Podcasts about child trauma academy

Our guest Diane Wagenhals is a Program Director for Lakeside Educational Network. Her current responsibilities include overseeing programming and authoring curriculum for the Lakeside Global Institute. Lakeside manages therapeutic schools and services that identify and address student behaviors but also the real reasons students struggle and fail. Lakeside also trains professionals across the country and around the world in a brain-based, trauma-informed approach. Diane has authored over 35 courses and workshops and was a fellow with the Child Trauma Academy from 2010 - 2021. She serves as Secretary for the board of the Campaign for Trauma-Informed Policy & Practice. The Takeaway Teachers have the opportunity to impact students in ways that can change the trajectory of their life. To do this, teachers have to be prepared to embrace students emotionally by knowing how to regulate their own emotional stability. Showing respect and a having willingness to care for them has profound impacts on students.  As you listen What is trans-generational trauma? How can teachers implement effective communication strategies? What occurs in the brain when someone is dysregulated due to trauma? What should administrators focus on to transform their school? Why is it necessary for teachers to learn how to regulate themselves? Connect with Diane Website

Closing the gap - Why cultural safety matters in promoting mental health, equity, inclusion, and resilient minds in education settings? - Unpacking culturally responsive teaching and trauma-informed care.Balaji Somasundaram and Meera Balaji – We are husband and wife and were lawyers for 20 years in India in our past lives with a focus on children's rights and family law. Currently, we are registered teachers/specialist educators in Aotearoa New Zealand and working as Learning Support Coordinators across 12 schools and 13 Early Childhood Centres in Wellington, the capital city of Aotearoa, New Zealand in an area of significant socioeconomic deprivation.We believe we are in a distinctive position to recognize our students and their families' perspectives, narratives, and ongoing challenges as we strive to provide appropriate support services through timely actions to heal trauma and buffer its negative effects. We are passionate advocates for social justice, inclusion, and diversity both in our personal and professional lives. As educators from a minority culture in New Zealand, we firmly believe our children need to experience relationships around them with unconditional care, compassion, and commitment which will help to re-work their internal working models of themselves and the world around them. Despite barriers in different forms, the welfare of children has always been our utmost priority. Culturally responsive pedagogies and the work of Dr. Stephen Porges, the creator of Polyvagal Theory, underpins and is the foremost of the work we continue to do with the advocacy for our vulnerable children and young people who are at high risk.We have a Bachelors in Law, Masters in Educational Psychology, and another Masters in Specialist Teaching with a specialty in Autism Spectrum Disorder. We recently completed the one-year graduate Applied Educational Neuroscience program under Dr. Lori Desautels from Butler University, Indianapolis, and also completed Neurosequential Model in Education with Dr. Bruce Perry's Child Trauma Academy. We are also trained in evidence-based interventions and frameworks for autism - like TEACCH from the University of North Carolina, SCERTS, Early Start Denver Model, Picture Exchange Communication System (PECS), Hanen's Four ‘Is' to socialize, which are widely used in New Zealand to support the needs of children and young people with autism. We both are also qualified in Cognitive Behavioral Therapy (CBT) with Beck Institute, Philadelphia, and trained teachers in Dyslexia.We have also been part of many advisory and research groups in New Zealand for culturally responsive pedagogies and recently were part of the advisory group for the new guidelines for minimizing physical restraints in New Zealand, which is a work in progress. Over the years, we have been working with and alongside neurodivergent learners, particularly autistic individuals, and are continuing to advocate/support their unique needs by embracing their strengths, voices, and perspectives both in Aotearoa, New Zealand, and India.Support the show

Pioneering American psychiatrist Dr Bruce Perry talks to Kathryn about the impact of abuse, neglect and trauma on the developing brain and the implications for clinical practice. For three decades he has been an active teacher, clinician and researcher in children's mental health and the neurosciences, holding a variety of academic positions. Dr. Perry is the Principal of the Neurosequential Network, Senior Fellow of The Child Trauma Academy. He is a bestselling author and the co-author of The Boy Who Was Raised As A Dog.

What is the moral purpose of education now and is it shifting? How useful are the foundations teachers provide young people?Dr. Jean Clinton is renowned internationally as an advocate for children's issues. She is a Clinical Professor in Department of Psychiatry and Behavioural Neurosciences at McMaster University and her special interest lies in brain development, and the crucial role relationships and connectedness play. Jean champions the development of a national, comprehensive child well-being strategy including a system of early learning and care for all young children and their families. She is equally committed to ensuring that children's and youths' needs and voices are heard and respected. Dr. Clinton has also authored her first book, Love Builds Brains which can be ordered online through Tall Pines Press, on Amazon and in book stores everywhere.She is on staff at McMaster Children's Hospital with cross appointments in Pediatrics and Family Medicine, and an Associate in the Department of Child Psychiatry at Sick Children's Hospital. She is a Fellow of the Child Trauma Academy, as well as a Zero to Three Academy Fellow since 2013. She has been a consultant to children and youth mental health programs, child welfare, and primary care for over 30 years. Dr. Clinton was appointed as an education advisor to the Premier of Ontario and the Minister of Education 2014 - 2018.

Welcome back to the Neuroscience Meets Social and Emotional Learning Podcast EPISODE #168 with a much-awaited conversation with someone I have been quoting since we launched this podcast, after getting to know his work on a deeper level when I tuned into a video training series[i] he conducted during the beginning of the Pandemic to help people around the world to better understand how the brain works while under stress. I learned specific ideas on how to reach those who were most affected during and after those very difficult days from this video series that he created for educational purposes for people to view and share.  I learned so much from this series that connected the dots for me with trauma and the brain, while inspiring our episode #52[ii] on "Igniting Your Personal Leadership to Build Resiliency.” Watch this interview on YouTube here https://youtu.be/ixOZFwTAtCQ Learn more about The Neurosequential Network here https://www.neurosequential.com/  See past Neuroscience Meets Social and Emotional Learning Podcast Episodes here. https://www.achieveit360.com/episodes/  On This Episode You Will Learn: ✔︎ What drew Steve Graner to work with The Neurosequential Network, and how he used his background in sports to create the Neurosequential Model for Education.  ✔︎ What Dr. Perry learned from writing a book with his good friend, Oprah Winfrey. ✔︎ Why we must all understand our genes and past to understand why we behave the way that we do. ✔︎ Dr. Perry's vision to help others in many sectors like sports, education, caregiving, and supervision to become "brain-aware" ✔︎ What we should all know about the brain and how to regulate, relate and reason with others at home and in our workplaces. ✔︎ What is the power differential and why it is so important for our students in the classroom and our workplaces--especially if you are in a position of leadership.  Last summer, I reached out to American psychiatrist, Dr. Bruce Perry, who is currently the senior fellow of the Child Trauma Academy in Houston, Texas and an adjunct professor of psychiatry and behavioral sciences at the Feinberg School of Medicine in Chicago, with the hopes he could come on the podcast and help us to dive deeper with an understanding of how traumatic events impact the brain. I was specifically concerned with the impacts of the Pandemic generationally, because one of his trainings explained the research from families from the Katrina Disaster in 2005 showed how the offspring of those families exposed to this level of stress response had an increase of substance abuse issues. I thought about the Pandemic and how I was hearing about the increase in depression, anxiety and substance use increasing, and wondered if Dr. Perry could provide some ideas on how to reduce the impact that the Pandemic was having on the world, our future generations, educational systems and he let me know that he would come on the podcast, as soon as his next book that he was writing was complete. I understood, as writing a book takes intense focus, so I went back to work, and knew we would have a conversation in the future. This spring, I watched the release of that book he was writing and realized it was with Oprah Winfrey called What Happened to You: Conversations on Trauma, Resilience and Healing[iii], and knew that when the timing felt right, I would reach out, to have that discussion on this new book that I knew would answer all of the questions I had. I'm Andrea Samadi, author, and educator from Toronto, Canada, now in Arizona, and like many of our listeners, have been fascinated with learning and understanding the science behind high performance strategies that we can use to improve our own productivity in our schools, our sports, and workplace environments. My vision is to bring the experts to you, share their books, resources, and ideas to help you to implement their proven strategies, whether you are a teacher working in the classroom or online, a student, or in the corporate environment Sometimes there is no such thing as timely, as the minute this book came out, the buzz hit social media, and everyone was posting about how important and timely the content was and I couldn't miss the impact it was having on people from all different sectors, around the world. I knew it! I had so many questions after that video series and thank goodness Dr. Perry wrote this book that I knew would take that deeper dive into understanding the impact of trauma on the brain.  I finally knew it was time to reach out to Dr. Perry when my good friend Ruthie, an educator, held up her phone as she passed me on the hiking trails, and showed me she was listening to his audiobook, shouting back to me as she ran by “You had better interview Dr. Perry because EVERY educator must read, understand and implement this book!” It was the right time, so I reached out to Dr. Perry's office that morning and booked the interview and knew Dr. Perry would keep his word, and he did. I just didn't realize how difficult this topic was going to be as I dove into the book. I know that the Pandemic has shown us that we need change moving forward in our schools, raising our own children at home and for our future generations we are leading to thrive in their workplaces. So with this interview, I will take many deep breaths, as the stories that illuminate this needed change are difficult, from the first few pages, right to the very end of the book. This book is for “anyone with a mother, father, partner, or child who may have experienced trauma. And, if you've ever had labels like “people pleaser,” “self-sabotager,” “disruptive,” “argumentative,” “checked out,” “can't hold a job,” or “bad at relationships” used to describe you or your loved ones, this book is for you. Or if you simply want to better understand yourself and others, this book is for you, too.” (What Happened to You) Let's meet Dr. Bruce Perry and Steve Graner, Project Director from the Neurosequential Network, and uncover the power of asking “What Happened to You?” instead of “What's Wrong with You?” Welcome Dr. Perry and Steve Graner! Thank you so very much for taking the time to speak with me and help others to learn more about the work you are both focused on at the Neurosequential Network your most recent book, Dr. Perry,  that you wrote with Oprah Winfrey, What Happened to You, that gave me what I was looking for—a deep dive into understanding the impact that trauma has on our brain, specifically, for our future generations. Before we get to the questions (and I had to narrow them down) there were many, but I would like to orient our listeners to how you both began this work, if I could begin with Steve because your background with sports resonated with a lot of the posts I see connected to Dr. Perry/ Megan Bartlett and her work at the Center For Healing and Justice Through Sport. With all we hear in the media with regards to abuse/trauma in the field of sport these days, I wonder what drew you to your work with the Neurosequential Network as a Project Director with Dr. Perry? Dr. Perry, the first thing I wondered has to do with your friendship with Oprah that began when she reached out to you in 1989 while you were working in your lab and when someone said “Oprah's calling” you said “Yeah right, take a message” thinking he was joking. You say that back when you began this work, you were always trying to make connections with how trauma impacts the brain and behavior, and never quite getting it right.  I wondered what have you learned from your time with Oprah, her reflections back to you, and the impact that her point of view had on this connection between trauma and the brain that you've been focused on for your whole career? MAKING SENSE OF THE WORLD (Q1-4) I picked the beginning of the book as the main focus of interview today, because many of us reading your book have not had any training on the brain/neuroscience and trauma, with one question to help us to connect the dots to help us make sense of how our brain works, and some final thoughts on what we should all know to heal and make change moving forward.  Does that sound like a good plan if each of you can chime in with your thoughts? Q1: Steve and Dr. Perry, Oprah opens up the book with saying that she believes that “the acorn contains the oak. And through her work with you she says that “If we want to understand the oak, it's back to the acorn we must go.” This question we could spend the whole interview with, I heard my mentor, speaker Bob Proctor[iv] talking a about how an oak tree develops from the gene that lies within the acorn when I was in my late 20s and I could think about what that meant for a lifetime.  Why is it so important for us to think back to our genes, and maybe even generations of our genes to understand why people behave the way that they do and understand “this patterned plan” in each acorn or ourselves?   Q2: 20 years ago, trauma was never considered a factor in a person's health, let alone something we should consider as an educator in the classroom, a coach on the field, or a parent looking to break generational habits/beliefs.  When writing this book, what was your vision to help others become “brain-aware” something that is important for all of us to understand in EVERY sector of work? (In medicine, like with your example of Tyra/diabetic), and especially in the classroom with our students as teachers must deal with behavior before they can get to “teaching” the curriculum and Steve, with your thoughts of why this is so important in the sports world? Q3: To understand why people behave the way they do, with the brain in mind, you start put with Mike trying to help his wife understand his PTSD and why he acts the way he does. You explain it with (your famous upside down triangle) with the brain in mind, or the example in the classroom with the student, Sam, who connected the smell of Old Spice of his teacher to his alcoholic father, or Tyra later in the book with her connection to the sirens and her friend's death. Or your co-worker Mike, who jumped when the door slammed. There are many examples throughout the book, all teaching us “what happened to you?” For those of us who want to be “brain-aware” and have not taken a course in neuroscience, can you explain what we should all know about the brain, stress and trauma and the 4 interconnected parts of the brain (brain stem, diencephalon, limbic and cortex)? Q4: I first came across your work through Dr Lori Desautels who would often quote you, and when the pandemic began, you began doing trainings to help those working with people with trauma and I joined many of those meetings[v], learning so much that I shared on the podcast to help others who might be struggling. I always wondered what is the meaning behind the name of your company that's on all of your slides, and the link I clicked on to access your trainings? What is neuro sequential? Then Oprah asked why it's so important to understand the sequence of our brain in chapter 5—and I had an Aha Moment! “Everything sequential happens in a sequence and the way our brain processes experiences is sequential” and in order to get to the reasoning part of the brain, or the cortex, we must get through the lower parts of the brain. I think this is the most important concept to understand in the book since “effective communication, teaching, coaching, parenting—all require awareness of this sequence of engagement” Can you explain what gets in the way of “getting to the cortex” or the challenges we have with reasoning with someone when they are dysregulated, and how we can recognize this dysregulation to do something about it? This will give us an understanding of The Neurosequential Network and how it applies to our everyday life. Q5: As we are all learning this new information, and becoming “brain-aware” for those in positions of leadership, can you explain the importance of the “Power Differential” on how to be aware of this cognitive disadvantage that is felt by our students in the classroom, or those we are leading in our work environments so we can truly be leading with our brain in mind? Q6: I know that we have only scratched the surface of this topic with these questions, but I know that I can't have you for an entire day, so could you give us what would be your final thoughts that we should know about when connecting the dots on “What Happened to You” that we haven't talked about today to help us to be better leaders, educators, parents, and members in our communities? Dr. Perry, and Steve Graner, I wish we could stay on the line all day, but know that with each time we read your book and make connections to the training you have at the Neurosequential Network, and other leaders in this new field of educational neuroscience, that we will gain more clarity to make sense of the world, become more “brain-aware” and connect the dots, helping ourselves and others to heal. Thank you both for the time you have taken to help me to share this information for those listening around the world to make shifts in their own life, that will have generational shifts for the future that my children and their children will benefit from. You've given us hope and a new vision at a time when we all needed it the most. Thank you! BIO DR. PERRY Dr. Perry is the Principal of the Neurosequential Network, Senior Fellow of The ChildTrauma Academy and a Professor (Adjunct) in the Departments of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine at Northwestern University in Chicago and the School of Allied Health, College of Science, Health and Engineering, La Trobe University, Melbourne, Victoria  Australia. Over the last thirty years, Dr. Perry has been an active teacher, clinician and researcher in children's mental health and the neurosciences holding a variety of academic positions. His work on the impact of abuse, neglect and trauma on the developing brain has impacted clinical practice, programs and policy across the world. Dr. Perry is the author, with Maia Szalavitz, of The Boy Who Was Raised As A Dog, a bestselling book based on his work with maltreated children and Born For Love: Why Empathy is Essential and Endangered. Dr. Perry's most recent book, What Happened to You? Conversations on Trauma, Resilience, and Healing, co-authored with Oprah Winfrey, was released in 2021. BIO STEVE GRANER: Steve Graner is the Neurosequential Networks' NME Project Director as well as a ChildTrauma Academy Fellow.  Mr. Graner grew up in Bismarck, ND, received his Bachelors Degree from the University of Sioux Falls, and completed his Masters Degree in Curriculum and Instruction at Minnesota State University Mankato. With thirty-three years teaching English at Erik Ramstad Middle School in Minot, North Dakota, Mr. Graner has also coached cross country and track and field, receiving Coach of the Year honors in ND for both high school and middle school cross country. Mr. Graner is best known for his creative approaches to teaching and coaching and combines a love of the arts and sports with the passion for pedagogy. FOLLOW THE NEUROSEQUENTIAL NETWORK: https://twitter.com/NeuroSequential Neurosequential Model in Education https://www.neurosequential.com/nme Neurosequential Model in Sport https://www.neurosequential.com/nm-sport FOLLOW DR. BRUCE PERRY https://twitter.com/BDPerry  FOLLOW ANDREA SAMADI:  YouTube Channel: https://www.youtube.com/c/AndreaSamadi   Website https://www.achieveit360.com/  LinkedIn: https://www.linkedin.com/in/samadi/  Facebook:  https://www.facebook.com/Achieveit360com   Neuroscience Meets SEL Facebook Group https://www.facebook.com/groups/2975814899101697   Twitter: https://twitter.com/andreasamadi   Instagram: https://www.instagram.com/andreasamadi/    RESOURCES: 30 Quotes from What Happened to You by Bruce D. Perry and Oprah Winfrey by Kenneth Wong May 30th, 2021 https://millennial-grind.com/30-quotes-from-what-happened-to-you-by-bruce-d-perry-and-oprah-winfrey/   What Happened to You Visual Synopsis by Dani Saveker https://www.visualsynopsis.com/full-collection/what-happened-to-you-oprah-winfrey-amp-bruce-perry-visual-synopsis-by-dani-saveker   Meeting Children Where They Are: The Neuroseqential Model of Therapeutics October 1, 2021 by Allison Cooke Douglas, MS https://adoptioncouncil.org/publications/meeting-children-where-they-are-the-neurosequential-model-of-therapeutics/   Neurosequential Model in Education https://www.neurosequential.com/nme   Neurosequential Model in Sport https://www.neurosequential.com/nm-sport   Neuroscience Meets Social and Emotional Learning Podcast EPISODE #53 Inspired by Dr. Bruce Perry on “Self-Regulation and Your Brain: How to Bounce Back Towards Resiliency” https://andreasamadi.podbean.com/e/self-regulation-and-your-brain-how-to-bounce-back-towards-resilience/   Neuroscience Meets Social and Emotional Learning Podcast EPISODE #56 with Educational Neuroscience Pioneer Dr. Lori Desautels on her NEW Book “Connections Over Compliance: Rewiring Our Perceptions of Discipline” https://andreasamadi.podbean.com/e/educational-neuroscience-pioneer-dr-lori-desautels-on-her-new-book-about-connections-over-compliance-rewiring-our-perceptions-of-discipline/   REFERENCES: [i] COVID 19 Stress, Distress and Trauma Series https://www.neurosequential.com/covid-19-resources [ii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #52 inspired by Dr. Bruce Perry on “Igniting Your Personal Leadership That Builds Resiliency” https://andreasamadi.podbean.com/e/igniting-your-personal-leadership-that-builds-resiliency-inspired-by-dr-bruce-perry/ [iii] What Happened to You: Conversations on Trauma, Resilience and Healing https://www.amazon.com/What-Happened-You-Understanding-Resilience/dp/1250223180 [iv] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #66 on The Legendary Bob Proctor on “Social and Emotional Learning: Where it All Started” https://andreasamadi.podbean.com/e/the-legendary-bob-proctor-on/ [v] COVID 19 Stress, Distress and Trauma Series https://www.neurosequential.com/covid-19-resources

 Marti Smith, OTR is an Occupational Therapist, fellow with the Child Trauma Academy, and founding Board Member with A-TROT, the Alliance for Trauma Responsive Occupational Therapists.    Marti is a dear friend and close colleague.  We met what feels like eons ago at a Trust Based Relational Intervention training and became quick friends.  I've learned so much from Marti in my own career about chasing the ‘why' behind a behavior--  and not just the relational and attachment need, but the biological and physiological need behind a behavior. The Brain is Behind Everything We DoThe foundation of my work rests on the idea that the brain is behind every single thing that we do- so let's get curious about what is going on the brain that is underneath a specific behavior (which is the foundation of the course Parenting after Trauma: Minding the Heart and Brain).  Marti's work as an occupational therapist beautifully dovetails the work I do as a mental health therapist while also offering a new perspective by looking at the physical body and autonomic nervous system factors that are related to behaviors.Marti's expertise in the Neurosequential Model of Therapeutics helps keep her focus on the foundation of the brain as a way to support kids with challenging behaviors.  She knows keenly that the foundation of any skill must be strengthened before moving on to more advanced skills.  I mean, if you want to do calculus you've got to have addition down-pat!Connect with MartiMarti is doing some truly ground-breaking work within his community- go check it out!https://CreativeTherapies.comThe Connected TherapistTrauma Tips Video PodcastKALMARMore about Rhythmic, Repetitive, Relational, and Somatosensory ExperiencesEngaging the Body: Working with Dysregulated Kids is an eight-hour virtual training for professionals (of any kind!) eager to bring movement and body-based experiences intentionally into their work with clients.  I've adapted my previously always-sold-out training for play therapists to be applicable to a wider range of professionals and decided to offer it virtually one last time.The Club- Beginning in October in The Club, we'll be taking three months to integrate rhythmic, repetitive, relational, and somatosensory experience into moments of healing in the family- strengthening the foundation of the brain.  You can join The Club as a caregiver and/or a professional (I know many of you are both!).Goodies you can find on my website:FREE Brilliance of Attachment eBook at https://robyngobbel.com/ebookFREE masterclass on What Behavior Really Is and How to Change It at https://robyngobbel.com/masterclass**********There are so many benefits (and no drawbacks!) to teaching kids and teens about the brain. I'll give you simple, fun ways to Teach Kids about their Awesome Brain. This 1.5 hour webinar airs live on Wed Oct 20. Everyone who registers will receive the recording so you don't have to attend live! CLICK HERE.

For those who missed it, we are happy to re-release Episode 7 of In My backyard, a conversation with Dr. Perry of the Child Trauma Academy. Dr. Perry chats with us about the neuro-sequential model of the brain, explaining how trauma impacts the brain and what we can all do to be trauma-informed. We are off taking our Freshmen to college for the first time, but will be back in two weeks with a new episode, a conversation with Dr. Tiffany Dawson exploring how discrimination impacts the mental health and emotional well-being of our LGBTQ youth. We look forward to having you with us then. In My Backyard is brought to you by The Guidance Center, a children's mental health agency in Long Beach, CA. In My Backyard is produced by Tricia Costales and Matthew Murray. Thank you to Jay Vincent B for original music. All other music licensed through SoundStripe. Thank you to our listeners and supporters. Please visit tgclb.org or text HOPE to 562-262-5689 to make a one-time donation or join our Hope and Healing Club to become a monthly donor today. And subscribe to In My Backyard on Apple Podcasts, Spotify or wherever you listen to podcasts.

This week, The Imprint Weekly Podcast presents our in-depth interview with Dr. Bruce Perry, recent co-author of the bestseller “What Happened to You” with Oprah Winfrey. Perry, who heads the Neurosequential Network and is the founder or and senior fellow at the Child Trauma Academy, has spent years building the knowledge base around understanding and addressing the impact of child trauma on kids and adults. Perry discussed his new book, his views on child welfare and its approach to engaging parents, the potential of the Neurosequential Model of Therapeutics, and more. Reading RoomEVENT: What Foster, Adoptive & Kinship Parents Wish Youth KnewFree Registration Linkhttps://bit.ly/2Ut0wwgThe ‘20s and Youth Services: A Guess at What Comes Nexthttps://bit.ly/3j2afTdWhat Happened to You? Conversations on Trauma, Resilience, and Healinghttps://bit.ly/3ePBOh9Timing of Early-Life Stress and the Development of Brain-Related Capacitieshttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6691036/

In this episode, Patricia speaks with Dr. Bruce Perry, founder and Senior Fellow of the Child Trauma Academy. He is a Psychiatrist and an Adjunct Professor of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine at Northwestern University in Chicago.  He is a tremendous advocate and leader in the field of child trauma treatment. Dr. Perry originally founded the Childhood Trauma Academy within the University of Chicago Baylor School of Medicine, but it soon became clear that child maltreatment was too complex to be answered by a medical model alone. At that point, the Child Trauma Academy evolved to be a community of practice, meaning that it represents a collaboration of all disciplines that might interact with a traumatized child.  This may include child protection, educators, law enforcement, and mental health.  The Child Trauma Academy translates what Dr. Perry understands about the impact of childhood trauma on the brain into practical and viable interventions that help a child recover.  Their mission is to help improve the lives of traumatized and maltreated children by improving systems that educate, nurture, protect and enrich these children.  They focus their efforts on education, program consultation, research and disseminating innovation in the field. In My Backyard is brought to you by The Guidance Center, a children's mental health agency in Long Beach, CA. In My Backyard is produced by Tricia Costales and Matthew Murray. Production assistance provided by Lorraine Lyou. Thank you to Jay Vincent B for original music. All other music licensed through SoundStripe. Thank you to our listeners and supporters. Please visit tgclb.org or text HOPE to 562-262-5689 to make a one-time donation or join our Hope and Healing Club to become a monthly donor today. And subscribe to In My Backyard on Apple Podcasts, Spotify or wherever you listen to podcasts.

Patricia Rush, M.D., M.B.A. is an internal medicine physician whose scientific focus is complex chronic illness.  Her over 40-year career has focused on working with underserved populations and promoting universal access to high-quality medical care. She spent 20 years in the Cook County (Illinois) Health System, including six years as director of their emergency department. From 2000-2008 ran a trauma-informed solo private medical practice in Chicago. During this time, she completed in-depth interviews with more than 500 patients, which led her to identify a group of high-risk individuals with serious illnesses who also had a consistent pattern of extreme stress at a young age, including profoundly disordered sleep and emotional distress. Until her retirement, Dr. Rush was also an Associate Professor of Medicine at the University of Chicago and now teaches neurodevelopment as a member of the Physician Workgroup of the Child Trauma Academy. She was a co-founder and serves as a co-director of the Center for the Collaborative Study of Trauma, Health Equity, and Neurobiology, or THEN, in Chicago. The nonprofit works at the intersection of science education and social justice, exploring and communicating the links between early emotional trauma, inequality, human development, and chronic illness to a network of professionals and the public. In this interview, she discusses a new and more integrated way to understand and treat physical and mental ailments in people of all ages that has important implications for how we raise our children.

On Purpose with Jay Shetty Podcast Notes Key Takeaways Trauma doesn't need to be huge – it can be the result of daily neglectChildren ages 0-2 years who are surrounded by chaos and dysfunction will have altered brain development“People often ask the wrong question when dealing with children with behavioral issues, they ask, ‘what's wrong with you', instead of, ‘what happened to you.” – Oprah WinfreyPatterns of stress activation in which kids have no control for a prolonged time such as domestic violence can lead to physiological changes and mental health problems laterQuality time doesn't erase the need for quantity time with kidsWhat happened to you as a child affects your worldviewThe road to healing starts with being honest about your pastOnce you have acknowledged the pain and where it came from, take that pain and use it“Tell yourself, this is what it is because holding onto pain causes more pain than accepting it” – Oprah WinfreyRead the full notes @ podcastnotes.orgOprah Winfrey and Dr. Perry joined Jay Shetty in their first ever virtual book tour event for the recently released book they co-authored, What Happened to You? We talk about how they are redefining childhood trauma, why experiences at a young age mold our adult life, and finding rhythm and balance to start healing yourself. Oprah is an accomplished author, talk show host, actress, producer and philanthropist. Dr. Bruce Perry is a neuroscientist and psychiatrist, currently the senior fellow of the Child Trauma Academy in Houston, Texas and today, we will find out “What happened to you” What We Discuss with Oprah and Dr. Perry: 00:00 Intro 02:24 Meeting Dr. Bruce Perry and the journey towards understanding “What Happened to You” 05:57 Commonly misunderstood concept about trauma 09:06 Going beyond success to heal your trauma 11:05 The younger the children, the more influence you have on who they become 12:24 Oprah on Fast Five 19:05 Switch from “What is wrong with you?” to “What happened to you?” 24:13 Life-long study on child trauma and how it started 27:52 The connection between childhood experience and adulthood 32:53 What should parents do differently to express love to their children? 41:27 Finding the time to create a rhythm and balance 46:24 Misconceptions about the stress response system that leads to trauma 50:14 Neglect is as toxic as trauma 53:26 Reaching an understanding so can process your pain and anger 01:06:39 The difference between coping and healing Like this show? Please leave us a review here - even one sentence helps! Post a screenshot of you listening on Instagram & tag us so we can thank you personally! Episode Resources: What Happened to You? The Oprah Winfrey Show Oprah Winfrey | Facebook Oprah Winfrey | Twitter Dr. Bruce Perry | Twitter Dr. Bruce Perry | Website Dr. Bruce Perry | Books Achieve success in every area of your life with Jay Shetty's Genius Community. Join over 10,000 members taking their holistic well-being to the next level today, at https://shetty.cc/OnPurposeGenius See omnystudio.com/listener for privacy information.

Oprah Winfrey and Dr. Perry joined Jay Shetty in their first ever virtual book tour event for the recently released book they co-authored, What Happened to You? We talk about how they are redefining childhood trauma, why experiences at a young age mold our adult life, and finding rhythm and balance to start healing yourself. Oprah is an accomplished author, talk show host, actress, producer and philanthropist. Dr. Bruce Perry is a neuroscientist and psychiatrist, currently the senior fellow of the Child Trauma Academy in Houston, Texas and today, we will find out “What happened to you” What We Discuss with Oprah and Dr. Perry: 00:00 Intro 02:24 Meeting Dr. Bruce Perry and the journey towards understanding “What Happened to You” 05:57 Commonly misunderstood concept about trauma 09:06 Going beyond success to heal your trauma 11:05 The younger the children, the more influence you have on who they become 12:24 Oprah on Fast Five 19:05 Switch from “What is wrong with you?” to “What happened to you?” 24:13 Life-long study on child trauma and how it started 27:52 The connection between childhood experience and adulthood 32:53 What should parents do differently to express love to their children? 41:27 Finding the time to create a rhythm and balance 46:24 Misconceptions about the stress response system that leads to trauma 50:14 Neglect is as toxic as trauma 53:26 Reaching an understanding so can process your pain and anger 01:06:39 The difference between coping and healing Like this show? Please leave us a review here - even one sentence helps! Post a screenshot of you listening on Instagram & tag us so we can thank you personally! Episode Resources: What Happened to You? The Oprah Winfrey Show Oprah Winfrey | Facebook Oprah Winfrey | Twitter Dr. Bruce Perry | Twitter Dr. Bruce Perry | Website Dr. Bruce Perry | Books Achieve success in every area of your life with Jay Shetty’s Genius Community. Join over 10,000 members taking their holistic well-being to the next level today, at https://shetty.cc/OnPurposeGenius See omnystudio.com/listener for privacy information.

Oprah Winfrey and Dr. Perry joined Jay Shetty in their first ever virtual book tour event for the recently released book they co-authored, What Happened to You? We talk about how they are redefining childhood trauma, why experiences at a young age mold our adult life, and finding rhythm and balance to start healing yourself. Oprah is an accomplished author, talk show host, actress, producer and philanthropist. Dr. Bruce Perry is a neuroscientist and psychiatrist, currently the senior fellow of the Child Trauma Academy in Houston, Texas and today, we will find out “What happened to you” What We Discuss with Oprah and Dr. Perry: 00:00 Intro 02:24 Meeting Dr. Bruce Perry and the journey towards understanding “What Happened to You” 05:57 Commonly misunderstood concept about trauma 09:06 Going beyond success to heal your trauma 11:05 The younger the children, the more influence you have on who they become 12:24 Oprah on Fast Five 19:05 Switch from “What is wrong with you?” to “What happened to you?” 24:13 Life-long study on child trauma and how it started 27:52 The connection between childhood experience and adulthood 32:53 What should parents do differently to express love to their children? 41:27 Finding the time to create a rhythm and balance 46:24 Misconceptions about the stress response system that leads to trauma 50:14 Neglect is as toxic as trauma 53:26 Reaching an understanding so can process your pain and anger 01:06:39 The difference between coping and healing Like this show? Please leave us a review here - even one sentence helps! Post a screenshot of you listening on Instagram & tag us so we can thank you personally! Episode Resources: What Happened to You? The Oprah Winfrey Show Oprah Winfrey | Facebook Oprah Winfrey | Twitter Dr. Bruce Perry | Twitter Dr. Bruce Perry | Website Dr. Bruce Perry | Books Achieve success in every area of your life with Jay Shetty's Genius Community. Join over 10,000 members taking their holistic well-being to the next level today, at https://shetty.cc/OnPurposeGenius

You know someone is going to be a ton of fun when their nickname is Queen of Lycra.  Dear listeners, let me introduce you to Marti Smith, Occupational Therapist, TBRI Practitioner, and Fellow with the Child Trauma Academy.Marti and I could talk for hours about the sensory system, the body, movement, and the overlap between all of this an attachment- but we'll have to come back another time for the fun conversation.  Today we are lucky enough to have Marti vulnerably how the personal and professional overlap.  How through her work becoming a more connected occupational therapist Marti has become a more connected mom, parter, and person.You can find Marti's trauma-tips video series at www.CreativeTherapies.comAfter you finish the episode, head over to RobynGobbel.com to explore all the free resources I have for you, including a free, three-part video series on the three questions to ask yourself when faced with your child's challenging behaviors at RobynGobbel.com/masterclass**********There are so many benefits (and no drawbacks!) to teaching kids and teens about the brain. I'll give you simple, fun ways to Teach Kids about their Awesome Brain. This 1.5 hour webinar airs live on Wed Oct 20. Everyone who registers will receive the recording so you don't have to attend live! CLICK HERE.

Dr. Bruce Perry is the senior fellow of the Child Trauma Academy. A major activity of the CTA is to translate emerging findings about the human brain and child development into practical implications for the ways we nurture, protect, enrich, educate and heal children. This model has been discussed as optimal for promoting social change in our current complex world.  Solving problems which involve parenting, education, the law, child protection systems, mental health, law enforcement and a host of related systems across every professional discipline is challenging. In response to this challenge, Dr. Perry and his team have created a collaborative, interdisciplinary virtual Center of Excellence to address the needs of high needs, high risk children. Dr. Perry is a psychiatrist who holds an MD and PhD. His accomplishments are vast and numerous but to highlight some they include: best selling author the book The Boy Who Was Raised As a Dog, faculty member, research professor, Chief of Psychiatry at Texas Children’s Hospital, and Medical Director. He has attended or held positions at Baylor, University of Chicago Medicine, Northwestern, Amherst, Stanford and Yale. His experience as a clinician and a researcher with traumatized children has led many community and governmental agencies to consult Dr. Perry following high-profile incidents involving traumatized children such as the Branch Davidian siege in Waco (1993), the Oklahoma City bombing (1995), the Columbine school shootings (1999), the September 11th terrorist attacks (2001), Hurricane Katrina (2005), and the Sandy Hook Elementary school shootings (2012) and more. A word about what Dr. Perry's work has meant to my work... His clinical research over the years has been focused on integrating emerging principles of developmental neuroscience into clinical practice. This work has resulted in the Neurosequential Model©. This approach to clinical problem solving has been integrated into the programs at dozens of large public and non-profit organizations serving at-risk children and their families including where I started as a Clinical Director in 2003 using Dr. Perry’s work…   Personal experiences at Littler Center, Namaqua Center, Mt. St Vincent Home for Children, and CereScan now CereHealth   Today...I think Dr. Perry can help lead the way to how we reform law enforcement and help black, disadvantaged communities heal and create new systems of reality for their futures.

Unparalleled. Unprecedented. Extraordinary. Whatever descriptor you use for this time of societal crisis, it is clear that we are facing any number of defining moments as we struggle with COVID-19, systemic racism and institutionalized injustice, economic freefall, and climate change. How have our brains and nervous systems evolved to respond to crisis and trauma? What is attachment and how does it support and enhance our capacity for resilience? How can the tiny ripples of attachment security in our daily lives influence these massive forces moving in our country and across the globe? Join Dr. Gregory Czyszczon as we explore these topics through the lens of interpersonal neurobiology. Dr. Gregory Czyszczon is an Assistant Professor of Counseling at Eastern Mennonite University (EMU). His specialties include working with trauma throughout the lifespan, particularly in the context of attachment patterning in childhood and attachment trauma in adulthood. He has written for the Neuropsychotherapist and Guilford’s Play Therapy: A Comprehensive Guide to Theory and Practice and has recently been featured on the Thoughtful Counselor podcast. Dr. Czyszczon is a board member of the Global Association for Interpersonal Neurobiology Studies (GAINS) and has trained for several years in the Neurosequential Model of Therapeutics (NMT) with the Neurosequential Network and Child Trauma Academy. He is the designer of and coordinator for EMU’s Integrated Ed.S. in School Counseling, a degree program launching in the Fall of 2021 with an emphasis on trauma, resilience, and restorative practices in schools.

Brain Breaks and School at Home   Joshua MacNeill, M.Ed. Director of NeuroLogic Initiative https://www.instagram.com/neurologic_bylakeside/ https://lakesidelink.com/training/neurologic/ Josh began his Lakeside career as a teacher where he quickly began adapting trauma informed strategies into his classroom. He realized how important this approach was and saw amazing improvements in his students. Because of Josh’s success both in his classroom and in communicating trauma informed educational practices, he began to get many requests to consult and train others, which propelled him to become the Director of Lakeside’s NeuroLogic Initiative. In addition to earning his Masters in Multicultural Education, Josh has completed both The Child Trauma Academy’s Neurosequential Model of Education and Therapeutics training program. He has presented at regional, state, national and international conferences and now offers training and consultation for schools and individuals throughout the United States and abroad. Additionally, Josh wrote, 101 Brain Breaks and Brain Based Educational Activities, a book filled with activities that help regulate each level of the brain. Book: https://amzn.to/2yg4iyj Self-Care Task:  Check your pulse.  Your body will tell you how you are feeling before your brain might be able to label it.   Play Idea:  Try out Minute to Win it type games a family.  Also, try to blow the paper football off the table.   Don't miss out on the FB group.  You'll need to know that I do something every day.    Have an idea? Email me at Play4life.Christy@gmail.com  or find me on Instagram here or there.   Want play & family connection ideas over email?  www.subscribepage.com/play4lifemoms Keep Calm and Mother On! Daily Mom to Mom tips during Coronavirus

Welcome to EPISODE #53 “Self-Regulation and Your Brain: Strategies to Bounce Back Towards Resilience.” During these strange and different times that we are all living these days, we need to have strategies that we are using on a daily basis to navigate through these challenging times, where we are all feeling the pressure, so we can stay focused on regulating ourselves first, and then in turn,  help others around us to stay regulated. You might have had strategies in place before the corona virus pandemic changed our world, but might be noticing that as each day passes, and we recognize more and more stressors and unpredictability facing us, that our baseline is changing, and our resilience levels are not the same.  Since we all have a brain, we will all be experiencing this in some way and I’m sure that like me, you will find this information helpful to build your own resilience levels back up to where we are used to having them, so we can resume our day to day life with a feeling of accomplishment, instead of letting the pressures get the best of us.But First, what is Self-Regulation and Why is it So Important?I do recommend going back to EPSIODE 14[i] where we covered self-regulation (one the 6 social and emotional learning competencies that we launched this podcast with) as “the foundational learning skill for future success.” This episode covers self-regulation strategies to help our children as well as for ourselves in the workplace. Just a quick review.Self-regulation is “the ability to manage your emotions and behavior in accordance with the demands of the situation. It includes being able to resist highly emotional reactions to upsetting stimuli, to calm yourself down when you get upset, adjust to a change in expectations and (the ability) to handle frustration”[ii] In other words, it’s the ability to bounce back after a setback or disappointment, and the ability to stay in congruence with your inner value system.  These days, this skill takes practice from all of us, and is one of those crucial life skills that I thought was important to cover on a deeper level.The ability to control one's behavior, emotions, and thoughts is an integral skill to be taught to young children as well, so they can form and maintain healthy relationships and connections later in life.[iii] As an adult, self-regulation is crucial to develop as we all know that life is full of ups and downs (and it seems like more so these days than usual) but we must be able to make our way through challenging situations before we can reach any level of achievement and success. It’s these challenging times that give us our future strength. We all know people who seem to bounce back after adversity. A calm, regulated leader can make others feel safer but it’s not by chance –it’s because they have learned how to self-regulate and intentionally get themselves back on course. This is a learned skill and if we are modeling and teaching this skill well, it will strengthen our students/children/workplace organizations, communities, culture and world, putting us all on the pathway of resilience where we can handle challenge and adversity. What does self-regulation look like in the brain? This episode will dive deeper into what’s actually happening in our brain when we become dysregulated, so we can learn how to recognize when we are in this place, and get ourselves back to a regulated, calm state.  Image: Dr. Bruce Perry's Neurosequential Network Covid-19 “Stress, Distress and Trauma Series” VIDEO 3 on Emotion Contagion https://www.neurosequential.com/covid-19-resourcesIf you have listened to the last episode[iv], you will know that I have been learning from Dr. Bruce Perry (who is an American psychiatrist and senior fellow of the Child Trauma Academy is Houston, Texas) and his online resources that he has created to help everyone (parents, educators, counselors) to navigate these challenging times with more understanding and he ties the brain into each topic that he covers. I’ve watched his Neurosequential Network Covid-19 “Stress, Distress and Trauma Series[v]” and have taken notes that have given me ideas to share on this podcast that we can all use right away. If you would like to learn more, please do visit his video series that I have included in the show notes (along with images to explain each concept) and have personally reached out to Dr. Perry to see if I could get him on this podcast in person, but this may take some time due to how busy he is right now doing his best to educate those in his close network (and I did see him working with Oprah yesterday) on best practices during these challenging times. Please do stay tuned, and in the meantime, I’ll share with you some concepts that I think are crucial for us to not just understand but be actively practicing on a day to day basis to keep our resilience buckets full.When we are regulated, and calm, we will have access to the higher levels of thinking in our brain through our neocortex. We can think, make decisions, and carry out our day to day activities, and have learned strategies to help us to self-regulate when stressors come our way. If you have access to the show notes, you will see a diagram of an upside-down triangle showing that when we are regulated, we have access to our neocortex and can make well thought out decisions. What’s happening now is that so many new stressors are coming our way and hitting us in a manner that many of us are now on our way to dysregulation where we do not have access to our higher-level thinking but become more reactive. I noticed this happening to me when I was working with one my kids on their school work this week (not something new but the whole working from home AND home-schooling is now new for many of us) and my daughter wasn’t happy with the fact she now has to do this either, so she was slouched over, trying to answer her math problems, with a bit of an attitude and was not putting in much effort. This pushed my buttons and before I know it, I’m reacting, and we all need to take a break and breathe. I had to stop and think about something I have been thinking about all week after watching Dr. Perry’s video series, that “a regulated, calm adult can regulate a dysregulated, anxious child, BUT a dysregulated adult can NEVER regulate a dysregulated child”[vi] and had to make some changes. In order for any of us to find our way through these times, we need to stop the minute we notice we are heading towards dysregulation and take a break and return when we are calm. “When a young child is made to feel safer (without a parent yelling at them) they will have access to their thinking brain, but if they are nervous, they will feel the power differentiator and lose the ability to use the higher functions of their brain.”[vii]This was my experience, but it’s also happening to parents all over the country, educators who are being asked to facilitate these new distance learning courses, front line workers in the health care industry who are now being pushed to their breaking points. Now more than ever we need to recognize when we are at the state of dysregulation and implement strategies to get us back to our baseline and build resiliency.DID YOU KNOW?“That when we are dealing with a dysregulated person, we can regulate them by the tone of our voice, how we listen to them, non-verbal signals and they will be able to reflect our calm?”[viii]Now more than ever we need to find strategies to help us to stay calm, and keep our head, because emotions are contagious. We will never make inroads with our children unless we maintain our calm and we want to avoid where Dr. Perry warned us that “for years to come, there will be a vulnerability in the population and their offspring”[ix] if we don’t take control of our emotions in times of stress.Tips to Stay Regulated, and Avoid the Traps of Dysregulation: Once you can get yourself to a place that’s calm, by BYPASSING negativity, you can RELAX, REFUEL and REFLECT/THINK[x] where you will have access to your neocortex/thinking part of your brain. If you can build these steps into your daily routine, you will be filling up your resiliency cup and building strength that you can use for years to come.BYPASS: Negative media like the news and social media. I’m sure you have heard that watching the news is bad for your brain, but have you ever wondered why? It’s the same reason that hanging out with the wrong crowd affects your results. After a prolonged amount of time, you begin to think and act like those you are spending the most time with. The longer we watch the news, or scroll through social media, the more stress we are exposed to, disconnecting us more from our calm, regulated state. Turn it off and just read the headlines if you want to stay on top of what’s happening.REFLECT: Give yourself some quiet time to think. Take a 3-5-minute break where you step away from your work and take this time to let your mind wander. It’s during these times of rest that flashes of insight can come our way. We can solve problems in this time, generate new ideas and think deeply.“We don’t learn from our experiences; we learn from reflecting on our experiences.”(John Dewey, 1933).RELAX: Meditation, music, deep breathing, or mental imagery. Research shows meditation improves health, well-being and our ability to deal with stress) but not everyone has the time to add this into their day, especially not right now when we all have more on our plates. Taking a few minutes, throughout your day to think of something that makes you happy is a quick way to relax and self-regulate.REFUEL: Find what gives you more energy and make it a priority. When you can get the right amount of sleep, exercise and healthy nutrition, your body should naturally feel refueled. Avoid things that drain your energy and keep things that refuel you on your daily schedule. Did you know that Einstein used to walk 2 hours/day to regulate? Dr. Dan Siegel[xi], clinical professor of psychiatry at the UCLA School of Medicine, and Executive Director of the Mindsight Institute reminds us that during this bad and threatening moment in time, we can look towards a vision of the future where there might be an improved/better world. Think of where you can be of service to others and improve your current relationships. Use this time to connect to others, learn new skills, improve and be kind to yourself, and to others. There are many places that you can go to learn new science-based approaches that can be applied to improve resiliency in your own life, or in schools and the workplace. I want to thank you so much for listening and supporting our podcast. When we launched this podcast, last June, I had no idea that we would have the interest we have received for this information. Thank you especially to our Canadian listeners who are keeping us in the Top 100 charts for iTunes for the Education: How-to Category[xii] for our United States listeners who have just got us into the top 100 charts for iTunes for the Education: How-to Category[xiii] and for everyone who listens to the episodes, increasing our visibility. We have just hit the Top 10 Social and Emotional Learning Podcasts to follow in 2020.[xiv] I know it’s important and timely, and I do look forward to bringing on new guests to help you to implement practical neuroscience in your daily life. See you next episode. RESOURCES:Relational Contagion Graphic from Dr. Bruce Perry’s Neurosequential Network Covid-19 “Stress, Distress and Trauma Series” VIDEO 3 on Emotion Contagion https://www.neurosequential.com/covid-19-resources REFERENCES:[i] Neuroscience Meets SEL Podcast EPISODE #14 “Self-Regulation: The Foundational Learning Skill for Future Success.” https://podcasts.apple.com/us/podcast/self-regulation-foundational-learning-skill-for-future/id1469683141?i=1000447299318[ii] How Can We Help Our Kids with Self-Regulation https://childmind.org/article/can-help-kids-self-regulation/amp/[iii] How to Practice Self-Regulation https://www.verywellmind.com/how-you-can-practice-self-regulation-4163536[iv] Neuroscience Meets SEL Podcast EPISODE #52 “Igniting Your Personal Leadership to Build Resiliency” Inspired by Dr. Bruce Perry https://podcasts.apple.com/us/podcast/igniting-your-personal-leadership-to-build-resiliency/id1469683141?i=1000470528327[v] Dr. Bruce Perry’s Neurosequential Network Covid-19 “Stress, Distress and Trauma Series” https://www.neurosequential.com/covid-19-resources[vi] Dr. Bruce Perry’s Neurosequential Network Covid-19 “Stress, Distress and Trauma Series” VIDEO 5 on Regulation  https://www.neurosequential.com/covid-19-resources[vii] Dr. Bruce Perry’s Neurosequential Network Covid-19 “Stress, Distress and Trauma Series” VIDEO 3 on Emotion Contagion https://www.neurosequential.com/covid-19-resources[viii] Dr. Bruce Perry’s Neurosequential Network Covid-19 “Stress, Distress and Trauma Series” VIDEO 3 on Emotion Contagion https://www.neurosequential.com/covid-19-resources[ix] Dr. Bruce Perry’s Neurosequential Network Covid-19 “Stress, Distress and Trauma Series” VIDEO 1 on Patterns of Stress: Risk and Resilience https://www.neurosequential.com/covid-19-resources[x] Kristie Brandt “Reflective Supervision” Training Friday April 10, 2020  https://www.neurosequential.com/covid-19-resources[xi] Dr. Dan Siegel Friday April 10, 2020 Crowdcast MWE Gathering  https://www.crowdcast.io/drdansiegel https://podcasts.apple.com/us/podcast/clinical-professor-psychiatry-at-ucla-school-medicine/id1469683141?i=1000456048761 and Neuroscience Meets SEL Podcast EPISODE #28 "Mindsight: The Basis of Social and Emotional Intelligence"https://podcasts.apple.com/us/podcast/clinical-professor-psychiatry-at-ucla-school-medicine/id1469683141?i=1000456048761[xii] Apple iTunes Charts for Canada Education: How-To Category  https://chartable.com/teams/neuroscience-meets-social-and-em/dashboard/charts?chart_id=75897&chart_type=itunes&podcast_id=neuroscience-meets-sel-with-andrea-samadi[xiii] Apple iTunes Charts for USA Education: How-To Category  https://chartable.com/teams/neuroscience-meets-social-and-em/dashboard/charts?chart_id=136377&chart_type=itunes&podcast_id=neuroscience-meets-sel-with-andrea-samadi[xiv] Top 10 Social and Emotional Learning Podcasts to Follow in 2020 https://blog.feedspot.com/social_emotional_learning_podcasts/ 

Now more than ever, we need leaders to emerge and take charge whether it’s you as a parent taking charge of your family’s daily schedule, or you as a worker navigating working from home. The powerful news is that you can use your own personal leadership skills to build resilience in your brain that will propel you and those around you forward. As we navigate the constant change we are all experiencing with the corona virus pandemic, I think it’s crucial that we stop and take some time to think about how we can take our own personal leadership skills to the next level to support those around us- those we work with, our families and our community. Understanding how our brains works during times of stress is more important than ever. I highly recommend listening to Episode 26, Simple Strategies for Overcoming the Pitfalls of the 3 Parts of Your Brain.[i]Once we have an understanding of how our brain works, we can use the extra energy we have to build our own personal resiliency, model it in our homes with our family and then reach out to others who might be under more extreme stress and could use your help and support. Together we are stronger.But first, just a reminder of how our brain deals with stress, understanding the 3 levels of stress response. Remember that some stress is good for us. We did cover this in EPSIODE 29 “How to Rewire Your Brain for Happiness and Well-Being to Optimize Learning.”[ii] Here’s a quick review. The Neuroscience of Anxiety: Calming the Basal Ganglia in Your BrainWithin our Limbic System, our emotional brain, is the Basal Ganglia that when revved high, makes us feel anxious. Do you know the difference between anxiety (our body’s natural response to stress that can become a mental disorder when someone regularly feels unusually high levels of anxiety) or stress (which is our body’s response to a challenge or demand)? Some anxiety is normal, and the same goes for stress.We know there are 3 levels of stress response.POSITIVE: Mild stress motivates us to complete our work projects or helps us to find solutions to problems that arise. This type of stress keeps us on our toes in our day to day lives and helps us to build resilience (which is the capacity to recover quickly from difficulties). We all want to raise resilient children and model resiliency in our homes, and we are doing this when we can manage this level of stress. We’ve all experienced that brief increase in heart rate when mild elevations in stress hormone levels hit our central nervous system when we need to speak in front of a crowd, play a sport, take a test, or that nervous energy we feel before a job interview.TOLERABLE: Serious, temporary stress responses, buffered by supportive relationships. The key is to have support systems in place for this type of stress. In the times we are facing today, many people are unable to get out and connect face to face with people to help manage this type of stress. I have seen news articles about the devastating impacts this type of stress is having on people. If you know someone who might be in this category, please keep in contact with them. Do your best to call them, and remember that connecting face to face over technology is much better than not at all.TOXIC: Prolonged activation of stress response systems in the absence of protective relationships. This is the one we are most concerned about as this type of stress causes the most damage. I recently learned that after the Hurricane Katrina struck the Gulf Coast in August, 2005, the offspring of people who went through this disaster showed an increase of substance abuse. (Perry, 2020).We must have strategies in place to help us to reduce anxiety and stress so that they don’t interfere with our day to day life. The more we can keep our stress levels on the tolerable side, the more regulated we become, increasing the resiliency we will have for ourselves, our families, our future children, community and workplaces.  A calm, regulated leader can help make others feel safer. (Perry, 2020). We must have strategies in place to regulate ourselves, by using our peers, friends and family to help support us, so we can then go on and extend ourselves to support others in need.A REMINDER OF STRATEGIES TO REDUCE ANXIETY AND STRESS Exercise, meditation and deep belly breathing to increase oxygen to the brain. If you want some exercise tips, be sure to check out episode #51 with Kelly Schmidt[iii] and for meditation examples, episode #25 with Mick Neustadt.[iv]Go for a walk outside-research shows that different brain regions are activated when you’re outside. Getting out into the sunshine increases the production of Vitamin D and serotonin—plus it just feels good. If you can’t go outside, look out a window.Zone out-let yourself do nothing for a while and just let your mind wander. Research shows that “creative incubation” happens during mind-wandering. You are more likely to problem-solve successfully if you let your mind wander and then come back to the challenge. Flashes of insight and solutions to problems often show up at this time, but we must be willing to allow these breaks.Don’t watch the news all day—silence is good for the brain.Mental imagery—warming images (like a cup of hot chocolate) if you are feeling stressed, or a place that makes you happy (the beach).Dietary supplements like fish oil, magnesium, l theanine (in green tea) and gabba supplements are known to help calm the brain. For years I have been quoting Dr. Bruce Perry’s work when referring to the fact that the amygdalae (the part of the limbic system in the brain which is responsible for emotions, survival instincts, and memory) are “hyper-responsive (exhibiting an exaggerated response to stimuli)  in children coming from hard places” (Perry, 1994) so students, educators, parents and the community must find tools and strategies to manage these more extreme levels of stress. This past Friday night, I found some quiet time to clean out my email inbox and came across a video I sent myself earlier in the week to watch when I had more time. If you are like me, it’s been a bit crazy with homeschooling emails, online sports emails mixing in with my work emails and I almost deleted this video without watching it. Thank goodness I didn’t. It was Dr. Bruce Perry[v] (an American psychiatrist, currently the senior Fellow of the Child Trauma Academy in Houston, Texas and an Adjunct Professor of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine in Chicago) speaking on a zoom training call about the importance of stepping up your leadership skills to help others who might be struggling at this time. This inspired me to create this podcast and send out a tweet about his training. My phone went crazy all night and the entire next day when I was writing this episode, with the activity on this tweet, so I know this message is important and timely. You can see Dr. Perry’s video series here[vi] but I thought I would summarize his main points for this episode and hope to have him on as a guest as soon as possible. We want to find ways where we can emerge as the calm leader, keep our stress controllable, where we are building resilience. When stress falls into the unpredictable side (where it can be at times these days when we aren’t sure what exactly is happening), sensitization happens where the brain sees everything as a threat. This is where dysregulation happens and is what we want to avoid since this stress causes physical problems in the body.  Research shows that this type of stress can have an epigenetic impact (impacting the well-being of our children’s children) beyond just our own, which is beyond scary. Dr. Bruce Perry reminds us that if we don’t find the leadership we need to help regulate our population in these stressful times that “we will have a sensitized population where years to come there will be a vulnerability in the population and their offspring.”[vii] To me this show us of the dire importance of leadership needed and finding the calm within the storm in our own lives, so we can be there to help others and prevent this from happening. I’m not willing to compromise future generations because of this mass hysteria and I hope you agree with me on the importance of helping yourself, so you can reach out and help others. Dr. Perry Suggests:Structure Builds Resiliency (so keep your daily routines).Be physically distant, but not emotionally distant. Be mindful outside of yourself.Continue the activities that regulate you from the bottom up (brainstem to neocortex) where our thinking and judgments remain sound and clear. Keep calm, and this will prevent you from going to your emotional state of mind where you might not make the best decisions.If we can all do our part to take leadership in our own families, regulate ourselves and make decisions from a calm place of mind, rather than from fear, we will be on the right path for building the resiliency our world needs at this time.    REFERENCES:[i]Neuroscience Meets SEL Podcast Episode 26 “Simple Strategies for Overcoming the Pitfalls of the 3 Parts of Your Brain” by Andrea Samadi  https://podcasts.apple.com/us/podcast/simple-strategies-for-overcoming-pitfalls-3-parts-your/id1469683141?i=1000454366492[ii] Neuroscience Meets SEL Podcast EPISODE #29 “How to Rewire Your Brain for Happiness and Well-Being to Optimize Learning”[iii] Neuroscience Meets SEL Podcast EPISODE #51 with Kelly Schmidt https://andreasamadi.podbean.com/e/fitness-expert-kelly-schmidt-on-easy-to-implement-fitness-and-nutrition-tips-to-maximize-home-workouts-and-meal-planning/[iv] Neuroscience Meets SEL Podcast EPISODE #25 with Mick Neustadt https://andreasamadi.podbean.com/e/mindfulness-and-meditation-expert-mick-neustadt-on-how-meditation-and-mindfulness-changes-your-life-results-and-potential/[v] https://www.neurosequential.com/why-choose-us[vi] Dr. Bruce Perry’s Neurosequential Network’s “Covid-19 Stress, Distress and Trauma Series” https://www.neurosequential.com/covid-19-resources[vii] Dr. Bruce Perry’s Neurosequential Network’s “Covid-19 Stress, Distress and Trauma Series” https://www.neurosequential.com/covid-19-resources (Find this quote at 25:16) 

Join the Awakening Educator as we interview, Bruce Perry, M.D., Ph.D., who was recently featured on CBS's 60 Minutes with Oprah Winfrey, and who is a neuroscientist and child psychiatrist, principal member of the theNeurosequential Model Network and the Senior Fellow at the Child Trauma Academy in Houston, Texas. He is also the author of the best-selling book, The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist's Notebook and his recent collaboration with Oprah Winfrey: What Happened to You?This show is brought to you by Your 3 Eyes:https://www.your3eyes.com/join-the-movement.html

Randy Webb MA MC LPC LMHC returns to the Intentional Clinician to discuss Dr. Bruce Perry M.D., Ph.D's Neurosequential Model. Randy and host, Paul Krauss MA LPC, explain what the Neurosequential Model is and discuss the immense amounts research by Dr. Bruce Perry and other leaders in the fields of trauma-informed care and neurobiology. Randy and Paul discuss possible applications for the Neurosequential Model and the emerging research on trauma, stress, and the human nervous system in the fields of psychotherapy, health care in general, education, the justice system, government policy, and more. Randy and Paul discuss cultural barriers and the older system of medicine, compared to the emerging Trauma-Informed Care and its implications for our communities and how we live. Further discussed is how the emerging research of neurobiology and the human nervous system could actually bring out positive ideas and promote methods that could help people live more fulfilling lives. In fact, the emerging research on the nervous system and Dr. Perry's Neurosequential Model has implications far beyond healthcare and if understood and applied with care--it could shift culture and promote more unity among the human race.
 Also discussed: Bert Powell MA, Human Development, Emotional Regulation, Brain Organization, Protective Factors, Adverse Childhood Experiences Study, Early Childhood Developmental Trauma, Nervous System Development, Environment and Community, Brain Structure, Attachment, Empathy, Mirror Neurons, Counseling, Peter Levine Ph.D., Counseling Research, Scott Miller Ph.D., The Child Trauma Academy, Therapeutic Group Homes, Trauma Informed Care, Violence, Stress, Working with Caregivers, Dosages of Change and Stress, Strength-Based Approach versus Pointing out Pathologies, The Justice System, Education System, the limits of the diagnostic system, the limits of behaviorism, root causes of acting out, Dissociation, Explosive Behaviors, Adaptive Information Processing Model, Human Relationships, Diversity, Uniting the Opposites and more. Randy Webb MA MC LPC LMHC works in Phoenix, AZ as a Private Practice Counselor, TRN/ HAP EMDR Facilitator, and a learning consultant for a large behavioral health organization in Maricopa County Arizona. Paul Krauss MA LPC is the Clinical Director of Health for Life Grand Rapids, home of The Trauma-Informed Counseling Center of Grand Rapids. Paul is also a Private Practice Psychotherapist, EMDRIA Consultant in Training (CIT), host of the Intentional Clinician podcast, Behavioral Health Consultant, Clinical Trainer, and Counseling Supervisor. Paul is now offering consulting for a few individuals and organizations. Paul is the creator of the National Violence Prevention Hotline (in progress)  as well as the Intentional Clinician Training Program for Counselors. Questions? Call the office at 616-200-4433.  If you are looking for EMDRIA consulting groups, Paul Krauss MA LPC is now hosting weekly online and in-person groups.  For details, click here. Follow Health for Life Grand Rapids: Instagram   |   Facebook     |     Youtube Learn more about Dr. Bruce Perry M.D., Ph.D's work below: http://childtrauma.org/ http://teacher.scholastic.com/professional/bruceperry/ https://www.cpe.rutgers.edu/trauma/docs/Dr-Bruce-Perry-Bio.pdf https://en.wikipedia.org/wiki/Bruce_D._Perry Original music: ”Shades of Currency" [Instrumental] from Archetypes by PAWL “Smaller Rivers” from Sam Prekop by Sam Prekop “A Cloud to the Back” from Sam Prekop by Sam Prekop “Any Day” from Any Day by The Sea and Cake

EdsUp! gets a moment with Dr. Bruce D. Perry at the 2019 Second Annual Early Childhood Speaker Series, where he was a speaker. Dr. Perry is an American psychiatrist, currently the Senior Fellow of the Child Trauma Academy in Houston, Texas and an Adjunct Professor of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine in Chicago, Illinois.

Sports and exercise can be a powerful tool of engagement and teaching,. But it can also be a stressful experience for students who struggle at school. Learn about the science of trauma informed physical education with Megan Bartlett. Megan has spent most of her career working in, designing, and advocating for programs that use sports to promote youth development and positively impact communities. She speaks regularly on the power of sport to create social change and help kids heal and is co-author of the book Re-Designing Youth Sports: Change the Game. Megan serves on Nike's Global Training Advisory Group and is working Dr. Bruce Perry and the Child Trauma Academy to create the Neurosequential Model in Sport-—a fully trauma informed sport intervention model. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

Bruce Perry, M.D., Ph.D., is a neuroscientist and child psychiatrist, Principal Member of the Neurosequential Model Network and the Senior Fellow at the Child Trauma Academy in Houston, Texas. He is also the author of best-selling book, The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist's Notebook--What Traumatized Children Can Teach Us About Loss, Love, and Healing, and also published Born for Love: Why Empathy Is Essential--and Endangered. Both are co-authored with journalist Maria Szalavitz. In our wide-ranging conversation, Dr. Perry goes deep into explaining the brain’s architecture and neuroplasticity: why the first two months of an infant’s life are incredibly impactful across an individual’s lifetime, creating pathways for later helpful or harmful behaviors to self or others. He also discusses how current models of mental health may be adapted to effectively treat trauma at its roots. Dr. Perry also explains the implications of untreated trauma on our greater collective wellbeing, how regulated embodiment can be transformative healing, and the role curiosity, joy and love in growing care, community and connection. *** Dr. Perry is the Senior Fellow of The ChildTrauma Academy a Community of Practice based in Houston, TX and Professor (Adjunct) in the Departments of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine at Northwestern University in Chicago andthe School of Allied Health, College of Science, Health and Engineering, La Trobe University, Melbourne, Victoria  Australia.  https://www.bdperry.com/ https://www.neurosequential.com/ http://childtrauma.org/

In conditioned recognition of April as Child Abuse Prevention Month, Gabriel and Heather are discussing Neglect. Child neglect occurs when a parent or caregiver does not give the child the care he/she needs based on his/her age although the finances and/resources are available to do so. Neglect is the most frequently reported type of abuse to social service agencies, and is a form of trauma and can be a form of complex trauma depending on the extent to which it is present. In this episode, Heather and Gabriel discuss examples of child neglect as well as adverse effects of neglect including the effects on the developing brain. Resource for counselors: National Child Traumatic Stress Network http://www.nctsn.org/ Child Trauma Academy www.childtrauma.org Books by Dr. Bruce Perry http://childtrauma.org/roktabs/

In conditioned recognition of April as Child Abuse Prevention Month, Gabriel and Heather are discussing Neglect. Child neglect occurs when a parent or caregiver does not give the child the care he/she needs based on his/her age although the finances and/resources are available to do so. Neglect is the most frequently reported type of abuse to social service agencies, and is a form of trauma and can be a form of complex trauma depending on the extent to which it is present. In this episode, Heather and Gabriel discuss examples of child neglect as well as adverse effects of neglect including the effects on the developing brain. Resource for counselors:National Child Traumatic Stress Network http://www.nctsn.org/Child Trauma Academy www.childtrauma.org Books by Dr. Bruce Perry http://childtrauma.org/roktabs/

How Children Are Like Horses (And Why You Should Care)   If you have been listening to Therapy Chat podcast lately, you know that I have been talking about using equine assisted psychotherapy and education methods to get in touch with our emotional experiences. In Episode 55 I described my own experience of making a deep soul connection in a barn when I spent a Saturday morning at an equine learning workshop with four other women and two horses. That changed me and I am still feeling it, weeks later. I can’t wait to do more – and I will in a couple weeks when I trek to the Hudson Valley for a beautiful Equine Retreat for Therapists and Healers offered by my friends and colleagues Rebecca Wong and Marisa Goudy.   Then in Episode 56 I interviewed Charlotte Hiler Easley, an LCSW and Equine Specialist in Lexington, Kentucky who developed a model called Equine Assisted Survivors of Trauma Therapy that is being used with survivors of sexual assault to experientially teach safety in our bodies, to see what it feels like to set and hold boundaries, and to take care of ourselves in relationship – as well as allowing ourselves to be vulnerable and risk trusting another who may hurt us. This experiential work with survivors of trauma sounds very powerful to me, as someone who has worked for years with trauma survivors; and as someone who has recently had a life-changing experience with horses.   In hearing about Charlotte’s work and after my own experience I realized there are some similarities between children and horses which are very relevant to the therapy work I do with my clients. It might seem like a strange connection, but stay with me. I’m going to tell you about three ways that children are like horses and why you should care.   As I explained in episode 55 and the blog post that went with it – this information comes from the EAGALA website - equine-assisted psychotherapy and learning works for these reasons:   “Because horses are prey animals, they rely on non-verbal cues to stay alive. Their lives depend on accurately reading these cues.” Horses learn from their interactions with us whether or not we are safe, which lets them know if they are safe. Children do the same thing. They read our body language more than our words.   “Like humans, horses are social creatures who live in herds.”We humans are wired for connection, as Brené Brown frequently says. It goes back to attachment. Children need protection and care from the adults they depend on for survival. When a baby is born that child is completely helpless and dependent upon their caregivers for protection. Safety to a newborn baby means being given food, sheltered from the elements and being held and soothed. Physical safety is being protected from harm; emotional safety is “will you be there when I need you? Do you care about what I need?”   “Horses know when what we are saying and doing don't match what we are feeling and sensing, even though we might not know. They reflect back to us what we are feeling and sensing, or the incongruence between our feelings, sensations, words and actions, even (especially) when it's outside of our conscious awareness." Children also notice incongruence between our words and our non-verbal cues. Children know when a parent says they are not mad but they really are. They know when a parent is crying, but says nothing is wrong, that it isn’t true. Why do they pay attention to this? It’s part of how they make sure they are safe. If their primary caregiver isn’t okay, then they aren’t okay, because who will take care of them if something happens to the primary caregiver?   Okay, so I’ve made my case for children being like horses in three ways, but why should you care? Well, you should care if you are a parent because it’s important to understand what your children need in order to thrive. (Click here to listen to Episode 21 on raising well-adjusted children). And you should care even if you aren’t a parent because you were once a child! Yeah, but that was in the past, right? Not so fast! Attachment affects us throughout the lifespan. It shows up in our peer relationships, intimate partner relationships, in our interactions with our coworkers, supervisors and supervisees and it affects how we feel about ourselves in general.   The attachment that develops between a child and their primary caregiver begins immediately at birth. It continues to develop, with the most intense period of attachment development happening between birth and age 3. As I mentioned, children depend upon the attachment with their primary caregivers for survival.   However, attachment repair can happen throughout the lifespan, so even if there was a disruption to secure attachment between the child and the primary caregiver, in most cases it is not too late to change this. In the worst cases of child neglect, in which children are deprived of touch and verbal interaction with their primary caregivers, brain development can be severely impacted. Studies have found a connection between severe child neglect and reduced brain size and changes to structures of the brain using brain scans for side-by-side comparison. You can learn more about this at Dr. Bruce Perry’s Child Trauma Academy, which is found at www.childtrauma.org.   In Episode 46 of Therapy Chat I talked with Julie Hanks about how assertiveness is influenced by attachment. In future episodes you’re going to hear a lot more about attachment and trauma. Our next episode will kick off the series on attachment and trauma with an interview with Amy Sugeno, LCSW. Amy is in private practice in Texas, where she specializes in helping people who have experienced childhood trauma, including adoption. Later in the series you’ll hear from Stuart Fensterheim, LCSW; Rebecca Wong, LCSW-R; Brittainy Wagner, LPC; Katie K. May, NCC; David Emerson of the Trauma Center at JRI; David Shannahoff-Khalsa of the UCSD Center for Integrative Medicine; Robert Cox, PLPC and many others. I hope you’ll enjoy this series on a subject which I personally find fascinating. The more I learn, the more I realize the way we show up in our lives is all about attachment.   I can’t wait to share these episodes with you over the coming months. Thank you for listening to Therapy Chat today! I hope you have heard something useful. I’d love to hear your feedback! What do you like, what do you not like? Is there a topic you would like to hear discussed on Therapy Chat? Get in touch with me! Visit http://therapychatpodcast.com and leave a message for me using the green button you’ll see there. And please visit iTunes to leave a rating and review and subscribe to receive all the latest episodes of Therapy Chat! You can find all episodes on the website, and Therapy Chat is also on iHeartRadio, Google Play, Stitcher and YouTube.

Children adopted from foster care or from an orphanage abroad have likely experienced some level of trauma from abuse, neglect, or malnutrition. What can adoptive parents do to help? Host Dawn Davenport will interview Dr. Bruce Perry, child psychiatrist and founder of Child Trauma Academy, and author of The Boy Who Was Raised as a Dog. Dr. Perry has been consulted on how to help children involved with the following high profile incidents involving traumatized children such as the Branch Davidian siege in Waco (1993), the Oklahoma City bombing (1995), the Columbine school shootings (1999), the September 11th terrorist attacks (2001), Hurricane Katrina (2005), the FLDS polygamist sect (2008), the earthquake in Haiti (2010), the tsunami in Tohoku Japan (2011) and the Sandy Hook Elementary school shootings (2012).  foster care adoption, international adoption, special needs adoption, older child adoption, toddler adoption, orphan care Blog summary of the show and highlights can be found here:   Blog summary of the show   Highlights   More Creating a Family resources on parenting after adoption can be found here. Support the show (https://creatingafamily.org/donation/)