Ron Huxley’s has created a new course for his FamilyHealerSchool. It is called “Hack Your Nervous System” and compiles creative training material from the TraumaToolbox and Freedom From Anxiety Programs.
Why would anyone want to hack their nervous system? Why is this a powerful healing strategy for individuals who have suffered toxic stress or suffer from restlessness, stress, panic, Post-traumatic triggers and more?
- 10% of the population suffer from Post-traumatic stress disorders. 1 in 8 adults describes having weekly panic attacks and on-going social anxiety that ruin relationships, destroy careers, and create disease and finally death. Hacking your nervous system will start you on the road to healing and recovery.
- Most people who suffer from anxiety and trauma can’t use traditional talk therapy or behavioral tools provided by professionals. This is because their nervous systems are hyper or hypo aroused and need to be regulated first!
- Children cannot learn in school. Adults can’t focus at work. People can’t seem to function without mood-altering drugs or prescriptions. Why is this a growing problem in society? Use natural, powerful tools to find inner peace and harmony.
You can take this completely free course now by clicking here: http://FamilyHealerSchool.com
If you would like to invite Ron to provide this training at your organization or agency, email him at email@example.com.
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!
Learn more about how to tolerate toxic stress and build resiliency in your relationships at TraumaToolbox.com
Let Ron Huxley provide your organization with Trauma-Informed tools. Contact him at firstname.lastname@example.org
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.
Get additional parenting courses for FREE at http://FamilyHealerSchool.com
Join me as the speaker for San Luis Obispo, California’s Fall Conference. I will be featuring my online trauma-informed care training: The Trauma Toolbox.
This conference is free for parents and professionals who want to know more about this project and learn practical tools for healing trauma.
Be sure to RSVP at the DSS Training Line at 805-781-1705. Childcare will be available at an alternative location. Please call to arrange.
Join me for the latest series of “Faith-In-Motion” seminars this fall 2018. I will be collaborating again with Grace Central Coast church, San Luis Obispo County Department of Social Services, and Cuesta College to provide healing strategies for hurt children and families.
The schedule for the training include:
September 24, 2018 – “Bottom Up”
October 26, 2018 – “Inside Out”
November 26, 2018 – “Spiritual Surround”
BOTTOM UP refers to the healing strategies for traumatized children embodied in the brain and nervous system. In order for behavioral strategies to stick, we must calm down the hyperaroused nervous system. Learn practical, power-full tools for your trauma toolbox.
INSIDE OUT refers to strategies that will focus on the negative “lies” we believe about ourselves. Children in loving homes can still view themselves as unworthy of love. They can sabotage themselves and create more pain for their families. Learn new ways to transform lies into the truth that will set children and families free.
SPIRITUAL SURROUND refers to strategies to use the spiritual atmosphere of the home. Together we will explore how to create compassion and loving kindness in ourselves and our children. Transform negative atmospheres into hope-filled realities.
The seminars will be located at Grace Slo Church at 1350 Osos Street, San Luis Obispo, Ca. from 9 am to 12 noon.
Free Childcare with RSVP to 805-781-1705 or to email@example.com number of people and number and ages of children needing childcare. Childcare will be limited and for ages 0-5 only.
According to a recent article by Greater Good Magazine “Data suggests that, on average, every classroom has at least one student affected by trauma. According to the National Child Traumatic Stress Network, close to 40 percent of students in the U.S. has been exposed to some form of traumatic stressor in their lives, with sexual assault, physical assault, and witnessing domestic violence being the three most prevalent.”
Fortunately, we can use trauma-informed learning tools to help! Visit our online course for more information for your child and your school: http://TraumaToolbox.com
This is a free course and open to all stakeholders in your community. We are developing new courses in fall 2018. Take online quizzes, get downloadable reports, watch multimedia lessons and much more. Go now!
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!