 can demonstrate activity levels that are much higher or lower than peers. They can startle very easily and be difficult to calm. Their play may reveal traumatic events over and over again or come up in little snippets of conversations. Clinginess, extreme irritability, reluctance to explore the world and long, frequent tantrums are also possible signs of trauma.
In elementary school children, they may complain about frequent headaches or stomachaches with no apparent cause. They can regress to earlier developmental stages with thumb sucking or bed wetting. It can be difficult to transition them from one activity or another. Emotionally, they can verbalize scary feelings and ideas, burst into tears over little things and/or be extremely withdrawn and quiet. There might be reports of eating and sleeping problems. They might get into trouble more than usual at home and at school. And, they could have poor attention, distractibility and be unable to follow directions.
All of this results in low school performance…
Older children may talk constantly about their traumatic situation or deny that anything is wrong. Behaviorally, they can refuse to follow rules, be oppositional and defiant, disrupt classrooms, and act anxious or depressed. It is also possible that they are tired all the time, have physical complaints without any medical reasons, fall asleep in class, or engage in risky behaviors, like alcohol, drugs, and physical fights.
Understanding these signs of trauma will empower educators to be more sensitive and resourceful in helping children in the classroom.
You can learn more about toxic stress and trauma, in children, by taking FREE classes at http://TraumaToolbox.com
Many of the principles and techniques used to interact with students with trauma are broadly applicable to conversations with all students.
However, it is important for educators to realize that the emotional and social needs of students with trauma are different.
Clear, assertive, comfortable communication can establish trust and provide structure.
Students should be made aware, in a clear, specific fashion, what their teachers and staff expect of them.
School discipline policies should be communicated at the beginning of the year to all students, faculty, and staff, and should be consistently described.
Allowing students an opportunity to inquire about, and even challenge, rules, will increase their sense of procedural justice.
If students perceive the procedures as basically transparent and fair, they are more likely to go along with an individual decision or policy they do not agree with.
Safe, Structured, and Sensitive Schools:
Provide consistent rules and structure
Enforce those rules consistently and transparently
Explain why the rules exist
Remain open to criticism and conversation.
Having a class meeting where students can vote on rules, or discuss policies, can help increase their sense of justice and safety.
Many students with trauma histories have not been given much agency or structure.
It can be comforting & affirming for students to see that school or classroom policies have a basis behind them, and can be revised if circumstances change.
Discussion & debate of class or school rules should be limited to certain pre-determined times in the year.
After the rules have been set, they should be consistently applied.
This way, the students learn that rules are open to revision, but that they do provide structure once they are in place.
Reminders of expectations should come on a regular basis.
Can take the form of…
Posters or signs,
Social media posts,
and Monthly or weekly “check-in” meetings.
Newly enrolled students should be briefed upon entry into the school; consider having your class help teach the policies to the new student.
Take a FREE ecourse today on parenting, anxiety, trauma, and more at http://FamilyHealer.tv
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Join me at my upcoming training on how to help traumatized children heal in my seminar on “Inside Out.” This is the second in a three-part series on trauma-informed, attachment-focused, and faith-based parenting.
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