J.j. duistermaat, j.a.c kolk distributions theory and applications cornerstones 2010
TRAUMA, RELATIONSHIP AND THE ARTS - Rose-Mary Center Lara RMC... · 2017-06-26 · • van der...
Transcript of TRAUMA, RELATIONSHIP AND THE ARTS - Rose-Mary Center Lara RMC... · 2017-06-26 · • van der...
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TRAUMA, RELATIONSHIP AND THE ARTSHOW SCIENCE SAYS WE SHOULD SUPPORT AND HEAL TRAUMA
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• We change brain wiring when we have repeated experiences
• the chemicals that help us remember and absorb new experiences are also released in interactions
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PSYCHOLOGY
• from a psychological perspective, we learn who we are and how to be in the world-schema.
• challenging these schema with new experiences, especially in the context of a new “story” about who we and others are, is how you change these early lessons.
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SOCIAL
• Trauma changes our ability to view ourselves accurately, and it damages our ability to see the intentions of others accurately
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THE BRAIN, THE BODY, THE MIND AND THE GROUP
• Trauma interventions need to:
• shift brain function
• calm the signals from the brain to the body and vice versa
• change the story of the self
• heal the relations between the individual and her community
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VAN DER KOLK
• body work focuses on movement and rhythm for the individual,
• then pairs with another person for attunement, reciprocity and modulation
• then incorporates larger groupings and a circle for community
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PERRY
• Experiences need to be
• rhythmic
• relevant
• repetitive
• respectful
• relational
• rewarding
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HARVEY
• individuals can be helped to create a new story of self, a positive story based on character strengths
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COZOLINO
• The elements of psychotherapy
• trusting relationship
• mild to moderate risk
• activating emotion while maintaining thinking
• co-construction of a new narrative
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SAFE, CONNECTED AND IN CONTROL
• Safe (limbic system, vagus nerve)
• Connected (dopamine and serotonin)
• In Control (cortex on line; neurally integrated)
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UNIVERSAL PRECAUTION
• Catches big T and little t trauma
• is non-invasive
• links to basic first aid training
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FOCUSED ON DSPS
• the most prevalent relationships our individuals have
• increases feelings of competence
• teaches self-regulation skills applicable in all settings, not just work
• positively impacts job satisfaction, sense of purpose and morale
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PUTTING THIS TOGETHER
• a relational foundation for all interactions is the doorway to these experiences
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TRC IS THE PLATFORM AGENCIES CAN USE
• based in relationship
• informed by brain science (trauma, neuroplasticity, neural integration, e.g.)
• mindfulness and positive psychology at its core
• compatible with Gentle Teaching Person-Centered Planning
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AT THE FOREFRONT OF TRAUMA SCIENCE: BRAIN BODY WORK
• For early trauma, chronic or complex trauma, brain/body work is at the forefront of therapeutic approaches
• Brain/body focus is also accessible for people who are mostly or completely non-verbal
• sometimes these two conditions occur simultaneously.
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INTENSE PRESENCE: THE ARTS
• In some ways artists are trained for this kind of work better than therapists
• Artists have to be deeply aware of themselves and their interior states
• they have to be finely attuned to the movements and emotions of others
• create safe space for experimentation and “failure”
• can focus on process
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ARTISTS CAN BE AT THE VANGUARD OF TEACHING INDIVIDUALS AND STAFF
• affective awareness
• self awareness
• emotions and cognition integrated in real time
• risk taking
• joy (reward)
• movement and expression
• narrative
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KENYA: VAN DER KOLK, PERRY AND DANCE
• stories of individuals participating
• links to Perry and vdKolk
• a dancer’s view of relating
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DEMONSTRATION
• How did you feel before the warm-up? Scared, anxious, curious?
• How did you feel afterward?
• Whether you are a professional dancer, recreational dancer or never dance, the process is the same.
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TRAUMA AND ART
• Art offers everyone a common ground to work, play and create.
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VAN DER KOLK AND DANCE
• Dance aligns directly with van der kolk’s suggestions for body work for trauma healing:
• it gives everyone the opportunity to work individually on body movement, awareness and rhythm.
• then when comfortable with self, individuals make a smoother transition to work with partners, then
• small groups and larger groups.
• examples: learning to partner in ballet, salsa, modern dance hand -to-hand connection (Pilobolus)
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PERRY AND DANCE
• Dance aligns directly with Perry’s work:
• relational
• Dance provides a safe physical and mental open space in which to work
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• Relevant
• dance is developmentally matched to the individual. It leads us to discover music and sounds that appeal to the tastes of the individual.
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• Repetitive and Rhythmic
• Dance is patterned (repetitive) and resonant with neural patterns (Rhythmic).
• Dance builds/rebuilds ‘muscle memory’ through the use of physical and mental rhythms and repetition.
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• Respectful of the individual, family and culture
• Dance can be framed in culturally meaningful ways and allows us the opportunity to check in with ourselves.
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• Rewarding (pleasurable)
• Dance freely and instantly gives us a feeling of accomplishment. Usually there is a buildup of accomplishment and this is heightened by the end of the session
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THREE STORIES
• Ray
• Muffy (including Manny and Sister)
• Ryan
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ROSE-MARY CENTER IS A BELLWETHER
• most challenging population
• high demands placed on staff
• ready to do whatever works
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SOURCES AND FURTHER READING• Cozolino, J. The Neuroscience of Psychotherapy. W.W. Norton and Co. 2010.
• Doige, N .The Brain That Changes Itself. James H Silberman Books, 2007.
• Harvey, K. Trauma-Informed Behavioral Interventions: What Works and What Doesn’t. American Association of Intellectual and Developmental Disabilities. 2012.
• Herman, J. Trauma and Recovery. Basic Books, 1992.
• Perry, B. “Applying Principles of Neurodevelopment to Clinical Work With Maltreated and Traumatized Children”, from Working With Traumatized Youth In Child Welfare, chapter 3, Ed. N. Boyd, Guilford Press, 2006.
• Perry, B. Integrating Principles of Neurodevelopment into Clinical Practice. Presentation, Child Trauma Academy, 2011.
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SOURCES AND FURTHER READING
• Seligman, M. Authentic Happiness. Simon and Schuster, 2002.
• Siegel, D. The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being. New York: Norton and Co., 2007.
• Sobsey, D. Violence and Abuse in the Lives of People with Disabilities: The End of Silent Acceptance? Baltimore: Paul H. Brookes Publishing Co,1994.
• van der Kolk, B. Trauma, Attachment and Neuroscience: New Therapeutic Treatments. Webcast, 12/2012.
• van der Kolk, B. The Body Keeps the Score: Brain, Mind and Body in the Healing Of Trauma. New York: Random House, 2014.
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LARA PALAY, LISW-S
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