Reflections from: Trauma Reflections from: Trauma Through a Child’s EyesThrough a Child’s Eyes(DVD), a presentation (DVD), a presentation

given by Peter Levine and given by Peter Levine and Maggie KlineMaggie Kline

Companion Slides for independent Companion Slides for independent teachers’ study groupsteachers’ study groups

Created by an elementary teacher, not Created by an elementary teacher, not associated with Peter Levine or Melanie Klineassociated with Peter Levine or Melanie Kline

March – May, 2013March – May, 2013

A group of eight elementary educators A group of eight elementary educators used these slides to help us used 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 Levine long workshop given by Peter Levine and Maggie Kline at Front Range and Maggie Kline at Front Range Community College in Colorado in Community College in Colorado in 2008. 2008.

We used the DVDs to explore We used the DVDs to explore questions about how Levine’s and questions about how Levine’s and Kline’s work might apply to the work Kline’s work might apply to the work we do with elementary students. we do with elementary students.

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 work For 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/

A group of eight elementary educators used A group of eight elementary educators used these slides to help us understand the these slides to help us understand the ideas in the DVD, ideas in the DVD, Trauma Through a Trauma Through a Child’s EyesChild’s Eyes. .

The DVD was a live recording of a day-long The DVD was a live recording of a day-long workshop given by Peter Levine and workshop given by Peter Levine and Maggie Kline at Front Range Community Maggie Kline at Front Range Community College in Colorado in 2008. College in Colorado in 2008.

We used the DVDs to explore questions We used the DVDs to explore questions about how Levine’s and Kline’s work might about how Levine’s and Kline’s work might apply to the work we do with elementary apply 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/

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/)

Child Child Development: Development:

A Hero’s JourneyA Hero’s JourneyTasks

Challenges

CompassionImage from: http://vincentchong-vincent.blogspot.com/2011/04/long-journey.html

Child Child Development: Development:

A Hero’s JourneyA Hero’s Journey

Bottom-up Approach

How to create a field that allows unmet developmental needs to arise and be re-negotiated? Compassio

n

Trauma:Trauma: anything that anything that overwhelms us to a overwhelms us to a

degree that we’re unable degree that we’re unable to fully bounce back. to fully bounce back.

““ordinary” events… ordinary” events… traumatic to childrentraumatic to children

-invasive invasive Medical Medical ProceduresProcedures- unresponsive unresponsive caregivers caregivers (heat, cold, (heat, cold, touch…)touch…)- accidentsaccidents

problems problems with self-with self-regulationregulation

Trauma happens in:

• Nervous system

• Body

Child Child Development: Development:

A Hero’s JourneyA Hero’s JourneyTasks

Challenges

Compassion

Watch DVD: Watch DVD:

disc 1, part 1, 27:50 – 43:47 (16 min)disc 1, part 1, 27:50 – 43:47 (16 min)

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, everything, including emotional states, and is essential for learning. and is essential for learning.

* Image from * Image from http://myqtbabyblog.com/http://myqtbabyblog.com/

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 movement movement

– – IMPORTANT -- coordinates IMPORTANT -- coordinates everything, including emotional everything, including emotional states, and is essential for learning. states, and is essential for learning.

- First learning for a child is sensory-- First learning for a child is sensory-motor learning (Piaget).motor learning (Piaget).

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, everything, including emotional states, and is essential for learning. and is essential for learning.

Limitations Limitations need to be met in a way need to be met in a way that helps them to regulate.that helps them to regulate.

““The code”:The code”:- SwaddlingSwaddling- Vestibular Vestibular 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.

This experience of being returned This 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, things No matter how bad things get, things will be okay… we’ll be able to come will be okay… we’ll be able to come back into regulation. back into regulation.

The Triune BrainThe Triune Brain

Image from: https://sites.google.com/site/iqrquestionreality/26.triune.brain.model.SMALL.bw.small.JPG

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.

The Triune BrainThe Triune BrainTo 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)

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 in PFC curves in – right in contact with Limbic System contact with Limbic System and Brain Stemand Brain Stem

““location, location, location, location, location.”location.”

““We are meant to integrate We are meant to integrate sensation, motion, sensation, motion, (emotion), feeling, in a (emotion), feeling, in a holistic function.”holistic function.”

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, what What parts are still not clear, what

questions remain?questions remain? What ideas or wondering do you What ideas or wondering do you

have about how this material have about how this material connects with our work with our connects with our work with our students? students?

Session 2: Session 2:

disc 1, 43:47- 55:08 (12 min)disc 1, 43:47- 55:08 (12 min)

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

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 NerveConnects to: Connects to:

IntestinesIntestines All organs below diaphragmAll organs below diaphragm Heart Heart LungsLungs Operating in infantOperating in infant

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 in Develops later – depending on our experiences in

childhood. childhood.

• We cannot be socially engaged if we’re frozen in We cannot be socially engaged if we’re frozen in the fight/flight response.the fight/flight response.

2 states of an infant: 2 states of an infant: SympatheticSympatheticarousalarousal

ParasympatheticParasympatheticrelaxationrelaxation

Image from: static.guim.co.uk

Image from: http://www.bendandmend.com.au

disc one, 56:40 – 1:18:10 (21 min)disc one, 56:40 – 1:18:10 (21 min)

Our Nervous System is Organized Our 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/mother-child.jpg http://www.sheknows.com/parenting/

articles/5156/play-developmental-games-with-your-baby

““WE ARE ALL BORN TO PARTICIPATE IN EACH WE ARE ALL BORN TO PARTICIPATE IN EACH OTHER’S NERVOUS SYSTEM.”OTHER’S NERVOUS SYSTEM.”

We are capable of “reading” other people’s We are capable of “reading” other people’s

intentions and feel within our bodies what intentions and feel within our bodies what they are feeling.”they are feeling.”

““A sort of direct feeling route into the other A sort of direct feeling route into the other person is potentially open, and we resonate person is potentially open, and we resonate in their experience, and they in ours.”in their experience, and they in ours.”

““Two minds generate intersubjectivity. But Two minds generate intersubjectivity. But equally, intersubjectivity shapes the two equally, intersubjectivity shapes the two minds.” minds.”

-- -- Daniel Stern, The Present MomentDaniel Stern, The Present Moment

Our Nervous System is Organized Our 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 interaction Social interaction shapes the structure shapes the structure

of our nervous systemof our nervous system

Our Nervous System is Organized Our Nervous System is Organized in a Social Contextin a Social Context

Excitement: Limbic SystemExcitement: Limbic System Excitement, being alive in a social Excitement, being alive in a social

contextcontext Develops in first few monthsDevelops in first few months ““Neurons that fire together, wire Neurons that fire together, wire

together. together.

(Peter Levine refers back to slide 16 – (Peter Levine refers back to slide 16 – Triune Brain)Triune Brain)

Ventromedial Prefrontal CortexVentromedial Prefrontal Cortex Connects all the Connects all the signals from muscles, signals from muscles, joints and viscera. joints and viscera.

Here Here emotionsemotions areareregistered and registered and meaningmeaning bestowedbestowedon on perceptionperception..

1) orbitofrontal cortex2) lateral prefrontal cortex3) ventromedial cortex4) limbic system

thebrain.mcgill.ca

Ventromedial Prefrontal CortexVentromedial Prefrontal Cortex Feelings meanings Feelings meanings associated with feelings associated with feelings

Signals from Signals from Vagus Nerve from the Vagus Nerve from the visceraviscera

We know our We know our feelings from feelings from our bodies.our bodies.

1) orbitofrontal cortex2) lateral prefrontal cortex3) ventromedial cortex4) limbic system

*Levine’s note about primal release techniques – they don’t address the need to create meaning.

Ventromedial Prefrontal CortexVentromedial Prefrontal Cortex

Feelings Feelings dodo come from the gut and come from the gut and the heart.the heart.

These feelings have to do with These feelings have to do with the the highest parts of our brainhighest parts of our brain, and , and making meaning of how we feelmaking meaning of how we feel. .

Our Nervous System is Organized Our Nervous System is Organized in a Social Contextin a Social Context

Limbic System:Limbic System: Fascination with the other Fascination with the other

Structure of the brain being shaped in Structure of the brain being shaped in social context.social context.

Our Nervous System is Organized Our Nervous System is Organized in a Social Contextin a Social Context

Limbic System:Limbic System: Child pulls away in effort to balance too Child pulls away in effort to balance too

much excitement, too much contact much excitement, too much contact

Good parenting: repairing when there’s Good parenting: repairing when there’s a mis-match between contact and what a mis-match between contact and what child can handle.child can handle.

Joy as ResonanceJoy as Resonance

Videos – Notice how we feel the social Videos – Notice how we feel the social engagement engagement in our bodies.in our bodies.

Resonance with the child is so Resonance with the child is so important.important.

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, what What parts are still not clear, what

questions remain?questions remain? What ideas or wondering do you What ideas or wondering do you

have about how this material have about how this material connects with our work with our connects with our work with our students? students?

Session 3Session 3

disc 2, 0:43 – 16:10 (28 min)disc 2, 0:43 – 16:10 (28 min)

ResourcesResources

It Won’t Hurt Forever.It Won’t Hurt Forever. audio cd audio cd

Trauma Through a Child’s Eyes: Awakening Trauma 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 Guide Trauma-Proofing Your Kid: A Parent’s Guide to Instilling Confidence, Joy and Resilience. to Instilling Confidence, Joy and Resilience. bookbook

Dopamine SystemDopamine SystemAge 12-18 monthsAge 12-18 months

““The world be me oyster”The world be me oyster”

Excitement about the world, “into Excitement about the world, “into everything!”everything!”

Learning about the world and how it Learning about the world and how it works.works.

Dopamine SystemDopamine SystemAge 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!”)

Individuation Individuation andand learning about boundaries learning about boundaries

Dopamine SystemDopamine SystemAge 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

Dopamine SystemDopamine SystemAge 12-18 monthsAge 12-18 months

How to deal with a child in pre-narcissistic How to deal with a child in pre-narcissistic rage? rage?

Set boundaries well, consistently to avoid the Set 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, then Resonate with their high-level energy, then give a choice.give a choice.– Harvey Karp www.thehappiestbaby.comHarvey Karp www.thehappiestbaby.com

Session 3: Session 3:

disc 2, 16:10- disc 2, 16:10-

Socialization: Shame Socialization: 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 and sets 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 to Shame is supposed to feel bad, necessary to grab attention.grab attention.

Shame, Repair Shame, Repair Age 3-4Age 3-4

http://www.markfulton.org http://www.nativeartsofamerica.com/products/after-scoldinghttp://www.nativeartsofamerica.com/products/after-scolding

Chronic Shame - ProblematicChronic Shame - Problematic Shame-based Shame-based

child: everything child: everything they do, they are they do, they are shamed.shamed.

Child becomes Child becomes

withdrawn.withdrawn.

To prevent this, To prevent this, repair is so repair is so important. important.

Chronic Shame - ProblematicChronic Shame - Problematic

Such a strong Such a strong emotion, can get emotion, can get frozen, frozen, introjected.introjected.

To prevent, To prevent, parents need to parents need to be sensitive and be sensitive and help child return help child return to equilibrium to equilibrium afterward. afterward.

Flirting – Ages 4+ - adolescenceFlirting – Ages 4+ - adolescence(“through midlife crises”) (“through midlife crises”)

Important developmental processImportant developmental process

Needs to be handled with awareness and sensitivity.Needs to be handled with awareness and sensitivity.Questions:Questions: How to help chronic shame? How to help chronic shame? How are male and female responses to shame different? How are male and female responses to shame different? Handling children who put fingers in mouth?Handling children who put fingers in mouth?More…More…

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, what What parts are still not clear, what

questions remain?questions remain? What ideas or wondering do you What ideas or wondering do you

have about how this material have about how this material connects with our work with our connects with our work with our students? students?

Session 4: Session 4:

Ethology: Ethology:

Nature’s Lessons in Healing Nature’s Lessons in Healing TraumaTrauma

Session 4: Session 4:

disc 2, 43:50 – 1:11 (15 min)disc 2, 43:50 – 1:11 (15 min)

Predator-PreyPredator-Prey

http://www.walldesk.com.br/papel-de-parede/wallpapers-lei-da-selva-03.asp?f=380http://www.walldesk.com.br/papel-de-parede/wallpapers-lei-da-selva-03.asp?f=380

Predator-PreyPredator-Prey What do you feel in What do you feel in

your body?your body?– EmotionsEmotions– Sensations – Sensations –

(physiologically based: (physiologically based: how your body how your body respondsresponds))

– ThoughtsThoughts

What happens now? What happens now? What happens next?What happens next?

http://www.post-traumata.com

Predator-PreyPredator-PreyWe move through responses by:We move through responses by:

Taking a step back to Taking a step back to observeobserve

Having extra time Having extra time

Having human contact – Having human contact – sensing another person’s sensing another person’s body coming back to body coming back to equilibriumequilibrium

(note: dance-like movement – (note: dance-like movement – Trauma to Trauma to Awakening and Flow)Awakening and Flow)

Predator-Prey/ Fight-Flight Predator-Prey/ Fight-Flight ResponseResponse

Self-regulation – Self-regulation – knowing that we knowing that we can have bad can have bad feelings and that feelings and that it will still be it will still be okay. okay.

Image from: http://cruises2tourstravel.com (?)

Predator-Prey/ Fight-Flight Predator-Prey/ Fight-Flight ResponseResponse

When we work with When we work with children who didn’t children who didn’t have parents who have parents who could self-regulate, could self-regulate, weren’t able to help weren’t able to help the child’s nervous the child’s nervous system develop that system develop that sense that they can sense that they can come back to come back to equilibrium…equilibrium…

image: tcpalm.com

Predator-Prey/ Fight-Flight Predator-Prey/ Fight-Flight ResponseResponse

We have the power to help them, for We have the power to help them, for the first time perhaps, to calm down the first time perhaps, to calm down by the way we calm our bodies, use by the way we calm our bodies, use our faces and voice tone. We can our faces and voice tone. We can give a sense of give a sense of

safety.safety.image: ehow.com

Predator-Prey/ Fight-Flight Predator-Prey/ Fight-Flight Response – When children get our Response – When children get our

of control: of control: We need to de-escalate and repair. When We need to de-escalate and repair. When

they are in a rage, take a step back and they are in a rage, take a step back and breathe. breathe.

Image: Image: www.gozen.comwww.gozen.com

Predator-Prey/ Fight-Flight Predator-Prey/ Fight-Flight Response – When children get our Response – When children get our

of control: of control: Just look at them, give them a chance to Just look at them, give them a chance to

also repair and save face (rather than also repair and save face (rather than making it worse and getting more rageful making 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

Predator-Prey/ Fight-Flight Predator-Prey/ Fight-Flight ResponseResponse

After moving After moving through the through the cycle, we may cycle, we may feel expansion, feel expansion, alive, real, full of alive, real, full of vitality. (“bliss vitality. (“bliss bunny”)bunny”)

Image: Image: www.arkive.orgwww.arkive.org

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, what What parts are still not clear, what

questions remain?questions remain? What ideas or wondering do you What ideas or wondering do you

have about how this material have about how this material connects with our work with our connects with our work with our students? students?

Session 4: ContinuedSession 4: Continued

disc 3, 0:11 – 5:40disc 3, 0:11 – 5:40

Topics of Questions from audience:Topics of Questions from audience:

Video games – shutting out outside Video games – shutting out outside world, not really leading us to feel world, not really leading us to feel alert and relaxed. alert and relaxed.

Violent Programming – can relate to Violent Programming – can relate to attachment difficulty. Violent attachment difficulty. Violent TV/Movies create stimulation, and TV/Movies create stimulation, and people may be trying to feel by people 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.

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 animal Engaging 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, being Using parachute to re-create tsunami wave, being in control, being part of a team and having to in 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.

Responding to Natural DisastersResponding to Natural Disasters

Tracking sensation through physical Tracking sensation through physical activities: “Tiger Chases Bunny”activities: “Tiger Chases Bunny”

Engaging movement and power – “What Engaging movement and power – “What animal would you like to be?” “How does animal would you like to be?” “How does it move?”it move?”

Holding as a container for feelings, hand Holding as a container for feelings, hand contactcontact

Related videos online:

http://www.youtube.com/watch?v=CjZEfR4lC7E

http://www.youtube.com/watch?v=E7Q6cteCWX8

Responding to Natural DisastersResponding to Natural Disasters

Activating the child with excitement, Activating the child with excitement, then watch to see how child then watch to see how child responds – shutting down, or responds – shutting down, or becoming over-excited? For cues on becoming over-excited? For cues on where in the process he or she got where in the process he or she got stuck. stuck.

Responding to Natural DisastersResponding to Natural Disasters

Not “debriefing” or talking about Not “debriefing” or talking about trauma.trauma.

Can be effective after just one Can be effective after just one session for one-time traumasession for one-time trauma

Preventing ViolencePreventing Violence

Activation-Deactivation cycleActivation-Deactivation cycle

If floppy, low energy, trying to activate If 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

Reflections from Therapy Work – Reflections from Therapy Work – Maggie KlineMaggie Kline

Learning to Learning to observe and observe and notice own notice own sensations – sensations – use of stick use of stick figure figure (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

Violence Prevention: Violence Prevention: Body-Based Awareness MeditiationBody-Based Awareness Meditiation- When we have When we have consciousnessconsciousness of of

what’s happening at the what’s happening at the reptililanreptililan

and and cerebellumcerebellum level –put level –put wordswords to our sensations and feelings– we deepen to our sensations and feelings– we deepen our our awarenessawareness of “what makes us of “what makes us tick.”tick.”

- Bringing Bringing consciousnessconsciousness to these to these levels levels brings together the parts of the brings together the parts of the triune braintriune brain. (the Insula…) . (the Insula…)

Violence Prevention: Violence Prevention: Body-Based Awareness PracticeBody-Based Awareness Practice

- People who practice body-based People who practice body-based awareness change the structure of awareness change the structure of their brains, developing a thicker their brains, developing a thicker insula – which is associated with insula – which is associated with more empathy, more empathic more empathy, more empathic connection.connection.

Image from: genutsu@blogspot.comImage from: genutsu@blogspot.com

Violence Prevention: Violence Prevention: Body-Based Awareness PracticeBody-Based Awareness Practice

- Near the prefrontal cortex, the Near the prefrontal cortex, the

insula insula helps us be aware of helps us be aware of

what’s going on in what’s going on in reptililanreptililan

and and cerebellarcerebellar levels. levels. Image from: http://neuro.questionsthatmatter.info/Image from: http://neuro.questionsthatmatter.info/

Violence Prevention: Violence Prevention: Body-Based Awareness MeditiationBody-Based Awareness Meditiation- When talking about an When talking about an

anti-violence curriculumanti-violence curriculum – –

Maggie Kline asserts that she knows of Maggie Kline asserts that she knows of “nothing better”“nothing better” than noticing about than noticing about how one’s body feels and how it can how one’s body feels and how it can change. change.

Image from: photocase.comImage from: photocase.com

Tracking breathTracking breath• Learning to observe and notice own Learning to observe and notice own

sensations – use of stick figure sensations – use of stick figure (“Gingerbread” person)(“Gingerbread” person)

Tracking breathTracking breath

In order to get energy going to focus In 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 at tells 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?

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 pleasurable Social 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”

A group of eight elementary educators A group of eight elementary educators used these slides to help us used 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 Levine long workshop given by Peter Levine and Maggie Kline at Front Range and Maggie Kline at Front Range Community College in Colorado in Community College in Colorado in 2008. 2008.

We used the DVDs to explore We used the DVDs to explore questions about how Levine’s and questions about how Levine’s and Kline’s work might apply to the work Kline’s work might apply to the work we do with elementary students. we do with elementary students.

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 work For 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/