A group of eight elementary educators used companion slides to help understand ideas from the DVD "Trauma Through a Child's Eyes". The DVD was a recording of a workshop by Peter Levine and Maggie Kline exploring how their work on trauma applies to working with students. It discusses how an infant's brain has limitations in regulating arousal, and needs caregivers to help return them to regulation. Early social interactions shape the developing nervous system as neurons that fire together wire together. Resonance between caregiver and infant is important for healthy social-emotional development.
This document presents the results of a comparative study of the content related to the Graphic Industry offered by international universities. The objectives were to study the degrees offered in North America and Northern Europe in the Graphic sector, analyze which concepts are given the most weight, and create a list of keywords referenced to specific universities and courses. The main conclusions are: it is difficult to obtain detailed information about European programs; there is a divide between design and production content; web and multimedia design has significant importance; flexography receives more time than offset; interactions between inks and paper are emphasized over specific printing processes; and industrial and business knowledge is considered necessary alongside databases. The study also generated a keyword glossary.
Este documento presenta preguntas sobre el correo electrónico y sus componentes. Explica que el correo electrónico permite enviar y recibir mensajes y archivos rápidamente a través de sistemas de comunicación electrónicos, y que los buzones de correo facilitan el envío de correos desde un alias compartido. Además, describe que una dirección de correo electrónico está compuesta de un usuario, el símbolo @, un dominio y un servidor.
This document presents the results of a comparative study of the content related to the Graphic Industry offered by international universities. The objectives were to study the degrees offered in North America and Northern Europe in the Graphic sector, analyze which concepts are given the most weight, and create a list of keywords referenced to specific universities and courses. The main conclusions are: it is difficult to obtain detailed information about European programs; there is a divide between design and production content; web and multimedia design has significant importance; flexography receives more time than offset; interactions between inks and paper are emphasized over specific printing processes; and industrial and business knowledge is considered necessary alongside databases. The study also generated a keyword glossary.
Este documento presenta preguntas sobre el correo electrónico y sus componentes. Explica que el correo electrónico permite enviar y recibir mensajes y archivos rápidamente a través de sistemas de comunicación electrónicos, y que los buzones de correo facilitan el envío de correos desde un alias compartido. Además, describe que una dirección de correo electrónico está compuesta de un usuario, el símbolo @, un dominio y un servidor.
1 smart solutions mexico shield windows curriculum enero 2011Carlos Castanedas
El documento presenta el curriculum de obras desarrolladas por una compañía, incluyendo proyectos como una gasolinera, clínica del IMSS, palacio municipal, campus de la UABC en ciencias de la salud, cancelería, puertas de regadera, subestación de policía, construcción en San Sebastián y rompevientos. También incluye datos de contacto de dos empleados de la compañía.
El documento proporciona una introducción al funcionamiento de las fresadoras CNC. Explica que una máquina CNC usa un sistema de coordenadas y una computadora para controlar la posición y velocidad de los motores y herramientas de corte, permitiendo mecanizar piezas de manera precisa siguiendo trayectorias tridimensionales programadas. También describe los métodos de programación manual y automática y resalta las ventajas de las máquinas CNC como la precisión, productividad y seguridad en la fabricación en comparación con máquinas convenc
Este documento presenta un reactivo para la asignatura de Informática I de la carrera de Enfermería en la Universidad Técnica de Machala. El reactivo contiene 16 preguntas de selección múltiple sobre temas relacionados a las aplicaciones web 2.0 como Gmail, Blogger, SlideShare y correo electrónico. Cada pregunta incluye un enunciado y cuatro opciones de respuesta de las cuales solo una es correcta. El objetivo del reactivo es evaluar el nivel de conocimiento y comprensión de los estud
This document summarizes the concept of a populist economy in Indonesia's welfare state laws. It discusses how Indonesia's 1945 Constitution established it as a welfare state and features provisions to realize people's welfare through economic regulations. Key aspects of Indonesia's populist economy system include empowering small and medium enterprises, cooperatives, fair market mechanisms, and balancing national planning with decentralization. The document also briefly discusses how Indonesia qualifies as a state of law based on its founding constitution and aspirations of individual rights.
Quantum Marketing Internet es una agencia especialistas en Estrategias de Mercadotecnia Digital.
Simplemente nos encargamos que tu empresa tenga una presencia efectiva en Internet.
Nuestros Servicios principales son:
- Diseño y Desarrollo de Páginas Webs
- Posicionamiento en buscadores SEO y ASO
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- Desarrollo de Aplicaciones Móviles
Este documento contiene la programación de partidos de fútbol de varias ligas locales para el 9 de junio de 2013. Incluye información sobre el equipo local y visitante, el campo donde se jugará el partido, la fecha y la hora. Hay alrededor de 80 partidos programados para diferentes ligas senior y juveniles.
Notoriedad Publicitaria en Canarias - 201422gradosº
Este documento presenta el informe de notoriedad publicitaria de 2014 para las Islas Canarias. Los sectores con mayor notoriedad fueron establecimientos comerciales, cultura/turismo/ocio y automoción. Las marcas más recordadas a nivel nacional e internacional fueron [MARCA 1], [MARCA 2] y [MARCA 3]. El informe también incluye datos sobre la metodología del estudio y los rankings de notoriedad para diferentes sectores y medios publicitarios.
El resumen presenta un dossier sobre las remuneraciones excesivas de la cúpula directiva del sector financiero en España. En 6 años, sus remuneraciones crecieron casi un 50%, casi el doble que el crecimiento de los beneficios. Se pide limitar las remuneraciones de la cúpula y que la reestructuración del sector se base en la sostenibilidad y el esfuerzo compartido. La CNMV ha publicado proyectos de circulares que avanzan en la línea de las propuestas de limitar las remuneraciones y mejorar la transpare
Permission-based Targeted Email and Postal addresses are available. Contact us for help with targeting your specific audience. Turnaround Time is typically within the same day (excluding weekends and holidays).
Blue Magic is introducing several new products and packaging updates. These include a Headlight Lens Sealer to protect restored and new lenses from yellowing, additions to the Pure Citrus line including holiday scents, and an Interior Detailer. Packaging has been updated for several existing products and Blue Magic guarantees customer satisfaction.
El documento describe la comunicación y sus elementos básicos. Define la comunicación como el intercambio de ideas entre un emisor y receptor. Explica el esquema básico de la comunicación como incluyendo un emisor, receptor, mensaje, situación, código y canal. Proporciona un ejemplo de una llamada telefónica para ilustrar estos elementos.
The document provides a holiday gift guide featuring various drinkware, tools, technology, and other gift items. It includes product descriptions and pricing for items like colored spout bottles, tumblers, mugs, thermoses, knives, flashlight, tablet stands, and more. The guide is intended to help customers choose gifts and includes contact information for the account executive.
The document is an issue of the ACEVO network magazine for autumn 2011. It features:
- An announcement of ACEVO's upcoming move to a new office space in summer 2012 to join a civil society hub.
- Information on upcoming ACEVO events, including conferences on health and social care, the annual conference dinner and pay survey launch, and achieving a high performance board.
- Short articles on topics including the third sector's role in tackling youth unemployment, pension reform, and improving accountability and transparency through the ImpACT Coalition.
Iniciatives contra la corrupcion en el ambito local/provincialEUROsociAL II
Este documento describe varias iniciativas impulsadas por los capítulos de Transparency International en diferentes regiones para combatir la corrupción a nivel local y provincial. Entre ellas se encuentran herramientas de evaluación como índices de transparencia municipal; compromisos de integridad para mejorar la prestación de servicios públicos; y pactos de integridad en la contratación pública para aumentar la transparencia del sector público. Las iniciativas también incluyen auditorías sociales, centros de atención telefónica y capacitaciones destinadas a empoderar a
Innovation and project management at ETH LibraryETH-Bibliothek
The document provides information about ETH Zurich Library and its efforts in innovation and project management. It discusses ETH Zurich as an institute of technology and science with over 18,500 students. It then describes ETH Library, which has main and special libraries containing over 7 million holdings. The library has undertaken various innovation initiatives like introducing an ideas management process, project management standards, and launching projects like refreshing the Knowledge Portal and developing the ETHorama tool to enhance access to electronic holdings. It also discusses piloting e-lending of e-books to external users, which started with 26,000 e-books and saw increasing uptake over time.
10 chapter 5 - developing through the life spankbolinsky
Developmental psychology studies physical, cognitive, and social changes throughout the lifespan. Key issues examined include the interplay between nature and nurture and whether development occurs through continuous changes or distinct stages. Prenatal development proceeds from conception to birth, as a zygote develops into an embryo and fetus. Newborns demonstrate reflexes that aid survival. Infancy and childhood involve rapid physical and cognitive growth. Adolescence brings puberty and physical maturity as well as advances in reasoning and social awareness. Adulthood development varies individually, with physical and some cognitive abilities generally declining with age.
This document summarizes key aspects of human development across the lifespan from conception through adulthood according to David Myers' Psychology textbook. It covers prenatal development, infancy, childhood, adolescence, and adulthood. For each life stage, it discusses physical, cognitive, and social/emotional development, drawing from theorists like Piaget and Kohlberg. It finds that while abilities peak in early adulthood, many cognitive functions remain intact or even improve with aging.
- Getting sufficient sleep is important for students' academic success. The recommended amount of sleep for young adults is 9 hours per night.
- Pulling all-nighters can negatively impact hippocampus activity and memory, as well as emotion regulation. These negative effects can persist even after catching up on sleep.
- Napping after learning can improve memory performance of the material by up to 83%, compared to not napping. However, naps should be limited to 30 minutes to avoid disrupting the sleep schedule.
- REM sleep is important for processing emotional memories and reducing distress from trauma. It also benefits cognitive procedural learning tasks. Famous people like Paul McCartney and Mary Shelley have reported coming up with creative
This document summarizes key topics in child development from conception through early childhood. It discusses prenatal development from conception to birth, including the stages of zygote, embryo, and fetus. It also covers newborn skills like rooting and sucking reflexes. Regarding cognitive development, it summarizes Piaget's stages of sensorimotor, preoperational, and concrete operational development. It also discusses social development topics like attachment styles, stranger anxiety, and the roles of parents and daycare. Throughout, it emphasizes both biological/maturational factors and environmental/learning influences on development.
The Teaching Recovery Techniques (TRT) program is a 5-session program that teaches children ages 8 and older coping skills to deal with the stresses of disasters. Each session focuses on different trauma responses: intrusion, hyperarousal, and avoidance. Sessions include education, skills building through techniques like relaxation, exposure, and social support. The goal is to normalize reactions and give children control over traumatic memories and fears.
Introductory Psychology: Development I (Prenatal & Child)Brian Piper
lecture 22 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, prenatal & postnatal, Piaget
This project aims to increase awareness of the social and emotional issues faced by students with disabilities. It will explore how trauma and disabilities can impact brain development and function, potentially causing issues with emotional regulation, memory, language, and other areas. The project also discusses providing teacher training to help them better understand and support students with disabilities. It will involve workshops to discuss topics like the brain, trauma, and building social emotional skills. The goal is to develop a more inclusive school environment.
The neuroscience of crisis 270613 including commentary rachel boothroyd e m...RachelBoo
1. Our brains have evolved to detect threats in order to survive, which changes brain chemistry and prioritizes primitive, instinctive thinking over rational thinking.
2. When stressed, the brain's "System 1" takes over, shutting down empathy and focusing inward on short-term solutions rather than careful analysis.
3. Simulating crises through role-playing exercises creates strong, memorable learning by engaging emotions, and rehearsing scenarios wires new neural connections to build confidence and resilience during real crises.
This document discusses how the human body functions like a company with different systems working together. It uses the example of a boss having to take on additional roles if an employee stops working to illustrate how the body's systems support each other. It then explains how dysfunctions in systems like the vestibular system, which controls balance, or the auditory system can disrupt the brain's functioning, placing the body in a stressed defensive state. This makes learning and developing skills difficult as the brain must focus on processing harmful inputs from malfunctioning systems rather than its usual functions. Understanding each system's role helps explain children's behaviors and difficulties when systems are dysfunctional.
This presentation teaches students how to learn effectively using techniques from the Coursera course "Learning how to learn". It discusses how sleep helps the brain wash away toxins and consolidate learning, how procrastination activates the brain's pain center and can be addressed using the Pomodoro technique, and how exercise improves learning by allowing the brain to process information during breaks from studying.
This document provides an overview of human development across the lifespan according to psychology. It covers prenatal development, infancy, childhood, adolescence, and adulthood. For each life stage, it discusses physical, cognitive, and social/emotional development. It also summarizes some major theories in developmental psychology, such as Piaget's stages of cognitive development and attachment theory. Key topics include brain development, motor skills, memory, identity formation, parenting styles, and aging. The document uses text and images to explain developmental milestones and issues at each stage of life.
The document discusses the brain and learning. It describes the triune brain model, which consists of the reptilian brain, primitive mammalian brain, and modern mammalian brain. The reptilian brain focuses on basic needs, the primitive brain processes emotions, and the modern brain facilitates higher-level thinking and learning. Strategies are provided to optimize learning, such as engaging both brain hemispheres, ensuring comfort, and checking learner understanding. The brain's role in attention, memory, and learning is multi-faceted, and facilitators should understand cognitive styles and use varied techniques.
The document summarizes key aspects of child development from infancy through childhood according to Jean Piaget's stages of cognitive development. It discusses how motor skills and brain development progress, with walking achieved between 11-15 months on average. It outlines Piaget's four stages of cognitive development: sensorimotor stage from birth to age 2 where thinking is based on senses and objects; preoperational stage from ages 2 to 7 where symbolic thought and egocentrism emerge; concrete operational stage from ages 7 to 11 where logical and reversible thought occurs; and formal operational stage where abstract reasoning ability arises.
1) This document discusses three reasons why infant mental health is important: fetal programming, attachment, and therapy.
2) It then provides more detail on therapy, noting that video-based therapies like Interaction Guidance were among the earliest to use video to build relationships between parents and infants.
3) The use of video in therapy is discussed, noting advantages like allowing distance while providing concrete examples to emphasize moments or issues, and how skills can be built quickly through techniques like slow motion.
The document provides an overview of human development across the lifespan from conception through old age. It discusses prenatal development, infancy, childhood, adolescence, emerging adulthood, and the physical, cognitive, and social changes that occur during each stage. Key topics include brain development, attachment, moral development, identity formation, aging-related changes, and factors influencing well-being.
Child development begins at conception and continues through adolescence as children develop physically, mentally, and emotionally. The document outlines key stages of development from prenatal development through childhood. It discusses periods like the zygote, embryo, and fetus stages before birth. After birth, development includes growth, motor skills, cognitive abilities, language, and social-emotional skills according to theorists like Piaget and Vygotsky. Child development is complex and can be influenced by many environmental and biological factors.
Brain development in children. How can educators, caregivers, providers and family members support our children's development. Learn how we develop character, how our brains respond to experiences.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The Origins of Assertiveness".
Guided Imagery to Overcome Anxiety by Dr. Mallika Meinholdatocmarketing
This document discusses guided imagery and its benefits for children dealing with anxiety. It begins by providing context on guided imagery and its origins in humanistic psychology. It then discusses how guided imagery works, describing how suggestions engage all the senses to induce a relaxed yet focused altered state. Research findings show guided imagery can reduce anxiety symptoms and positively impact brain structure/functioning. The document provides examples of simple guided imagery exercises and demonstrations that can be used with children.
This document provides an overview of basic brain anatomy and functions. It is divided into multiple parts. Part 1 discusses the early development of the human embryo's brain within the first 6 weeks. It also covers the basic units of the brain - neurons and synapses. Additionally, it compares the size of human and animal brains. The brain is described as having three main parts: the reptilian brain for instinct, the limbic system for emotion, and the neocortex for higher-level thought. The reptilian brain and limbic system are the evolutionarily older parts of the brain. The document notes that part 2 will provide more details on brain functioning.
Similar to Reflections on...trauma through a child's eyes (20)
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. Reflections from: TraumaReflections from: Trauma
Through a Child’s EyesThrough a Child’s Eyes
(DVD), a presentation(DVD), a presentation
given by Peter Levine andgiven by Peter Levine and
Maggie KlineMaggie Kline
Companion Slides for independentCompanion Slides for independent
teachers’ study groupsteachers’ study groups
Created by an elementary teacher, notCreated by an elementary teacher, not
associated with Peter Levine or Melanie Klineassociated with Peter Levine or Melanie Kline
March – May, 2013March – May, 2013
2. A group of eight elementary educatorsA group of eight elementary educators
used these slides to help usused these slides to help us
understand the ideas in the DVD,understand the ideas in the DVD,
Trauma Through a Child’s EyesTrauma Through a Child’s Eyes..
The DVD was a live recording of a day-The DVD was a live recording of a day-
long workshop given by Peter Levinelong workshop given by Peter Levine
and Maggie Kline at Front Rangeand Maggie Kline at Front Range
Community College in Colorado inCommunity College in Colorado in
2008.2008.
3. We used the DVDs to exploreWe used the DVDs to explore
questions about how Levine’s andquestions about how Levine’s and
Kline’s work might apply to the workKline’s work might apply to the work
we do with elementary students.we do with elementary students.
4. For more information about our work,For more information about our work,
visit the blog:visit the blog:
http://mindbodylearning.wordpress.com/http://mindbodylearning.wordpress.com/
For more information about the workFor more information about the work
of Peter Levine and Maggie Kline,of Peter Levine and Maggie Kline,
visit the website:visit the website:
http://somaticexperiencing.com/http://somaticexperiencing.com/
5. A group of eight elementary educators usedA group of eight elementary educators used
these slides to help us understand thethese slides to help us understand the
ideas in the DVD,ideas in the DVD, Trauma Through aTrauma Through a
Child’s EyesChild’s Eyes..
The DVD was a live recording of a day-longThe DVD was a live recording of a day-long
workshop given by Peter Levine andworkshop given by Peter Levine and
Maggie Kline at Front Range CommunityMaggie Kline at Front Range Community
College in Colorado in 2008.College in Colorado in 2008.
We used the DVDs to explore questionsWe used the DVDs to explore questions
about how Levine’s and Kline’s work mightabout how Levine’s and Kline’s work might
apply to the work we do with elementaryapply to the work we do with elementary
students.students.
For more information, visit the blog:For more information, visit the blog:
http://mindbodylearning.wordpress.com/http://mindbodylearning.wordpress.com/
6. Session 1:Session 1:
- disc 1, part 1, 0:44-27:16 (26 min)disc 1, part 1, 0:44-27:16 (26 min)
(image from http://banksyposter.net/banksy-balloon-girl-there-is-always-hope/)
9. Trauma:Trauma: anything thatanything that
overwhelms us to aoverwhelms us to a
degree that we’re unabledegree that we’re unable
to fully bounce back.to fully bounce back.
““ordinary” events…ordinary” events…
traumatic to childrentraumatic to children
-invasiveinvasive
MedicalMedical
ProceduresProcedures
- unresponsiveunresponsive
caregiverscaregivers
(heat, cold,(heat, cold,
touch…)touch…)
- accidentsaccidents
problems with
Trauma happens in:
• Nervous system
• Body
12. Infant’s Brain has limitationsInfant’s Brain has limitations
-- can only take so much arousal, before something-- can only take so much arousal, before something
breaks down in self-regulation system.breaks down in self-regulation system.
- Brain stemBrain stem
- Cerebellum*Cerebellum*
- Able to hearAble to hear
- SomethingSomething
inexplicable?inexplicable?
• Cerebellum: IMPORTANT – coordinatesCerebellum: IMPORTANT – coordinates
everything, including emotional states, and iseverything, including emotional states, and is
essential for learning.essential for learning.
* Image from* Image from http://myqtbabyblog.com/http://myqtbabyblog.com/
13. Infant’s Brain has limitationsInfant’s Brain has limitations
-- can only take so much arousal, before something-- can only take so much arousal, before something
breaks down in self-regulation system.breaks down in self-regulation system.
Cerebellum:Cerebellum:
-has to do with the body, coordinating-has to do with the body, coordinating
movementmovement
–– IMPORTANT -- coordinates everything,IMPORTANT -- coordinates everything,
including emotional states, and isincluding emotional states, and is
essential for learning.essential for learning.
- First learning for a child is sensory-motor- First learning for a child is sensory-motor
learning (Piaget).learning (Piaget).
14. Infant’s Brain has limitationsInfant’s Brain has limitations
-- can only take so much arousal, before something-- can only take so much arousal, before something
breaks down in self-regulation system.breaks down in self-regulation system.
- Brain stemBrain stem
- Cerebellum*Cerebellum*
- Able to hearAble to hear
- SomethingSomething
inexplicable?inexplicable?
* Cerebellum: IMPORTANT – coordinates* Cerebellum: IMPORTANT – coordinates
everything, including emotional states, and iseverything, including emotional states, and is
essential for learning.essential for learning.
15. LimitationsLimitations need to be met in a wayneed to be met in a way
that helps them to regulate.that helps them to regulate.
““The code”:The code”:
- SwaddlingSwaddling
- VestibularVestibular
stimulationstimulation
- Sweet words- Sweet words
- Foundation for all later experience –Foundation for all later experience –
the capacity to self-regulate.the capacity to self-regulate.
16. This experience of being returnedThis experience of being returned
to a regulated state…to a regulated state…
helps infants learn:helps infants learn:
Life is good.Life is good.
No matter how bad things get, thingsNo matter how bad things get, things
will be okay… we’ll be able to comewill be okay… we’ll be able to come
back into regulation.back into regulation.
17. The Triune BrainThe Triune Brain
Image from: https://sites.google.com/site/iqrquestionreality/26.triune.brain.model.SMALL.bw.small.JPG
18. The Triune BrainThe Triune Brain
Reptilian Brain (Brain Stem) develops first,
in infancy.
Limbic System (seat of primary emotions)
develops next, in first year of life.
Neocortex (thinking, planning, conscious
memory, positive human connections)
develops last.
19. The Triune BrainThe Triune Brain
To have the positive, social emotions
and social connections (all the
wonderful human feelings), we need:
• Integration of all three parts
•All three parts working, as well as
communicating
•(mind-body connection)
20. The Triune BrainThe Triune Brain
Image from: http://nigelkerner.com/Articles/Is_Our_Species_Decaying.htmlImage from: http://nigelkerner.com/Articles/Is_Our_Species_Decaying.html
PFC curves in – right inPFC curves in – right in
contact with Limbic Systemcontact with Limbic System
and Brain Stemand Brain Stem
““location, location,location, location,
location.”location.”
““We are meant to integrateWe are meant to integrate
sensation, motion,sensation, motion,
(emotion), feeling, in a(emotion), feeling, in a
holistic function.”holistic function.”
21. Pause:Pause:
What sense do you make of all this?What sense do you make of all this?
What do you understand?What do you understand?
What parts are still not clear, whatWhat parts are still not clear, what
questions remain?questions remain?
What ideas or wondering do youWhat ideas or wondering do you
have about how this materialhave about how this material
connects with our work with ourconnects with our work with our
students?students?
23. Three Nuclei of the Brain:Three Nuclei of the Brain:
(connections with body)(connections with body)
1. Arousal (Sympathetic) System:1. Arousal (Sympathetic) System:
- Reticular SystemReticular System
- Adrenal Response to dangerAdrenal Response to danger
- Fight, Flight or FreezeFight, Flight or Freeze
- Operating in infantOperating in infant
24. Three Nuclei of the Brain:Three Nuclei of the Brain:
(connections with body)(connections with body)
2. Dorsal Motor Nucleus2. Dorsal Motor Nucleus – Vagus Nerve– Vagus Nerve
Connects to:Connects to:
IntestinesIntestines
All organs below diaphragmAll organs below diaphragm
HeartHeart
LungsLungs
Operating in infantOperating in infant
25. Three Nuclei of the Brain:Three Nuclei of the Brain:
(connections with body)(connections with body)
3. Nucleus Ambiguous3. Nucleus Ambiguous ––
Connects to:Connects to:
Larynx, pharynx - vocalizationLarynx, pharynx - vocalization
Muscles around eyeMuscles around eye
Muscles in faceMuscles in face
Social engagementSocial engagement
Develops later – depending on our experiences inDevelops later – depending on our experiences in
childhood.childhood.
• We cannot be socially engaged if we’re frozen inWe cannot be socially engaged if we’re frozen in
the fight/flight response.the fight/flight response.
26. 2 states of an infant:2 states of an infant:
SympatheticSympathetic
arousalarousal
ParasympatheticParasympathetic
relaxationrelaxation
Image from: static.guim.co.uk
Image from: http://www.bendandmend.com.au
28. Our Nervous System is OrganizedOur Nervous System is Organized
in a Social Contextin a Social Context
Resonance:Resonance:
““deep unconscious”deep unconscious”
Lewis Hine, Little Mother in the steel district,
Pittsburg, 1909, foto: Lewis Hine, George Eastman
House.
http://www.desertimages.com.au/alastair/images/mot
her-child.jpg http://www.sheknows.com/parenting/articles/
5156/play-developmental-games-with-your-
baby
29. ““WE ARE ALL BORN TO PARTICIPATE INWE ARE ALL BORN TO PARTICIPATE IN
EACH OTHER’S NERVOUS SYSTEM.”EACH OTHER’S NERVOUS SYSTEM.”
We are capable of “reading” other people’sWe are capable of “reading” other people’s
intentions and feel within our bodies whatintentions and feel within our bodies what
they are feeling.”they are feeling.”
““A sort of direct feeling route into the otherA sort of direct feeling route into the other
person is potentially open, and we resonateperson is potentially open, and we resonate
in their experience, and they in ours.”in their experience, and they in ours.”
““Two minds generate intersubjectivity. ButTwo minds generate intersubjectivity. But
equally, intersubjectivity shapes the twoequally, intersubjectivity shapes the two
minds.”minds.”
---- Daniel Stern, The Present MomentDaniel Stern, The Present Moment
30. Our Nervous System is OrganizedOur Nervous System is Organized
in a Social Contextin a Social Context
Resonance:Resonance:
““deep unconscious”deep unconscious”
““Nervous system of a dyad”Nervous system of a dyad”
Social interactionSocial interaction shapes the structureshapes the structure
of our nervous systemof our nervous system
31. Our Nervous System is OrganizedOur Nervous System is Organized
in a Social Contextin a Social Context
Excitement: Limbic SystemExcitement: Limbic System
Excitement, being alive in a socialExcitement, being alive in a social
contextcontext
Develops in first few monthsDevelops in first few months
““Neurons that fire together, wireNeurons that fire together, wire
together.together.
(Peter Levine refers back to slide 16 –(Peter Levine refers back to slide 16 –
Triune Brain)Triune Brain)
32. Ventromedial Prefrontal CortexVentromedial Prefrontal Cortex
Connects all theConnects all the
signals from muscles,signals from muscles,
joints and viscera.joints and viscera.
HereHere emotionsemotions areare
registered andregistered and
meaningmeaning bestowedbestowed
onon perceptionperception..
1) orbitofrontal cortex
2) lateral prefrontal cortex
3) ventromedial cortex
4) limbic system
thebrain.mcgill.ca
33. Ventromedial Prefrontal CortexVentromedial Prefrontal Cortex
Feelings meaningsFeelings meanings
associated with feelingsassociated with feelings
Signals fromSignals from
Vagus Nerve from theVagus Nerve from the
visceraviscera
We know ourWe know our
feelings fromfeelings from
our bodies.our bodies.
1) orbitofrontal cortex
2) lateral prefrontal cortex
3) ventromedial cortex
4) limbic system
*Levine’s note about primal release
techniques – they don’t address the
need to create meaning.
34. Ventromedial Prefrontal CortexVentromedial Prefrontal Cortex
FeelingsFeelings dodo come from the gut andcome from the gut and
the heart.the heart.
These feelings have to do withThese feelings have to do with thethe
highest parts of our brainhighest parts of our brain, and, and
making meaning of how we feelmaking meaning of how we feel..
35. Our Nervous System is OrganizedOur Nervous System is Organized
in a Social Contextin a Social Context
Limbic System:Limbic System:
Fascination with the otherFascination with the other
Structure of the brain being shaped inStructure of the brain being shaped in
social context.social context.
36. Our Nervous System is OrganizedOur Nervous System is Organized
in a Social Contextin a Social Context
Limbic System:Limbic System:
Child pulls away in effort to balance tooChild pulls away in effort to balance too
much excitement, too much contactmuch excitement, too much contact
Good parenting: repairing when there’sGood parenting: repairing when there’s
a mis-match between contact and whata mis-match between contact and what
child can handle.child can handle.
37. Joy as ResonanceJoy as Resonance
Videos – Notice how we feel the socialVideos – Notice how we feel the social
engagementengagement in our bodies.in our bodies.
Resonance with the child is soResonance with the child is so
important.important.
38. Pause:Pause:
What sense do you make of all this?What sense do you make of all this?
What do you understand?What do you understand?
What parts are still not clear, whatWhat parts are still not clear, what
questions remain?questions remain?
What ideas or wondering do youWhat ideas or wondering do you
have about how this materialhave about how this material
connects with our work with ourconnects with our work with our
students?students?
40. ResourcesResources
It Won’t Hurt Forever.It Won’t Hurt Forever. audio cdaudio cd
Trauma Through a Child’s Eyes: AwakeningTrauma Through a Child’s Eyes: Awakening
the Ordinay Miracle of Healing.the Ordinay Miracle of Healing. bookbook
– Chapter for EducatorsChapter for Educators
Trauma-Proofing Your Kid: A Parent’s GuideTrauma-Proofing Your Kid: A Parent’s Guide
to Instilling Confidence, Joy andto Instilling Confidence, Joy and
Resilience.Resilience. bookbook
41. Dopamine SystemDopamine System
Age 12-18 monthsAge 12-18 months
““The world be me oyster”The world be me oyster”
Excitement about the world, “intoExcitement about the world, “into
everything!”everything!”
Learning about the world and how itLearning about the world and how it
works.works.
42. Dopamine SystemDopamine System
Age 12-18 monthsAge 12-18 months
Danger – needs boundaries and limits!Danger – needs boundaries and limits!
(many more negative interactions, “No!”)(many more negative interactions, “No!”)
IndividuationIndividuation andand learning about boundarieslearning about boundaries
43. Dopamine SystemDopamine System
Age 12-18 monthsAge 12-18 months
Without appropriate sense of boundaries,Without appropriate sense of boundaries,
child will experience “pre-narcissistic rage.”child will experience “pre-narcissistic rage.”
http://img.hsmagazine.net/2012/04/rage-baby-300x225.jpg
44. Dopamine SystemDopamine System
Age 12-18 monthsAge 12-18 months
How to deal with a child in pre-narcissisticHow to deal with a child in pre-narcissistic
rage?rage?
Set boundaries well, consistently to avoid theSet boundaries well, consistently to avoid the
rage states.rage states.
Don’t try to reason when they’re in this state.Don’t try to reason when they’re in this state.
Resonate with their high-level energy, thenResonate with their high-level energy, then
give a choice.give a choice.
– Harvey Karp www.thehappiestbaby.comHarvey Karp www.thehappiestbaby.com
46. Socialization: ShameSocialization: Shame
Age 3-4Age 3-4
Present in all mammals who live in groups;Present in all mammals who live in groups;
sets up hierarchies and sense of “right andsets up hierarchies and sense of “right and
wrong.”wrong.”
Strong “no” produces a freeze in our bodies –Strong “no” produces a freeze in our bodies –
just like the freeze in trauma.just like the freeze in trauma.
Shame is supposed to feel bad, necessary toShame is supposed to feel bad, necessary to
grab attention.grab attention.
47. Shame, RepairShame, Repair
Age 3-4Age 3-4
http://www.markfulton.org
http://www.nativeartsofamerica.com/products/after-scoldinghttp://www.nativeartsofamerica.com/products/after-scolding
48. Chronic Shame - ProblematicChronic Shame - Problematic
Shame-basedShame-based
child: everythingchild: everything
they do, theythey do, they
are shamed.are shamed.
Child becomesChild becomes
withdrawn.withdrawn.
To prevent this,To prevent this,
repair is sorepair is so
important.important.
49. Chronic Shame - ProblematicChronic Shame - Problematic
Such a strongSuch a strong
emotion, can getemotion, can get
frozen,frozen,
introjected.introjected.
To prevent,To prevent,
parents need toparents need to
be sensitive andbe sensitive and
help child returnhelp child return
to equilibriumto equilibrium
afterward.afterward.
50. Flirting – Ages 4+ - adolescenceFlirting – Ages 4+ - adolescence
(“through midlife crises”)(“through midlife crises”)
Important developmental processImportant developmental process
Needs to be handled with awareness andNeeds to be handled with awareness and
sensitivity.sensitivity.
Questions:Questions:
How to help chronic shame?How to help chronic shame?
How are male and female responses to shameHow are male and female responses to shame
different?different?
Handling children who put fingers in mouth?Handling children who put fingers in mouth?
More…More…
51. Pause:Pause:
What sense do you make of all this?What sense do you make of all this?
What do you understand?What do you understand?
What parts are still not clear, whatWhat parts are still not clear, what
questions remain?questions remain?
What ideas or wondering do youWhat ideas or wondering do you
have about how this materialhave about how this material
connects with our work with ourconnects with our work with our
students?students?
55. Predator-PreyPredator-Prey
What do you feel inWhat do you feel in
your body?your body?
– EmotionsEmotions
– Sensations –Sensations –
(physiologically based:(physiologically based:
how your bodyhow your body
respondsresponds))
– ThoughtsThoughts
What happens now?What happens now?
What happens next?What happens next?
http://www.post-traumata.com
56. Predator-PreyPredator-Prey
We move through responses by:We move through responses by:
Taking a step back toTaking a step back to
observeobserve
Having extra timeHaving extra time
Having human contact –Having human contact –
sensing another person’ssensing another person’s
body coming back tobody coming back to
equilibriumequilibrium
(note: dance-like movement –(note: dance-like movement – Trauma toTrauma to
Awakening and Flow)Awakening and Flow)
58. Predator-Prey/ Fight-FlightPredator-Prey/ Fight-Flight
ResponseResponse
When we work withWhen we work with
children who didn’tchildren who didn’t
have parents whohave parents who
could self-regulate,could self-regulate,
weren’t able to helpweren’t able to help
the child’s nervousthe child’s nervous
system develop thatsystem develop that
sense that they cansense that they can
come back tocome back to
equilibrium…equilibrium…
image: tcpalm.com
59. Predator-Prey/ Fight-FlightPredator-Prey/ Fight-Flight
ResponseResponse
We have the power to help them, forWe have the power to help them, for
the first time perhaps, to calm downthe first time perhaps, to calm down
by the way we calm our bodies, useby the way we calm our bodies, use
our faces and voice tone. We canour faces and voice tone. We can
give a sense ofgive a sense of
safety.safety.
image: ehow.com
60. Predator-Prey/ Fight-FlightPredator-Prey/ Fight-Flight
Response – When children get ourResponse – When children get our
of control:of control:
We need to de-escalate and repair. WhenWe need to de-escalate and repair. When
they are in a rage, take a step back andthey are in a rage, take a step back and
breathe.breathe.
Image:Image: www.gozen.comwww.gozen.com
61. Predator-Prey/ Fight-FlightPredator-Prey/ Fight-Flight
Response – When children get ourResponse – When children get our
of control:of control:
Just look at them, give them a chance toJust look at them, give them a chance to
also repair and save face (rather thanalso repair and save face (rather than
making it worse and getting more ragefulmaking it worse and getting more rageful
and ashamed.)and ashamed.)
(more in the chapter for Educators)(more in the chapter for Educators)
Image: ehow.comImage: ehow.com
62. Predator-Prey/ Fight-FlightPredator-Prey/ Fight-Flight
ResponseResponse
After movingAfter moving
through thethrough the
cycle, we maycycle, we may
feel expansion,feel expansion,
alive, real, full ofalive, real, full of
vitality. (“blissvitality. (“bliss
bunny”)bunny”)
Image:Image: www.arkive.orgwww.arkive.org
63. Pause:Pause:
What sense do you make of all this?What sense do you make of all this?
What do you understand?What do you understand?
What parts are still not clear, whatWhat parts are still not clear, what
questions remain?questions remain?
What ideas or wondering do youWhat ideas or wondering do you
have about how this materialhave about how this material
connects with our work with ourconnects with our work with our
students?students?
65. Topics of Questions from audience:Topics of Questions from audience:
Video games – shutting out outsideVideo games – shutting out outside
world, not really leading us to feelworld, not really leading us to feel
alert and relaxed.alert and relaxed.
Violent Programming – can relate toViolent Programming – can relate to
attachment difficulty. Violentattachment difficulty. Violent
TV/Movies create stimulation, andTV/Movies create stimulation, and
people may be trying to feel bypeople may be trying to feel by
“amping things up.” Important to“amping things up.” Important to
work with the whole family system.work with the whole family system.
66. Responding to Natural DisastersResponding to Natural Disasters
Tracking sensation through physical activities:Tracking sensation through physical activities:
“Tiger Chases Bunny”“Tiger Chases Bunny”
Engaging movement and power – “What animalEngaging movement and power – “What animal
would you like to be?” “How does it move?”would you like to be?” “How does it move?”
Holding as a container for feelings, hand contactHolding as a container for feelings, hand contact
Using parachute to re-create tsunami wave, beingUsing parachute to re-create tsunami wave, being
in control, being part of a team and having toin control, being part of a team and having to
stay activate to focus and think at the same time.stay activate to focus and think at the same time.
Not “debriefing” or talking about trauma.Not “debriefing” or talking about trauma.
67. Responding to Natural DisastersResponding to Natural Disasters
Tracking sensation through physicalTracking sensation through physical
activities: “Tiger Chases Bunny”activities: “Tiger Chases Bunny”
Engaging movement and power – “WhatEngaging movement and power – “What
animal would you like to be?” “How doesanimal would you like to be?” “How does
it move?”it move?”
Holding as a container for feelings, handHolding as a container for feelings, hand
contactcontact
Related videos online:
http://www.youtube.com/watch?v=CjZEfR4lC7E
http://www.youtube.com/watch?v=E7Q6cteCWX8
68. Responding to Natural DisastersResponding to Natural Disasters
Activating the child with excitement,Activating the child with excitement,
then watch to see how childthen watch to see how child
responds – shutting down, orresponds – shutting down, or
becoming over-excited? For cues onbecoming over-excited? For cues on
where in the process he or she gotwhere in the process he or she got
stuck.stuck.
69. Responding to Natural DisastersResponding to Natural Disasters
Not “debriefing” or talking aboutNot “debriefing” or talking about
trauma.trauma.
Can be effective after just oneCan be effective after just one
session for one-time traumasession for one-time trauma
70. Preventing ViolencePreventing Violence
Activation-Deactivation cycleActivation-Deactivation cycle
If floppy, low energy, trying to activateIf floppy, low energy, trying to activate
and bring more energy - Fun and Play–and bring more energy - Fun and Play–
then resting.then resting.
Repairing attachment:Repairing attachment:
– Turn-takingTurn-taking
– Eye contactEye contact
– Rapport, enjoying each others’ companyRapport, enjoying each others’ company
71. Reflections from Therapy Work –Reflections from Therapy Work –
Maggie KlineMaggie Kline
Learning toLearning to
observe andobserve and
notice ownnotice own
sensations –sensations –
use of stickuse of stick
figurefigure
(Gingerbread(Gingerbread
person)person)
Image from: http://www.eightelementswest.com/wp-Image from: http://www.eightelementswest.com/wp-
content/uploads/2012/11/BenSE.jpgcontent/uploads/2012/11/BenSE.jpg
72. Violence Prevention:Violence Prevention:
Body-Based Awareness MeditiationBody-Based Awareness Meditiation
- When we haveWhen we have consciousnessconsciousness ofof
what’s happening at thewhat’s happening at the reptililanreptililan andand
cerebellumcerebellum level –putlevel –put wordswords to ourto our
sensations and feelings– we deepen oursensations and feelings– we deepen our
awarenessawareness of “what makes us tick.”of “what makes us tick.”
-
BringingBringing consciousnessconsciousness to these levelsto these levels
brings together the parts of the triunebrings together the parts of the triune
brainbrain. (the Insula…). (the Insula…)
73. Violence Prevention:Violence Prevention:
Body-Based Awareness PracticeBody-Based Awareness Practice
- People who practice body-basedPeople who practice body-based
awareness change the structure ofawareness change the structure of
their brains, developing a thickertheir brains, developing a thicker
insula – which is associated withinsula – which is associated with
more empathy, more empathicmore empathy, more empathic
connection.connection.
Image from: genutsu@blogspot.comImage from: genutsu@blogspot.com
74. Violence Prevention:Violence Prevention:
Body-Based Awareness PracticeBody-Based Awareness Practice
- Near the prefrontal cortex, theNear the prefrontal cortex, the
insulainsula helps us be aware of what’shelps us be aware of what’s
going on ingoing on in reptililanreptililan andand cerebellarcerebellar
levels.levels.
Image from: http://neuro.questionsthatmatter.info/Image from: http://neuro.questionsthatmatter.info/
75. Violence Prevention:Violence Prevention:
Body-Based Awareness MeditiationBody-Based Awareness Meditiation
- When talking about anWhen talking about an
anti-violence curriculumanti-violence curriculum ––
Maggie Kline asserts that she knows ofMaggie Kline asserts that she knows of
“nothing better”“nothing better” than noticing about howthan noticing about how
one’s body feels and how it can change.one’s body feels and how it can change.
Image from: photocase.comImage from: photocase.com
76. Tracking breathTracking breath
• Learning to observe and notice ownLearning to observe and notice own
sensations – use of stick figuresensations – use of stick figure
(“Gingerbread” person)(“Gingerbread” person)
77. Tracking breathTracking breath
In order to get energy going to focusIn order to get energy going to focus
– Get a little stress going.– Get a little stress going.
She gives each child a sticky note –She gives each child a sticky note –
tells them the questions she’ll give attells them the questions she’ll give at
the end.the end.
– What did you notice at the beginning?What did you notice at the beginning?
– What changed?What changed?
– What did you notice at the end?What did you notice at the end?
78. Ball GameBall Game
Making contactMaking contact
Can slow it down or speed it upCan slow it down or speed it up
Social engagement in a pleasurableSocial engagement in a pleasurable
activityactivity
Raise energyRaise energy
Auditory stimulation with name –Auditory stimulation with name –
saying their name – “self-hood”saying their name – “self-hood”
79. A group of eight elementary educatorsA group of eight elementary educators
used these slides to help usused these slides to help us
understand the ideas in the DVD,understand the ideas in the DVD,
Trauma Through a Child’s EyesTrauma Through a Child’s Eyes..
The DVD was a live recording of a day-The DVD was a live recording of a day-
long workshop given by Peter Levinelong workshop given by Peter Levine
and Maggie Kline at Front Rangeand Maggie Kline at Front Range
Community College in Colorado inCommunity College in Colorado in
2008.2008.
80. We used the DVDs to exploreWe used the DVDs to explore
questions about how Levine’s andquestions about how Levine’s and
Kline’s work might apply to the workKline’s work might apply to the work
we do with elementary students.we do with elementary students.
81. For more information about our work,For more information about our work,
visit the blog:visit the blog:
http://mindbodylearning.wordpress.com/http://mindbodylearning.wordpress.com/
For more information about the workFor more information about the work
of Peter Levine and Maggie Kline,of Peter Levine and Maggie Kline,
visit the website:visit the website:
http://somaticexperiencing.com/http://somaticexperiencing.com/