Saturday, March 10, 2018

Six Thoughts as Oprah Tackles Childhood Trauma

Learning about developmental trauma has changed the way I see most people. At one point I thought of the relationship that’s most stressful for me and I decided to measure that person’s Adverse Childhood Experiences (ACE) score and I wasn’t surprised that her score (from what I knew of her experiences) was unusually high.

No wonder she treated me so poorly!

For the first time since I’d known this person I began to look at her with compassion rather than being angered by her unfair treatment of me.

Parenting children from hard places, I have to understand how trauma impacts development, and, the more I learn, the more I realize childhood trauma is a pervasive problem that needs to be better addressed in our society.

Like many of you, I’m looking forward to hearing the conversation between Oprah and Dr. Bruce Perry tomorrow on 60 Minutes and I’m thankful Oprah is using her platform to join and initiate such a crucial discussion.

In preparation for tomorrow’s segment, I began gathering some of my often-too-scattered-to-share thoughts regarding developmental trauma, and they are summarized in the following six ways.

1. Language Matters

For the past twenty years I’ve worked with children in residential care and the diagnosis for those struggling the most from their early life experiences has always been “Reactive Attachment Disorder,” often shortened to “RAD.” The label is still used, although it seems many professionals are beginning to question the diagnosis. There’s been a movement to change the diagnosis to “Developmental Trauma.”

When a child has suffered from trauma that has interrupted his development, the ability to attach with a caregiver is impacted. However, “attachment” is a two-way street. If all a child knows from primary caregivers is neglect and/or abuse, he has to do what he needs to do to survive.

Labeling him with an attachment disorder insinuates that he must change when he does not have that ability. The only way for his attachment experience to change is for a loving caregiver to monitor his relational tolerance and consistently nurture him in ways he can handle until he can handle more. Then, his caregiver has to adjust nurture to match the child’s increased tolerance for nurture.

A friend of mine used to say that “Reactive Attachment Disorder” was a natural response to a very unnatural problem. When we label the child as “disordered,” it’s easy to forget that the caregivers must do whatever is in their power to create both real and felt safety so they can build their mutual attachment.

Once I made the shift away from using the term “Reactive Attachment Disorder,” to speaking more generally of trauma, it was easier to see that the behaviors I was so frightened by were survival strategies. It didn’t take long for me to drop the words “manipulation” and “control” once I realized these were tools my child used to survive and they weren’t premeditated. Again, it was all he knew to do to survive.

Once I began seeing my child as a survivor who was constantly in a battle, I began to have compassion on him rather than fearing him. Once my compassion grew, I had more clarity on how to specifically support my child.

2. The Behaviors often Associated with those Labeled with RAD are Real

As I’ve mentioned before, the behaviors of children who don’t feel safe and can’t regulate their emotions can be terrifying and, for years, I remember reading information that labeled these children with RAD and said there was little possibility of them ever developing a conscience.

The fear I had as a result of my reading led me to believe our children were doomed. Our family was doomed. When I first heard Bruce Perry MD speak about trauma and how children can make progress, I began to make a shift. Eventually, rather than being scared of my children, I began to notice their fears. Once I began to see their fears more clearly, I had the ability to begin protecting them from those fears. Once our children were less scared, their behaviors became a ton less scary.

I finally realized that the place I needed to begin was to be safe and create safety and routine for my children. After time, my children were calm enough around me to hear some of my words. It seemed to take forever before I could begin helping them problem solve verbally, but, in a way that seemed to make our relationship more natural. The parents of a newborn are constantly watching for signs and patterns so they know how to provide for their child’s needs. I had the opportunity to mirror this process with my adopted children until they felt safe and confident enough to verbally process with me.

3. Parents often Feel Isolated, Judged, and Hopeless

Our families need help that is rarely available to us. Before our children feel safe with their primary caregivers, they often need frequent, long, and predictable breaks from their caregivers because, for many of them, primary caregivers are their number one fear- for good reason. Their caregivers also need predictable breaks from their lovely children.

Getting these breaks is nearly impossible though. Even school rarely seems like a break. In fact, until babysitters, camps, and schools understand some trauma basics, the time our children spend with them does more harm than good- leaving the entire family feeling overwhelmed and hopeless.

Those supporting our family need to know that it isn’t cute when a child they’ve never met jumps into their arms and starts kissing them on the cheek- it’s survival. They need to know how to respond kindly to that survival. [For example:  Hi. What’s your name? We don’t know each other yet, but I hope you’ll still like me on Friday. If so, maybe you can give me a hug then. It’s not safe to hug strangers.]

When our friends see our families, our children often present their best behavior. Our friends see this behavior and don’t understand that being around strangers brings our children’s stress levels down and they are able to function higher as a result. They also don’t understand that our children have often depended on strangers to safely meet their needs when the adults in their lives have been untrustworthy or that they’ve often learned to charm strangers as a defense mechanism.

As a result of friends seeing only charming behavior from our hurting children, the parents in our families are often dismissed as having gone crazy post adoption and the result is often painful isolation from healthy community.

4. The Support our Families Need

I’m going to limit this bullet to education, childcare, and therapy for brevity.

The first years our children were home it seemed their education was nearly impossible. Their schools weren’t trauma informed. The information we shared with schools was rarely considered. Our children suffered. Our family suffered.

Even when children who have experienced developmental trauma seem to function high, there are often gaps in their education, sensory needs, language, and social skills that need more attention than I had ever imagined. Our children had to spend so much of their effort surviving the way they knew how that they often missed opportunities to develop skills necessary to thrive in a healthy environment.

Our children need years to work on those skills in a setting that is low stress. Most of the children in care I’ve worked with over the years would have benefited greatly if they’d been provided with tutoring, speech therapy, occupational therapy, in a low stress environment- rather than in a traditional classroom- to develop skills they are lacking. The classroom is swarming with relationships that are often overwhelming for our children during the years they are building their general relational tolerance.

As I mentioned, school was an unhealthy place for our children during their first years at home. During that time, we only saw our children thrive in one setting: nature camp.They loved the wide open space. The nature was calming to them. Their sensory needs were met as they explored. The only problem we ever had was one of my children refusing to return to the building for lunch!

If I could develop a program to help families heal and build healthy attachments, it would begin with nature. There would be a wide open natural space to explore, clean portable restrooms, outdoor sinks, and picnic tables. Children would not need to go through any unnecessary transitions as transitions are often felt as threats/losses. The staff would be trauma informed and would work closely with families to be sure they were encouraging rather than hindering healthy attachments.

Beyond what our children need, their parents need excellent, trauma-informed coaching. In my experience, during our earliest days, this was far more valuable than sending our children to therapy. We’ve had great experiences with a trauma-informed therapist, but excellent therapists who understand our children are challenging to find. Our experience is that any therapy that isn’t helping is hurting. Finding parent coaches can be far less stressful. Parents can choose coaches from all over the world and meet with them via Skype when their children are sleeping. Our family needed coaching to know how to help our children feel safe and how to lower their stress so we could eventually build trust and enjoy being in a trusting relationship.

5. There is Hope

Seven years ago, I imagined by this time our family would have at least one child living in a residential treatment center. While it’s possible that’s still in our future and we do not see residential treatment as a failure, we’re in a much brighter place than we ever imagined. One of our children wants to go to a small, private school so he can develop and nurture closer friendships. Another child spent a couple of unexpected months home from school this year and he jumped right into the homeschool community without reservation. He knew it was a safe community because I brought him there and because I was present.

6. Our Families Need to be Heard

While those of us parenting children who have a history of trauma need to be heard and understood, even greater is the need for our children to be heard and understood. Like Oprah said, “The question that we should be asking is not ‘What’s wrong with that child,’ it’s ‘What happened to that child?’”

Our children speak loudly through their behavior before they feel safe enough in a trusting relationship to communicate using their voices.

They don’t need to be judged. They need to be heard.

Monday, February 19, 2018

One of Those Days...

Last week, I had one of those days....

As I abruptly and unwillingly awoke to the blasting of a neighbor's car stereo at 5:30 am, I didn't have opportunity to assess the situation before answering an urgent call from a disoriented five-year-old. After getting him settled in our room, I realized the reason I was experiencing the neighbor's car stereo to the fullest was because there was a neighborhood blackout. This explained the loss of the faithful sound machines and nightlights which led to our child waking at such an unreasonable hour. It also explained why I ran into no less than three walls on my way to rescue him from his perils. I rose an hour later to wake two of my sons for school and our youngest (still wide awake) jumped out of bed eager to begin his day. Our two older sons were extra groggy and eventually admitted to being awakened by the blackout. [This is a thing when you live in the city. We aren't used to the dark, and we trust our sound machines and/or window unit air conditioners to block out the sounds of our neighbors’ lives during the hours we choose to sleep.]

That evening, chaos abounded with the usual needs and requests for water, stories, and my perpetual presence (in at least three places at one time). The evening was also sprinkled with requests that tend to happen rarely (and, typically, not all at once): a thermometer, Vicks, and for the neighbor to fix their security light that was apparently impacted by the blackout and had not (much to my child's demise) yet been restored. [Who knew  the sliver of light produced by an obnoxiously bright lamp fifteen feet away and ninety-five percent blocked by a blackout shade would be an irreplaceable comfort?]

It would be depressing for me to even record the above if it weren't for the middle of my day. Two of my sons and I ran errands together and then took the long way to visit Matt at a fundraising event for his work. Our ten-year-old son stayed to help and was later delighted to recount all he learned at the event, about his fundraising success, and about the joys of getting to know his colleagues better. It turns out his exuberance for preventing homelessness far outweighs his fear of asking total strangers for money.

During the event, our youngest and I walked around the city together holding hands. We decided to take public transportation to our favorite cafe for lunch. We played Connect Four while consuming savory crepes and vanilla cream puffs. Since it was just the two of us, I had opportunity to delight in his every expression. We then walked the mile home, and a friendly dog walker asked my five-year-old if he would "help train" her youngest charge (a two-and-a-half month old Chihuahua) by giving him a treat. My heart leapt watching him, donned in his Robin superhero costume, carefully (and seriously) fulfill his responsibility. When we arrived at home, I allowed him to choose a short film and we watched it snuggled together. When the film was over, he took off to play with his Legos, and I had the pleasure of listening to him as he, along with his team of misfit heroes, saved the entire world no less than seven times. Eventually, he moved so he was playing within two feet of me- glowing- basking in the awareness of my delight in him. Later we chatted as we traveled to pick his older brothers up from school. When they saw us, they were all smiles- glad to be going home and glad it was burrito night. They all three cracked jokes that were borderline inappropriate for dinner conversation, collapsing into giggling hysterics several times over the course of the meal.

After breakfast until about an hour into the bedtime routine, our family enjoyed each other during each moment we were together.

It's easy to judge a day by one or two lousy snapshots. At 9:30, that night, when I was rinsing potassium hydroxide out of my eyes because I had finally located the thermometer and opened its battery compartment only to find the batteries had leaked some time ago- in that moment- I wasn’t remembering the joy that should have defined my day.

I do the same thing in years. And in decades.

For seven years our family's challenges have been almost unbearable. There were times we didn't think we would make it.

And we still have excruciating battles. This year has not been a picnic. One of our sons missed over two months of school and endured some major medical setbacks because of gross negligence on the part of his school. The rest of our family walked through that messy trial with him. For much of the year it's seemed we've been engaged in active combat. We have scars. One of our sons couldn't bear the stress of watching his brother's pain and that stress impacted his health dramatically. Another of our children couldn't sleep during a period of about three months. It seemed every hour, all night, he needed to be reminded everything would be okay.

And our other child- he showed more compassion than we expected to see from him. Ever. His thirst for relationships grew. His trust in his parents grew. His love for his brothers grew. His desire to be a part of a positive community grew. He helped carry burdens, wrote encouraging notes, asked the right questions, and listened intently to the answers.

One night Matt was recounting our three current, greatest struggles and I was overwhelmed with sudden gratitude.

While the snapshot is still ugly... I realized that if you had told us seven years ago that the three struggles we're currently facing would be our current struggles, we would have jumped for joy! We would have fallen on our knees thanking our Father for providing in ways we never could have imagined.

So yes. I'm tired. Our house smells like stale burritos and Vicks. If I’m lucky, I smell like stale burritos and Vicks. I wipe every surface before touching it. We are still lacking the ambiance formerly provided by our neighbor's flood light. There isn't enough caffeine in the world to remedy my lack of sleep over the last several months. Our relationship with our child's school is awkward, lonely, and frail. And it seems I’m going to have to go out and buy a new thermometer.

Even more weighty is the fact that we have very little specific direction on how to meet our children's very real and ever-changing needs over the next days, weeks, months, and years.

But the reason we lack direction is because our current struggles are linked to miraculous growth in our family that we could never have anticipated.

So today I refuse to allow my happiness to be determined by the chaotic snapshot and the presence of my current struggle. Rather, I'm going to take a step back and see the miracle behind the snapshot and the challenge.

Because,in our experience, today's struggles are the almost always the result of yesterday's miracles.

Wednesday, January 10, 2018

My Favorite Adoption Resource

Beacon House truly rocked this outstanding resource on the Window of Tolerance and I wanted to share it with all of you. 

This resource could be helpful to share with schools, after-school programs, and extended family members. It's helpful for me as a parent. 

For years, it seemed as if Attachment Therapies had a propensity to focus on bonding. I remember reading books where the suggestions were to carry our child, hold our child, rock our child, and spoon feed him. While those suggestions could be helpful if a child is ready to accept them from his caregiver, they can only cause setbacks if the nurture is being offered outside of the child's Window of Tolerance. Providing "nurture" outside of a child's Window of Tolerance causes the child to experience distress. 

When my children first came home, I realized, for them, structure was nurture- the only nurture they could handle from me at the moment. In the beginning, the only way I could reduce my children's anxiety so we could begin a relationship was to provide structure for them so they could begin to feel safe.  

I wish I had known about the Window of Tolerance before our children came home and I hope this resource is as helpful for you and for your community as it is for our family. 

You can follow this link to a podcast hosted by my friend Melissa. During our conversation we discuss our experiences learning about Regulation and Tolerance. 

You can learn more about our journey toward Regulation here. 

Friday, October 20, 2017

Adoption & Home

For the past year or so I’ve had this theory that in a different house, our two children who (much to their frustration) need constant adult intervention in our current space, could safely have the independence they’ve been longing for.

My theory has gone largely untested because we live in the city, and, by city standards, we have a generous amount of space.

However, my theory isn’t completely about the amount of space. It’s about layout, where the house sits on the lot, distance to neighbors, how wooded the lot is, and even the size of the driveway. I’ve had a suspicion that an ideal space could greatly lower our sons’ stress levels so they could use more of their energy to enjoy life. According to my theory, every relationship in our family could be positively impacted by the right space. The right space (again, theoretically) could lead to more community for our family as we could be less isolated and better friends if only we had the right space to invite them into.

A few weeks ago, we had the opportunity to test my theory. We attended an open house after school on a Thursday- a time my children typically have difficulty interacting with each other because they’re exhausted. We all are.

While two of our children need adult direction at least once every five minutes when they’re at home, they played for an hour and fifteen minutes in the yard at this open house without needing us once! All four brothers were creative, collaborating, and calm in that space. Matt and I walked around the property as if we were on a date.

If you look back over our past few years and consider our choices, we shouldn’t be in the position to rent a two bedroom apartment in zip code, and yet, miraculously, our children are having their most urgent needs met in a house much nicer than we ever imagined living in. Knowing the miraculous events that led us to our current housing situation, I’ve felt guilty even considering moving on...

...until I saw how well my children could manage in a different space.

The theory has now been tested. Now I know there are some settings that lower our children’s stress so significantly they’re free to function at a much higher level. In a more ideal space, our children don’t have to use all of their energy just to survive. In an ideal space, our children exude joy. In an ideal space, our children have a greater capacity to connect with others.

Our journey to that particular open house was first motivated by our general curiosity about the area. We also hoped for an opportunity to test our growing theory. At a glance, the property was far beyond our reach.

After we saw how healthy our family was there, we put the highest offer we could put on the house and submitted a detailed letter (complete with family photo) with the offer.

And...we didn’t get it.

While I have moments of grief and anxiety over the whole ordeal, I have more moments of gratitude and hope. We now know what our children need! We may not currently have the means to meet those needs, but that’s always been part of our journey. That’s where we have to pray, hope, and wait.

So that’s where we currently are.

Monday, October 2, 2017

Conversation with a Friend

Since adopting our children, I've met wonderful friends in unlikely places (e.g. Facebook, Twitter, Group Therapy). I'm constantly challenged to become a better parent and a better person by these courageous friends. Honestly, I don't wish to imagine where I would be without their honesty, support, and wisdom. 

One of these lovely friends is Melissa from The Cork Board. She recently began a Podcast and I was honored to be her guest. 

Although I don't see myself being motivated enough to begin my own podcast, I greatly appreciate the depth that accompanies our conversation. When I blog, you hear what's going on in my heart, and what works for our very unique family. In the conversation with Melissa, you hear that while many of our experiences are similar, our problem solving looks different- and it has to because our families are different.

You can listen to the Podcast HERE.  

I'd love to hear if you can relate (and, in some instances, hope you can't). 

Tuesday, September 5, 2017

Developmental Trauma & Back to School

A couple weeks ago was the long-awaited first day of school for two of my children...

Due to developmental trauma, they crave structure that is next to impossible for me to provide them during summer vacation. Also, we live in the city, so running in a backyard for hours, daily, isn’t an option.

All summer long, I ran our family like I was running a highly-structured day camp. Our days resembled the days I once planned when I was a houseparent at a children’s home before having children. Every single moment was accounted for.  Every single moment received vigilant attention.

Still, it wasn’t enough for two of my children, and it was far too much for my other two…

By the time their brothers were happily waving from their school bus, my other two sons were desperate for weeks of unstructured play. I had to remind them to eat meals the first day of school because they were so absorbed in playing.

Because my two children needed their unstructured play more than anything else that first week, I only planned one (super fun) outing. We ventured to the teacher store to prepare for our homeschool year. This excursion isn’t even annual for us as I don’t ever brave a retail establishment unless I find it absolutely unavoidable- so the boys spent the better part of two hours exploring necessary educational tools such as kinetic sand, planetarium projectors, and musical instruments I would never purchase for them because I place a high value on my remaining sanity.

The teacher store we (in) frequent is kind of a hike for us so by the end of our visit we were looking forward to going home and each curling up with a good book when BAM, we got rear ended trying to enter a traffic circle. Whiplash.

The outing in its entirety is a perfect picture of how school starts for my other two sons- both of whom have endured developmental trauma. They can’t wait to get back into their highly structured routine. They wave delightedly from the bus and then BAM they realize summer is over and they’re no longer in their former, trusted teacher’s care.

The specific thing they were longing for no longer exists for them, and they feel a bit lost.

Then my phone starts ringing... because no matter how much I try to prepare my children for the new school year and their teachers for my children as their students, it is never enough.

I told a friend recently that I spend an average of five hours a week on communication with teachers in my sons’ school. At the end and beginning of the school year, I spend 25-30 hours a week preparing communication with my children’s school so my sons have the scaffolding they need to transition well.

Every year I feel more prepared than the year before and, nevertheless, I end up with whiplash.

Still, we’ve made progress in our communication with teachers over the years. The conversation must evolve as our relationships with our children deepen, our understanding of trauma deepens, and even our understanding of our children’s school culture deepens.

This year we shared the following info with our children’s teachers so the teachers had the information they needed to begin building trusting relationships with our children and so our children could feel safe enough in the classroom to regulate their emotions and learn. It is always our hope that as our children get their complex emotional needs met, they are calmer, the classroom is calmer, and every student in the classroom has increased learning opportunities.

Developmental Trauma in the Classroom- An Evolving Conversation

Physical Rewards

Because of early childhood trauma, physical rewards can lead to a hoarding mentality (survival strategy) my children are healing from. For some, once earning a physical reward they can focus on nothing other than getting more rewards and (frankly) more stuff. In the past, earning a simple keychain led to one of our son’s survival skill of digging in the garbage by the end of the week (when we hadn’t seen those behaviors for over two years).

Reward Systems Create Stress

Systems can seem endless for our children who are already overwhelmed. For some of our children, systems seem so overwhelming, they would often rather give up than try. Since the system seems so big, they lose confidence in sight of it. It isn’t containing enough for them to regulate their emotions and the system (that aims to motivate) is incapable of teaching them the skills they need to succeed. On top of all of that, systems are put in place to manage rather than relate. In essence, a reward system is relationship avoidant and harmful relationally to our children who have been working hard at establishing and maintaining relationships. As their relationships suffer, their confidence suffers. As their confidence suffers, their academics suffer.

Even more importantly for some students, the reward system gives them the ability to return to a common maladaptive survival skill: manipulation. The system increases their stress because they have no way to feel safe other than testing the system via manipulation to find the boundaries. The boundaries are not clear or containing enough for them to regulate their emotions and do better as a result of the system. Whenever boundaries are unclear and children do not feel contained (safe), there is major potential for emotional, behavioral, academic and relational regression in our most traumatized children.

Logical, Intrinsic Rewards can Help Healing

Rewards can be good for our children as long as they are natural/logical and intrinsic! For example: If the students do their best work and there’s time left over, they get extra free time/recess. Since our children are already hurting for more movement time, this seems to be productive in many ways. The movement is regulating. There is no overwhelming system. Of course, for this to work with my kids it has to be really low key and it works best if there isn’t previewing (which minimizes the potential for loss and BIG feelings due to loss that can interrupt learning time). They just taste the reward for being efficient and are therefore more motivated to be efficient in the future. Previewing always has the potential to create anxiety for our children suffering from Post Traumatic Stress Disorder (PTSD). Logical, intrinsic rewards used without previewing can reinforce the often lacking (for our children with developmental trauma) cause-and-effect thinking.

Behavior is Communication

I’ll admit, ignoring negative behaviors was key during our early relationship with our children because we had to choose our battles. We had to establish safety and a tiny bit of trust before they could even listen to our words. Still, now that we know them, we realize that behavior is communication. If our child stomps into the house after school and snaps at all of his brothers, I might have to give him space while his feelings are so big. Later, the relational approach is to ask him what happened at school and tell him I know from watching him get off the bus that he’s dealing with something. One of our children rarely wants to verbally process, but he is almost always relieved when a trusted adult acknowledges his hurt.

Our children went through years of neglect so, while I know my kids often need time, space and physical activity to regulate enough to connect, they need to be heard. If I ignored their negative behaviors consistently, they wouldn’t be heard because they don’t yet have the communication/relational skills they need to initiate many conversations via words. When our children don’t feel heard, they cannot listen or learn.

Punishment vs. Boundaries

When behaviors are negative, we’ve learned that taking something from our children intensifies their loss. Their early lives were defined by loss. That doesn’t mean they don’t need to “lose privileges.” However, the language we’re learning to use with them is much more respectful of their experience. We simply say, “We can tell by your behavior that (this movie/game/bedtime/etc…) is too much for you. Our job is to keep you safe.”

The very best we can do with our children is monitor their tolerance level and develop a routine that considers what they can best handle. When we do this, they rarely “lose” anything. Rather, they are set up for consistent success and their confidence improves as a result. Their routine is healing, lowers their stress, and helps them learn to trust us. Eventually they can tolerate more and we can establish a new routine based off of their increased tolerance.

Our children need the adults in their lives to provide safe boundaries for them based on what their behavior is communicating. If one of our children is being silly (and he’s not naturally silly), asking for help before attempting to do his work independently, is leaving the classroom more frequently than could possibly be necessary, or is asking for a teacher to assign value to his work, he is dysregulated and needs more clear boundaries so he can feel contained enough to regulate and do his best. One of our children needs to know from day one that his teachers will always expect him to make an admirable attempt at independent work before offering to help him. Our children's teachers realize they sometimes ask to leave the room when they’re dysregulated and that the teacher will let their parents know if they’re asking to exit the classroom at an unusual rate. Their teachers will always be thrilled with their best work, but will refrain from judging it. Rather, their teachers will ask them what they think of their work. (This has been incredibly helpful because it helps our children develop confidence. Our children will only listen to external validation if the adults around him let them...which is quite dangerous in the long run. When we use this approach, our children at times realize they haven’t done their best work and opt to modify it on their own.)

Social Support  

Though our children may be social, they could have difficulty connecting with their classmates. Often their social development is delayed as a result of their early life experiences. They may misinterpret others’ behavior, and may interpret others’ behavior as being disrespectful to them. Additionally, because our children often have difficulty with social nuances, they may say things that hurt others’ feelings which aren’t intended to hurt others’ feelings. When our children are afraid, they can be mean, and they need direction to know how to repair relationships- in the moment. When our children feel wronged by a friend, they may completely shut down. They can become depressed and unable to learn when they feel left out or friendless. When our children get the support they need to build and maintain friendships, they are more confident, better team members, and are able to learn more.


Beyond anything, our children need to know the adults in their lives are on the same team and are willing to communicate anytime they’re struggling. We will always give our children’s teachers the benefit of the doubt and will contact them if we have questions and we hope our children’s teachers will do the same with us. Our children need the parent/teacher relationship to be solid so they can feel secure. When our children are feeling their safest, they can do their best.

It’s important to note that the above information has been collected from our children’s gifted teachers, brilliant therapists, and parents with far more experience than we have. I have no idea where we would be without the compassionate parents and professionals who have willingly shared their wisdom with us.

What am I missing? I’d love to hear what you’ve shared with your children’s teachers!

Thursday, July 6, 2017

Surprised by Attachment: Regulation

My entire being cringed recently as I sat beside my ecstatic son watching family videos from five years ago- a few short months after our two sons came home through foster care adoption.

As I sat beside my son, his delight barely registered to me, because I was traumatized by the video. All I could hear in the old recording from two of my children’s voices and body language was their cry of, “I’m a dysregulated mess! I can’t handle this video camera thing! Please help me feel safe. I don’t want to be like this, but I can’t stop. I need your help!”

My son unknowingly tortured me by replaying the videos several times. Eventually, I was able to hear beyond my children to my own voice behind the camera. I was surprised that, despite the fact that I in way over my head at the time, I was playing my part exactly as the books instruct:  calmly responding to each question, asking my children to redo less-than-desirable behaviors, and patiently teaching them respectful phrases that were missing from their vocabulary.

But none of my textbook interaction was making any difference. In fact, my interventions seemed to make everything worse.

The books I read to prepare for adoption had instructed me that my child must feel safe before I should attempt behavioral interventions. However, I don’t remember instruction on how to help my specific child feel safe given his traumatic past.  How would I be able to tell if my interventions were helping? How could I tell he wasn’t feeling safe in the first place?!

The reason I couldn’t help my children feel safe was that I didn’t know they were feeling unsafe. I had no idea that the absence of feeling safe led to dysregulation. I didn’t even know what regulation was!

All I knew was that time with my sons in the early days was uncomfortable. Much of the time, I couldn’t stand to be in conversation with them or even be in the same room as them, and because of that, I felt like a horrible failure as their mom. I felt like giving up.

It took me three years to begin to realize that almost any time I can barely tolerate my children, it’s because they’re dysregulated (or I’m dysregulated), and there are always ways to help them regulate.

When I give my children what they need to regulate their emotions, we can eventually enjoy each other. They can’t do this alone.

Recognizing Dysregulation

If I had immediately recognized all of my children’s dysregulated behaviors six years ago, I would have been inclined to attempt to “correct” them. My interventions would have been shaming and shame never leads to emotional or relational  health.

If I’ve learned anything about dysregulation, it’s that I can’t discipline it out of my child. I can’t have a rational discussion about it with my child. When he’s dysregulated, he’s beyond reason. He needs my calm to regulate. I have to stop thinking of him as manipulative or self-sabotaging and put aside any thought that leads me down the road toward blaming him for where he’s at- a place he needs me to help him move past. Rather I need to recognize his fear, anxiety, and stress and call his behavior what it is- dysregulation. He needs me to set him up for success by limiting his opportunities for failure. He needs me to create safe predictability and rhythm into his life. He needs me to stop overwhelming him.

Those ideas were far beyond my comprehension six years ago. At the time, I didn’t have any calm to share. I was living in a constant state of overwhelmed myself.

Dysregulation doesn’t look the same in every person. I’ve gathered a list of indicators of dysregulated family members. Even though it’s imperfect, I’ve attempted to categorize the following behaviors in an effort to simplify. Some behaviors don’t fit neatly under a category (e.g., eating non-food items). Most of the following are either efforts to self-soothe or maladaptive survival skills.

  • Tension:  
    • tense body
    • exhibits emotions too intense for a situation
  • Hyper:  
    • excessive chattering
    • silliness that seemed inexplicably unrelaxed (and not fun for anyone)
    • obsessive organizing (often in a way that actually makes a mess)
    • difficulty calming down
    • making repetitive sounds or motions
    • unusually loud voice volume
    • attention difficulties
    • incapable of rational discussion
  • Withdrawal:  
    • avoids eye contact
    • shuts down completely
    • unusually quiet voice volume
    • spaces out
    • unable to function at typical cognitive baseline
  • Aggression:
    • impulsive
    • breaks things
    • hurts people or animals (or attempts to)
    • feels attacked in circumstances that are outside of human control
    • steals items (often that are meaningless to acquire)
  • Self-Sabotaging:  
    • self-sabotages situations/events/gifts that had the potential to be enjoyable
    • exhibits controlling or manipulative behaviors
    • lies when the truth is obvious
    • urinating on self or in personal space

Helping My Children Regulate

Even though I’m not a therapist or an occupational therapist, I have figured out a few ways to help my specific children feel safe so they can regulate their emotions. I now understand that I have to maintain a family rhythm that considers my children’s sensory needs and their ever-changing tolerance for activities and relationships. It is my failure as a parent and an emotional setback for my children every time I overwhelm them and their behavior suffers.

When I notice my child is unusually dysregulated, I need to do three things:  1) help him feel safe, 2) speak to his fears (if or when he has the ability to listen), and 3) lower his stress.

In order to do these three things, I need to know him well enough to notice if he needs containment or movement- both of which, when used correctly, help my children emotionally regulate. For us, movement seems to be more useful as a proactive tool and containment can be helpful both as part of our daily rhythm and as a tool used when felt safety has already been compromised. After felt safety has been established, movement can again be regulating. (The one exception for us is an outdoor chair that bounces because it is both containing and it can move, it can be regulating even when our children are suffering from a setback.)

What is Containment?

Containment is the act of providing a defined, safe place. We create safe places in the way we choose our family routine, set boundaries, create rules, repeat family mantras all based on our children’s relational and extracurricular abilities. Their behavior tells us when we need to modify our rules or routine to help them feel safer.

We also create physical safe places for our children if they are having difficulty regulating. Sometimes they need a cozy fort with pillows or a weighted blanket. I’ve heard of parents making closets into comfy retreat centers for their children to regulate in (with parental check-ins, of course). When not at home, we have to be more creative. For us, even a beach towel has become the defined space our child needed so he could begin to feel contained.

What Type of Movement is Regulating?

My children’s therapist is excellent at helping us learn ways for our children to regulate through movement. Some of our family favorites are swimming, jumping, swinging, rocking, and spinning. On a rainy day, our children find playing with play dough, weaving, or jumping on our indoor mini trampoline to be helpful for regulation. Any rhythmic, repetitive activity has the potential to be regulating.

Also, my kids love heavy work. Shoveling snow, digging anything, and scrubbing floors are all regulating activities for them. As our children complete chores, they also have increased confidence as they know they’re being helpful.

As I Attempt to Help my Children Regulate their Emotions, I Must Remember...

If something isn’t working, it just means the activity isn’t regulating for my child- yet. In the past, some of the above tools would have distracted my children or stressed them out even further. It shows major growth that previous distractions have become tools my children can now utilize to regulate their emotions. They make consistent progress as we give them what they can handle until it becomes clear they can handle more.

Even though rewatching our home videos was torture at first, I’m glad I had the opportunity to see clearly how far we’ve come as a family. Regulation is a slow road for many of our families. Some of us read through the points under “recognizing dysregulation” and think, This is my child- all day, everyday. For some of our families, we have to give our children months and months of safe activities and predictability knowing that merely making eye-contact with our child could seriously set our entire family back.

For us, felt safety has eventually led to co-regulation. Co-regulation is leading toward self-regulation. There isn’t a timeline we can follow.

I’m thankful to now recognize that dysregulation is the problem because I’m empowered to do my very best to give my child what he needs to do better.

There is hope.


Also in this series- Surprised by Attachment: Time

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