TRAUMA INFORMED �RESEARCH & PRACTICE

REGULATING OURSELVES AND TEACHING OUR CHILDREN

OBJECTIVES

• Intergenerational Trauma & Genetics
• Polyvagal Theory
• Attachment Theory & Developmental Trauma
• Trauma Defined
• Self Regulation, Self Care, and Deescalation
• Research Based Interventions

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INTERGENERATIONAL TRAUMA & GENETICS�

• INTERGENERATIONAL TRAUMA research:
• GENETICS: DNA inherited over 50 million years
• Intergenerational genetic vulnerability makes distinction of two groups: IN & OUT
• IN Group: I’m going to groom you, protect you, give you food, treat you nicely: You Belong.
• OUT Group: I may push you away, especially if I feel threatened by you & I might kill you – watch out.
• The major predator, the major threat to humans - has been, and continues to be, other humans.

COORELATIONS WITH RACISM, OPPRESSION, AND COMMUNITY VIOLENCE – OUT GROUPS?

• Racism Political Groups
• Poverty LGBTQ
• Systemic Oppression and Marginalization Gender
• Exposure to Community Violence Incarcerated
• Microaggressions Immigrants
• Stereotype Threat Homeless
• Global pandemic, social media, and isolation = increase in anxiety, depression, and suicide.
• Overly Punitive School Discipline – Zero Tolerance & Disproportionality has isolated children.
• Who is in your OUT group and what are your perceptions, judgements, physical & mental state?

ASSOCIATIONS AND RACISM: IN & OUT GROUPS

• The brain makes associations between sensory signals co-occurring in any given moment in time. - This capacity allows humans to learn, create images of the future and survive. - This capacity can also make humans vulnerable to false associations - creating fears of non-threatening objects.  
• Meanings based on our own associations or filters based on how we grew up.
• Need to recognize and shut down harmful thinking and to be more benevolent.
• BELONGING TO A GROUP IS KEY

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RESEARCH MEETS WISDOM

• High Conflict – When we are baffled by the insanity of the “other side”—in our politics, at work, or at home—it’s because we aren’t seeing how the conflict itself has taken over. �High conflict, by contrast, is what happens when discord distills into a good-versus-evil kind of feud, the kind with an us and a them. In this state, the normal rules of engagement no longer apply. The brain behaves differently. We feel increasingly certain of our own superiority and, at the same time, more and more mystified by the other side.

HOPI INDIAN CHIEF JOSEPH WHITE EAGLE POWERFUL MESSAGE FOR HUMANITY

• ′This moment humanity is experiencing now can be considered a door or a hole.
• The decision to fall into the hole or walk through the door belongs to you. If you consume the information 24 hours a day, with negative energy, constantly nervous, with pessimism, you will fall into this hole.
• But if you take this opportunity to look at yourself, to rethink life and death, to take care of yourself and others, then you will go through the portal.
• Take care of your home, take care of your body. Connect with your spiritual home. When you take care of yourself, you take care of everyone at the same time.

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Boston Marathon shooting: runners improved – those obsessively following the story in the news: suffering anxiety and depression.

WILD ANIMALS DO NOT SUFFER TRAUMA

• They literally “shake off” the residual energy through trembling, rapid eye movements, shaking, panting, and completing motor movements.
• As the body is returning to equilibrium, the animal can be observed “taking” deep spontaneous breaths - deep within its organism.
• This is self-regulation. We share this same capability with our animal friends.
• Why don’t we shake it off: our superior rational brain, simply put, we think too much.
• Animals do not have words to judge their feeling and sensations – no guilt trips, shame, blame. Dr Peter Levine

RESOLVING TRAUMA

• Resolved trauma: If I was traumatized as a kid, but I’ve made sense of my trauma (what happened to me) through sensing the body, resolution and adaptation, I will not pass it on to my child through experience.
• Unresolved trauma: If I didn’t make sense of it, I will likely pass it on experientially = disorganized attachment, or an extreme version of abuse, or neglect. Dr Dan Siegel

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SENSES ARE NOT EMOTIONS

• Sensations must be experienced. Pay attention to how your body FEELS.
• SENSATIONS describe the PHYSICAL way the body feels.
• SENSATION VOCABULARY: cold/warm/hot/chilly; twitchy/butterflies; sharp/dull/itchy; shaky/trembly/tingly; hard/soft/stuck; jittery, icy weak; relaxed/calm/peaceful; empty/flow; flowing/spreading; strong/tight/tense; dizzy/fuzzy/blurry; numb/prickly/jumpy; owie/tearful/goose-bumpy; light/heavy/open; tickly/cool/silky; still/clammy/loose.
• Nonverbal children may be invited to point to where they are aware of sensing.
• Authentic connection with ourselves – Authentic sensed self Dr Peter Levine

TRIUNE BRAIN SIMPLIFIED: HAND MODEL

• NEOCORTEX
• Reasoning Self, thinking, planning
• LIMBIC amygdala & hippocampus
• Emotional, relational
• Fight, flight, freeze, fear
• BRAIN STEM cerebellum
• Survival: heart rate, breath, digestion, elimination, temperature

Dr Dan Siegel

POLYVAGAL THEORY

• Autonomic Nervous System (ANS)– bi-modal (polyvagal); makes decisions for us.
• “Reptilian” dorsal vagal nerve goes down to our gut, becomes defensive – not cognitive, but reactive.
• “Mammalian” myelinated ventral vagal nerve evolved, communicates safety through our tone of voice & face.
• What kids need to learn! ANS allows us to control the brain through the body and fluidly move through different physiological states through body sensing/awareness.
• “When informed – we can ALL think and move the body to a more reasonable mental state.”
• Dr Stephen Porges

NEUROCEPTION

• Rapidly evaluate risk or threat in the environment without conscious awareness. We may not be aware of the triggers that shift our physiological state, but we can be aware of our body’s physical state. We need to teach children to be aware of their shifting states.
• Be aware you’re projecting your mental state – Anxious? - will make students feel anxious, unsafe.
• Our nervous system determines predictability as safety. Safety and trust = predictability & belonging.
• Can we provide safe place for students?
• “Schools need to stop bullying students when their autonomic system reacts and they need to move.”
• We need to see children, acknowledge their physical states & validate them.
• Dr Stephen Porges

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PHYSIOLOGICAL STATES: �CALM, ANXIOUS (ALERT), MOBILIZED

• Our brain creates personal narratives to justify our feelings/mental state. Real vs Perceived Threat: A runner or escalated student – will create a narrative in their mind to justify their actions - ANS response.
• Consider the narratives and false associations you create in your own mind.
• Too often people create wrappers around themselves – insulating themselves from (OUT) groups, not inclusive – social media – this is harmful – we all need one another. Human Library & Reaching out.
• Dr Stephen Porges

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ANXIOUS AND MOBILIZED PHYSIOLOGICAL STATE

• A constant dangerous environment, the nervous system will find it difficult to detect safety and will send one to fight or flight.
• One becomes defensive, difficult to sense relevance or safety.
• Misread cues: neutral facial expressions are perceived as aggressive, fearful or anxious faces, people seen as dangerous or threatening.
• Educators can deliver daily doses of healing interactions as an antidote to toxic stress

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Repeated exposures to stress, esp. toxic stress – impairs the brain’s ability to process thoughts and emotions with a harmful impact on health - depression, anxiety disorders, and PTSD

10 ADVERSE CHILDHOOD EXPERIENCES

• Neglect: Physical; Emotional
• Abuse: Sexual; Physical; Emotional
• Mentally ill, depressed, or suicidal
• Drug addicted or alcoholic family
• Witnessing domestic violence
• Loss of a parent to death or abandonment by parental divorce
• Incarceration of any family

ACES: MAJOR HEALTH RISK

• Trauma experienced in the first 2 months of life: Long lasting effects.
• 10-12x greater risk for Intravenous Drug Use and Attempted Suicide
• 2-3x greater risk for developing Heart Disease and Cancer
• 32x more likely to have Learning and Behavioral Problems
• 8 out of 10 Leading Cause of Death in the U.S. correlate with exposure to 4 or more ACES – with 10 years pre-mature death.
• Dr Nadine Burke Harris

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TRAUMA DISRUPTS CONNECTEDNESS, �CO-REGULATION AND FOSTERS DEFENSIVENESS

• Difficulties in feeling “safe” with other
• Difficulties in being in physical proximity with others
• Difficulties being touched or touching others
• Difficulties establishing “trusting” social relationships
• Disconnect in face-to-face interactions disrupts opportunities
• Lowers thresholds to biobehavioral states of defense
• Lowers thresholds to express disruptive classroom behaviors.
• Copyright Porges 2019

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DEVELOPMENTAL TRAUMA: CHILDREN

• How children process trauma is dependent on the quality of their attachment relationships.
• Supporting children with trauma is all about rewiring the limbic system with new joyful experiences through felt sensing –body awareness, movement, meditation, self-compassion, gratitude, and mindfulness.
• DO NOT probe into a child’s trauma: its voyeuristic and harmful.
• They need positive imaging reflected back to them to fight the negative & shameful messages that constantly barrage their thoughts.

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ATTACHMENT THEORY DR ALAN SROUFE

• “Attunement, or sensitivity, requires that the caregiver perceive, make sense of, and respond in a timely and effective manner to the actual moment-to-moment signals sent by the child. “ Dr Mary Ainsworth
• Secure – a child’s needs are met by a caregiver’s attuned response consistently and reliably. They cry less after the first year and explore their world more independently.
• Anxious – in stranger tests may be avoidant of caretaker or fail to be comforted by them. More dependent.
• Avoidant – experienced routine rebuffs, especially when they needed tender care. They were strikingly more dependent on their teachers.
• Affects a child’s capacity for emotional regulation and how they see themself and others. Neuroplasticity!

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TEACHER’S RESPONSE TO CHILDREN IN BLIND OBSERVATIONS VARIED BY ATTACHMENT HISTORIES:�

• Secure – teacher responded in a warm, respectful manner. They set age-appropriate standards for their behavior and had high expectations for them (indicated by actions such as moving on to take care of other tasks after asking the child to do something).
• Anxious or resistant - the teachers were also warm, but highly controlling. They didn't expect compliance, set low standards, and were unduly nurturing (taking care of things that 5-year-olds should do for themselves).
• Avoidant - teachers were controlling and had low expectations but displayed little nurturing and got angry at them most frequently. Children may sabotage new relationships.

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TRAUMA, NOT MENTAL HEALTH: A STUDY �

• Inability to cope with the normal stresses and strains of daily living;
• To trust and benefit from relationships;
• To manage cognitive processes, such as memory, attention, thinking;
• To regulate behavior; or
• To control the expression of emotions.
• Hypervigilance or a constant state of arousal, to numbing or avoidance, can eventually wear a person down, physically, mentally, and emotionally.
• Increase in ACES over the global pandemic with adults as buffers not as available.

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THE BODY KEEPS THE SCORE DR VAN DER KOLK

• “Trauma is an experience that overwhelms you, you cannot cope with it, feel defeated, renders a person helpless. It is experienced and forgotten.”
• “Developmental trauma is where trauma meets attachment. Who was there for you when you experienced trauma? Was anybody there to soothe you and hold you?”
• “When the people that we love hurt us, our parents, it makes the trauma very complex and hard to walk away.  As human beings we are all interconnected. You love people that do terrible things to you and hate people that are nice to you. You get numbed out to pleasurable things. Our stupid, diagnostic system has left all these dimensions. “ ODD, CDD
• It changes the brain and has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being. Feelings of guilt, shame, betrayal, or silencing often accompanied by a sense of humiliation.

“WHEN I WAS BEING ABUSED, I KEPT MY MIND UP IN THE CLOUDS, SO I COULD TAKE MYSELF TO SCHOOL, BUT MY BODY ALWAYS KEPT THE SCORE.”

9/11

MOBILIZATION AND BELONGING TO A COMMUNITY

9/11 DRAWING FROM A YOUNG WITNESS

CHILDHOOD TRAUMA DR PETER LEVINE

• Accidents and Falls
• Medical and Surgical Procedures
• Violent Acts/Attacks
• Bullying, animal attacks, family violence, witnessed violence, physical and sexual abuse and neglect, war, displacement, and its intergenerational effects, threat of terrorist attack, etc.
• Loss
• Divorce, death of loved one or pet, separation, being lost, possessions (home or belongings),
• Environmental Stressors
• Exposure to extremes in temperature, natural disasters, sudden loud noises for babies and young children (arguments, violence, thunder) – especially if left alone.

LEVINE’S CASE STUDIES

SOCIAL ENGAGEMENT SYSTEM�OBSERVABLE DEFICITS IN EDUCATIONAL ENVIRONMENT

DR BRUCE D PERRY

• Be aware, you can increase the power differential by making somebody uneasy or threatened or decrease it by giving cues of social acceptance, by smiling, tone of voice, managing your physical proximity.
• Pull students into a mental state by your presence and tone of voice where they feel safe and calm - so they can access the neocortex - decrease the power differential.
• Students need help to develop skills to deal with stress, in smaller doses, in safe spaces, to build capacity, and reduce suffering.
• “Whenever you have a child in front of you and you show them kindness and compassion, that is an intervention.”

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TAKING CARE OF YOURSELF & STUDENTS

• Brain Integration: Focused Attention; Open Awareness; and Kind Intention. (see Mindsight)
• RESULTS: Reduced cortisol; Improved immune system, cardio, inflammation; Improved telomeres.
• Be Present,
• Listen, and
• Validate the child’s emotional reactions.
• Name it to Tame it!
• Practice the Pause between Action and Reaction. In the pause, lies the power of choice. Licia Sky
• Dr Dan Siegel

CALM YOURSELF FIRST! THEN ENGAGE STUDENTS

DISCIPLINARY TECHNIQUES NOT RECOMMENDED

• Any type of physical or corporal punishment
• Seclusion, isolation, or solitary confinement
• Time out caution: send with a caring person so the child does not feel abandoned.
• Isolating, sequestering, shaming, blaming, or ignoring
• Point and level systems for behavioral management
• Yelling, screaming at, shaming, or degrading children
• ©Mona Delahooke, Ph.D. 2020

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BRAIN BASED DISCIPLINE: CREATING IT WITHIN

• Behavior Management is not about kids - it is about you. Behavior Engagement.
• Discipline on the front end:  How May I serve you? What do you need? How can I help you? What can we do to make this better?
• A dysregulated adult cannot regulate a dysregulated child. Regulate yourself first.
• Three Conditions the Brain Cannot Take!
• Unpredictable chronic adversity w/o protective factors - we need routines, predictability, structure and boundaries
• Isolation – Connection
• Restraint - Movement /Choice and some Yes’s!!! More yes mornings: More choices. Dr Lori Desautels

CREATE ROUTINES, PREDICTABILITY, STRUCTURE AND BOUNDARIES

• Safety and Security
• Student Engagement
• Clear Expectations
• Reduces Behavior Problems
• Reduces anxiety, uncertainty
• Sets students up for success.

THE BREATH AND YOGA

8-10 wks of yoga = PTSD scores go down, neuroimaging shows linkages in the brain, come online for self experience, become more open to be with other people, less frightened to be with others and less afraid of themselves. Best to practice in a group – changes one’s relationship to the body.

MOVEMENT & MUSIC

• Group & Community Drum, Dance, Play, Choral Singing, Humming, Chanting, Listening, Moving, Swaying, Rhythmic sounds.
• Seeking pleasure, joy, healing.

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Shared experiences

RHYTHMIC BEATS: �BOUNCING BALLS, DRUMS, CLAPPING, BEAT BOXING

Bilateral Drum Therapy

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Settles down the nervous system; releases GABA throughout the brain and body which acts as a sedative and muscle relaxer to create calm, peace, well-being and promote sleep; and, to finally reinforce a calm, restful nervous system state with the third rhythm to help one drift off to sleep.

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http://www.garybrotherscounseling.com/bls-drum-therapy.html

You Tube Channel: https://m.youtube.com/channel/UCOoAGGEnZDhoEDjExSTFCSA

MindAlive: https://mindalive.com/collections/ave-devices/products/david-delight-pro

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Group and partner hand clapping, rhyming games, ball bouncing

EXPRESSIVE ARTS: DRAWING, LYRICS, POETRY, HIP HOP, & DRAMA

Holding the role in body: being a warrior or King – learning to move in their bodies. Viseral, experience of power and control that has been taken away from them after the trauma.

BE CURIOUS, NOTICE, SUSPEND JUDGEMENT

SEEK RUTHLESS JOY, PLEASURE, LAUGHTER & �PLAY EVERYDAY �

Human Social Bonding

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Connection

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Belonging

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Control: Choices

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Containment

�Clapping Hand Games

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Singing

Laugh, find fun, 30 minutes of recess, play in everyday routines – tip toeing out of the room to not wake the dinosaur sleeping in the room. Have moments of rising playful activity and escalation, then guide through calming breath work.

TRAUMA INFORMED STRATEGIES �DR BESSEL VAN DER KOLK

• Mindfulness, Guided Imagery, BEACH BALL – reciprocal activity: Get into the body: Notice the body: Increase awareness; Mirroring (Simon Says), Singing together, Dancing,Tapping, Drama, Sensory Integration, Expressive Arts, Cross Body, Culturally relevant moves: shaking rice in the boat.
• Top 4 Self Regulation items: Physioball, Trampoline, Weighted blanket, Spinning board or chair.
• Timers, duration maps, know a nonpreferred task will end in order for a student to persist…hold for 5 breaths.
• Head mvmt: Straight, unmoving: danger; Slight tilt: safety; Head nods: sends a message of connection.
• Selective mutism – restrictive, guarded body – OT services – balance, cross body mvmt, jumping, catching.
• Have a list of tasks at the ready to direct students to move, i.e, books to the office, loaded milk cart to kindergarten room.
• Biofeedback devices: Heart Rate Varability monitoring; MindAlive – Audio Visual Entrainment

TRUST, SECURITY AND ATTACHMENT: AN INTERVENTION

• “Children are little barometers of your emotions…if you’re not calm, they’re not going to hear what you say.” @BDPerry
• Children can be influenced more easily when the adult “joins” and doesn’t try to change the child’s experience. Validate the child’s state.
• Suspend judgement of the child’s motives (internal life).

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HOW TO ATTEND TO AN OVERWHELMED CHILD

• CALM YOURSELF FIRST - YOUR PHYSICAL PRESENCE IS ESSENTIAL
• Validate the child’s emotional and physical reactions in a calm voice, assuring him that you…
• 1) understand what he must be going through by letting him know that his feelings are OK;
• 2) know what to do to help him, conveying that you, the adult, are in charge;
• 3) will protect and take care of him as a top priority;
• 4) are confident that the worse is over (if it is) and things will soon be better;
• 5) will stay with him until he begins to feel better. Dr Peter Levine

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LEVINE’S GUIDELINES FOR DE-ESCALATION

• Take a deep breath, take one step back, and ground yourself first. Let your energy settle into your feet and lower legs, feeling the support of the ground.
• Remind yourself that you know what to do because you have memorized this list.
• Adopt a soothing tone of voice; raising your voice provokes more adrenaline!
• Avoid threatening behaviors or gestures.
• State the behavior you observed without shaming or exaggeration, despite the temptation.
• Show that you understand your student by reflecting her overwhelming feelings.

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LEVINE’S GUIDELINES FOR DE-ESCALATION

• Avoid threatening punishment.
• Make a statement…
• that shows the student that she is not alone; this will assist her in calming down.
• that shows that the relationship between you can be repaired.
• that gives a choice to save face.
• states the misbehavior without chastisement.
• that shows the correct behavior, and/or what can repair the infraction.

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BRAIN BASED INTERVENTIONS DR.LORI DESAUTELS

• Sensory Interventions = Amygdala First Aid Station: Lotion for hand massages; hand warmers; sensory routine; focused attention practice; movement; rhythm; visual imagery; ice pack; heat; cold taste; acupressure; art; tapping
• Peace Corner with timer - Menu of options
• Teach students about the brain and regulation skills; ground them in the now!
• Feel their feet on the ground; notice things, be curious, play – mobilize without fear.
• How you feel is important to me! Students report anonymously how they are doing as they come in – emoji board, etc. Class validation: “we have a few students anxious or low energy today, so let’s regulate.”

NEGATIVE BIAS OR SELF TALK: SHUT IT DOWN

• Help students create new neuropathways that are positive and affirming their own self-worth and shut down negative, stinky thinking. Example of a narrow hiking trail becoming a fixed freeway – negative or positive?
• Post positive, growth mindset messages in your classroom.
• Be the vision for all the beautiful, positive things we see in all students. Open them up.
• Teachers are SO important in the lives of all children. You reflect all possibilities in their future.

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KINDNESS AND GRATITUDE

• No anxiety when holding gratitude in your mind.
• Teach and model gratitude.
• Mindful Gratitude Goal: Every night think of one thing you are grateful for – specific, physical, sensory. Promotes mindfulness during the day because it leads one to think about the body sensations and how it feels in the present moment.

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MERIDIAN TAPPING:�

• 5-7 times Sides of hand; center eyebrow (2 fingers); temple; under eye; under nose; under mouth; collar bones; under arm; on the head. 1st round -  Identify stress “name it to tame it”
• 2nd round - affirming, positive statements with permission to let go. Start slow - 1 thing for 7 days. Powerful with kids. Gorilla thumps. Tapping solutions app - free - 4 for kids @ different age ranges. Tapping meditations for focus.
• The Tapping Solution. Premium free for 6 months for teachers, health, therapists. Nick Ortner

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SUMMARY

• Take care of yourself – so you can be a warm, regulating calm to co-regulate students.
• If you calm down the body, you calm down the brain, through the vagus nerve.
• Use the tone of your voice and facial expression to communicate a trusting, kind relationship.
• Validate student’s physiological states, be present to them, hear them, see them.
• Practice and Teach Mindfulness – Research-based intervention for trauma and suicide prevention. 3x/day take a mindful, self-regulating moment of breath & body awareness in the present.
• Margaret Mead - ‘the fittest may also be the gentlest, because survival often requires mutual help and cooperation’ Dobzhansky, T (1962) Mankind evolving. New Haven, CT: Yale University Press.

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REFERRALS

• Play Therapy Theraplay
• Sandtray Therapy
• Trauma Therapy – Somatic Therapies, Expressive Arts, Mindfulness Polyvagal Theory, Parent-Child Interventions – Attachment Recovery (not cognitive, ie, Cognitive Behavior Therapy, Dialectical Behavior Therapy)
• Internal Family Systems – Parts work – consultants on “Inside Out” the movie!
• EMDR Therapy – Eye Movement Desensitization Reprocessing
• Neurofeedback

MINDALIVE: DAVID DELIGHT PRO�BHAKTI WELLNESS CENTER IN EDINA MN

https://mindalive.com/collections/ave-devices/products/david-delight-pro

MINDFULNESS TOOLS

• Mind Up Curriculum – The Goldie Hawn Foundation
• Mindful Games – Susan Kaiser Greenland
• Mindful Apps: Calm, HeadSpace, Smiling Mind, Tapping Solution
• Mind Body Awareness Project for at-risk youth https://www.mbaproject.org
• Online Program: Inner Explorer https://innerexplorer.org
• Mindful Schools: https://www.mindfulschools.org
• Mindful https://www.mindful.org
• Niroga: https://www.niroga.org/media/video/
• Mindful Rapper - http://www.yomind.com/justme
• Resources: https://crim.org/mindfulness/mindfulness-resources/

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MINDFUL INSPIRATION

• Mindful Basics https://www.youtube.com/watch?v=up3MZuYkf-g
• Inward Bound Mindfulness Education https://ibme.com
• Kobe Bryant on Sleep & Meditation https://www.youtube.com/watch?v=LdrVVJPlUK4
• Phil Jackson NBA & Mindfulness https://www.youtube.com/watch?v=aqz7R-QalqY
• Mindful Athlete https://www.youtube.com/results?search_query=george+mumford+mindfulness
• Peace in Schools https://www.peaceinschools.org/videos
• Greater Good: https://greatergood.berkeley.edu
• Passage Works: https://passageworks.org

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LEARNING MORE ABOUT MINDFULNESS

• Holistic Life Foundation: https://hlfinc.org
• Center for Healthy Minds: https://centerhealthyminds.org/science/research
• The Lineage Project: https://www.lineageproject.org/programs
• BentOnLearning: http://bentonlearning.org
• Little Flower Yoga https://www.littlefloweryoga.com
• Self-Compassion https://self-compassion.org
• BCalm https://self-compassion.org
• Compassionate Schools: https://www.compassionschools.org

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CREDITS

• Dr Stephen Porges: The Polyvagal Theory
• Dr Alan Sroufe,: A Compelling Idea: How We Become The People We Are (available through the Safer Society Press)
• Dr Dan Siegel: The Yes Brain and many more
• Dr Nadine Burke Harris: The Deepest Well
• Dr Bessel van der Kolk: The Body Keeps the Score
• Dr Bruce D Perry: The Boy Who Was Raised as a Dog; What Happened to You?
• Dr Peter Levine: Trauma through a Child’s Eyes and many more.
• Dr Mona Delahooke – Beyond Behaviors; Brain-Body Parenting
• Dr Lori Desautels: Eyes are Never Quiet; Connections over Consequences
• Resmaa Menakem: My Grandmother’s Hands
• Dr Gabor Mate & Pat McCabe – Movie: Wisdom of Trauma – Dr Mate has authored many books
• Presented by tapulver@comcast.net

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