This paper explores emotion regulation, family functioning, PTSD, impact of moral development and points to family therapy techniques to re-establish health in the family.
Childhood Trauma: The impact of Childhood Adversity on Education, Learning an...Michael Changaris
This article integrates the impacts of traumatic events on learning and education. Age related differences are explored from early education to adolescence. The need for augmentations in classroom management are discussed.
The effects Childhood Trauma and PTSD on Education and Learning (Guide to Cla...Michael Changaris
This hand out explores how PTSD effects children, their learning and their relationship with educators. It offers practical tools for educators to aid a student with trauma it learning. It is based of DSM-IV diagnosis.
Alcoholism Within A Multigenerational Traumagenic Family FrameworkRobert Rhoton
This is a presentation that presents the nature of traumagenic family dynamics and how those dynamics support the inter-generational transmission of trauma and addictions
DeCoteau Trauma-informed Care - Relationships MatterAiki Digital
By Tami DeCoteau...
"I’ve entitled my presentation “Relationships Matter” because I am going to talk to you about the important bond between a child and his caregiver, and how that bond occurs and how it impacts the child at all levels of development."
Childhood Trauma: The impact of Childhood Adversity on Education, Learning an...Michael Changaris
This article integrates the impacts of traumatic events on learning and education. Age related differences are explored from early education to adolescence. The need for augmentations in classroom management are discussed.
The effects Childhood Trauma and PTSD on Education and Learning (Guide to Cla...Michael Changaris
This hand out explores how PTSD effects children, their learning and their relationship with educators. It offers practical tools for educators to aid a student with trauma it learning. It is based of DSM-IV diagnosis.
Alcoholism Within A Multigenerational Traumagenic Family FrameworkRobert Rhoton
This is a presentation that presents the nature of traumagenic family dynamics and how those dynamics support the inter-generational transmission of trauma and addictions
DeCoteau Trauma-informed Care - Relationships MatterAiki Digital
By Tami DeCoteau...
"I’ve entitled my presentation “Relationships Matter” because I am going to talk to you about the important bond between a child and his caregiver, and how that bond occurs and how it impacts the child at all levels of development."
HISTORICAL TRAUMA AMONG NATIVE AMERICANS
Presented by:
Dr. Tami De Coteau, PhD
Licensed Clinical Psychologist
DeCoteau Trauma-Informed Care & Practice, PLLC
www.decoteaupsychology.com
Present Day Trauma
Poverty, Violence, Suicide, Inadequate Education, Substance Abuse, Inadequate Health Care, etc.
Historical Trauma
Genocide
Indian Boarding Schools
Government Agencies
Centralized Authority, etc
Trauma by definition is unbearable. Intolerable. Overwhelming. Out of control.
In fact for many people, the memory of trauma is so upsetting that they will try to push it out of their minds, move on, act as if nothing happened.
Trauma affects not only those who are directly exposed to it, but also those around them. Wives of men who suffer from PTSD tend to become depressed, the children of depressed mothers struggle with anxiety and insecurity. Having been exposed to violence as a child makes if difficult to establish trusting relationships as an adult.
Not just and event that took place sometime in the past, it is an imprint. …a trauma imprint that leaves traces on our mind, body, and brain.
This imprint of trauma has ongoing consequences for how we manage to survive in the present.
A Review Study on Spiritual Intelligence, Adolescence and Spiritual Intellige...Jonathan Dunnemann
This study reviewed the articles about adolescence, its relation to spiritual intelligence and the related theories. The adolescence period is the best time to develop positive emotions and training skills, because adolescents are seeking to find their identity and their future personality at this period. Approach: Spiritual intelligence had a significant influence on the quality of life and it goes without saying that adolescence is a sensitive period which requires specific
training to make a brighter future and be exposed to the difficulties. Spirituality can be viewed as a form of intelligence because it predicts functioning and adaptation and offers capabilities that enable people to solve problems and attain goals. Results: Conceiving spirituality as a sort of intelligence
extended the psychologist’s conception of spirituality and allowed its association with the rational cognitive processes like goal achievement and problem solving. Conclusion: Emotional intelligence allowed us to judge in which situation we were involved and then to behave appropriately within it.
Spiritual intelligence allowed us to ask if we want to be in this particular situation in the first place.
Erikson (1968) developed Psychosocial Stages which emphasized developmental change throughout the human life span. At each stage there is a crisis or task that we need to resolve. Successful completion of each developmental task results in a sense of competence and a healthy personality. Failure to master these tasks leads to feelings of inadequacy.
April 3, 2014-Trauma in Young Children Under 4-Years of Age: Attachment, Neur...MFLNFamilyDevelopmnt
The PowerPoint presentation for a 2 hour webinar exploring how young children are particularly vulnerable to the effects of trauma, especially when their relationships with their caregivers are affected. (Find the live recording of this webinar @ https://learn.extension.org/events/1416) This presentation examines the characteristics of trauma in young children who are 4-years of age and younger, formal diagnostic criteria as well as other signs and symptoms of trauma, the neurobiological underpinnings of traumatic experiences for children, and evidence-based interventions that may be useful for remediating the effects of trauma for young children and their families.
This class offers developmental learning for educators working with children who have been exposed to overwhelming life events. This can occur in up to 25% of children in certain contexts. Traumatic experiences change neurobiological, social and educational development. Addressing the impact of trauma on learning can impact the long-term possibilities in a child's life
Reply Reply to 2 other classmates by offering 1 new piece of info.docxsodhi3
Reply: Reply to 2 other classmates by offering 1 new piece of information to add to their discussion of family systems.
As you provide feedback to peers, you are not grading their assignment, but you are enlarging the conversation to prod a bit more on what could be added to clarify the paper substantively. Please be very specific and share what you would like to see added or what was not clear as you read the paper of your peers. Additionally, please note that I will be providing corrective information for each student to take the assignment to the "finish line". The feedback is not an act of judgment nor an indication of grade. It is simply feedback that each of you can use moving forward.
250 words or more for each feedback along with one reference
Discussion board feedback #1:
Trauma can affect individuals in many ways depending on the type that has occurred. The age of the person experiencing the trauma can determine lasting effects. Trauma can occur from anywhere utero to adulthood. It is important to know what trauma is and the lasting effects the come with this exposure. Treatment for the traumatized individual can be significantly enhanced depending on the person’s level of spirituality development.
Trauma can occur from any of the following events physical, sexual, or emotional abuse, natural disasters, wartimes and terrorist attacks (Song, Min, Huh, & Chae, 2016). Trauma can be any event that is extremely alarming or upsetting experience that causes physiological anxiety, and impacts the neurological and psychosocial development processes (Song, Min, Huh, & Chae, 2016). Trauma affects individuals differently. Cultural differences around the world may lead in some cases being more socially acceptable in one country and not in others.
One neurological disorder that can develop from trauma is Post Traumatic Stress Disorder or PTSD. “For a diagnosis of PTSD, a person must have experienced, witnessed, or been confronted with an event so traumatizing that its results in symptoms of re-experiencing, hyper-arousal, cognitive alterations and avoidance (Broderick & Blewitt, 2015 p.528).” Studies have shown that a person suffering from PTSD will have a decrease in volume of the hippocampus. The hippocampus is the part of the brain “plays a role in our emotions, ability to remember, and compare sensory information to expectations (Broderick & Blewitt, 2015p.59) There is an ongoing discussion amongst physicians as to whether PTSD being a curable or just a treatable one. With the reduction of volume in the hippocampus and the memory of the traumatic event that never goes away, most doctors are leaning toward the treatable instead of curable.
Treatment for PTSD and other neurological disorders can come in the form of medications or therapies. People can choose to do one or the other with the most recommended choice being a combination of both. A combination of cognitive behavioral therapy (CBT) and the use of an antidepressant, more specifi ...
HISTORICAL TRAUMA AMONG NATIVE AMERICANS
Presented by:
Dr. Tami De Coteau, PhD
Licensed Clinical Psychologist
DeCoteau Trauma-Informed Care & Practice, PLLC
www.decoteaupsychology.com
Present Day Trauma
Poverty, Violence, Suicide, Inadequate Education, Substance Abuse, Inadequate Health Care, etc.
Historical Trauma
Genocide
Indian Boarding Schools
Government Agencies
Centralized Authority, etc
Trauma by definition is unbearable. Intolerable. Overwhelming. Out of control.
In fact for many people, the memory of trauma is so upsetting that they will try to push it out of their minds, move on, act as if nothing happened.
Trauma affects not only those who are directly exposed to it, but also those around them. Wives of men who suffer from PTSD tend to become depressed, the children of depressed mothers struggle with anxiety and insecurity. Having been exposed to violence as a child makes if difficult to establish trusting relationships as an adult.
Not just and event that took place sometime in the past, it is an imprint. …a trauma imprint that leaves traces on our mind, body, and brain.
This imprint of trauma has ongoing consequences for how we manage to survive in the present.
A Review Study on Spiritual Intelligence, Adolescence and Spiritual Intellige...Jonathan Dunnemann
This study reviewed the articles about adolescence, its relation to spiritual intelligence and the related theories. The adolescence period is the best time to develop positive emotions and training skills, because adolescents are seeking to find their identity and their future personality at this period. Approach: Spiritual intelligence had a significant influence on the quality of life and it goes without saying that adolescence is a sensitive period which requires specific
training to make a brighter future and be exposed to the difficulties. Spirituality can be viewed as a form of intelligence because it predicts functioning and adaptation and offers capabilities that enable people to solve problems and attain goals. Results: Conceiving spirituality as a sort of intelligence
extended the psychologist’s conception of spirituality and allowed its association with the rational cognitive processes like goal achievement and problem solving. Conclusion: Emotional intelligence allowed us to judge in which situation we were involved and then to behave appropriately within it.
Spiritual intelligence allowed us to ask if we want to be in this particular situation in the first place.
Erikson (1968) developed Psychosocial Stages which emphasized developmental change throughout the human life span. At each stage there is a crisis or task that we need to resolve. Successful completion of each developmental task results in a sense of competence and a healthy personality. Failure to master these tasks leads to feelings of inadequacy.
April 3, 2014-Trauma in Young Children Under 4-Years of Age: Attachment, Neur...MFLNFamilyDevelopmnt
The PowerPoint presentation for a 2 hour webinar exploring how young children are particularly vulnerable to the effects of trauma, especially when their relationships with their caregivers are affected. (Find the live recording of this webinar @ https://learn.extension.org/events/1416) This presentation examines the characteristics of trauma in young children who are 4-years of age and younger, formal diagnostic criteria as well as other signs and symptoms of trauma, the neurobiological underpinnings of traumatic experiences for children, and evidence-based interventions that may be useful for remediating the effects of trauma for young children and their families.
This class offers developmental learning for educators working with children who have been exposed to overwhelming life events. This can occur in up to 25% of children in certain contexts. Traumatic experiences change neurobiological, social and educational development. Addressing the impact of trauma on learning can impact the long-term possibilities in a child's life
Reply Reply to 2 other classmates by offering 1 new piece of info.docxsodhi3
Reply: Reply to 2 other classmates by offering 1 new piece of information to add to their discussion of family systems.
As you provide feedback to peers, you are not grading their assignment, but you are enlarging the conversation to prod a bit more on what could be added to clarify the paper substantively. Please be very specific and share what you would like to see added or what was not clear as you read the paper of your peers. Additionally, please note that I will be providing corrective information for each student to take the assignment to the "finish line". The feedback is not an act of judgment nor an indication of grade. It is simply feedback that each of you can use moving forward.
250 words or more for each feedback along with one reference
Discussion board feedback #1:
Trauma can affect individuals in many ways depending on the type that has occurred. The age of the person experiencing the trauma can determine lasting effects. Trauma can occur from anywhere utero to adulthood. It is important to know what trauma is and the lasting effects the come with this exposure. Treatment for the traumatized individual can be significantly enhanced depending on the person’s level of spirituality development.
Trauma can occur from any of the following events physical, sexual, or emotional abuse, natural disasters, wartimes and terrorist attacks (Song, Min, Huh, & Chae, 2016). Trauma can be any event that is extremely alarming or upsetting experience that causes physiological anxiety, and impacts the neurological and psychosocial development processes (Song, Min, Huh, & Chae, 2016). Trauma affects individuals differently. Cultural differences around the world may lead in some cases being more socially acceptable in one country and not in others.
One neurological disorder that can develop from trauma is Post Traumatic Stress Disorder or PTSD. “For a diagnosis of PTSD, a person must have experienced, witnessed, or been confronted with an event so traumatizing that its results in symptoms of re-experiencing, hyper-arousal, cognitive alterations and avoidance (Broderick & Blewitt, 2015 p.528).” Studies have shown that a person suffering from PTSD will have a decrease in volume of the hippocampus. The hippocampus is the part of the brain “plays a role in our emotions, ability to remember, and compare sensory information to expectations (Broderick & Blewitt, 2015p.59) There is an ongoing discussion amongst physicians as to whether PTSD being a curable or just a treatable one. With the reduction of volume in the hippocampus and the memory of the traumatic event that never goes away, most doctors are leaning toward the treatable instead of curable.
Treatment for PTSD and other neurological disorders can come in the form of medications or therapies. People can choose to do one or the other with the most recommended choice being a combination of both. A combination of cognitive behavioral therapy (CBT) and the use of an antidepressant, more specifi ...
Running head Vignette Analysis III1Vignette Analysis III.docxtoltonkendal
Running head: Vignette Analysis III 1
Vignette Analysis III 7
Psychology of Trauma- Vignette Analysis III
Laura Kay Utgard
Cal Southern University
Dr. Barbara Lackey
PSY: 87519
August, 2018
Vignette Analysis III
Emotional and psychological trauma is the outcomes of extremely stressful occasions that ruin one’s sense of safety, letting the victim feel deserted in a dangerous world. Traumatic experiences like the one experienced by Virginia in her younger age predisposes her to get involved in actions that put her life in danger like trying to commit suicide. According to Courtois & Ford (2015) “it is not the objective facts that determine whether an event is traumatic, but the victim’s subjective emotional experience of the event.” In the case of Virginia, she faced ongoing, relentless stress during her childhood development in the position of an abusive father. The domestic violence has changed her biological and physical development because she also believes having a slender body is what it takes to be a woman to maintain her husband. This has resulted in the development of post-traumatic stress disorder (PTSD) because she has been exposed to traumatic events in her childhood.
The fifth edition of the diagnostic and statistical manual of mental disorders (DSM-5) outlines four major symptoms that PTSD patients experiences. They include alterations in arousal and reactivity, negative alterations in cognitions and mood; avoidance and intrusion. These symptoms are what are causing Virginia to be diagnosed with PTSD. She remembers how her mother was being beaten like almost every day and how she was used as a sex toy by the village boys. The DSM-5 version re-positions emotional distress in a group that comprises negative perceptions and reactions, while stimulation symptoms are transposed in a group comprising ill-tempered and irresponsible behavior. PTSD according to (Kendall-Tackett & Ruglass, 2014) is linked with an array of opposing personal results and significant personal problems, including problems in intimate and family affairs. It is unclear which topic you are addressing here
The inter-relations among the PTSD victims and their family complications are probably multifaceted, showing both the effect of post-traumatic symptoms on other family members and impacts of the family setting. This happened to Virginia, as a kid he was experiencing how his father used to treat her mother. Contrarily, avoidance symptoms may diminish participation in family undertakings, while emotional distress can diminish self-disclosure and intimacy (Courtois & Ford, 2015). Hyperarousal symptoms are associated with irritability and annoyance and can as well precipitate violence and family conflict (Anderson, 2017). Contrarily, prospective studies of veterans show that family environment can reduce the severity of symptoms, or exacerbate complications of interpersonal arrays are dysfunctional. This case, therefore, Virginia exp ...
Trauma at the End of Life: Somatic Experiencing and Other Touch Based Treatme...Michael Changaris
This paper explores the use of touch in working with elders. It explores neurodegenerative disorders, challenges working with individuals with cognitive changes and how to develop a treatment plan that includes safe therapeutic touch.
Horticultural Therapy as a Complementary Treatment for Post Traumatic Stress Disorder
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Investigation of Horticultural Therapy as a Complementary Treatment for Post Traumatic Stress Disorder
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Increase Food Production with Companion Planting in your School Garden
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The Road Back From Trauma - Helix Healthcare GroupTara Rose
Presentation by Dr. Jesse Hanson, RP, PhD, Clinical Director and Co-Founder of Helix Healthcare Group. Dr. Hanson is a neuropsychologist; specializing in neuroscience, somatic (body-centered) psychology, trauma resolution, and holistic healing.
At Helix Healthcare Group, we address the brain, the body, and the belief system to create a healthy, happier and more balanced life. Unlike conventional treatments, our comprehensive approach creates lasting change by treating the root cause of the issue – not just its symptoms. Blending the best of Western and Eastern philosophies with cutting-edge neuroscience, we will empower you to create a better future, today. www.helixhealthcaregroup.com
Generalized anxiety disorder (GAD) is marked by excessive exaggerated anxiety and worry about every day life events for no obvious reason.People with GAD tend to always expect disaster and can't stop worrying about health,family,work or school.
Treatment Issues and Relational Strategies for Working with Complex PTSD and ...Daryush Parvinbenam
By: Daryush Parvinbenam M.A., M.Ed., LPCC-S, LICDC
Prevalence of Childhood Trauma: "50-60% of women seeking health services have experienced childhood sexual abuse. Up to 75% of women seeking mental health services has experienced childhood sexual abuse. Children of mothers who were sexually abused are twice as likely to experience childhood sexual abuse."
With reference to relevant research, critically examine the application of psychological theory in relation to the psychological needs and clinical experience of one clinically relevant client group
Similar to Effects of trauma on implicit emotion regulation within a family system a resiliency-based approach (20)
Primary Care and Behavioral Health Integration – Leveraging psychologists’ ro...Michael Changaris
Background and Importance: Violence stands as a significant cause of death in the United States, contributing to various health and mental health issues. The role of psychologists has evolved into an essential component of healthcare.
Despite a decrease over several decades, rates of violence have begun to rise again. However, the prevailing approach often focuses on managing the aftermath of violence rather than tackling its underlying causes. Each community possesses its own distinct profile of factors that either elevate or mitigate the risk of violence.
Primary Care Behavioral Health Integration presents a broadly applicable method for preventing violence, offering a hyper-local approach that targets the specific health needs of individuals, families, and communities. By adapting established evidence-based strategies for healthcare improvement, primary prevention can significantly reduce violence.
Methods and Description: This presentation will provide practical tools and general measures to effectively merge behavioral healthcare with primary care systems, fostering violence reduction at the levels of the community, healthcare facility, and healthcare providers. The implementation of universal precautions for violence reduction will be outlined, along with a structured approach to establish violence reduction advocates and teams. These teams will be equipped to assess the unique local risks, manifestations, and impacts of violence within the community they serve.
Outcomes: Through the incorporation of a 7-factor violence risk reduction strategy within primary care behavioral health, collaborative multidisciplinary teams can effectively diminish instances of interpersonal, individual, and community violence. The application of the "four Ts" model (Training, Triage, Treatment, Team Care) empowers primary care clinicians and integrated healthcare settings to enhance individual clinical outcomes, overall clinic population health, and actively champion community-wide violence reduction.
Geriatric Pharmacotherapy Addressing SDOH and Reducing Disparities.pdfMichael Changaris
This slideshow explores skills for addressing pharmacotherapy in an integrated behavioral health setting. It develops the SEA model for addressing medication management in team based care. The SEA model considers medication SAFETY, medication EFFICACY, and medication ADHERENCE. It explores some of the impacts of social determinents of health on clinical outcomes for elders.
Safety: Medication safety changes as we age. Older adults are are not just young adults with added years. Their bodies, brains, since of self and social systems have changed.
Efficacy: Aging changes medication efficacy. Medications are involved in two main effects. These are the effect of the medication on the body (pharmacokinetics) and the effect of the body on the medication (pharmacodynamics). These are both changed as people age.
Adherence: Adherence is a challenge at all ages. Adherence is impact by age related changes in body, cognitive capacity, social supports, and systems of care. Having an adherence plan can change health as we age.
This lecture explores clinical tools to interrupt sustain talk to support change talk. Interrupting sustain talk is one of the core factors that predicts change in motivational interviewing sessions.
Motivational Interviewing: Change Talk moving to authentic wholeness (Lecture...Michael Changaris
This lecture explores how authenticity in motivational interviewing supports person-centered change, how to support the change process of self-discovery, how to change talk moves an individual closer to their authentic self, and how that authentic self supports building a life that matters for people.
Motivational Interviewing: Foundational Relationships for Building Change (Le...Michael Changaris
This lecture explores the centrality of relationship in clinical change, how motivational interviewing is rooted in relationship, and how to develop a clinical relationship that supports people to discover the change that matters to them.
Motivational Interviewing: Introduction to Motivational Interviewing (Lecture...Michael Changaris
This is the second lecture and introduction to Motivational Interviewing Skills. It explores the continued development of core understanding, and reviews key processes from lecture 1 and the spirit of MI.
Motivational Interviewing: Engaging the Stages of Change (Lecture 8).pptxMichael Changaris
This class explores how to build motivational interviewing into case formulation, using stages of change, adapting for the impact of cultural factors on sessions, and building person-centered culturally responsive interventions.
The class explores a model for integrated treatment plan development that uses three core factors: a) Culturally Grounded Understanding of Individual, b) Theory Based Grounded Understanding of the Problem a person faces, and c) Motivation Grounded Empowerment for patient-centered care.
The presentation explores a five factor model for adapting interventions to the impact of culture on clinical work. Cultural factors affect: 1) Clinical symptoms and diagnosis, 2) Experiences of self, 3) Biological Impacts (Stress and Health), 4) Relationships, and 5) Access to Cultural Support Structures.
This lecture explores stages of change, the core hallmark of each stage of change, and how to adapt clinical interventions for those stages.
This check list is an early version of a self-reflection tool for students to explore clinical CBT skills they have used regularly and feel more comfortable with.
Team Based Care for Hypertension Management a biopsychosocial approachMichael Changaris
This presentation is an overview of the collaborative care model of hypertension management for behavioral health providers, primary care doctors and health care teams. It explored social determinants of health, complex interaction of adverse childhood experiences and treatment and provides a map for integrated care.
Slides for Living Well with Difficult Emotions Online GroupMichael Changaris
These slides are two groups in the living well with difficult emotions group. They focus on thoughts skills, exercise, wise mind, and other ways to help fight depression.
Understanding Bipolar Disorder: Biopsychosocial Approaches to Mind Body HealthMichael Changaris
Explores psychological, medical and primary care treatment and self-care for bipolar disorder from the biological bases of brain function and medication management to the psychological integrated care and treatment plan for health complexity and bipolar treatment needs.
Integrated Primary Care Assessment SBIRT (Substance Use) and Mental and Refer...Michael Changaris
This is an overview of triage pathway for those with mental health and substance use conditions with clinical cutoffs and referral options based on screening.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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Effects of trauma on implicit emotion regulation within a family system a resiliency-based approach
1. 3Spring/Summer 2012
Effects of Trauma on Implicit Emotion Regulation Within a
Family System: A Resiliency-Based Approach
FeaturedArticle
Michael Changaris, PsyD
T
raumatic events are far from rare. An
epidemiological study found that 69% of
individuals in the United States are exposed
to at least one traumatic event in their lifetime (Norris,
1992). According to the study, 21% experienced at
least one traumatic event in the last year. Trauma can
expose difculties in a family system that functions
poorly, but can also negatively impact a family that
functions well because traumatic events affect multiple
domains of family functioning. Understanding resiliency
factors can guide a clinician in developing interventions
to facilitate the reduction in
symptoms of trauma. A healthy
family system can be a buffer
against developing Post-Traumatic
Stress Disorder (PTSD; McCubbin,
Balling, Possin, Frierdich & Bryne,
2002). Safe supportive relationships
can increase the chance that
individuals will choose effective
coping strategies, access appropriate
health care, and will not isolate
themselves from others (Betancourt
& Khan, 2008).
PTSD in the Family System
Brief strategic family therapy
practitioners (BSFT) assess
families across multiple domains
of functioning, including conict
resolution, family organization,
and resonance (Szapocznik, Hervis & Schwartz,
2003). Symptoms of PTSD within one individual or
multiple members of a family dramatically impact
these domains. Conict resolution skills are reduced
by changes in Hypothalamic Pituitary Adrenal –– Axis
(HPA-Axis) reactivity. Increased startle response can
escalate family arguments quickly. Avoidance-based
coping can lead to unresolved conicts and intense
silences burdened with unmet emotional needs.
Family organization can be dramatically altered
by traumatic events either directly or through profound
changes in individuals’’ functioning (Ochberg, 1988).
For instance, a father who has been supportive and
nurturing might become brooding and quick-tempered
after witnessing a death on the job.
Resonance describes patterns of distance and
closeness in a family system. Symptoms of PTSD
can alter families’’ ability to maintain and develop
exible boundaries. After a traumatic event, some
families develop rigid boundaries, while others become
highly enmeshed (Ochberg, 1988). Avoidance and
numbing can create distance, making it difcult to feel
connected. As one individual in therapy with the author
reported, ““my heart does not feel anything when I see
my (family member).””
In a family system, symptoms of PTSD, may lead
to multiple alterations in how the family relates to the
identied patient (IP). The individual labeled as the IP
is often not the person directly exposed to the trauma.
For example, a teenager may feel isolated and act-out
in inappropriate ways when failing to connect with a
parent who is grieving the recent loss of a loved one to
cancer. At times, the individual who has symptoms of
trauma has an intense shame reaction to being viewed
as the IP, leading to a rigid pattern of acting out.
The developmental stage of a
family can be altered by a traumatic
event (Ochberg, 1988). Symptoms of
trauma can lead family members to
isolate themselves from others or be
highly irritable at a time when their
family needs support to manage the
transition to a new stage of family
development, such as the birth of a
child.
Development of Emotion
Regulation and Morality in
Family Systems
The family is the training
ground for learning emotional
regulation and basic morality.
Children learn to tolerate a wide
range of emotional experiences
through the rupture-and-repair
cycle in family interactions. A child who becomes angry
with her parents, but tolerates the emotions involved
in resolving the conict, strengthens her ability to
handle anger and develops mastery experiences of affect
regulation.
The ability to regulate emotions is a complex
interaction between genetic, epic-genetic, and
experiential factors. It is important to understand that
emotional regulation is not a unitary construct, but
comprises a range of skills and abilities. Some of the core
domains of emotional regulation are auto-regulation (the
innate ability to regulate emotions), cognitive regulation
(the use of a conscious skill to change emotional
reaction), co-regulation (the interactional regulation of
emotions through relationships), and self-regulation (the
integrated working of these three domains).
The ability to tolerate distress in order to maintain
a relationship is a vital emotional regulation skill for
the development of social and moral thinking. The
consistent alternation in perspective taking between
children and parents, as well as other family members,
develops children’’s ability to anticipate the behavior of
Michael Changaris, PsyD
2. 4 Trauma Psychology Newsletter
Implicit Emotional Regulation in Family Systems
Emotional regulation is vital for family functioning,
and a signicant aspect of this is the cognitive appraisal
of emotions. Because many arguments in families occur
due to inaccurate cognitive interpretations, the family
therapy interventions of decoding and reframing address
this aspect of emotional regulation (Westen, 2000). The
somatic marker hypothesis posits that there are two
major neurological systems for processing emotions: a
fast limbic circuit that appraises a situation in a global
holistic manner, initially bypassing conscious awareness,
and a slower emotional system that involves conscious
cognitive appraisal of a situation (Bechara, Damasio,
Tranel & Damasio, 2005). Porges (2007) expanded this
theory describing what he called neuroception as the
appraisal of threat or safety using the fast limbic circuit.
Teens with PTSD were more likely than their peers
without PTSD to interpret a facial expression of fear as a
facial expression of anger (Rauch et al., 2000). Often the
recognition of an emotion is non-deliberative and does
not involve conscious processes (Zajonc, 1984).
While changing cognitive appraisal is an important
aspect of treatment, the implicit emotional regulation
system also has a profound impact on family functioning.
It is not unusual for a body posture or a vocal tone to
precipitate a family difculty. For those individuals with
PTSD, triggering events for ght, ight, or freeze states
can be subtle and sensory-based (van der Kolk, 2006).
For instance, one individual noted in treatment with
the author that slowed movements and slurred speech
triggered a sense memory of being assaulted by a man
who was intoxicated. Tracking the implicit interactions
between family members can allow clinicians to
transform a re-enactment of a family pattern to a
powerful corrective experience.
The non-verbal dance of communication is
vital in a family system (Schore, 2001). There is a
synchrony that develops in moments of attunement
and leads to an experience of emotional connection
and safety (Knyazev, Slobodskoj-Plusnin & Bocharov,
2009). Through supporting increased attunement, the
cacophony of movements in an argument can turn into a
smooth dance, as pupils dilate at the same time, breath
synchronizes, and body posture once tense now mirrors
another’’s. Elevated stress response and symptoms of
PTSD both reduce the ability to enter into this dance,
thereby reducing family resilience to stress (van der
Kolk, 2006).
For many individuals with PTSD, the fast limbic
system often does not shift to match their children’’s
emotional experiences. Verbal decoding of children’’s
experience without the authenticity of an emotional
response can feel as if parents are faking their response,
deepening the rupture. Clinicians witnessing this type
of interaction can support parents to regulate their
emotional state, scaffolding the parents into emotional
resonance.
It is important to understand that the fast limbic
system is not trained by dialog or information but by
others, settle disputes, and understand cultural rules for
displaying emotions.
Symptoms of PTSD fundamentally alter social
interactions and moral choices. Franz Dwell (as cited
in Preston & de Waal, 2002) stated that the complexity
of human morality rests on two major factors: empathy
and reciprocity. Individuals with symptoms of PTSD
have profound alterations in both areas. Fight-or-ight
activation reduces the ability of individuals to have
empathy for another.
Symptoms of PTSD can alter patterns of
reciprocity. Complex social animals support one another
to reach mutual goals but expect repayment at a
later time (Preston & de Waal, 2002). Fight-or-ight
activation can lead to a privileging of self-needs over
relationship needs, while numbing and avoidance can
lead to the inability to repay the favor. These types of
moral exchanges can lead to damaged relationships and
negative spirals of family interactions. A chimp who
helps a friend retrieve food but is not paid back in kind
can exhibit negative social behavior as a consequence,
including refusing support or food or moralistic
aggression. In this way, a traumatic event occurring to a
family member may lead to second-order change in the
stability of the family system’’s structure.
PTSD is a normal reaction to abnormal life events.
Even families with effective emotional regulation
strategies are often not adequately prepared to support
a loved one with trauma symptoms. Resiliency factors
plus effective emotion regulation and secure family
attachment can mitigate the risk of developing PTSD
and aid in the treatment of trauma (Walsh, 2007).
Developing Family Resilience
There are multiple factors that improve families’’
ability to respond effectively to overwhelming stress
(Hoge, Austin, Pollack, 2007; Walsh, 2007). Some
elements of resiliency are:
Intrapsychic factors within family members (e.g.,
emotional regulation skills, openness);
Transactional patterns within the family (e.g.,
providing emotional support, decoding emotional
reactions, normalizing and validation);
Extended family system and friends (e.g.,
supporting the affected family members or indirectly
affected family members, monetary support, practical
support, problem solving);
Mesosystemic factors, like churches and schools
(e.g., contact with religious gures, support networks,
problem-solving).
Trauma theory is a salutagenic, not pathogenic,
model. While many individuals who experience
traumatic events develop PTSD, many more do
not (Bonanno, Galea, Bucciarelli & Vlahov, 2007).
Understanding the family factors that increase resilience
can support clinicians in developing effective family
interventions.
3. 5Spring/Summer 2012
emotional interactions (Smith & Ellsworth, 1985). This
process results in a powerful opportunity for individuals
to develop new patterns of emotional interactions and
can be applied in family therapy.
Four key mechanisms identied by Schore (2001)
that lead to increased effective implicit interactions are:
Rupture-and-repair cycle: Small relationship
ruptures are followed by reconciliation and implicit
attunement;
Decoding empathy cycle: Emotionally matching
children’’s affective state is followed by decoding
children’’s experiences that are tied to this affect, and
then re-attuning the affective state to match any shifts
in children’’s emotions;
Implicit boundary setting: The most obvious form of
this type of boundary setting is ““the look”” parents give to
children, which lets children know that they are pushing
their parents’’ limits;
Modeling emotion regulation: Opportunities for
corrective emotional modeling for both parents and
children are provided via limbic system training.
Implicit Family Therapy Interventions to Increase
Resiliency
PTSD affects multiple dimensions of family
functioning. One of the underexplored aspects of family
therapy is the impact of a fast circuit or implicit emotion
co-regulation on a family. Therapists can develop skills
to recognize implicit emotional exchanges, develop
effective interventions, and support the development of
resilience in the family system.
Examples for the major domains of implicit family
system interventions are listed below:
Tracking skills: Identifying implicit regulation
patterns; identifying transitional moments (e.g., when
the family is on the verge of entering a destructive
pattern); identifying implicit triggers (i.e., watching
for the sensory cues leading to affective responses);
identifying attunement (e.g., the moments when
the family is functioning well); and identifying
pro-social emotions (e.g., allowing the therapist to
privilege effective interactions shifting the hedonics of
interactions);
Enactment-based skills: Slowing down the
interaction, validation, coaching empathy, changing
proximity, and offering physical support;
Psychoeducation: Understanding how the ght-or-
ight response works, learning about dissociation, seeing
the different ways that other family members express
love, and valuing the importance of play;
Home practice: Playtime, quiet time, argument
pauses, and time to appreciate the efforts of other family
members.
Conclusion
Increased psychological distress in a family
member creates profound alterations in family
interactions (Walsh, 2007). The majority of individuals
will at some point be affected, if only for a brief time,
by a traumatic event, and unregulated symptoms of
trauma can affect generations to come. Understanding
the impact of implicit emotional regulation can lead to
developing effective tools to increase family functioning
and support a family to aid in the resilience of
individuals with symptoms of PTSD.
References
Bechara, A., Damasio, H., Tranel, D., & Damasio, A. R. (2005). The
Iowa gambling task and the somatic marker hypothesis: Some
questions and answers. Trends Cognitive Science, 9(4), 159-162.
Betancourt, T. S., & Khan, K. T. (2008). The mental health of children
affected by armed conict: Protective processes and pathways to
resilience. International Review of Psychiatry, 20(3), 317-328. doi:
10.1080/09540260802090363
Bonanno, G. A., Galea, S., Bucciarelli, A., & Vlahov, D. (2007).
What predicts psychological resilience after disaster? The role of
demographics, resources, and life stress. Journal of Consulting
and Clinical Psychology, 75(5), 671-682. doi: 10.1037/0022-
006X.75.5.671
Hog, E. A., Austin, E. D., & Pollack, M. H. (2007). Resilience: Research
evidence and conceptual considerations for posttraumatic stress
disorder. Depression and Anxiety, 24(2), 139-152. doi: 10.1002/
da.20175
Knyazev, G. G., Slobodskoj-Plusnin, J. Y., & Bocharov, A. V. (2009).
Event-related delta and theta synchronization during explicit
and implicit emotion processing. Institute of Physiology, Siberian
Branch of the Russian Academy of Medical Sciences, Retrieved from
http://dx.doi.org/10.1016/j.neuroscience.2009.09.057.
McCubbin, M., Balling, K., Possin, P., Frierdich, S., & Bryne, B. (2002).
Family resiliency in childhood cancer. Family Relations, 51(2), 103-
111. doi: 10.1111/j.1741-3729.2002.00103.x.
Norris, F. (1992). Epidemiology of trauma: Frequency and impact of
different potentially traumatic events on different demographic
groups. Journal of Consulting and Clinical Psychology, 60(3), 409-
418. doi: 10.1037/0022-006X.60.3.409
Ochberg, F. (1988). Post-traumatic therapy and victims of violence. (pp.
83-110). New York, NY: Brunner/Mazel.
Porges, S. (2007). The polyvagal theory: New insights into adaptive
reactions of the autonomic nervous system. Cleveland Clinic
Journal of Medicine, 72(2), S86-S90. doi: 10.3949/ccjm.76.s2.17
Preston, S. D., & de Waal, F. B. M. (2002). Empathy: Its ultimate and
proximate bases. Behavioral Brain Sciences, 25(1), 1-20.
Schore, A. (2001). The effects of early relational trauma on right
brain development, affect regulation, and infant mental health.
Infant Mental Health Journal, 22(1-2), 201-269. doi: 10.1002/1097-
0355(200101/04)22:1<201::AID
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in emotion. Journal of Personality and Social Psychology, 48(4),
813-838. doi: 10.1037/0022-3514.48.4.813
Szapocznik, J., Hervis, O., & Schwartz, S. (2003). Therapy manuals for
drug addiction: Brief strategic family therapy for adolescent drug
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03-4751) Retrieved from http://archives.drugabuse.gov/TXManuals/
BSFT/BSFTIndex.html
Rauch, S., Whalen, P., Shin, L. M., McInerney, S. C., Macklin, M.
continued on p. 8
4. 8 Trauma Psychology Newsletter
seize young children without regard for their will and
without standing to object, and send them to be battered.
This can be stopped if psychologists are willing to step
forward to create and enforce specialized rules to apply
to these cases.
Where children’’s rights are denied and they are
sent to live with batterers in contravention of their 4th
amendment right under the US Constitution, ““To be
secure in their persons, houses, papers, and effects,””
and the good parent is then deprived of protecting their
child, I blame the courts. I also fault the professionals
involved, because even where the laws are on the books
and the guidelines are in place, they cannot be properly
implemented where there is no real accountability by the
professional organizations of the experts who testify.
Psychologists can implement procedures and
regulations that licensees must follow and they can be
required to report all limitations in their expertise to
the court before undertaking any court appointment or
private appointment. Perhaps they can be required to
take an additional test post licensure in special areas of
practice before they are permitted to testify.
There are social and cultural assumptions that
need to be overcome in pursuing all claims, and
psychologists properly trained can assist with these as
well. For example, protective parents who bring the
issue of abuse to the attention of a court are sometimes
accused of attempting to get ““a leg up”” in a divorce
or custody matter by raising child abuse. Where
the protective parent comes under scrutiny and the
perpetrator named by the child is allowed to attack him/
her, the court unwittingly exacerbates the abuse.
I have come to believe that the change we need
cannot be won in the courts on a case-by-case basis
alone. No single story tells the world what parents
trying to protect their children are facing daily in courts
across the country. Protective parents are losing their
children in custody cases while perpetrators gain the
court’’s imprimatur to continue to abuse. The news media
rarely cover abuse or custody cases unless there is a
death. Their legal departments shy from these cases,
assuming them to be ““he said she said”” stories. There
is an expectation that if the court believed a child was
abused, it would protect the child. After all, we live in
a country that believes in and relies on its system of
justice, so we assume justice must have prevailed or a
bad parent would not have the custody of the children.
Psychologists can hold members of their community
accountable by creating community standards for
expertise in child custody matters where child protection
is involved. Because of the difculty in holding
psychologists accountable to ethical guidelines for
custody evaluations, should licensing boards establish
special standards of knowledge psychologists must meet
before providing expert testimony regarding children?
This would make it more difcult for unscrupulous
psychologists to claim they are experts in child abuse.
Perhaps there should be a separate license for forensic
psychology, as there is for school psychology, with
recognition for specialty in areas such as domestic
violence and child abuse and where testimony in these
specialty areas is prohibited absent specialized training
in these specialized areas.
While licensed psychologists may already be
required to maintain the most current knowledge,
perhaps there could be a way to require and enforce
psychologists’’ obligation to disclose the limitations of
their training and experience to the court, and to require
that they refuse to opine on any issue where they have
not been specially trained. Our children deserve nothing
less.
Toby Kleinman is a NJ attorney and has consulted in
over 45 states. She is an Associate Editor of The Journal
of Child Custody, has published articles in The New
Jersey Law Journal, taught at the Harvard School of
Public Health, is a director of the Leadership Council
on Child Abuse and Interpersonal Violence, served as
the Professional Liaison to Division 56, is on the Board
of Advisors of the DV Leap at GW Law School. Ms.
Kleinman has presented at IVAT, AFCC, the Battered
Mothers Custody Conferences as a keynote speaker, and
has trained family court judges. Ms Kleinman has also
been voted a New Jersey Super Lawyer and is called as a
guest expert on network television.
L., Lasko, N. B., Orr, S. P., & Pitman, R. K. (2000). Exaggerated
amygdala response to masked facial stimuli in posttraumatic stress
disorder: A functional MRI study. Biological Psychiatry, 47(9), 769-
776.
van der Kolk, B. (2006). Clinical implications of neuroscience research
in PTSD. Annals of the New York Academy of Sciences, 1071, 277-
293. doi: 10.1196/annals.1364.022
Walsh, F. (2007). Traumatic loss and major disasters: Strengthening
family and community resilience. Family Process, 46(2), 207-227.
Westen, D. (2000). Commentary: Implicit and emotional processes
in cognitive-behavioral therapy. Clinical Psychology: Science and
Practice, 7(4), 386-390. doi: 10.1093/clipsy.7.4.386
Zajonc, R. B. (1984). On the primacy of affect. American Psychologist,
39(2), 117-123. doi: 10.1037/0003-066X.39.2.117
Michael Changaris, PsyD, incorporates trauma theory
into his work with families and children in Northern
California. He also integrates affective neuroscience
with evidence-based treatments, conducts trainings on
mindfulness, and provides psychotherapeutic treatment
for elders and families addressing end-of-life issues.
Effects of Trauma on Implicit Emotion
Regulation Within a Family System
continued from p. 5