Be etiketine sahip kayıtlar gösteriliyor. Tüm kayıtları göster
Be etiketine sahip kayıtlar gösteriliyor. Tüm kayıtları göster

26 Ocak 2016 Salı

Childhood trauma: stories that must be told


My 51st birthday is approaching. My father is 87 years old. Yet it was not until this spring that I learned details of the story of his childhood in Nazi Germany, his escape to America as a teenager, and his dramatic rescue of his parents from the concentration camp Theresienstadt when he returned to Germany as a soldier with the United States army.  It took his grandson, my 13-year-old son, to get him to break this silence, when my son requested that his grandfather speak to his 8th grade class following their visit to the Holocaust museum in Washington, DC.

My father's story is one of not only survival, but of triumph in the midst of unimaginable horror. He would never use the word "trauma" to describe his experience.  Bits of the story had emerged at times, in part around my daughter's bat-mitzvah 4 years earlier. But in general he ascribed to Elie Weisel's notion that it was a horror so great it could not be spoken of.

French psychoanalysts Francoise Davoine and Jean-Max Gaudilliere have a different adage on the cover of their book, History Beyond Trauma; "Whereof one cannot speak, thereof one cannot stay silent." They argue that personal stories of war and societal trauma, if not told in words, emerge as symptoms, sometimes as mental illness, sometimes in subsequent generations.

Davoine offers a wonderful example in a story of her own family. She and her husband were on a trip with their young children when she discovered a growth in her abdomen. Despite a fear of cancer, they decided to say nothing to their children and finish the month-long trip. Shortly after the discovery, her son developed severe anxiety around bedtime and refused to go to sleep. It emerged that, being highly sensitive to his parents emotions, as children can be, he was worried, but didn't know what to be afraid of. When his parents explained about the lump, his sleep problem resolved. They write:
Let us imagine, for a moment, the following catastrophic scenario: continuing to play the admirable mother, Francoise keeps the secret. The child would find himself burdened by the cut out truth of the story. Rushing into a hyperactive exploration, or barricaded in a hyperpassive withdrawal, nowadays he might have been quickly diagnosed and chemically brought back to reason.
In my behavioral pediatrics practice, I often hear stories like this from parents, both of major trauma in the form of such things as abuse or death of a sibling, or subtler trauma of having an emotionally troubled parent. At first parents focus on the child's "behavior problem." But in a non-judgmental atmosphere where sufficient time is given,  parents are usually eager talk about their own history, and become curious about the effects of their experience on themselves as parents, and on their child.

For example, a 4-year-old girl  had severe separation anxiety. It emerged that her mother had a miscarriage when she was three, and had never had the opportunity to mourn the loss. Her daughter was worried about her, and so did not want to leave her either to go to school or go to sleep.  A father of another boy with "defiant behavior." had been abused by his own father, and found himself full of explosive rage that came out, against his will, in his relationship with his young son.

In recent posts I have been focusing on qualities a child brings to the relationship with his parents. In our quest to understand a child's experience, this is an essential piece. But equally important is to understand what parents bring to the relationship, in particular in terms of their own unique history. Parent-child relationships are a complex, intricate dance. At times they can be clumsy and full of stepped on toes. But with work and careful attention, they can be transformed back into a dance of joy and grace.

I am blessed by the fact that my father is alive and in good health. I am hopeful that we now have the opportunity to write a book together telling of both his remarkable life, and also how his experience came to be known by me and my children. It will serve as a dramatic example of a story that needs to be told.

Could sensory integration disorder be the primary problem?


As in an Escher Print, there may be a completely different way to see this issue from that offered in a new policy statement from the American Academy of Pediatrics on the role of sensory integration therapies for children with developmental and behavioral disorders. The statement cautions against using the diagnosis of "sensory processing disorder," because these are most likely symptoms of some other disorder such as autism or anxiety.

But I wonder if, as we learn more about the genetics and neuroscience of mental illness, we will find that the sensory processing issue is primary, and we simply organize the range of symptoms that may result from this problem into categories, in the form of diagnoses such as autism, OCD, anxiety and depression. These may in fact all be regulatory sensory processing disorders.

Sensory processing is intimately tied to emotional regulation, and our  ability to manage ourselves in a complex social environment. The world may feel soft and inviting, or harsh and dangerous. In taking detailed histories from families of children with a range of behavioral and emotional problems, I have found that there is almost always some problem of sensory processing, often from birth.

Consider this poignant description from Daphne Merkin, in a New York Times Magazine piece about her life-long struggle with depression:

It is an affliction that often starts young and goes unheeded — younger than would seem possible, as if in exiting the womb I was enveloped in a gray and itchy wool blanket instead of a soft, pastel-colored bunting.
One little boy (identifying information as always have been changed to protect privacy) I recently saw in my behavioral pediatrics practice carried a diagnosis of selective mutism, a form of social anxiety. He was able to tell his parents, once they became curious about experience of the world, rather than just trying to get him to talk, that he saw colors as sounds. This is a variation of sensory processing known as "synesthesia" where two sensations are combined into one. Certainly it alters a child's perception of the world. These qualities may be associated with great talents, particularly musical. But for a young child who does not have the words to express or make sense of his experience, it can be overwhelming.

Consider another little girl of three who I saw  "because she didn't play with other kids in school." Detailed history revealed that she was highly attuned to all the sights and sounds at school and intensely curious about her surroundings, at this point more so than in the other kids. There was a strong family history of similar traits. She also became easily overwhelmed by loud noise, such as fireworks. At home her social interactions were normal. Yet a question of autism was being raised. Kids with similar sensory processing challenges may become very disorganized in the school setting and receive a diagnosis of ADHD. Again the sensory issue may be the underlying problem.

I wonder if we should we abandon altogether the search for a "disorder," and instead focus on understanding a child's experience of the world and helping him to make sense of and manage that experience. As I have said many times on this blog and in my book, Keeping Your Child in Mind, children do well when the people who care for them understand them, and can see the world from their point of view. If we stay focused on this task, then a label with a "disorder" becomes necessary only  for the insurance company.

In my behavioral pediatrics practice at Newton Wellesley Hospital, where I children under age 6 with a variety of emotional and behavioral concerns, almost every child has sensory processing issues.  Many sound like Merkin's baby in a grey wool blanket. They may cry all the time and not sleep. In toddlerhood and beyond these issues take different forms, including  difficulties with daily tasks such as dressing and bathing.

I am not saying that all of these children should have "brushing therapy." The AAP statement points to the lack of evidence for sensory integration therapy. But there is a wide range in quality of these therapies. The essential element is that these problems exist in a caregiving relationship. For example, having a baby who does not like to be held and cries all the time can be a devastating experience for a parent. Feelings of inadequacy or even depression may occur. It is essential to address the sensory processing problem in the context of this relationship, and not simply treat the child. Stanley Greenspan's DIR Floortime model is the prototype of this kind of work.

I am looking to add an occupational therapist to my practice who is well versed in the field of infant mental health and understands how to work in relationships in this way. We need to bring the body into the treatment as early as possible to help children regulate their emotions. Helping them to feel comfortable in their body and manage their sensory experience, and to use the body for self-regulation, are essential elements of the treatment of any behavioral or emotional concern in a young child.


23 Ocak 2016 Cumartesi

Fun Winter Days Sledding and learning to be Brave.


Learning letters of the Alphabet Song S & B.  A fun and engaging video of a child playing and tobogganing down a snow hill.  Learning the Alphabet becomes fun, your child will be entertained during the learning process.  The child narrates a story about his experience, and how being strong and brave helped him overcome his fear of going down the snow hill and his struggles to climb up the hill.

We captured our footage using the GoPro Hero 3 and GoPro Hero 3+ camera.  In addition, we used the GoPro Junior Chesty harness to mount the GoPro camera.  Moreover, we used the GoPro Jaws Flex clamp.

This video will help toddlers, preschoolers & kindergarten children learn letters of the Alphabet using Mnemonic techniques.  We help stimulate retention of information in your child's brain by creating many pathways and connections between those pathways.  With the use of rhythm, rhymes, patterns & visuals, we help increase the level of memorization in a short period.  Try it out, your children will see visuals, hear rhythms & be engaged with our cute narrator's voice.

QAZIINC brings you Intelligent Kids World - iKIDSWORLD creating FREE Educational E-learning videos for Children.  Our Video Flashcards & eBooks help Babies, Toddlers, Preschoolers & Kindergarten Kids learn The Alphabet Song, Colors | Colours, Numbers, Counting, Animals & much more.

QAZIINC iKIDSWORLD

We help create a learning Environment that will engage kids & encourage them to Interact.  We achieve this by using a cute child's voice throughout our video's to relate & maintain the attention of our little viewer's.

Occupy your kid's time efficiently and effectively. Having a routine will encourage responsibility and help children develop quality skills that will allow them to succeed and excel in school.

QAZIINC

TRANSCRIPT:

S, N, O, W.
What does that spell?
Snow.
Hey,come with me.
Watch me climb up the snow hill.
Do you think I can make it to the top?
I'm getting closer.
It's so slippery, I need to crawl.
I need to be strong, I know I can make it to the top.
I'm getting closer.
Thanks to my dad who was motivating & encouraging me.
Guess what.
I made it to the top.
Watch this guys.
This is the fun part.
Watch me go down the hill, for the first time all by myself.
This is me falling and rolling over.
It looks scary, but it's so much fun.
I have o be brave, let me try it again.
B, R, A, V, E.
What does that spell?
BRAVE.
Here I go.
That was so much fun, you guys should try it.
Watch me next time, I'm going to go down the hill with this.
You don't want to miss it.

Thank you for watching Intelligent Kids World.
Please Subscribe, See you later.
(random noise by child)

ABC Song
The Alphabet
Alphabet Song
The Alphabet Song
Phonetics Alphabet
Phonetics Alphabet Song
The Alphabet Song for Children
The Alphabet Song for Toddlers
The Alphabet Song for Preschoolers
The Alphabet Song for Kindergarten

Jamal Qazi All Rights reserved 2013.

子供のためのアルファベット。アルファベットの歌からの手紙Sを学習。スイミングプールで泳ぐことを学びました. 幼児や未就学児のための教育ビデオ。コメントを購読してお任せください。

الفيديو التعليمية لمرحلة ما قبل المدرسة والأطفال الرضع. الرجاء ترك تعليق والاشتراك.

TWITTER
FACEBOOK
BLOGGER
GOOGLE+
GOOGLE+ 2
PINTEREST
TUMBLR
INSTAGRAM
THINGLINK