Intolerable Feelings 2 Disrupted Development Childhood Traumatic EventsACEs Attachment Self capacities Feelings Management Inner Connection Worthy of Life Current Stressor Acts to Relieve Feelings ID: 653348
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Slide1
1
The Biology of Trauma
An RC Refresher on Brain and BodySlide2
Intolerable Feelings
2
Disrupted Development
Childhood Traumatic Events/ACEs
Attachment
Self capacities:
Feelings Management
Inner Connection
Worthy of Life
Current Stressor
Acts to Relieve Feelings
Retreats, hurts self, or hurts others
Body and brain
Adaptive: Helps in the moment, hurts in the long run
Risking Connection® Trauma FrameworkSlide3
Normal Threat Response
Something’s
wrong!?
Am I safe?
I
’ll check it out…
The Body Reacts:
Extreme
alertness
Non-essential
bodily functions stopFocused thinking to assess danger
3
Safe!
Body calms, often with help of supportive others
Danger!If threat is real,
body goes into fight or flightSlide4
Normal Threat Response
________________________________
________________________________
Calm
Hyperarousal (INTOLERABLE)
Hypoarousal
(INTOLERABLE)
Levine; Ogden
Activation
Current Stressor
Window of Tolerance
}Slide5
Malfunctioning Threat Response
Echo old trauma
Extreme alertness, racing heart,
u
nderlying fear, defensive stance
Non-essential bodily functions stop
CAN’ T THINK
S
mall
triggers activate the full threat response
5
Extreme fight, flight and/or freeze responses
Stuck in “on”
Rollercoaster from
“on” to “shut down”
Numb
, “shut down”Slide6
Stuck on “ON”
{
__________________________________
__________________________________
}
Stuck on “OFF”
Hyperarousal
(INTOLERABLE
)
Hypoarousal
(INTOLERABLE)
Malfunctioning Threat Response
Current Stressor
Window of Tolerance
}
Fear
Anxiety
Rage
Panic
Numb
Depressed
Cut-off
Withdrawn
Levine; OgdenSlide7
Summary: Danger Response
Over
time:
MANY
MANY
repetitions DO change brain wiring
Clients CAN
develop the ability to calm down, think, and problem solve when upset
7
Traumatized clients:Get stuck in the threat response Overreact to small triggers
Cannot think when stuck in “on”Have a narrow window of toleranceStruggle to relax, sleep, and have fun Slide8
Building Brains
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Building
Brains
in Children
https://youtu.be/8T1eJuJY5LESlide9
The Brain Develops Sequentially
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Perry, 2010Slide10
What We Know About the Brain
The brain is hierarchical, and each part depends on parts below.The brain changes based on how we use it.
The brain develops sequentially.
The brain develops most rapidly early in life.
Brains can change, but lower parts are the hardest to change.
The human brain was designed for a different world with more interaction and less chronic stress.
10
Dr. Bruce PerrySlide11
The Four-Part Brain
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Thinking
Safety and Alarm
The Body
FeelingSlide12
Complexity and Plasticity
Perry, 2010Slide13
Exercise: The Four Part Brain
13Slide14
Whatever is Used is Strengthened
Use Dependent DevelopmentThe more a pattern is used or activated, the more it is strengthened
This is the basis for development, memory and learning
Perry, 2010Slide15
What Should We Do To Build Better Brains and Calmer Nervous Systems?
15Slide16
Video
16
Interventions
https://youtu.be/6CwerKd-W8Q
Slide17
What Sort of Experiences Do Our Clients Need?
Perry, 2010
Relational and safe
Relevant- developmentally matched
Repetitive, patterned
Rewarding, pleasurableRhythmicRespectful of child, family, cultureSlide18
Brain Organization: Implications
A brain part must be activated to change.Verbal intervention alone cannot repair early damage
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Use rhythmic physical activity combined with warm, engaged relationships to change lower parts of
brainSlide19
Heal the Lower Brain through Rhythmic,
Repetitive, Rewarding Activities
Children who suffer trauma, neglect and attachment disruptions early in life have brains that did not develop basic abilities to regulate their bodies, even as adults
Healed through physical, rhythmic, rewarding activities with an engaged other
Bring what you love to work
Walking, dance, music, playing ball, animals, rocking, swinging, etc.Slide20
Implications for Treaters
There are two sides to a relationship - the client and the treaterThe treaters need to be happy and like the clientsOnly a treater who is well cared for will be a genuine participant in fun, brain developing activitiesSlide21
How Can Treaters Create
New Templates in Clients?They must feel hopeful energetic and engaged themselves
You can’t give what you don’t have
Distracted, sarcastic or mean staff strengthen old patterns
Wearing out staff destroys our ability to create changeSlide22
How Do We as Treaters Stay Within Our Window of Tolerance?
________________________________
________________________________
Calm
Hyperarousal (INTOLERABLE)
Hypoarousal
(INTOLERABLE)
Levine; Ogden
Activation
Current Stressor
Window of Tolerance
}Slide23
How Can Management Create a Climate in Which Brains Grow?
Parallel process- treat staff how you want them to treat the clientsOffer opportunities for social support
Give staff a voice and choice as to how the work is done.
Foster fun within work
Recognize of staff effort
Enjoy humorPromote personal development
Use of staff's interests and strengthsHelp staff understand that their task is to make the kids feel goodSlide24
Families
Play in therapy- goal is to help them have fun togetherDo activities together that build brains Reading and storytelling
Drawing
Moving people around
Offer non-therapy fun family events (picnics, cooking, etc.)
Teach families that playing together builds brainsSlide25
Fun, Fun, Fun
Within programs, families, schools, and communities
Ceremonies
Wii
Awareness of shame in games and fun
Flexible participationUnearned delight
Team buildingSpontaneous giftsFood
CelebrationSlide26
Body Based Treatment
Occupational Therapy
Sensory interventions
Neurofeedback
EMDR
Yoga
MassageMeditation
http://www.wilddivine.com/Slide27
Handout
Fourteen Tips for Building Better Brains27Slide28
What will you do?
In small groups discuss how you could incorporate these ideas into your program.Report to larger group
28Slide29
Summary
Brains grow in a sequential fashion. When abuse happens influences the effect.Nerve systems are also altered by abuse.Early damage cannot be healed by words alone.Rhythmic physical activities with an engaged adult build better brains.
How we treat our staff influences their ability to help brains grow.
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