Uncategorized Archives - Page 17 of 22

But- What about a Consequence?!?! {EP 56}

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Is this way of parenting, this connection-based, brain-based, co-regulation-based way, permissive parenting? Are kids just learning to get away with bad behavior?

Don’t people need a consequence to learn what behavior to do more of…and what behavior to do less of?

Keep Reading or Listen on the Podcast

But- What About a Consequence?

The question “But what about a consequence?” usually means one of two things.

Either the person asking the question hasn’t fully bought into the relational neuroscience theory that regulated connected kids who feel safe (and know what to do) do well– OR they are dysregulated themselves and have fallen into old ways of responding to negative behavior.

That happens to all of us!

When we are dysregulated, we fall back into old, well-exercised neural pathways like “Bad behavior = consequence.”

I wrote about this in a blog from a few weeks ago- check it out! Has Trauma Informed Become Another Behavior Modification Technique?

What does Consequence Even Mean

Another challenge with the “But What About a Consequence” question is that nobody really agrees on what consequence means.

A consequence is just the thing that happens next.

The consequence of me putting my foot on the gas is that my car accelerates.

The consequence of me oversleeping is that I have a rushed morning, I’m grouchy, and maybe late.

The consequence of one too many cups of coffee is that I can’t sleep for 12 days.

Some consequences are positive

They tend to make us want to do that behavior again.

The consequence of me finally getting up early enough to not rush through my morning routine and make it to work on time is positive- I like that. I’ll do that again.

Some consequences are negative

The consequence of me drinking a cup of coffee after 2pm means I will never sleep again. I don’t like that- I won’t do that again.

Learning from consequences- not punishments- means that the next time the situation rolls around, I have to remember. I have to be regulated so that I can be mindful enough to pause my behavioral impulses- to drink coffee all day long- long enough to think “WAIT. Don’t drink that! You’ll never sleep again!”

This is actually a pretty advanced cognitive skill and like I said, requires a lot of regulation and mindfulness.

Because slowing down, noticing, and choosing a different behavior requires a LOT of energy and frankly even calories.

Consequence Do Work!

It’s not that consequences- positive or negative- don’t work. Consequences can lead to behavior change.

It’s that we’re banking on the problem being related to the child needing to know something new and then the next time, being regulated enough to pause, remember, and do something different.

I mean, most adults I know have a hard time with that!

Consequence is often a code-word for Punishment

Beyond that, very rarely do people use the word consequence to mean what it means- something that happens next.

Most of the time, we are using the word consequence as a code word for punishment.

But what about the consequence? isn’t really asking about the consequence, because whatever the consequence really is, it already happened.

It’s really asking- but what is the punishment?

If regulated, connected kids who feel safe (and know what to do!) behave well, why do they need a punishment?

They don’t need a punishment.

They need us to help them solve the real problem. Do they need to more co-regulation? Connection? Or felt-safety?

What do Kids Really Need?

Sometimes we realize that our child doesn’t have what they need to be regulated, connected, and experiencing felt-safety in a certain setting.

Maybe your 5 and 7-year-olds can’t play without adult supervision without hurting each other.

They don’t need a punishment.

They need more adult co-regulation so that their 5 and 7-year-old owl brains to stay in charge enough that they can have age-appropriate sharing skills, frustration tolerance, and words to express what they need and want.

This might mean they need their play toys to be in the main room where the grownups are so the regulated adults can lend them their regulated brains more easily.

They might need help scaffolding the very complex social nuances of shared play.

(I give a lot more examples in the podcast episode)

Your Child Does Need Boundaries!

This approach to parenting doesn’t mean you child never hears no or there aren’t any boundaries.

And it isn’t an approach that avoids unhappy children.

It is an approach that recognizes what the real problem is (lack of regulation, connection or felt safety) and had that contributes to poor impulse control, poor frustration tolerance, or difficulty in putting together cause and effect.

Behaviors that we would label as rude or disrespectful or even verbally aggressive are really about a child being activated/aroused and not experiencing felt safety. That’s dysregulated.

Opposition, defiance, and other challenging behaviors emerge from a brain that isn’t experiencing felt-safety. Their brain has flipped into protection mode. The owl brain has flown away and the watch dog or possum brain have taken over.

CLICK HERE for a blog on how activation/arousal is underneath behaviors like opposition, defiance, and aggression.

So- what do we do?

Create safety for the watchdog or possum brain. Bring that activation down.

Parenting after Trauma: Minding the Heart and Brain is allll about creating safety for the watchdog and possum brain, and growing the owl brain.

Prosocial, age-appropriate social and relational behaviors will emerge.

This is super hard work for us grown-ups!!! Kids- and especially kids with fragile nervous systems or histories of trauma, need lots of structure, predictability, and co-regulation.

There is a place for our hard-earned grief that our older or bigger kids cannot do the things that their same age peers can do- like play with their siblings or friends without hitting them. Like get up for school. Like leave the house in the morning for school without 9 million meltdowns.

Grieve that truth.

What Does Your Child Need to Be Successful?

What’s happening in your child’s body that is leaving them in such a chronic state of activation that they are regularly rude, disrespectful, and uncooperative? How can you calm their arousal? Help their body feel safe? Create an environment or an experience from them to succeed?

This way of parenting isn’t boundary-less or permissive. It recognizes that children don’t need punishments or rewards to change behavior. They need regulation, connection, and felt-safety- and probably some new skills too but we have to teach those skills when they’re regulated.

What consequence does this child need (which is almost always code for what punishment does this child need) can be replaced by what does my child need in order to be successful? How can I create an experience for them in which it would be impossible for them to fail?

When my child isn’t doing well managing the responsibilities of his life I pause and ask why. What does he need that he isn’t getting? Regulation? Connection? Felt-Safety?

These are big concepts and I’ve blogged a lot about them in the past!

Has Trauma Informed Become a Behavior Modification Technique?

What’s Regulation Got to do With it

Focus on Arousal not Behavior

Connection can’t not work

We are Always Searching and Yearning for Connection

Felt Safety- what’s that?

Connection or Protection

What Behavior Really Is– free video series masterclass

Deep-Dive into the Watchdog, Owl, and Possum Brain

The owl, watchdog, and possum brain (yours and your child’s!) are the stars of Parenting after Trauma: Minding the Heart and Brain– my online digital course. Check it out!

Robyn

October 21, 2021/0 Comments/by Robyn Gobbel

Has Trauma Informed Become A Behavior Modification Technique? {EP 54}

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Trauma Informed Care was my introduction to a new model on behavior. A model that went past the behaviorist lens, a model that encouraged us to look way beyond the behavior and get curious about what was driving the behavior.

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A New Lens

When I was a brand therapist, I remember asking a mentor “But what about the consequence?” in regards to a teens particularly flagrant disregard of a pretty important rule.

He looked at me with a little smirk in his eyes- the smirk of a much older, much wiser mentor who is enjoying his new, young Padawan.

“What would a consequence accomplish?” He asked.

“Well, he needs to know this isn’t OK.”

He laughed. “I’m pretty sure he knows that.”

Huh. He had a point.

But then what?

What Were We Supposed To Do?

It’s curious really. A kid does something that is a clear message of “I am not OK!!!” and we adults are focused on what we are supposed to do to make sure the child knows what they did wasn’t OK.

This teen knew what he did wasn’t OK.

He definitely didn’t need to be taught that.

He needed grown-ups in life who were willing to get curious and brave about what on earth was going on- and then help him (while still offering very clear, solid boundaries).

I didn’t really like the feeling of not knowing what to do– and clearly I didn’t since I was asking about consequences– (and as an aside, I’ve gotten extremely comfortable with that feeling and it’s probably when I moved from being a good therapist to an excellent one) so I dove into the latest books and the latest science about what behavior really is.

I found Dan Siegel and the field of Interpersonal Neurobiology. I dove further in.

I obsessively obsessed about what was driving these kids’ behaviors so that we could help them.

Walking Two Paths- Therapist and Mom

At the same time, I was neck deep in raising my son and had an aha moment one day that I wanted to parent my son the way I was supporting the parents in my practice to be with their children.

Except my son hadn’t experienced any significant trauma- beyond being raised by a therapist. ;)

My husband is an educator and we were both learning from each other about how to be with our kids, students, clients, and colleagues in a way that matched our professional values and theory.

But again- those aren’t all people with a history of trauma.

Where was the line between trauma informed and just good practice based on what we understand about the neurobiology of being human?

And maybe even a better question- why was there a line?

Trauma Informed Approaches- Are They Good Approaches for Everyone?

We took our son out of a school with a relatively archaic approach to behavior management that would definitely be considered not trauma informed- but I felt completely clear that this approach wasn’t good for any kids- not just kids with a history of trauma.

My husband and I looked at each other one evening after a failed attempt at inspiring some change in our son’s school and said “Why would keep our kid in an environment that we spend all our professional hours speaking out against?” And I remain grateful that I had opportunities in my life that allowed me the privilege to make that choice while continuing to be a fierce advocate for the families who don’t have a choice.

Trauma informed approaches aren’t just good for kids with a history of trauma.

Truly being trauma informed means connecting with what it means to be human- and then understanding the impact of trauma on top of that.

Trauma-Informed as a Behavior Intervention

“How do I know if this is a trauma related behavior or a normal kid behavior?”

“Help me know how to respond to this behavior in my child with a trauma history because if my bio kid had ever pulled anything like this, I would react WAY different.”

“I completely agree with trauma-informed care…but what about when it doesn’t work? Doesn’t the child need a consequence then?”

Outside my work with parents, I was traveling far and wide, speaking to educators, clinicians, and parents all over the country. Without fail, one or all of these questions would be asked.

These questions are generally coming from one of two different places.

Sometimes they were questions from folks who had just popped out of their window of tolerance. A certain behavior triggered them in a way that they left their prefrontal cortex and moved into a controlling space. This is normal and human and happens to me, too.

Or, they are the questions of someone who has unintentionally turned trauma-informed principles into another behavior management technique.

Focused on Behavior Change

They were using ideas of connection, felt-safety, and co-regulation as a means to an end- changed behavior.

They were still, at their core, believing that children need some sort of intervention to ‘act right’ and they were willing to try these new approaches for kids who had experienced trauma.

What was being missed was the complete paradigm shift of understanding the neurobiology of behavior– the neurobiology of being human.

To Be Truly Trauma Informed

To truly be trauma informed, we have to shift our entire lens on what behavior really is, otherwise it will ultimately just become another behavior management technique.

The risk there is that when the technique doesn’t work- meaning behavior isn’t changed- we revert back to beliefs like “This child is just defiant” or “We need to give a consequence” (which you and I both know means punishment).

What’s Underneath the Behavior

At the foundation of trauma informed care is the curiosity to look at what’s driving behavior and focus on that- instead of the behavior. Along with the recognition that trauma impacts people in a way that ultimately comes out in the behavior.

That’s true of all behavior.

Behavior is simply what we see on the outside that gives us clues about what’s happening on the inside.

I can summarize most of what we currently understand about the neurobiology of behavior (including polyvagal theory, affect regulation theory, the neurosequential model, etc. etc. etc.) with this:

Regulated, Connected Kids (people) who Feel Safe Behave Well.

We might have to redefine or re-examine what it means to do well, but that’s another post/episode.

Felt-Safety

The brain has two settings.

Safe. Not Safe. It’s an on/off switch.

When we feel safe, we have behaviors of connection.

When we don’t feel safe, we have behaviors of protection.

What’s a behavior of protection? They’re the ones that leave you not want to be in connection with that person. Or their behaviors that are overly pushing connection away.

Basically, they’re the behaviors that lead you to listen to podcasts and read blogs about behavior.

Regulation

All behavior, not just relational behavior but all behavior-– like brushing our teeth or riding a bike– is driven by the levels of energy and arousal in our nervous system.

When that energy and arousal is regulated, our behavior matches. Regulated doesn’t mean calm or happy. Regulated means I’m inside my window of tolerance. Regulated means I’m stay connected to myself. It means I can notice my experience and change it if needed.

The kind of behavior that distresses adults the most is usually really dysregulated. The child isn’t connected to themselves and it doesn’t match the situation.

Like- flipping over a chair because you can’t have a snack five minutes before dinner.

Connection

Connection is a Biological Imperative. This is science. Hard science. This means connection is our default. We are driven to be find connection and our body works better when we are available for connection.

If our kids (or anyone for that matter) are acting in a way that is rejecting or pushing away connection we have to pause and ask “Huh. What’s up with that.”

This is true about all humans. All. Every single one.

I know that if you aren’t new to my blog that this isn’t new information. Just hang with me. Plus it’s good to hear things a lot.

Now- Layer the Impact of Trauma on Top

Felt-Safety

Trauma leaves folks more likely to experience neutral or even positive experiences as unsafe. Trauma sets the felt-safety bias hard toward ‘not safe.’ Trauma can leave a person is a pretty chronic state of ‘not safe.’ This leaves them in protection-brain. This means more protection behaviors (opposition, defiance, aggression, shutting down).

Regulation

Trauma impacts the development of regulation in the autonomic nervous system (ANS). The impact on the ANS impacts all sorts of things but the one thing I’ll mention here is the creation of the ‘mountain out of a mole hill’ phenomenon.

Basically, a history of trauma can leave people have big reactions to objectively small stressors.

Connection

Trauma can leave connection- something that is supposed to bring a sense of soothing and safety to our system- as something that instead brings a sense of threat.

To be driven toward something that is also threatening?

There’s hardly a greater tragedy.

Minimizing the Trauma-Informed Movement?

I’ve worried about– and even gotten some feedback– that I’m unintentionally minimizing the impact of trauma by first focusing on the neurobiology of being human.

Laying trauma-informed principles on top of the neurobiology of being human is how we truly recognize and honor the impact of trauma.

What if without first understanding the neurobiology of being human, trauma informed care is reduced to behavior management techniques?

What if people with a history of trauma who don’t produce the desired behavior in response to someone’s trauma-informed intervention are labeled as ‘just defiant.’

Regretfully, these aren’t ‘what ifs.’ These are things I see happening. Every day.

If we shift our lens and see behavior as an expression of someone’s internal state, their autonomic nervous system, their level of arousal and their experience of felt-safety, we change how we see everyone’s behavior.

We shift to a place where compassion emerges and boundaries are clear.

Changing Systems & Culture

We create systems and cultures that are not only a space for all humans to thrive, but are especially a place for people with a history of trauma to thrive.

Changing how we see people changes people.

People with a history of trauma are people first. Then the way trauma has impacted the development of the nervous system, their regulation, and connection to felt-safety, their ability to feel safe in connection, and even the way to make and retrieve memories can be understood on top of that.

People with a history of trauma aren’t broken.

They are having completely reasonable, adaptive responses to experiences they never should have had. The neuroscience of being human confirms this.

Beyond Trauma Informed

To be truly trauma informed, we have to go beyond trauma informed. We have to be willing to turn upside our beliefs, and the systems in which we’ve built those beliefs, about what it means to be human.

This means confronting all the times someone has treated us in a way that taught us we needed to be punished in order to be good. This means confronting all the times we’ve treated others that way. That’s hard and gutsy and brave and we’re doing it.

You’re doing it.

We’re changing the world for generations to come. We’re creating a space for people to heal from trauma. And maybe we’re creating a space where people experience less trauma because all humans are seen for who they really are: completely amazing precious people- who sometimes act bad.

Robyn

October 5, 2021/0 Comments/by Robyn Gobbel

What our Kids Really Need (and us, too): Moments of Healing {EP 53}

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Therapeutic moments can be brief

and ideally are spread throughout your whole week—it’s not just about one hour a week with the therapist. Dr. Bruce Perry

It’s easy to get discouraged, hopeless, and overwhelmed when your career (mine!) is dedicated to helping kids who have been hurt the worst. Kids who have some of the biggest, most challenging, and even the most dangerous behaviors.

Their parents and caregivers are understandably run down. The services that families need literally don’t even exist in the world, let alone are they accessible.

Keep Reading or Listen on the Podcast

The Science of Being Human

Maybe this is why I have been so drawn to the science that explains the mind and heart of being human, being hurt, and healing from both. There is so much hope and I find it hard to argue with science. At my core, I’m really an optimist and the hope of relational neuroscience helps me stay connected to families when they need it the most.

One Hour a Week

I remember super early in my career wondering how- in a week with 168 hours- my client could get lucky enough to schedule an appointment with me during the hour they were in a mental space for therapy.

I wondered if something magical happened as they walked through the door to the office and just poof- ready for healing?

What if they were having a bad day or a bad hour or simply just not really in the mood?

What if therapy could happen in the moment that the client was open and ready for it? Instead of at this predetermined time on the calendar that we agreed to because we both happened to have that hour available.

Seemed like we were leaving a lot up to chance.

As I understand more the neurobiological mechanisms in therapy and why therapy works, I’m aware that no, it’s not exactly magic and yes, there is something that happens when clients walk through the door that helps them move into a space where they are open for connection and healing.

Some of the time.

I wonder how much percentage of the week therapy takes up?

Well I guess that’s a quick calculation…. 1/168 = 0.6%

0.6% of someone’s week is supposed to create radical change.

The Current Way We Do Therapy Isn’t Really Working- for too many

Y’all- I’m a therapist and I’ve be a part of therapy that makes unbelievable change in people’s lives. My own and my clients. Without question for many, many people the hour-a-week of therapy model works great.

But you know what?

For many many people it doesn’t.

Not to mention the fact that we are smack dab in the middle of a mental health crisis where we don’t have even close to enough therapists for everyone seeking therapy. Not even close.

When I trained to be a therapist who works with kids, guess how many hours of training I got in working with parents? Families?

If you’re a child therapist, you know the answer.

Essentially- none.

Bringing Families In

I became a therapist because I love kids. I’m great with them. I get them. I told my own therapist once “they just make so much sense to me.”

Luckily, my first good professional mentor was 100% committed to the truth that parents don’t sit in the waiting room. They are in the office. With us.

That seemed a bit scary to me but being negatively judged by my new mentor seemed more scary so I started bringing parents into the office.

Want to know what I discovered?

I loooooooove working with parents.

I actually basically adore them.

And they need to be adored. Just like their kids.

Also – it seemed pretty obvious to me that kids would benefit from having all 168 hours of their life be a little different. Not just the one hour they were with me.

Working with Parents Meant they Learned:

New ways of playing with their kids
New ways to respond to challenging behavior
How important they are in their child’s life
I believed they were amazing
I was on their team
New ways of being with their children (because that’s way more important than the doing)

And if you’re interested in clinical research, it does indeed show that children make faster progress in therapy if their parents and caregivers are involved.

Having parents actively involved in the process meant they learned ways to offer their children moments of healing throughout the week.

What is a Moment of Healing

A moment of healing happens when a child is beginning to get dysregulated and the parent takes a breath, pauses, and looks at their child with new eyes. Eyes that say “you’re struggling” instead of eyes that say “you’re misbehaving.”

A moment of healing happens when a parent implements an idea of a rhythmic, repetitive, relational, and somatosensory experience that helps the child transition from toothbrushing to PJ time.

A moment of healing happens when a parent sees their child struggling with homework and instead of saying “If you would just concentrate and do your homework this would be over by now” (hey no shame there, I only know that phrase because I’ve said it a lot, to my own kid) they say something like “HEY! I’ll be you can’t beat me in arm wrestling!” and assumes the ‘let’s arm wrestle!’ position, or they give their kid a double-bubble bubble gum to chew on.

A moment of healing happens when parents feel empowered to meet their child’s needs because I’ve been so clear with them how important they are to their child.

A moment of healing happens because parents get from me from I what I know they want to give their children. Presence. Attunement. Compassion. Capacity to hold all of their parts.

A moment of healing happens because when parents and kids walk through my door they understand- implicitly because something just feels different in my office and explicitly because I actually have word art that expresses this- that every single part of them is welcome in my office. That all true selves are loveable.

All True Selves are Loveable

Candyce Ossefort Russel, LPC-S

When parents begin to believe that about themselves, they begin to stay more regulated for their kids.

They begin to believe that about their kids. That all of their parts of welcome and their true self is loveable and worthy of love.

They see their kids a little differently. They respond a little differently.

And they do this in the 167 hours a week that I’m not with them.

Now I have a child (and frankly, grown-ups too and they matter just as much to me!) who is getting thousands of moments of healing throughout the week. Not a couple of moments that happen in one hour, once a week.

Making Big Change in the World

So I decided to change the way every mental health provider in the whole world does therapy.

Just kidding. Kind of.

The hour-a-week of therapy model is probably beyond my capacity to change. But you know what I can change?

I can reach more parents, outside the therapy office, and give them what they need to give their kid moments of healing.

This is my greatest joy of maybe my entire life.

To see how the culmination of all of my experience, trainings, and yes- extreme privilege and good fortune- have allowed me to create the structure for a thriving virtual community of parents all over the world. Parents who now, because of The Club, have more capacity than they did (because of the connection and co-regulation they are getting!) to give their kids the moments of healing they need.

They also believe that the moments of healing matter. Parents have learned- because we taught them when we don’t include them in meetings, therapy, and treatment planning- that they don’t really matter. That me, a stranger, matters more to their child’s healing. It’s my job to un-teach them that.

Parents. You matter. You matter completely.

And you aren’t meant to do it alone.

You know what else I can do?

Encourage professionals to bring parents closer. Teach them how. Empower them. Inspire confidence.

Help them grow their own window-of-tolerance so they can hold more energy in the room.

Give them the skills to connect with even the hardest-to-connect with families.

The kids who are the hardest to connect with are usually the ones who have been hurt the most by connection and therefore need connection the most.

The same thing is true about the parents.

Parents Need Moments of Healing, Too

I had an AHA moment when I was attending the Rising Tide conference this fall (not to mention basically the best three days of my entire summer).

Parents need moments of healing, too.

One benefit of having parents very involved in their child’s therapy experience is that parents would get what I could call ‘their weekly dose of co-regulation’. A week is a loooooong time for a parent to go alone, navigating the extremely challenging behaviors of their child in addition to regular every day life stressors.

By the time the next week rolled around, parents needed me to welcome all their frustration, all their overwhelm, even all their anger and hopelessness.

Then they’d get seen and known. Their cup of co-regulation would get filled. They’d go back out into the world and be able to give their kids what they needed for a few more days.

Then we’d do it again the next week.

It was lovely.

What if Parents Could Get That More?

What if they could get that more because there are more therapists, coaches, helpers and healers trained to give it??

What if they could get that more because there was a place for them to get that beyond the once-a-week therapy space?

I know there are a lot of you who get that from reading this blog and listening to the podcast. I know because you write and tell me. You have literally told me you get your daily dose of co-regulation by popping in your ear buds and listening to an episode.

I know a lot of you listening get those doses of co-regulation in The Club. Those of you in The Club also get to GIVE those doses of co-regulation and turns out, that’s actually a super important part of this process.

Moments of Healing

Makes so much sense, right?

Of course we all need moments of healing sprinkled all throughout our lives. Just regular, every day life.

Yes, therapy is awesome.

I’m a big fan 😊

For myself, my family, for everyone who has access to it.

But not everyone does.

And many of the people who do need more than an hour a week, cramming in as many moments as possible- which is hard because we also need many moments of rest in between moments of healing.

Moments of Healing

Moments of healing change kids. They change parents. They change the helpers.

Moments of healing change the world.

Robyn

September 28, 2021/0 Comments/by Robyn Gobbel

Trauma Informed Occupational Therapy {EP 52}

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Marti Smith, OTR is an Occupational Therapist, fellow with the Child Trauma Academy, and founding Board Member with A-TROT, the Alliance for Trauma Responsive Occupational Therapists. Marti is a dear friend and close colleague. We met what feels like eons ago at a Trust Based Relational Intervention training and became quick friends. I’ve learned so much from Marti in my own career about chasing the ‘why’ behind a behavior– and not just the relational and attachment need, but the biological and physiological need behind a behavior.

Keep reading or listen on the podcast

The Brain is Behind Everything We Do

The foundation of my work rests on the idea that the brain is behind every single thing that we do- so let’s get curious about what is going on the brain that is underneath a specific behavior (which is the foundation of the course Parenting after Trauma: Minding the Heart and Brain). Marti’s work as an occupational therapist beautifully dovetails the work I do as a mental health therapist while also offering a new perspective by looking at the physical body and autonomic nervous system factors that are related to behaviors.

Marti’s expertise in the Neurosequential Model of Therapeutics helps keep her focus on the foundation of the brain as a way to support kids with challenging behaviors. She knows keenly that the foundation of any skill must be strengthened before moving on to more advanced skills. I mean, if you want to do calculus you’ve got to have addition down-pat!

The Overlap Between Mental Health and the Body

Mental health practitioners! Listen up!

The body is a part of your domain.

Promise. We are not occupational therapists and we have different goals and skills—of course! But the mind and the body are not separate entities. As mental health practitioners, we are greatly remiss not to being paying attention to the body. We’ve got support our clients in coming into their body, themselves, and regulation if we want to move on to relational and cognitive skills. Get the training you need and don’t be afraid to bring the body into the therapy room!

If you need more training, come to my Engaging the Body training on October 15 and 16!

We want to go as foundational as possible, always. Again- we wouldn’t teach calculus without a strong foundation in addition.

If we want to teach relational and social skills to children, we have to make sure we haven’t skipped over regulation. If there is a strong foundation, great! Move right on to relational skills. If you are good at addition (and a lot of other things, too) go on to calculus. But if there isn’t a strong foundation, you have to start there- at the bottom.

It’s a Five Lane Freeway

In this episode, Marti and I have a bit of a soapbox on how occupational therapists and mental health practitioners can support one another and how much cross-over there is between these disciplines. It’s not uncommon to hear practitioners say something to the effect of “Stay in your own lane.” Marti laughingly says to that “It’s a five-lane freeway!” Great occupational therapists have great relational skills. Great mental health practitioners have great skills at working with the body.

In my therapy room, when kids are demonstrating difficult behaviors and I can see that this is about regulation as opposed to poor character or immature relationship skills, and I support their regulation instead of teach relational skills, the child experiences feeling very seen and known. Finally.

That’s therapy 😊

As an aside, having a basic knowledge in the body and typical development helps us mental health professionals know when to make an appropriate referral to occupational therapy.

Rhythmic Movements

Here we are talking about rhythm again! Marti teaches us that when you are with a child whose words, tone, and actions are very rhythmic, you have a good indication that that child is operating out of their lowest parts of their brain. Rhythmic outbursts of “I. HATE. YOU.” sound different than a moody and perhaps snide “I hate you.” and can provide clues about where the child is in their brain.

If you can, listen to the podcast because Marti gives great examples that are hard to convey in the written word.

Match with Rhythm

When our kids demonstrate that they are operating out of the lower parts of their brain, match them with rhythm. Use rhythmic, repetitive, relational, and somatosensory experiences to help co-organize and co-regulate them! Be a very keen observer. Notice what the child is already doing and see if you can offer them an experience that will help co-organize and co-regulate their movements.

You have a kid who is flipping upside down? They are giving us a clue about what their body is craving in order to be OK.

Offer a way to co-regulate the flipping upside down! Play wheelbarrow or have a handstand contest. See how many summersaults it takes to get to the other side of the room.

All behavior makes sense. Lean in and offer support to help co-organize and co-regulate the behavior so the child can come into connection and regulation.

As an aside, this is what I teach to therapists in the Engaging the Body online course. I’ll be teaching these concepts in The Club October thru December in our series focus on Strengthening the Foundation of the Brain.

The Power of Mirroring

Marti reminds us of the power of mirror neurons. If you- the adult or the parent- begins to mirror the child’s body you:

Get to feel what the child is feeling and often this gives you great information about what the child is trying to do or what they need
Help the child feel mirrored and increase the possibility that the child will then mirror you and do your movements that are more regulated and organized.

Behaviors and movements make sense- in some way. They aren’t bad kids. They are kids who need help.

Changing how we see kids changing kids. Help them be seen as a child who needs help and whose behaviors make sense given what is happening inside their body, instead of as a child who has bad behaviors who is destructive.

Mirroring our kids’ body movements is a great tool in times of dysregulation but also in times of regulation. I have a sweet video I show in my Engaging the Body course where I’m dancing with a little one and I spontaneously start to mirror her dance moves. The delight in her eyes when she realizes I’m doing what she’s doing is powerful to see.

Occupational Therapy versus Psychotherapy

Many parents- and therapists- often ask me which one they should choose if they can’t do both occupational therapy and psychotherapy at the same time. It’s a huge investment in time, resources, and energy to engage in both therapies at the same time.

I told Marti that I always recommend that families start with occupational therapy if both occupational therapy and psychotherapy assessments recommend treatment and they can only do one at a time. Marti laughed with relief that she didn’t have to disagree with me on my own podcast.

She agreed that starting with occupational therapy is starting with the foundation. Start there.

Family-Based Occupational Therapy

One of my many favorite things about Marti- besides the fact that clearly she is delightful, creative, and a ton of fun- is her approach to working with families. When I was practicing in Austin, Marti was frequently involved in my treatment plans for kids and families because Marti takes a very family-focused approach. Instead of bringing children to the clinic once a week for months of treatment, Marti works closely with families and teaches them how to create ‘moments of healing’ at home.

Marti explains how the hour-a-week therapy model was developed for many reasons but one was because of how the brain heals in physical rehab.

With the type of work that Marti does with kids and families, the brain needs many tiny, frequent doses of healing with frequent breaks in between. Not once a week of focused therapy, but moments throughout each day, with lots of breaks for rest and integration in between. Because of this, Marti works closely with parents and teaches them how to integrate her recommendations in their regular, every day lives. Marti is so great at finding fun, creative ways to make therapeutic experiences just feel like play- not therapy.

A-TROT

Marti is a founding board member of The Alliance of Trauma Responsive OTs – A-TROT– a new, grass-roots organization whose mission is to provide targeted professional support that equips occupational therapists to deliver trauma-responsive care. Marti believes that one aspect of being trauma-responsive is to include parents in their child’s treatment, equipping them to provide ‘moments of healing’ for their children in high-frequency but short-duration doses through the week- not just in 45 minutes of OT therapy once a week.

If you are an occupational therapist, check out what’s brewing over at the A-TROT website and join them over the in the Trauma Informed Occupational Therapists Facebook Group (OTs only).

KALMAR

Marti- in all her creativity and genius- is also the developer of an online assessment, KALMAR, a tool to help identify therapeutic activities and approaches that are most likely to have positive outcomes based on observations made by caregivers. The theory for the tool is based on work by Dr. Bruce Perry and his NMT model from ChildTrauma Academy as well as the TBRI method from The Karyn Purvis Institute for Child Development. Marti’s husband- a software programmer- helped her develop an assessment that lets you put in your child’s behaviors and then offers up specific recommendations. It’s really amazing.

The Connected Therapist

In June 2021, Marti published her book The Connected Therapist in response to an overwhelming need for parents to have Marti in their back pocket 😊

Like so many of us, Marti has found herself giving similar recommendations over and over again. With the encouragement of mentors, Marti ultimately decided that writing a book was a great way for her to reach more families. This book is a must-read for all parents but parents of kids with a history of trauma will feel immediately seen by this book. Marti is exceptionally practical. She has a talent for making recommendations that are accessible and fun. The book could certainly be read cover to cover but it could also be used a reference book- just flip to the page you need!

Marti is my first podcast guest to have a repeat appearance on the podcast. I’m sure it’s obvious why. Marti is brilliant, delightful, and talented- and she loves you and your kids as much as I do. Go check out all the amazing resources she offers out into the world and if you meet Marti, tell her I introduced y’all!

Connect with Marti

Marti is doing some truly ground-breaking work within his community- go check it out!

https://CreativeTherapies.com

The Connected Therapist

Trauma Tips Video Podcast

KALMAR

More about Rhythmic, Repetitive, Relational, and Somatosensory Experiences

Engaging the Body: Working with Dysregulated Kids is an eight-hour virtual training for professionals (of any kind!) eager to bring movement and body-based experiences intentionally into their work with clients. I’ve adapted my previously always-sold-out training for play therapists to be applicable to a wider range of professionals and decided to offer it virtually one last time.

The Club– Beginning in October in The Club, we’ll be taking three months to integrate rhythmic, repetitive, relational, and somatosensory experience into moments of healing in the family- strengthening the foundation of the brain. You can join The Club as a caregiver and/or a professional (I know many of you are both!).

Robyn

September 21, 2021/2 Comments/by Robyn Gobbel

Equine-Assisted Trauma Informed Psychotherapy {EP 51}

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My guest on this week’s podcast is Michael Remole, a mental health therapist in Central Illinois who integrates trauma-informed equine assisted psychotherapy into his work with clients.

A horse-lover since childhood, Michael was working on his master’s degree in counseling when he realized he could integrate his love for horses with his passion for working with people who had experienced trauma. Michael is now the COO and Director of Clinical Services at Gateway Family Services. He is trained in Natural Lifemanship as well as Dr. Bruce Perry’s Neurosequential Model of Therapeutics, which is focused on strengthening the foundation of the brain- especially the brainstem and diencephalon. Michael is also the founder and director of the Rising Tide Conference.

Keep reading or listen on the podcast

A Roadmap of the Brain

Michael kicks of the conversation by talking about how the Neurosequential Model of Therapeutics provides a roadmap of brain development. According to the NMT, if we to help strengthen the brain (ourselves, our clients, or our children’s brain), we have to connect with the part of the brain that’s online in that moment. Michael stated that if he wants to connect to a horse – or human!- who is operating from the lowest part of it’s brain in a fight or flight response, Michael has to “speak the language of the brainstem”, which is rhythmic, patterned, and repetitive sensory input. While he’s working with horses, that could translate into how is swinging a rope or patting his legs- in a rhythmic, patterned, repetitive, sensory input.

When horses are in survival-mode, they have a very difficult time accessing their ‘thinking’ parts of the brain. They need humans to be predictable as a way to communicate safety!

This, of course, is true of humans, too.

The Beauty of Equine Assisted Therapy

The beauty of equine assisted therapy is that if the client (the human) wants to connect with the horse, they must convey their safety to the horse, allowing the horse to feel regulated and safe. This means the client must learn to pay attention to their own internal state and to the non-verbal cues that they are offering the horse. At the same time, they must learn how to accurately interpret and respect the non-verbal cues that the horse is offering.

Helping clients develop internal awareness, honor it, and have their inner state become congruent with their outer state is a foundational aspect of working with people who have a history of trauma.

Insides and Outsides Matching

I loved this part of the interview! In my own work with clients, especially parents, I regularly talk about how important it is to have their “insides and outsides match.” Meaning- it’s crucial for parents to honor their true emotional state and not fake being calm.

Pretending not to be mad on the outside when you’re fuming on the inside is a good strategy if it means that nobody gets physically hurt, but it isn’t a good long-term strategy because it sends DANGER DANGER cues to the other person. Since a core aspect of my work involves helping children move into the ‘connected’ part of their brain instead of the ‘protected’ part of their brain by inviting them into felt-safety, it’s important that parents practice having their ‘insides and outsides’ match.

A Predator

Michael offered a new layer to this concept when he described how horses interpret this incongruence to mean that the person is a predator. Something about Michael’s use of the word ‘predator’ really hit home in a new way how this incongruence is experience by the other individual (or horse!) as a cue of danger.

We must find ways to come into congruence and connection with ourselves if we want to create an environment of safe for our children or our clients. Working the horses provides a great laboratory to practice this inner attunement and self-knowing.

If you’re a long-time listen to the blog, you are recognizing this conversation of congruence from the podcast episode with Lisa Dion- check that episode out (Regulated Doesn’t Mean Calm) when you’re done with this one!

Dr. Perry reminds us how important predictability is in establishing safety and helping dysregulated people become more regulated. Being in relationship with someone who has a mismatch in their ‘insides and outsides’ contributes to a lack of predictability because it becomes very difficult to make a guess about what is going to happen next.

The same is true about our kids!

With horses, the motivation to practice this authenticity is high because horses, frankly, are big and dangerous. This high motivation gives us great opportunities to practice these important skills of authenticity. We can say to our kids, or friends, anyway “Hey, I just want to let you know- I just had a distressing experience. I’m feeling it in my body. I’m OK but you’re probably noticing I’m a little off and I want you to know it isn’t about you.”

The reality is that it is very hard to show up this authentically in relationship. It’s hard, but it’s important. Working with horses, where it’s non-negotiable that we show up this authentically, gives us wonderful opportunities to practice this very important relationship skill.

What’s the Magic of Equine Therapy

Most of us don’t have a lot of experience being in close relationship with horses. This means we don’t have a lot of previous neural pathways about what horse behavior means. In our relationships with other humans, it’s easy to interpret their behavior as personal because we have a lot of history having relationship with humans. There are a lot of neural pathways! And we quickly and easily assume that other people’s behavior has something to do with us. With horses, we don’t get our personal feelings involved and we can interpret the horses’ cues more ‘cleanly’ and accurately.

So much of parenting- parenting in general but especially kids with a history of trauma- is about accurately interpreting their behaviors simply as manifestations of the child’s autonomic state. All of us parents have our own ‘stuff’ that gets in the way and we instead of being able to cleanly see behavior as simply information about their autonomic state, we interpret behaviors as rude or disrespectful or many other negative connotations.

In my Parenting after Trauma: Minding the Heart and Brain course there is significant emphasis on what I call “X-Ray vision goggles”- helping parents see underneath the behavior to what is driving the behavior.

Working with horses provides an opportunity to practice viewing behavior without interpreting it relationally or personally. Horses aren’t rude or disrespectful; they are behaving in a way that is congruent with their autonomic state. To help the horse behave more relationally, we have to change their autonomic state to be experiencing safety and regulation.

Attunement

For me to attune to you, I must attune to myself first.

Dr. Stephen Porges (Polyvagal Theory) teaches that the foundation of therapeutic change is the therapist’s attunement to themselves.

Does that feel surprising? It’s common to believe that the foundation for therapeutic change is how much we know or what protocols we practice.

But the foundation for change is attunement and for attunement to someone else to truly happen we have to first attune to ourselves.

Working with horses is a great way to develop the skill of attunement to self.

Celebrate those wins!

One of my favorite parts of this interview is when Michael reminds us that when a horse finally does what we are asking it to do (for example, wear a saddle), the humans are quick to celebrate. We easily give the horse a lot of praise and allow both of us- the horse and ourselves- moments to enjoy the success.

We definitely don’t say to a horse “Now wouldn’t that have been easier if you’d just done it this way in the first place?”

But with our kids?! When my son finally does the dishes or finally does his homework, it’s so easy for me to resist celebrating that and instead to say something like “Now wouldn’t that have been easier if you had just done it that way in the first place?”

The challenge with that response is that it eliminates the feel-good chemicals and experience of “YAY! You did it!”

If we skip over those feel-good chemicals, we skip over an important piece of how the brain changes.

Our kids don’t always have to love the requests we give them- like doing the dishes. Neither does the horse.

We our kids express their unhappy feelings in our request, it often feels like we only have two options for how to respond: either we relinquish our request or we plow forward without any compassion.

We can be with our kids while they have a valid protest.

I mean, who really wants to do the dishes? It’s OK to be unhappy about that. But the protest doesn’t mean we skip doing the dishes. It just means that there’s a valid feeling that the adults can offer co-regulation through.

Then, return to the request. It’s time to do the dishes.

Rhythm, Horses, and Co-Regulation

Being on a horse offers an immediate rhythmic, repetitive, relational, and somatosensory experience. It is an experience that implicitly lends itself to strengthening the foundation of the brain.

But what about when our kids are dysregulated over doing the dishes? There is no horse we can mount in most of our kitchens! Definitely not mine.

Equine Therapy in Real Life

Michael helps us take the concepts of equine therapy and bring it into real life.

First, he reminds us of the importance of the rhythm of our heartbeats. As parents, if our kids are starting to get dysregulated, we want to try to keep our heartbeat and our breath regulated and rhythmic. Humans can feel the rhythm of one another’s heartbeats, so let’s always start by paying attention to our own.

This is especially true if your child is reluctant to engage in any more active rhythmic, repetitive, relational, somatosensory experiences such as going for a walk.

Parents can slowly sway back and forth, or tap on their own legs, or focus on keep their voice rhythmic.

These experiences not only can help to regulate our children- even without them directly participating, but they keep us as parents regulated!!!

Focus on Self First

I love how Michael is so encouraging of parents focusing on their own regulation. He’s clear that it’s OK – more than OK, it’s necessary! – for a parent to call a pause when they are starting to feel dysregulated.

“Hey, I’m starting to feel dysregulated. I’m going to walk to the mailbox and when I return, we’ll chat again.”

I love this example because it’s rhythmic, repetitive, relational, and somatosensory but also because it’s exactly what I do at my house. We have a long driveway and are fortunate to live in a beautiful, wooded area. The walk up and down my driveway is gorgeous. During the pandemic, I’ve created a ritual for myself of having a few minutes of regulation every afternoon while I simply walk to the mailbox.

More Ideas to Bring in Rhythm

Rocking chairs can be a great way to experience rhythm. Sitting on exercise balls can resemble being mounted on a horse. Michael said that gliders are an excellent thing to have in the house- maybe even more than a rocking chair because gliders don’t get as out-of-control as rocking chairs can.

Active versus Passive Co-Regulation

The examples that Michael gives about parents focusing on their own regulation, breathing rhythmically, swaying in a patterned way, is about providing passive co-regulation to their child (though it’s actively regulating themselves as parents!). The child doesn’t have to actively participate or engage with their caregiver to experience the benefits of passive co-regulation.

Inviting our children to get involved in a rhythmic, repetitive, relational, and somatosensory experience like taking a walk or tossing a ball back and forth can be a great experience of active co-regulation.

But if they won’t participate, don’t give up! We can offer passive rhythmic, repetitive, relational, and somatosensory experiences and it matters.

Why Good Times can Suddenly Go Bad

Toward the end of the interview, Michael touches on how even positive and fun experiences can create dysregulation. Unfortunately, we didn’t have enough time to dive deeply into this topic, but I’m sure some of you are very interested in understanding why fun can cause dysregulation. I’ll bring Michael back to the podcast in the future for sure, but in the meantime, check out a blog post and podcast episode I did previously on Why Good Times Can Suddenly Go Bad.

Connect with Michael

Michael is doing some truly ground-breaking work within his community- go check it out!

Gateway Family Services

Gateway Family Services on Facebook

Rising Tide Conference

More about about Rhythmic, Repetitive, Relational, and Somatosensory Experiences

The Club– Beginning in October in The Club, we’ll be taking three months to integrate rhythmic, repetitive, relational, and somatosensory experience into moments of healing in the family- strengthening the foundation of the brain. You can join The Club as a caregiver and/or a professional (I know many of you are both!).

Robyn

September 14, 2021/0 Comments/by Robyn Gobbel

Theraplay: Strengthening the Foundation of the Brain {EP 50}

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Theraplay is a dyadic (parent/child) treatment modality for supporting children and families that focuses on harnessing the power of the relationship between the child and their caregiver as path toward change and healing.

Theraplay places a priority on strengthening the parent/child relationship as the way to create change for a child or within a family- even in diagnoses or symptoms that don’t seem obviously related to the parent/child relationship, such as ADHD or Autism. Theraplay believes that strengthening the parent/child relationship will always contribute positively to a child’s mental health, regardless of the specific symptoms or mental health diagnosis.

My guest today on today’s podcast episode is Mandy Jones, Program Director of The Theraplay Institute in Chicago, IL. Mandy is a Theraplay trainer, practitioner, and supervisor, a Registered Play Therapist, and an attorney. In addition to her administrative and training responsibilities at The Theraplay Institute, Mandy also provides therapy to children and families.

Keep Reading or Listen on the Podcast

Four Theraplay Dimensions

Theraplay is based on four, equally important dimensions: Structure, Engagement, Nurture, and Challenge.

Structure

Humans– both children and adults– do better when we have some structure in our lives and we know what is happening next. We feel safer and more secure, both in ourselves and in our environment. Theraplay provides more structure for the therapy hour than many other child therapy modalities, such as child-centered play therapy. This structure is viewed by Theraplay as a crucial element in creating felt-safety for children, especially ones who have had a history of unpredictability, trauma, or toxic stress.

Theraplay is a therapist-led yet extremely child-centered modality. It is an advanced skill for a therapist to be able to balance the level of structure in Theraplay while maintaining the level attunement necessary for healing.

It can be a common misperception that Theraplay is not child-centered! Child-Centered Play Therapy is a very specific modality of play therapy that is different than Theraplay, but that does not mean Theraplay is not child or client-centered. As a Theraplay practitioner myself, I find the high-level of presence and attunement needed to stay so child-centered while being therapist led to be one of the most powerful- and challenging- elements of the model. I have always considered Theraplay to be an advanced modality for therapists to learn and effectively integrate into their practice.

Engagement

Attunement, as mentioned above, is a core element of Theraplay. This level of attunement intended to create an experience where the child feels as though they are the center of the adult’s world. The therapist, and ultimately the parent, are focused on reading the child’s non-verbal cues to stay in attunement- does the child like this activity? Or not? Are they becoming more regulated? Or less?

Theraplay therapists use very few toys and the therapy experience is largely focused on the experience between the child and the therapist, and ultimately the child and their caregiver while the therapist provides support.

Nurture

Nurture is all the things we do to keep babies alive! They’re fed, rocked, swayed, and soothed. Nurturing activities and experiences are a central aspect of Theraplay treatment. Theraplay therapists usually have oodles of band-aids in their office and the therapist and caregivers pay a lot of attention to caring for kids’ hurts.

Touch is also a big piece of Theraplay. Theraplay practitioners are trained on the ethical use of touch and to lean into touch as an important component of healing of our regulatory circuits. It’s not uncommon for Theraplay therapists to have to re-work their ideas about touch in the therapy room. If this makes you feel a little uneasy, it might help to remember that the child’s parents or caregivers are heavily involved in the therapy.

Challenge

The challenge dimension of Theraplay recognizes that parents and caregivers are the first to lay the foundation for the child’s sense of self and competency. Some of this comes from engagement but some of this comes with challenge!

In the interview, Mandy gave them example of tummy time. Parents and caregivers can find playful ways to challenge children right at the edge of their window of tolerance. When challenge is too much, it becomes overwhelmingly frustrating and erodes connection. When challenge is too low, our children don’t grow and discover their capabilities.

The challenge dimension supports the parent to attune to their child, in the moment, and set the bar for their child just high enough. When the caregiver sets that bar at the right height, the child feels a sense of competency and “I’m good!” When the caregiver sets the bar too high or too low, it’s simply a rupture! Ruptures in relationship mean they have the opportunity to repair- to try again. This persistent pursuit of “I want to know you and get it right” is healing and strengthening in the parent/child relationship.

Parenting the Theraplay Way

Theraplay happens in the office (or in the home with a Theraplay therapist) but one of the more important elements of Theraplay treatment is that the therapist helps parents and caregivers take the concepts they are learning in the Theraplay therapy into their everyday life. There are so many ways that the concepts of Structure, Engagement, Nurture, and Challenge can be woven into moments of parent/child relationship in their home and life outside the therapy room. Theraplay places a priority on supporting the caregiver’s relationship with the child so ultimately the child can experience these moments of healing and attunement far beyond therapy.

Theraplay activities are almost all grounded in rhythmic, repetitive, relational, somatosensory experiences (and at this point in the series, we all know that those are experiences that strengthen the foundation of the brain!). I’ve spent many sessions blowing cotton balls and feathers back and forth with children (and grown-ups- yes, pre COVID when we got a little more cautious about blowing spit around the office)!

But more than the specific activities, Theraplay is all about discovering a fluid dance of serve-and-return between a caregiver and a child.

I do this and you do that.

This back-and-forth continual attunement becomes moments of rhythmic, repetitive, relational, and somatosensory experiences.

Caring for Parents

Theraplay therapists hold at their core that if parents aren’t OK, kids aren’t OK. Theraplay therapists wrap the parents up in their care and work to empower the parent to really own that they are their child’s expert. When I work with families, I want parents to know that they are who their child needs, and that I will help them feel confident in that role.

This is one of my favorite aspects of Theraplay and unfortunately, it’s a unique aspect of children’s mental health treatment.

Therapists can – and should! – take concepts from how Theraplay prioritizes the parent/child relationship and weave those tenets into other modalities.

Moments of Healing

Dr. Bruce Perry speaks so emphatically about the important of creating moments of healing for kids. Theraplay is the perfect modality for supporting the parent/child relationship during the therapy appointment while also providing the caregiver with new ways to provide their child with moments of healing throughout the week.

Brains (and relationships!) don’t heal in one hour a week. But the one hour a week (or less) of Theraplay can provide a great touchstone for the moments of healing that can emerge throughout the rest of the week.

Theraplay is Exhausting

And so is parenting the Theraplay way.

Parenting with this level of attunement, structure, challenge, nurture, and engagement is exhausting.

It’s a challenging way to do therapy and it’s a challenging way to parent.

Mandy considers the possibility that one of the reasons why parenting the Theraplay way is so exhausting- and doing therapy that way!- is because it’s a new way of being in relationship. As a parent (or therapist), your brain has a lot of new neural connections to make in order to parent with this level of attunement. Changing brains is hard work!

The level of intimacy in Theraplay requires that parents (and therapists) do a lot of internal work and self-exploration. To show up in a relationship with that level of depth and resonance can be hard and, yup, exhausting.

You Need Support!

It’s so important to find the level of support and self-care needed to keep showing up for yourself in this way.

Which, for so many parents and families, is almost impossible to find.

There aren’t enough resources or time. The supports simply don’t exist.

Where can parents find the connection and co-regulation they need in order to give to their children what they need?

This is one of the reasons I love Theraplay because yes, it’s exhausting, but a great Theraplay therapist is pouring in to the parents and caregivers as much (or even more) than they are pouring into the child.

The Club

This is also why I created The Club. Parenting kids with special needs, especially behavioral special needs and then on top of that, kids who struggle to be in close, connected relationships is exhausting and can be traumatic.

It’s lonely.

It’s confusing.

Finding ways to be seen and known and not judged can make a tremendous impact in growing resilience and decreasing burn-out, hopelessness, and overwhelm.

This is challenging even in a community that is bursting with resources (where is that community? I need to know!).

Feeling less alone is the most common piece of feedback I get from Club members. And not only are they less alone but they are surprised at how much it matters to feel less alone.

Find Theraplay

Head to the Theraplay website to discover all their resources and training opportunities. If you live in the greater Chicago area, The Theraplay Institute offers therapy services for kids and families. If you don’t live in the greater Chicago area, you can contact The Theraplay Institute to see if traveling to Chicago for an intensive therapy experience could be a good option for your family.

September 7, 2021/0 Comments/by Robyn Gobbel

How the Brainstem Heals {EP 49}

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The brainstem is developed, soothed, and repaired through experiences that are rhythmic, repetitive, relational, and somatosensory

Bruce Perry, MD, PhD

This is part 3 of the Strengthening the Foundation of the Brain series. I kicked off the series two weeks ago with a blog and podcast on the importance of taking a Neurodevelopmental Approach with kids who have experienced early trauma, toxic stress, or other experiences that have impacted the development of the foundation of the brain.

Keep reading or listen on the podcast!

Last week, I had the great pleasure of interview Melissa Corkum about The Safe and Sound procotol– a listening intervention that has been carefully created to offer the brain auditory experiences that can organize and in a way, reset, the autonomic nervous system (brainstem).

Strengthening the Foundation of the Brain

When we lived in Texas, we had to water the foundation of our house.

Like a garden.

I thought this was pretty weird but apparently this is one of the ways you keep the foundation of your house nice and strong.

When the foundation gets weak, the house starts to crack. At the ceiling! A weak foundation impacts the very top of the house.

A weak, underdeveloped, and poorly organized brainstem- the foundation of the brain- impacts the top of the brain: the cortex.

Guess what the cortex does?

The cortex allows for cause and effect thinking- thinking about consequences and taking that into consideration before doing something.

The cortex helps us understand what another person is experiencing (this contributes to empathy).

The cortex stores all our coping skills. Things like “I’m starting to get stressed- I should take a break and go for a walk!”

The cortex helps us find our words. Things like “I’m feeling angry!”

The cortex helps our brain slow down enough that there is a pause before we react- a moment where we can identify what’s happening and think about what the most appropriate thing is to do.

When the foundation of the brain is shaky, a little amount of stress can metaphorically collapse the brain. The cortex goes off line, the lid is flipped, and there is no thinking, only doing.

Teaching our kids coping skills is very important- but remembering that they can only use them if their foundation is strong enough to not collapse under stress is also important.

What does the brainstem do?

The brainstem is the lowest, most inside region of the brain. It sits at the base of the brain and connects the skull brain to the spinal cord. The brainstem is the first part of the brain to really wire up, flourishing with neural connections. The brainstem is organizing and developing in utero and is working pretty effectively in healthy, full term infants.

The brainstem is responsible for all the things our brain and body does automatically- in fact, it’s called the autonomic nervous system.

Heart rate, respiration, and most importantly in this Strengthening the Foundation fo the Brain series- the regulation of energy and arousal in the nervous system.

It can be easy to overlook the relationship between energy, arousal, and behavior because we’ve been taught to believe the behavior is largely deliberate, intentionaly, and something we do with a lot of thinking.

Almost all behavior is implicit.

Meaning, almost all behavior is autonomic. Most behavior happens without us thinking about it, though without a doubt, we can strengthen our brain to have the ability to slow down and think about more behavior (not all).

A much more effective path toward changing behavior isn’t encouraging kids to think about their behavior more.

It’s to change the energy and arousal in the nervous system that is driving that behavior.

Rhythmic, Repetitive, Relational, and Somatosensory

The brainstem is developed, soothed, and repaired through experiences that are rhythmic, repetitive, relational, and somatosensory (Bruce Perry, MD, PhD).

The brain develops from the bottom up and the inside out (Perry) and the brainstem is the first part of the brain to fully develop.

It’s the bottom-most and inside-most part of the brain.

This part of the brain is really coming together in utero and shortly after birth…when babies are getting a lot of what? Rhythmic, repetitive, relational, somatosensory experiences.

Floating in a cushy bed of amniotic fluid while mama walks is HIGHLY rhythmic, repetitive, relational, and somatosensory. Every part of baby is having a deep sensory experience while being completely enveloped by amniotic fluid.

And how about the always-present beat of mama’s heart? The average human heart rate is the perfect tempo for regulation!!!

Rock, Bounce, Up, Down

With tiny babies, we swaddle, we hold, we wrap up…we pick up, put down, rock, bounce. All I have to do is take hold of a baby doll and I’m almost instantly bobbing up and down.

Watch new parents looking at the dairy wall in the grocery store…staring at a sea of yogurt options, bleary eyed and struggling to even remember what’s on their list….and gently bobbing up and down with a little bend in their knees while holding baby close to their chest.

These instinctual ways of being with a baby are continuing to support the development and regulation of the brainstem.

Kids are rhythmic!

For YEARS children are focused on rhythmic, repetitive, relational, somatosensory experiences. They run, jump, hop, skip, roll balls back and forth….the DANCE!!!

As more and more of their brain comes on-line and they develop more and more gross motor skills and capacities, they continue to engage in regulating and brain-building activities. We are designed for this!!

This is truly some of my favorite research when it comes to brain development because we can harness the powers of rhythmic, repetitive, relational, somatosensory activities when helping children who experienced traumatic, stressful, or neglectful early caregiving. Too much harsh sensory input, or too little sensory input, may have delayed the development of a strong foundation of the brain.

When the foundation is shaky, everything collapses in a moment, with seemingly little stress.

One of the most important things we can do with children who have experienced early complex trauma or toxic stress is PLAY WITH THEM.

Intentionally thinking about the concepts of rhythmic, repetitive, relational, and somatosensory helps, but if that feels like too much, just play!

Playgrounds! Balls. Catch. Race to the end of the driveway. Skip everywhere! Blow cottonballs back and forth. Dance and drum!!! Fill up a bin of water beads and hide ‘treasures’ inside.

BUT!!! Don’t forget about the crucial importance of RELATIONAL!!! We have to play WITH them. To organize and regulate the brainstem our kids need experiences engaging in the rhythm of relationship, the back-and-forth serve-and-return that happens when two people come together.

That’s a non-negotiable piece of this equation.

Get them moving!

Kids starting to melt-down and lose their mind?? MOVE THEIR BODY! Add a yoga ball to homework time. Keep these ‘Get Moving’ (no affiliate!! I just think they’re cool!) cards nearby and have them draw two every five minutes.

Be sure your child is drinking (something thick is great!!!) or maybe has a crunchy snack or thick bubble gum.

All of these experiences are what??? Rhythmic, repetitive, relational, somatosensory.

Adding in more movement will probably not solve ALL of your problems, but I can almost guarantee it will bring SOME regulation. And it sure is a lot more fun and easier on your relationship than lectures and consequences. Especially because these activities are regulating for us too :) We are more likely to smile, be relaxed, and tolerate stress when WE are engaging in these activities too!!

Which is very, very good for you, your child, and your relationship.

Be creative…have fun…ENJOY!!

Robyn

August 31, 2021/0 Comments/by Robyn Gobbel

The Safe and Sound Protocol {EP 48}

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The Safe & Sound Protocol can help shift the confirmation bias from DANGER to SAFE.

~Melissa Corkum

Listen on the podcast or keep reading!

Melissa Corkum was the obvious guest to invite on the podcast as part of this Building the Foundation Brain Series. Melissa was adopted as an infant from Korea and is also a adoptive mom. She is the co-host and co-founder of The Adoption Connection Podcast– which has now evolved into so much more than a podcast.

Melissa has been supporting adoptive families for many years, training in the Empowered to Connect parenting curriculum that is connected to Trust Based Relational Intervention over ten years ago. She studies neuroscience and parenting in between raising kids- including at times, homeschooling!- and now offers education, hope and healing to other adoptive families.

Melissa could be a guest that talks about so many different topics but I invited her to the podcast this time to talk specifically about how she uses The Safe and Sound Protocol to support kids and families.

The Safe and Sound Protocol

Developed by Dr. Stephen Porges (the theorist behind Polyvagal Theory), The Safe and Sound Protocol–in the simplest terms—resets the neuroception system. The neuroception system is the system that determines felt-safety based on cues received through relationship, the environment, and our own inner experience.

All of our senses (touch, sight, smell, proprioception, etc.) play a role in helping the neuroception system determine our level of safety. The Safe and Sound Protocol specifically aims to help our auditory system take in “cues of safety” from sounds. Melissa explains that Dr. Porges hypothesized that if we could hyper-expose the ears to ‘sounds of safety’ (specifically, the frequency of the human voice) then the nervous system could in a way be ‘reset’ so it could actually take in sounds of safety.

Hope Versus Expectation

Remember from in The Brilliance of Attachment series and eBook when I talked about how we all have a hope for attuned relational experiences as well as an expectation that is based on our previous experiences?

When we expect danger, we see danger. In the interview, Melissa talks about this as confirmation bias. Our brain filters information through the lens of our previous experiences and then creates an expectation about what is going to happen. For people who have had a lot of danger or negative experiences, their brain expects danger and negative experiences. It even assumes danger and negative experiences and then reacts as such, even when none is present.

The Safe and Sound Protocol helps to shift that confirmation bias. In a way, it offers a reset to the nervous system and allows the neuroception to not only consider the possibility of expecting safety but also to take in safety when it’s available.

If you are parenting for or caring for someone who has a history of trauma, you are familiar with how that person assumes danger and attributes negative intent- even to the point of overlooking and disregarding positive experiences.

This is the brain’s way of attempting to create safety and prevent danger from happening. It’s so brilliant! But just like our attachment adaptations, it isn’t without cost.

Through the nervous system shifts that can be achieved through the Safe and Sound Protocol, it becomes more possible that the safe experiences a person has actually be taken in. This can shift the individual’s overall sense of safety and and create a new confirmation bias where they expect safety instead of expecting danger.

What actually IS the Safe and Sound Protocol

It’s music! Music that has been intentionally digitally mastered to offer ‘sounds of safety.’

Doing The Safe and Sound Protocol is listening to music. That’s it! Putting on headphones and listening to music.

The Safe and Sound Protocol was originally designed to be one hour of listening to music, five days in a row. Initially, The Safe and Sound Protocol was developed to support children on the autism spectrum who struggled with auditory sensitivity. As the uses for The Safe and Sound Protocol expand, so does the implementation of the protocol.

In order to make The Safe and Sound Protocol as accessible as possible to the people who need it most, it isn’t difficult to become trained to administer the Safe and Sound Protocol. This has many benefits in increasing accessibility, but there are also a few drawbacks. Potential families and clients may have to spend some extra time and energy to find a practitioner who is trained in and experienced with working with children and families with a history of complex trauma.

Experienced and attuned practitioners can support a family by adjusting the protocol in order to decrease the possibility of adverse reactions. Melissa really recommends finding a practitioner who can titrate the protocol in a way that honors the nervous system.

Building the Foundation of the Brain

The Safe and Sound Protocol is working to regulate the autonomic nervous system, which is part of the brainstem- the lowest and earliest developed part of the brain. The autonomic nervous system creates the foundation of the brain.

Remember in last week’s podcast I talked about the importance of building a house on top of a strong foundation? That way, the foundation can support the house through stressors.

That’s a pretty decent metaphor for the brain. The autonomic nervous system – which includes energy, arousal, and is intricately involved in our neuroception system, is physically lower in the brain than the systems responsible for relational processing and cognitive processing.

When the autonomic nervous system is dysregulated or the confirmation bias in the brain is heavily tilted toward DANGER DANGER, it becomes extremely difficult to take in the safety of attuned relationships even when those cues are present.

A Catalyst

I’ve worked with so many families who are offering safe, seen, soothed, and secure experiences to their children in the best way they possibly can. But because of how the child’s nervous system is expecting to experience danger, it feels difficult or even impossible to make much progress in helping the child experience safety and regulation.

Melissa describes how The Safe and Sound Protocol can feel like a ‘catalyst’ in the nervous system. It allows the nervous system to potentially shift toward safety sooner than therapy, therapeutic parenting, or other more ‘traditional’ interventions can bring about. And because of this, it can then allow therapy and therapeutic parenting to create more impactful change.

The Both And

The Safe and Sound Protocol is an intervention that on one hand, relieves the caregiver from feeling as though all of their child’s healing is their responsibility. It is also true, though, that even the Safe and Sound Protocol brings about change partially through relational safety.

Melissa requires the parents in the families she works with to also experience The Safe and Sound Protocol. The way The Safe and Sound Protocol helps to regulate and shift the parent’s nervous system can have a positive impact the child’s sense of safety. The Safe and Sound Protocol is also intended to be administered while the child is, in the very moments of listening, experiencing relational safety.

So yes, the Safe and Sound Protocol is an intervention that doesn’t completely rest on relational experiences, like therapy, while also needing relational safety to be present.

Back to Felt Safety

Here we are again, talking about felt-safety! Yes, felt-safety really is underneath everything.

Felt-safety isn’t exclusively the parent’s responsibility. As parents, there is so much we can do to offer our children experiences of felt-safety. At the same time, the child’s nervous system is independent of us, filtering their experiences and deciding if they are safe or not.

Regulation Rescue

Melissa offers a 60 day, all inclusive program, called the Regulation Rescue. The program teaches caregivers how to offer cues of safety to their children through and involves both parent coaching, support, and The Safe and Sound Protocol. In the program, Melissa walks families step-by-step through a very specific path toward offering and scaffolding cues of safety. Melissa also incorporates aroma therapy into her work with families in order to pair a specific smell with the felt-sense of safety. This tool is based on the theory of a conditioned response- the intentional pairing of two seemingly unrelated things.

Her approach is solidly based in neuroscience and I’m so grateful for innovative practitioners like Melissa who are pushing the boundaries of how we can help families experience and create moments of healing.

Go find Melissa!

The Adoption Connection

The Adoption Connection Podcast

The Adoption Connection Facebook Community

IG: The Adoption Connection

FB: The Adoption Connection

Regulation Rescue

Free eBook on the Brilliance of Attachment

In this podcast interview, Melissa talked about confirmation in a similar way to how I talk about hope vs. expectation in relationship. You can read more about hope versus expectation, especially with regard to how that’s related to attachment and our history of relational experiences, in my F R E E eBook, The Brilliance of Attachment.

Just let me know below the email address where you’d like me to send it!

Robyn

This blog is a summary of the podcast interview with Melissa Corkum. You can listen to the podcast directly on my website HERE or search for Parenting after Trauma wherever you listen to podcasts- iTunes, Google Podcast, Stitcher, Spotify, and more!

Are you ready to end the loneliness that comes along with parenting a child with a history of trauma? Then you’re ready to join The Club– a virtual community of connection, co-regulation, and a little education. The Club will be opening for new members this fall. Grab a spot on the waiting list HERE.

August 24, 2021/4 Comments/by Robyn Gobbel

A NeuroDevelopmental Approach: Right Intervention, Right Time {EP 47}

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If you’re reading this blog or listening to this podcast, my guess is that this isn’t your first experience with a parenting ‘expert.’

If you read this blog because you’re a therapist, this probably isn’t your first experience learning from a child therapist ‘expert.’

The parents and professionals who come to me, my blog, and my podcast are searching for something new.

Listen on the podcast or keep reading!

Something that Makes Sense & Something That Works.

You may have had a felt sense all along that some of the most mainstream ways we support kids and behaviors just didn’t make sense to you.

Or maybe they did make sense but then they just simply didn’t work.

And one thing led to another and now you’re here, with me! On my blog, or listening to my podcast.

Like You…

Like many of you, I also was searching for something that made more sense and that honestly just worked better. I’ve always had the drive to look for relational approaches–to truly understand what is going on underneath behavior–and have been studying attachment since high school.

Also like many of you, I had plenty of experiences of being trained in more behavioral or even just more mainstream approaches to children and behavior.

They Didn’t Work!

My therapy room was destroyed.

I was hurt. Several times.

Something wasn’t right and I knew it right away.

I suppose it was possible that I just wasn’t a very good therapist– and I probably wasn’t– back in those early days. But still. Something wasn’t right.

What I was equipped with– cognitive approaches, child centered play therapy, behavioral interventions and consequences– was clearly not working for the children I was working with.

Or their parents.

They were parents like you- good parents who tried. If those approaches were going to work, these families wouldn’t have landed in my office.

So I did what I do which is I got a bit obsessive about figuring it out.

The Trampoline that Changed Everything

I got lucky and had an officemate and mentor who kept a trampoline in his office. And who didn’t have a lot of time to coddle my ego and just straight up let me know I was doing it wrong.

I didn’t know what to do different but jumping on a trampoline seemed more fun than getting bit– so I was intrigued.

This led me to Bruce Perry- where I learned the science to justify the trampoline in my office (and ultimately a yoga ball, pogo stick, balance board, and an aerial hammock and swing).

Then I discovered the boarder field of the relational neurosciences- starting with Interpersonal Neurobiology, Polyvagal theory, Memory Reconsolidation Theory, and Affect Regulation Theory.

This literally changed everything for me.

Interpersonal Neurobiology

Interpersonal Neurobiology isn’t techniques or tools. It’s not even a clinical theory. It’s a theory of being human.

It has changed my core fundamental understanding of what it means to be human and therefore has given me a map that I can bring into the office and apply to treatment planning.

More than that– it’s given me a map that I can bring into every aspect of my life.

Behavior is Simply a Clue

Behavior is simply a clue about a person’s autonomic state- felt safety, regulation, and their openness- or seeking- of connection.

The tools, techniques, and clinical theory I was equipped with made assumptions about my client’s state of regulation and brain development based solely on chronological age.

Child-centered play therapy makes the assumption that a five-year-old has the regulation and internalized sense of self that was needed to benefit from symbolic or projective play.

A NeuroDevelopmental Approach

Learning about Interpersonal Neurobiology, and especially Dr. Bruce Perry’s Neurosequential Model of Therapeutics, validated for me was that chronological age is largely irrelevant in the therapy room and that I needed to meet my clients- the kids and the adults- in the correct neurodevelopmental space.

For kids and adults with histories of complex and relational trauma, and for many of my kids with really dysregulated behaviors, I wasn’t meeting them where they were.

I wanted them to have symbolic and metaphor play skills that they simply didn’t have.

Yet.

You may have heard Dr. Perry’s catchy phrase that the order of operations is always regulate, relate, reason.

Regulate first.

When I was a new therapist, I didn’t even know what regulate meant.

I had no idea how the autonomic nervous system was related to therapy.

Turns out…a lot. Like…everything.

Autonomic Nervous System

The autonomic nervous system is underneath everything. Certainly behavior.

We want to believe we have a lot of cognitive control over our behavior but really, we don’t. We can work to develop more conscious awareness and control over our behavior, but even still– most behavior is implicit.

People who experienced trauma, loss, toxic stress while their autonomic nervous system was busy developing have had the regulation of their autonomic nervous system impacted.

Ultimately this means that their behavior is pretty baffling, confusing, and overwhelming.

Right Intervention Wrong Time

Child Center Play Therapy or other approaches that support the client in engaging in projective, metaphor or symbolic play is not a bad treatment approach. It’s an excellent treatment approach and provides the safety and the distance for the child to touch distressing memories in a safe space so they can integrate.

Cognitive therapies or approaches that help kids identify thinking errors and coping skills are not a bad treatment approach. Becoming mindful of our own thoughts and making the previously held implicit beliefs more explicit can be an important step in increasing integration.

These aren’t bad or wrong therapies. They just are often used at the wrong time, especially with children with histories of complex trauma.

Complex trauma in early life impacts the develop of the autonomic nervous system, regulation, and sense of self. It impacts the develop of the neurobiology that is needed to benefit from child-centered play therapy.

Beyond Trauma Informed

Complex trauma has always been my area of expertise but studying the Relational Neurosciences has shifted my understanding of ALL humans.

Regulation, felt-safety, and connection- our autonomic state- is underneath all of our behaviors.

We had to start with regulate.

If we have children or clients who have autonomic nervous system vulnerabilities due to trauma or toxic stress, we may have to start with with therapies and interventions that support the lowest part of the brain. The child may need us to stay with those types of interventions for a while.

This might feel frustrating is your child is seven or 10 or 15- and you want them to have age-appropriate capabilities for impulse control, cause and effect, and self-awareness. You want them to have an age-appropriate ‘pause’ before they act so they can make a choice. They may even demonstrate those skills occasionally.

But children with a history of complex trauma who have a shaky foundation of the brain quickly lose their ability to have relational or logical behaviors when their autonomic nervous system is stressed.

Their foundation collapses.

Dr. Perry’s work and the Neurosequential Model of Therapeutics shows us that children with a shaky foundation in the brain (brainstem and autonomic nervous system disorganization and dysregulation) need therapeutic experiences that are based in the here and now (not prompting self-reflection or symbolic play) to promote organization and regulation.

This neurodevelopmental lens also helps us make sense of behaviors as a completely appropriate response given the vulnerabilities in their nervous system, as opposed to a behavior problem that needs punished or a characterological problem.

The problem isn’t the child’s behavior. The problem is the disruption of the energy and arousal that is fueling that behavior.

Strengthen the Foundation

If I don’t want to get hurt in a therapy session, helping the child developing coping skills to calm down before they start hitting and throwing things will only be helpful if the problem is that they don’t have coping skills. But this is almost never the case. The problem is that they aren’t regulated

Coping skills are important. But if the child’s energy and arousal is dysregulated to the point that they are rapidly escalating, continually making “mountains out of molehills” or behaving in head-scratching ways that leave adults feeling baffled and overwhelmed, what that child needs isn’t coping skills. They need increased regulation in their autonomic nervous system, which is in the bottom-most and inside-most part of their brain.

Teaching coping skills to a dysregulated child is like focusing on the decorations when you are earthquake-proofing your house. It’s way more important to strengthen the foundation, not nail picture frames to the wall. If the house collapses, it doesn’t really matter if the picture frames didn’t fall down.

So…how do we do this?

Well, I’m glad you asked!

This is what I’m going to focusing on for the next six weeks on my blog and podcast– strengthening the foundation of the brain. I have some great guests lined up, too, starting with a guest interview next week about the Safe and Sound Protocol.

At the end of this series, you’ll have the opportunity to go deeper and get more practical, more hands on with the material, and of course, waaaay more support by joining us in The Club– because strengthening the foundation of the brain will be our focus in The Club October through the end of the year.

If you’re a professional and you’re curious to learn how I’ve incorporated this bottom-up approach inside a traditional hour-a-week outpatient therapy paradigm, I have something special in store for you this fall, too. Stay tuned 😊

Therapeutic Moments

I’ve come to be a believer in therapeutic moments. So much healing and changing can happen– it must happen– outside the therapeutic hour.

I want to empower you to become your child’s expert, to see behavior for what it truly is, and give you the tools to help regulate and organize your child’s nervous system- because that’s when the behavior you are looking for will begin to emerge.

Robyn

August 17, 2021/0 Comments/by Robyn Gobbel

Imperfect Parenting Grows Resilience {EP 46}

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Relationship has nothing to do with perfection. We are going to mess up. Our kids are going to mess up.

~Dr. Amy Stoeber

Listen on the podcast or keep reading!

Meet Dr. Amy!

Dr. Amy Stoeber is a clinical psychologist in the Portland, OR area. She has a small private practice where she works with kids and families who have a history of trauma and toxic stress. Amy also trains medical professionals on recognizing trauma in their patients and families, and then helps them know how to support the building of strong thriving families and resilient children.

Trauma-Informed Resilience

Amy is at the forefront of shifting the conversation around trauma away from “What’s wrong with you?” and toward the important conversation on resilience.

As families and professionals develop an understanding of Adverse Childhood Experiences and then a broader understanding of the impact of trauma and toxic stress, the conversation is beginning to focus more on the question of “now what?”

How do we promote resilience in children to mitigate the impact of trauma?

What is resilience?

A common definition of resilience is the ability to bounce-back. Amy talks about how many survivors of trauma don’t resonate with that definition and added that “trauma survivors don’t feel particularly bouncy.”

Resilience: the ability to overcome and face challenges and be strengthened rather than defeated by them.

But Amy went out to emphasize that resilience isn’t the responsibility of the survivor.

Relationships, systems, and community all help to co-create resilience. We can all take responsibility for creating experiences that promote resilience within one another and our communities.

Buoyancy

A few years ago, I worked with a moms group and one of the moms stated that she wanted to feel ‘buoyant.’ She knew that the stress and chaos in her home wasn’t likely to change much, and that there came a point where she couldn’t really even control that.

What she was aiming for was to increase her capacity to just ‘ride the wave.’

She wanted to be able to ask herself, “What can I do in this moment that could support my nervous system to be more buoyant- so I can ride the wave instead of being taken over by the tsunami?”

Amy and I talk about how resilience isn’t about toxic positivity or looking for the good in the trauma. Resilience is about acknowledging the impact of trauma and then finding ways to move forward as a person impacted by trauma.

How Do We Build the Buffering?

Whether a child has had a traumatic history or not, relationship builds the buffering. This is true about all kids, actually. A history of trauma definitely makes it more challenging to build resilience but it’s the same path- safe, stable, nurturing, and consistent relationships.

Within those relationships, children need unconditional love.

What is Unconditional Love?

Unconditional love means that children can feel that their caregiver’s love for them persists even when they have challenging behaviors.

Unconditional love, Amy says, is our ability to separate our kids from their behavior. Kids will always challenge us as adults- they are supposed to test boundaries! Kids with a history of trauma can have extremely challenging behaviors. Unconditional love is a clear message to a child that no matter what, you aren’t going anywhere.

Amy clarified that unconditional love doesn’t mean we always like our kids’ behaviors or even just like them in general. Unconditional love isn’t about being a perfect parent. It’s about communicating to kids that we aren’t going anywhere.

Understanding the Why Behind Behavior

Amy and I talked about my love for teaching parents the theory behind behavior. I have found repeatedly and consistently that when adults understand why their children are acting the way they are- whether it’s because this is developmentally normal boundary-pushing behavior or it’s a behavior that has emerged from their trauma history- they are able to stay more regulated and communicate this experience of unconditional love.

If we understand that our child’s attachment trauma is contributing to their bizarre behavior, if I can make sense of that behavior, then I as the adult can separate my child from their behavior.

I can also separate myself from their behavior- not take it personally!

And…I can set a boundary more effectively.

This all helps us anchor back into unconditional love- which brings us back to resilience.

Hope versus Expectation

Amy and I laughed a bit about how I wrote about hope versus expectation in my series on attachment.

All of us hope to receive unconditional love in relationships. Many of us, because of our own history in relationships, also have the expectation that we won’t receive it- so we behave in ways that make it more likely we will receive what we expect as opposed to what we hope.

As parents, if we can understand this, we can again soothe ourselves and stay connected to our children’s hope for unconditional love even when they are acting in ways that seem to say they don’t want any connection.

Self Compassion

This is hard!!! Amy and I are professionals who live and breathe practicing this and we don’t always get it right- in both our personal and professional lives.

So of course the parents we work with aren’t always going to get it right and definitely our children aren’t going to always get it right.

Luckily, none of us have to get it right all the time- and this brings us back to self-compassion.

We all mess up. A lot. We all had parents who messed up. Maybe a lot.

When we know this is normal and can let go of our expectation to be perfect, we can make a repair when we mess up.

The repair matters and it matters a lot.

Ruptures are going to happen in relationships. It’s impossible to avoid a rupture and even if we could, we wouldn’t want to.

Rupture & Repair

In the interview, Amy and I get a little geeky with excitement about rupture and repair. I am a rupture and repair fangirl because:

It’s a learnable skill
It can be scaffolded

For so many parents, repairing a rupture feels so vulnerable. It feels like an impossible task.

It’s not!

Repair can start with a tiny gesture and not an overt repair or apology. The vulnerability of repair can be titrated and tolerated over time- promise!

Imperfect Parenting is Perfect

Relationship has nothing to do with perfection. We are going to mess up. Our kids are going to mess up.

Attachment research shows us attunement happens in securely attached relationships about 33% of the time. The rest is just rupture and repair.

Repair, of course, requires attunement which brings the percentage up to about 70% attunement.

Ruptures make repairs possible- they aren’t bad, we just have to follow up those ruptures with a repair.

Connect with Dr. Amy Stoeber

You can learn more about Dr. Amy over at:

Doctoramyllc.com

Instagram @doctoramyllc

Facebook @doctoramyllc

She is doing revolutionary work training medical providers on how to support kids and families with a history of trauma.

Robyn

Don’t forget to check out this week’s podcast all about attachment, too! You can listen to the podcast directly on my website HERE or search for Parenting after Trauma wherever you listen to podcasts- iTunes, Google Podcast, Stitcher, Spotify, and more!

August 10, 2021/0 Comments/by Robyn Gobbel

But- What About a Consequence?

What does Consequence Even Mean

Some consequences are positive

Some consequences are negative

Consequence Do Work!

Consequence is often a code-word for Punishment

They don’t need a punishment.

Your Child Does Need Boundaries!

So- what do we do?

What Does Your Child Need to Be Successful?

These are big concepts and I’ve blogged a lot about them in the past!

Deep-Dive into the Watchdog, Owl, and Possum Brain

Robyn

Join the Newsletter

A New Lens

What Were We Supposed To Do?

Walking Two Paths- Therapist and Mom

Trauma Informed Approaches- Are They Good Approaches for Everyone?

Trauma informed approaches aren’t just good for kids with a history of trauma.

Trauma-Informed as a Behavior Intervention

These questions are generally coming from one of two different places.

Focused on Behavior Change

To Be Truly Trauma Informed

What’s Underneath the Behavior

Regulated, Connected Kids (people) who Feel Safe Behave Well.

Felt-Safety

Regulation

Connection

Now- Layer the Impact of Trauma on Top

Felt-Safety

Regulation

Connection

Minimizing the Trauma-Informed Movement?

Regretfully, these aren’t ‘what ifs.’ These are things I see happening. Every day.

Changing Systems & Culture

Changing how we see people changes people.

People with a history of trauma aren’t broken.

Beyond Trauma Informed

Robyn

Join the Newsletter

Therapeutic moments can be brief

The Science of Being Human

One Hour a Week

Seemed like we were leaving a lot up to chance.

The Current Way We Do Therapy Isn’t Really Working- for too many

Bringing Families In

I loooooooove working with parents.

Working with Parents Meant they Learned:

What is a Moment of Healing

All True Selves are Loveable

Parents. You matter. You matter completely.

Parents Need Moments of Healing, Too

What if Parents Could Get That More?

Moments of Healing

Moments of Healing

Join the Newsletter

The Brain is Behind Everything We Do

The Overlap Between Mental Health and the Body

It’s a Five Lane Freeway

Rhythmic Movements

Match with Rhythm

The Power of Mirroring

Occupational Therapy versus Psychotherapy

Family-Based Occupational Therapy

A-TROT

KALMAR

The Connected Therapist

Connect with Marti

Robyn

Join the Newsletter

A Roadmap of the Brain

The Beauty of Equine Assisted Therapy

Insides and Outsides Matching

A Predator

The same is true about our kids!

What’s the Magic of Equine Therapy

Attunement

Celebrate those wins!

Our kids don’t always have to love the requests we give them- like doing the dishes. Neither does the horse.

We can be with our kids while they have a valid protest.