–by Janyne McConnaughey, PhD I sat on the floor next to her. I understood her fear of abandonment, the trauma she had experienced, and how her mother had been unable to provide any form of comfort. I watched her body shake uncontrollably and offered a blanket. I knew she would not want me to hold her. As we sat, I thought about how this had all started the day she was born. My cognitive understanding
–by Janyne A. McConnaughey, Ph.D. originally published June 21, 2017 on Janyne’s blog I stood in the doorway. I was very small, maybe two. I was sucking on my two middle fingers and watching my mother in the kitchen. I was forbidden from entering. Then I did the unthinkable. I stepped over the imaginary line and asked for a cookie. The response was not a positive one, but what strikes me most is how I felt
–by Julie Beem In my last post, I wrote about a mom in search of an appropriate consequence for her daughter’s misbehavior at school. I suggested that an at-home consequence (taking away Wednesday night church activities) for an in-school behavior might not be the best approach, in part because children with brains affected by trauma lack neurotypical cause-and-effect thinking. Today, I’m going to address two other reasons such consequences usually don’t work. First of all,
–By Julie Beem A mother called me a while back. “What consequence can I give her?” she started, “She just won’t behave at school and the teacher keeps sending home notes. The only thing I can think of, the only thing she seems to enjoy is going to our church’s Wednesday night events. If I take this away, will she understand and start behaving?” Hmmm…this type of consequence makes logical sense in typical parenting world.
–by Laura Dennis Author’s note: I was working on an entirely brand-new post for this week, but life happened. I present instead an edited version of a a post I wrote for my own blog, Les Pensées du chat noir, in honor of National Attachment and Trauma Awareness Day, 2015. You can learn more at the NATA website. In 2015, my family did more than their fair share to keep doctors in business. Whether it be broken
–by Janyne McConnaughey, Ph.D. Staring at the analog clock in my therapist’s office, I wondered which hand was the big hand and struggled with my need not to go over my time. “I can’t read the clock,” I said. It was awkward because I was 62, but I really wasn’t. This awkward therapy moment is brought to you by my dissociative disorder. It was a watershed moment in understanding one possible reason for uneven learning