Trauma
Trauma can occur from the dysregulation of the stress response system, and is strongly tied to the perception of inescapability of circumstances. Anxiety and trauma go hand in hand, often in the form of hypervigilance .There is a direct correlation between the number of Adverse Childhood Experiences and bodily responses to these - not just in terms of trauma responses and associated behaviours, but in terms of whole body impacts which affect systems through to cells, impacting on immunity, shortening life up to as much as twenty years, and many other significant outcomes.
Trauma can be experienced directly or indirectly and affects people from all walks of life. Direct trauma may be as the result of a singular significant event or from on-going stressors, with varying intensity of experiences. Indirect trauma can occur inter-generationally (across one or more generations via genetics and epigenetics) and/or vicariously from supporting someone else who has been traumatised. Trauma occurs as a result of toxic stress where there is insufficient emotional buffering from a significant adult/support person in relation to the traumatic experiences (Harris, 2018).
Occuring at any age and stage of life, trauma may be experienced as early as in utero for some, with high levels of cortisol and adrenaline passed to the foetus from the mother during a fraught pregnancy. Similarly, a difficult birth may incur similar results as well as potentially inducing toxic stress directly in the babies body. Maternal or paternal postpartum depression and/or one or more parents/whanau/caregivers who have high levels of anxiety, Post Traumatic Stress Disorder (PTSD), Complex Post Traumatic Stress Disorder (C-PTSD), or other condition which reduces the the opportunity for healthy attachment and emotional buffering, all have the potential to negatively impact on brain development, for some, having long-term consequences. Significant childhood adversity between in utero and age of either eight can result in life-long challenges, some of which may not even show up until twenty years down the track (Harris, 2018).
It is really important to note that highly sensitive, creative and/or gifted individuals "experience both direct and vicarious traumatization more quickly, more easily, more deeply and more pervasively than do other people...It is normal for creative, sensitive and/or gifted people to have more of a Trauma Response to a given Trauma Exposure than neurotypical people would have" (Barnes, 2018). As these traits are inborn, this capacity for being more acutely attuned to triggers at a biological level, is also likely to be from very early on in the development process. Likewise as these traits also appear to have a significant genetic link, it would seem that inter-generational trauma may also be more prevalent, however more research is needed for clarity around this aspect.
Trauma can be experienced directly or indirectly and affects people from all walks of life. Direct trauma may be as the result of a singular significant event or from on-going stressors, with varying intensity of experiences. Indirect trauma can occur inter-generationally (across one or more generations via genetics and epigenetics) and/or vicariously from supporting someone else who has been traumatised. Trauma occurs as a result of toxic stress where there is insufficient emotional buffering from a significant adult/support person in relation to the traumatic experiences (Harris, 2018).
Occuring at any age and stage of life, trauma may be experienced as early as in utero for some, with high levels of cortisol and adrenaline passed to the foetus from the mother during a fraught pregnancy. Similarly, a difficult birth may incur similar results as well as potentially inducing toxic stress directly in the babies body. Maternal or paternal postpartum depression and/or one or more parents/whanau/caregivers who have high levels of anxiety, Post Traumatic Stress Disorder (PTSD), Complex Post Traumatic Stress Disorder (C-PTSD), or other condition which reduces the the opportunity for healthy attachment and emotional buffering, all have the potential to negatively impact on brain development, for some, having long-term consequences. Significant childhood adversity between in utero and age of either eight can result in life-long challenges, some of which may not even show up until twenty years down the track (Harris, 2018).
It is really important to note that highly sensitive, creative and/or gifted individuals "experience both direct and vicarious traumatization more quickly, more easily, more deeply and more pervasively than do other people...It is normal for creative, sensitive and/or gifted people to have more of a Trauma Response to a given Trauma Exposure than neurotypical people would have" (Barnes, 2018). As these traits are inborn, this capacity for being more acutely attuned to triggers at a biological level, is also likely to be from very early on in the development process. Likewise as these traits also appear to have a significant genetic link, it would seem that inter-generational trauma may also be more prevalent, however more research is needed for clarity around this aspect.
Post Traumatic Stress Disorder (PTSD) & Complex Post Traumatic Stress Disorder (C-PTSD)
Post Traumatic Stress Disorder (PTSD) is the ongoing negative impact from a singular traumatic event (e.g., car accident, witness to a horrific crime etc.) while Complex Post Traumatic Stress Disorder is the ongoing negative impact from repetitive/long-term trauma (e.g., childhood neglect, a major earthquake and ongoing aftershocks, family violence etc.). Not everyone who experiences these situations will suffer from PTSD or C-PTSD.
While there are many similarities between the two, such as symptoms of memory loss, flashbacks, sleep disturbances and anxiety, there are many distinct differences too. This means that there is also a difference in how to approach support. The following videos explore the link between anxiety and trauma, what this means in terms of biology of the body and ways we can help young people to shift away from the cycle of trauma and toward a cycle of healing.
Key ideas to take-away
And another important point made by Dr. Stephen Porges, calm equals vulnerable, and for some people this means that feelings of calmness can actually trigger a heightened state of arousal. Thus caution needs to be taken when introducing any techniques, with full control being in the hands of the person you are supporting. Any discomfort. Stop, and try again later.
While there are many similarities between the two, such as symptoms of memory loss, flashbacks, sleep disturbances and anxiety, there are many distinct differences too. This means that there is also a difference in how to approach support. The following videos explore the link between anxiety and trauma, what this means in terms of biology of the body and ways we can help young people to shift away from the cycle of trauma and toward a cycle of healing.
Key ideas to take-away
- Neuroception is automatic and instant. It is the process of sensing danger to keep oneself safe.
- Anxiety is an overactive Neuroception system. It senses danger when there is none. This is a biochemical response, and not cognitive.
- Sensory input is interpreted differently in the various states of calm, fight/flight, freeze, impacting on the ability to perceive and respond in any given context.
- Trauma is "any negative life event that occurs in a position of relative helplessness" and therefore, as young people are unable to escape or avoid class, schooling experiences can result in trauma.
- Highly sensitive, creative and/or gifted youngsters are more prone to respond with more intensity to trauma.
- Trauma is physiological as well as psychological. It impacts the whole body.
- Long-terms stress, hypervigilance and responsiveness to perceived threats is exhausting.
- Feeling safe is necessary to be in close proximity to others and that in turn is necessary to form social bonds. These bonds are critical for health and wellbeing. Without feeling safe, closeness is not possible, bonds are not developed, and this impacts negatively on health and wellbeing.
- As adults, we must be the protectors, the one to help them feel safe not just be safe.
- When a person feels unsafe, s/he senses more danger. This creates cycles of danger in people who have experienced trauma. When a person feels safe, s/he senses more safety. This creates a cycle of healing. It is our job to alter the environment and our approaches to avoid fueling the cycle of trauma, and instead, empower a cycle of healing.
- We need to be aware of characteristics and behaviours associated with anxiety and the signs of trauma.
And another important point made by Dr. Stephen Porges, calm equals vulnerable, and for some people this means that feelings of calmness can actually trigger a heightened state of arousal. Thus caution needs to be taken when introducing any techniques, with full control being in the hands of the person you are supporting. Any discomfort. Stop, and try again later.
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Learning Brain VS Survival Brain
Learning brain is:
Survival brain is:
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Survival brain trumps learning brain, and the more often the survival brain is activated, the harder it is to remain in the learning brain. With trauma, the hyper-vigilance to threat leaves kids stuck in survival brain.
Kids learn best when they feel like they are safe and supported by the adults around them. Kids can't play or learn if they feel they have to be vigilant for any potential threats. Be a 'Mumma elephant'! In other words, it is our responsibiltiy as adults to make the environment safe, and make it feel safe for these youngsters so that they can focus on play and learning rather than keeping themselves safe.
The next video explains the science behind this and how we can change our behaviour to help those we are working with, to feel safe.
Kids learn best when they feel like they are safe and supported by the adults around them. Kids can't play or learn if they feel they have to be vigilant for any potential threats. Be a 'Mumma elephant'! In other words, it is our responsibiltiy as adults to make the environment safe, and make it feel safe for these youngsters so that they can focus on play and learning rather than keeping themselves safe.
The next video explains the science behind this and how we can change our behaviour to help those we are working with, to feel safe.
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The Polyvagal Theory: The new science of safety and trauma
The Autonomic Nervous System (ANS) has three states; calm when the environment is deemed safe, fight/flight if danger is sensed, and freeze for in situations considered life threatening. Our bodies scan the environment for any potential threats through a process call neuroception. This process is instant and automatic, determining the body's state, and as a result, where the body prioritises resources. Getting neuroception wrong can have serious consequences, so there is a bias towards over-expecting danger to increase likelihood of safety. Anxiety is an overactive Neuroception system. It senses danger when there is none. When a person's sense of safety changes, systems right across their body changes - heart, saliva production, facial muscles, voice, middle ear muscles/audiology signal shifts, pain tolerance, digestion, and so much more. Even sensory input is interpreted differently in these various states.This shift in physiological states becomes the filter through which the world is then perceived. |
Healthy individuals can transition easily between calm, heightened levels and back again in a safe environment. However, this is not the case for those who have experienced trauma. Whatsmore they have a greater threshold to be able to feel safe, thus making is even harder for a state of calmness to be achieved.
Understanding the freeze state helps us to further understand trauma. There are two branched to the Vagus Nerve which is responsible for calming the system. One is the more evolved mylinated branch which when activated, slows the ANS and brings the body to a calm state. The other is the ancient and unmylinated branch which when activated, also causes slowly, but rather than calming it results in the freeze response.
Breathing is the only aspect of the ANS you have some control over. You can use this to hack your bodies response system to force calming. Longer exhales tell the body it is safe.
Trauma is not just psychological. It's physiological. The entire body operates differently. This links not only to trauma but also autism, depression, borderline, schizophrenia...Feeling safe is critical to our health, including our immunity and working bodily functions such as bowels. It is also critical to be able to learn and be productive. Furthermore, it enables other people to be liked through the process of mirroring.
Feeling safe is necessary to be in close proximity to others and that is in turn, necessary to form social bonds. These bonds are critical for health and wellbeing. Without feeling safe, closeness is not possible, bonds are not developed and this impacts negatively on health and wellbeing.
When you feel unsafe, you sense more danger. This creates cycles of danger in people who have experienced trauma. When you feel safe, you sense more safety. This means we can also create cycles of healing.
We can begin this for other by speaking with smiles, using facial muscles and reciprocity, keeping our voice sing-songy, using eye-contact, and playing mid frequency music (e.g., Disney soundtracks).
Understanding the freeze state helps us to further understand trauma. There are two branched to the Vagus Nerve which is responsible for calming the system. One is the more evolved mylinated branch which when activated, slows the ANS and brings the body to a calm state. The other is the ancient and unmylinated branch which when activated, also causes slowly, but rather than calming it results in the freeze response.
Breathing is the only aspect of the ANS you have some control over. You can use this to hack your bodies response system to force calming. Longer exhales tell the body it is safe.
Trauma is not just psychological. It's physiological. The entire body operates differently. This links not only to trauma but also autism, depression, borderline, schizophrenia...Feeling safe is critical to our health, including our immunity and working bodily functions such as bowels. It is also critical to be able to learn and be productive. Furthermore, it enables other people to be liked through the process of mirroring.
Feeling safe is necessary to be in close proximity to others and that is in turn, necessary to form social bonds. These bonds are critical for health and wellbeing. Without feeling safe, closeness is not possible, bonds are not developed and this impacts negatively on health and wellbeing.
When you feel unsafe, you sense more danger. This creates cycles of danger in people who have experienced trauma. When you feel safe, you sense more safety. This means we can also create cycles of healing.
We can begin this for other by speaking with smiles, using facial muscles and reciprocity, keeping our voice sing-songy, using eye-contact, and playing mid frequency music (e.g., Disney soundtracks).
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Understanding Trauma: How stress and trauma cause chronic pain, anxiety, depression, and PTSD.
What is trauma? Trauma is determined by the biochemistry of trauma reactions, not thoughts. Trauma is "any negative life event that occurs in a position of relative helplessness". How does helplessness engage survival instincts and in turn impact on the body? Associations are made with the experiences of trauma, resulting in triggers, even from seemingly safe contexts, long after the threat has gone. This is the trauma cycle. The whole body, through a myriad of systems, is set on alert when danger is perceived. When occurring over the long-term, this has harsh consequences on the body and it is made to work so hard, maintaining a state of hypervigilance and responsiveness. |
A list of some possible traumatic contexts is provided, shedding light on just how varied these can be. The cause of trauma may not be as obvious as you think. It can be far more nuanced.
Remember that "any negative life event that occurs in a position of relative helplessness". What might this mean for kids in your care? What might it means for kids in school? In your classroom? In the playground? They don't have the option not to attend school, so they are in effect helpless. It is up to us to make sure that we are perpetuating a cycle of healing not a cycle of trauma. Therefore we must consider school experiences from the perspective of the young person, whether they sit with our own worldviews, experiences, beliefs and expectations or not.
Remember that "any negative life event that occurs in a position of relative helplessness". What might this mean for kids in your care? What might it means for kids in school? In your classroom? In the playground? They don't have the option not to attend school, so they are in effect helpless. It is up to us to make sure that we are perpetuating a cycle of healing not a cycle of trauma. Therefore we must consider school experiences from the perspective of the young person, whether they sit with our own worldviews, experiences, beliefs and expectations or not.
'How to Cope with Trauma' Webinar Recording
Trauma can be experienced first hand or be vicarious, i.e., through other people's traumatic experiences. Highly sensitive people are more adversely impacted by traumatic events/ongoing traumatic contexts. Helping those suffering with trauma to achieve a sense of calm is possible. Healing and transformation however is not a given for all. Signs of trauma include:
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- Full range of emotions may no longer be accessible e.g., an individual may get stuck in a particular state such through the freeze response, such as being as overly happily, fearful, laughing etc.
- hypervigilance, always on the lookout for danger
- Intrusive thoughts and/or flashbacks. Flashbacks can occur while awake or asleep. Flashback dreams in particular, can affect sleeping patterns.
- Appetite can be affected; either over eating or food avoidance.
- Mood swings are likely in an unpredictable way, with lots of ups and downs and exaggerated responses (as opposed to seasonal ups and downs with bipolar disorder).
- Re-telling of an experience over and over again
Teaching techniques for self-soothing is critical, to ensure healthy coping mechanisms. Techniques are shared, which include; drinking water, temporary distraction, deep breathing for relaxation and de-escalation, encouraging the retelling of the experience and talking about bodily sensations and feelings, exercise, containment and creative expression.
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Emotional Literacy to Heal C-PTSD
Richard discusses what he terms the 'mainframe reframe'. Using the metaphor of a car travelling on a road toward a destination, he describes the common way we look at emotions - as if they are barriers to us getting to our destination. Therefore emotions are annoying and a hindrance, so should be shoved out of the way. Reframe 1: Emotions are not obstructions in the road. They are the fuel for the car, and integral part of being able to make progress. They keep us in touch with what feels right, and bring us into the present. Suppressing emotions is like trying to drive with the brakes on. Reframe 2: Moving away from the car analogy we can think of the opportunity to process emotions as a critical way to access deeper meaning, self-actualisation and wellness, to be able to tap into one's inner passions and true life's purpose. |
How do you frame emotions? How do you teach the youngsters in your care to frame emotions? What impact do you think this has? How might these insights impact on your practice?
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Two Simple Techniques that can Help Trauma Patients Feel Safe
Dr. Peter Levine, trauma specialist discusses two simple techniques to be tried to help someone feel safe. This draws on the idea of being aware of one's body as the container of all that you are and seeing your body as an island of safety. He also discusses the importance of equipping trauma sufferers with tools so that they are better equipped to self-soothe and don't become dependent on one person (such as a counsellor) to keep them safe. If they become dependent the additional impact of shame, from being unable to self-soothe and being dependent, is added to the other negative impacts of trauma. These could be techniques you try with the young person/people you are working with to help them calm. |