The Handbook of the Energy, Aura and Chakra System - What you never learned in school

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You may send this item to up to five recipients. The name field is required. I feel total gratitude to the children and adults who allowed me to use their clinical material, including sandtrays and drawings. All identifying material has been changed to protect confidentiality. Immediately After the Traumatic Event Sometimes if we can take immediate action there is a subsequent lessening of the emotional toll. The first thing to do is assure the physical safety of the individual. These symptoms generally decrease over time and eventually disappear. By working together as a community, we can promote healing in the wake of this shared disaster.

Avoid platitudes and false reassurances. A wise minister once said, to a parent after the death of a child, "Did anyone tell you that God needed Maria more that you did? Such a God would be cruel, and evil. Show up , and don't try to make things better, as you probably can't. Just be there to listen if the person is ready to talk, to just sit nearby if they are not.

Sometimes talking is the last thing a person wants to do. It can be reassuring to tell them you know what happened. Kaspar Kiepenheuer wrote of the importance of being present in dealing with children with cancer: Initially, I suffered from my helplessness in dealing with these children when I believed I ought to do something; and from my speechlessness when I thought it necessary to say something.

It was only later that I learned from the children themselves that what mattered was quite different: This seemed to be a hard thing to do, particularly when there was nothing to be done or said. Do keep in mind that the majority of people will be fine after exposure to a trauma.

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People who have felt safe and secure prior to the event often have reserves of resiliency to draw upon. Generally, people will be 'shook up' and in shock, then feelings of disbelief, horror, grief and rage may appear. Initially, there may be a preserverative quality about the thought processes, wherein it is impossible to think about anything else. Many clients are reporting 'flashbacks' of the images they saw on television as they try to fall asleep.

Sleep may be impacted, and nightmares may occur. Both children and adults may be regressed, with clingy behavior, bedwetting, and a need to stay literally 'in touch' with family and friends. For most children and adults these heightened feelings will diminish in time. We will always remember. The September 11 Terrorist bombing will be marked in the psyche of the nation as much as Pearl Harbor was, or Kennedy's assassination.

We will always know where we were when we heard the news. How do we best treat trauma? Instead, tell them that you are sorry such an event has occurred and you want to understand and assist them. Studies show that being prepared actually helps to lessen PTSD and Trauma Symptoms and helps provide a sense of control and comfort. Be kind to one another. They have seen the terrible television pictures and heard the adults in their lives discussing the tragic events.

Yet many adults don't know how to talk to children about the disaster, or don't know how to recognize that their children are feeling distress. We also advise that children not be overexposed to the news coverage of the terrorist events. According to psychologists, questions about terrorism are teaching opportunities.

Adults should answer questions about terrorism by providing understandable information and realistic reassurance. And children don't need to be overwhelmed with information, so less is better than more in terms of details. How to Help Child Victims Children who experience an initial traumatic event before they are 11 years old are three times more likely to develop psychological symptoms than those who experience their first trauma as a teenager or later.

But children are able to cope better with a traumatic event if parents, friends, family, teachers and other adults support and help them with their experiences. Help should start as soon as possible after the event. It's important to remember that some children may never show distress because they don't feel upset, while others may not give evidence of being upset for several weeks or even months. Other children may not show a change in behavior, but may still need your help.

Children may exhibit these behaviors after a disaster: Be upset over the loss of a favorite toy, blanket, teddy bear or other times that adults might consider insignificant, but which are important to the child. Change from being quiet, obedient and caring to loud, noisy and aggressive or may change from being outgoing to shy and afraid. They may be afraid to sleep alone at night, with the light off, to sleep in their own room, or have nightmares or bad dreams. Be afraid the event will reoccur. Become easily upset, crying and whining. Lose trust in adults.

After all, their adults were not able to control the disaster. Revert to younger behavior such as bed wetting and thumb sucking. Not want parents out of their sight and refuse to go to school or childcare.

Feel guilty that they caused the disaster because of something they had said or done. Become afraid of wind, rain or sudden loud noises. Have symptoms of illness, such as headaches, vomiting or fever. Worry about where they and their family will live. Talk with the children about how they are feeling and listen without judgment. Let them know they can have own feelings, which might be different than others.

Let the children take their time to figure things out and to have their feelings. Don't rush them or pretend that they don't think or feel as they do. Help them learn to use words that express their feelings, such as happy, sad, angry, mad and scared. Just be sure the words fit their feelings - not yours. Assure fearful children that you will be there to take care of them. Reassure them many times. Stay together as a family as much as possible. Go back as soon as possible to former routines or develop new ones. Maintain a regular schedule for the children.

Reassure the children that the disaster was not their fault in any way. Let them have some control, such as choosing what outfit to wear or what meal to have for dinner. Help your children know that others love them and care about them by visiting, talking on the phone or writing to family members, friends and neighbors. Encourage the children to give or send pictures they have drawn or things they have written. Re-establish contact with extended family members. Help your children learn to trust adults again by keeping promises, including children in planning routines and outings.

Help your children regain faith in the future by helping them develop plans for activities that will take place later - next week, next month. Children cope better when they are healthy, so be sure your children get needed healthcare as soon as possible. Make sure the children are getting balanced meals and eating enough food and getting enough rest. Remember to take care of yourself so you can take care of your children. Spend extra time with your children at bedtime.

Read stories, rub their backs, listen to music, talk quietly about the day. If you will be away for a time, tell them where you are going and make sure you return or call at the time you say you will. Allow special privileges such as leaving the light on when they sleep for a period of time after the disaster. Limit their exposure to additional trauma, including news reports. Children should not be expected to be brave or tough, or to "not cry.

Don't be afraid to "spoil" children in this period after a disaster. Don't give children more information than they can handle about the disaster. Don't minimize the event. Find ways to emphasize to the children that you love them. Allow the children to grieve losses. Develop positive anniversary activities to commemorate the event. These events may bring tears, but they are also a time to celebrate survival and the ability to get back to a normal life.

Encourage the children to draw or paint pictures of how they feel about their experiences. Hang these at the child's level to be seen easily. Write a story of the frightening event. You might start with: This is what happened: Be sure to end with "And we are now safe. Playing with playdough or clay is good for children to release tension and make symbolic creations. Music is fun and valuable for children.

Creating music with instruments or rhythm toys helps relieve stress and tension. Provide the children with clothes, shoes, hats, etc. Make puppets with the children and put on a puppet show for family and friends, or help children put on a skit about what they experienced. Read stories about disasters to and with children. Box Seattle, WA Because we possess such fear, we also are potentially entitled to experience fearlessness. True fearlessness is not the reduction of fear; but going beyond fear Going beyond fear begins when we examine our fear: If we look into our fear, if we look beneath its veneer, the first thing we find is sadness, beneath the nervousness.

Nervousness is cranking up, vibrating, all the time. When we slow down, when we relax with our fear, we find sadness, which is calm and gentle. Sadness hits you in your heart, and your body produces a tear. Before you cry, there is a feeling in your chest and then, after that, you produce tears in your eyes. You are about to produce rain or a waterfall in your eyes and you feel sad and lonely, and perhaps romantic at the same time.

That is the first tip of fearlessness, and the first sign of real warriorship The ideal of warriorship is that the warrior should be sad and tender, and because of that, the warrior can be very brave as well. Without that heartfelt sadness, bravery is brittle, like a china cup. If you drop it, it will break or chip. But the bravery of the warrior is like a lacquer cup, which has a wooden base covered with layers of lacquer.

If the cup drops, it will bounce rather than break. It is soft and hard at the same time. A Review Raymond B. Therefore, in sum, intervention should be the natural corollary of the nature of the given problem. Consistent with the formulations of Caplan , , crisis intervention may be thought of as urgent and acute psychological intervention. The hallmarks of these first interventions are: Furthermore, the goals of crisis intervention are: By definition, crises are emotionally hazardous situations that place victims at high risk for maladaptive coping or even for being immobilized.

The presence onsite of EMH personnel as quickly as possible is paramount. One important immediate goal is the stabilization of the victims or the victim community actively mobilizing resources and support networks to restore some semblance of order and routine. Such a mobilization provides the needed tools for victims to begin to function independently.

Another important step in restoring victims to pre-crisis level of functioning is to facilitate their understanding of what has occurred. This is accomplished by gathering the facts about what has occurred, listening to the victims recount events, encouraging the expression of difficult emotions, and helping them understand the impact of the critical event.

Actively assisting victims to use available resources to regain control is an important strategy for EMH personnel. Assisting the victim in solving problems within the context of what the victim feels is possible enhances independent functioning. Akin to active problem-solving is the emphasis on restoring self-reliance in victims as an additional means to restore independent functioning and to address the aftermath of traumatic events.

Victims should be assisted in assessing the problems at hand, in developing practical strategies to address those problems, and in fielding those strategies to restore a more normal equilibrium. An ability to share the negative emotional impact of a traumatic event is seen as an important step in recovery. Being able to share the horror of these critical incidents permits the victim to share the fear, understand the impact of the event, and begin the process of independent functioning.

Similarly, social support networks provide victims with support, companionship, information, and instrumental assistance in beginning again. Adaptive coping is the third likely agent of change, and includes both cognitive and behavioral skills with an emphasis on information gathering, cognitive appraisal, reasonable expectations of performance, and skill acquisition.

Implications The evidence for the occurrence of critical incidents worldwide is compelling. These emergencies are frequent, and no nation or group of people is exempt from these events. Equally clear from these studies is the intense human suffering, physical injury and death, and accompanying psychological trauma and PTSD in the surviving victims of, or witnesses to, these critical incidents.

This suffering suggests the need for preventive and treatment interventions in the hands of skilled EMH specialists. The potential for disasters and human acts of violence is an ongoing problem as is the cultural denial of the potential for these critical incidents. This attitude is not correct and may consign individuals to unnecessary suffering as victims. If you can, give blood. The goal of GCP is to provide immediate trauma intervention to all areas of our world when a crisis occurs.

This includes assistance in the most recent world disaster, the issue of violence in the media, the crisis in Kosovo and discussions on other events, such as the rampage tragedy in Littleton, Colorado USA. Please go to http: How to Assess for Impact. While we can never generalize about who will be traumatized by an event, there are indicators to assess the possible risk for subsequent Post Traumatic Stress Disorder PTSD.

Factors to take into account include: A child or adult at 'ground zero' of a disaster is more at risk for trauma. If you were in the World Trade Center, escaping for your life, you will be more affected than those who witnessed it, or saw it on TV. This correlates with to Earth, First Chakra Trauma, in which an individual's life was threatened. Rosenfeld postulates that the closer a child was to the center of the circle, the more vulnerable he or she is. Therefore, those who witnessed the event, but whose lives were not threatened, would be slightly less vulnerable.

Rosenfeld's third circle is those who were in proximity to the disaster, but did not witness it, and his fourth circle is those who heard of the event, saw it on TV, but were not there. The people in this circle would be those who had a deep connection to someone who was at the disaster; for example, a child whose parent worked at the World Trade Center, a mother whose daughter lived in the area of the Oakland Firestorm. While these people's lives where not threatened, they experienced intense fear and anxiety for people they loved.

Distant relatives, or having a 'degree of separation' from someone in the disaster would be the second circle of vulnerability, with circles rippling out from the center to encompass 'those like me'. An example of this would be a child whose parent travels for business; that child might feel closer to risk than someone who did not have a family member who tflies a lot. The circles would hopefully expand to include all humankind. For healing can only happen for the planet if we can each find our "I art Thou" moment.

This is the beginnings of true empathy, where we are one. The more trauma a person has experienced the more prone they are to being re-traumatized. A veteran or firefighter would be more at risk for flashbacks if he or she had been in a similar disaster. A person who has been in an earthquake will be more stressed and reactive to another earthquake than one who has not. Someone who survived a deadly fire will react more to the smell of smoke than someone who had only seen the fire on TV. If someone has had past trauma, unrelated to to the disaster they too will be more vulnerable.

A sexual abuse victim will tend to be more traumatized than others, as he or she remembers, in a cellular fashion, the feelings of helplessness, vulnerability, rage, grief, etc. Disasters can trigger flashbacks of unrelated trauma as the feelings are aroused. Generally, trauma is more severe in younger victims. A young child will tend to cognitively 'freeze' the trauma in time.

If a child is a preschooler, their primary response, throughout life, will be to view that event though the cognitive and emotional functioning of a preschooler. Subsequent traumas may go back to this level of cognitive development, so, even when faced with a trauma as an adult, they may look and feel like a young child in their processing of the event. What does PTSD look like in children? Researchers and clinicians are beginning to recognize that PTSD may not present itself in children in the same way as it does in adults see what is PTSD?

This can be seen in reviewing the criteria for PTSD which now lists age specific features for some symptoms. Very young children may present with few PTSD symptoms. It has been suggested that this is because eight of the PTSD symptoms require a verbal description of one's feelings and experiences. Instead, young children may report more generalized fears such as stranger or separation anxiety, avoidance of situations that may or may not be related to the trauma, sleep disturbances, and a preoccupation with words or symbols that may or may not be related to the trauma.

These children may also display posttraumatic play in which they repeat themes of the trauma in. In addition, children may loose an acquired developmental skill such as toilet training as a result of experiencing a traumatic event. Clinical reports suggest that elementary school-aged children may not experience amnesia for aspects of the trauma or visual flashbacks. However, they do experience "time skew" and "omen formation" which is not typically seen in adults.

Time skew refers to a missequencing of trauma related events when recalling the memory. Omen formation is a belief that there were warning signs that predicted the trauma. As a result, children often believe that if they are alert enough they will recognize warning signs and avoid future traumas. School aged children also reportedly exhibit posttraumatic play or reenactment of the trauma in play, drawings, or verbalizations. Posttraumatic play is distinguished from reenactment in that posttraumatic play involves compulsively repeating some aspect of the trauma, is a literal representation of the trauma, and does not tend to relieve anxiety e.

However, there are a few features that have been shown to differ. As discussed above, children may engage in traumatic play following a trauma. Adolescents are more likely to engage in traumatic reenactment in which they incorporate aspects of the trauma into their daily lives. In addition, adolescents are more likely than younger children or adults to exhibit impulsive and aggressive behaviors.

According to Erikson's classical exposition of individual development, learning to trust is the infant's primary task during the first year of life. Trust provides the foundation for further development and forms the basis for self-confidence and self-esteem. The baby's ability to trust is dependent upon the family's ability to provide consistent care and to respond to the infant's need for love and stimulation.

Caregiving is compromised when the infant's family lives in a community racked by violence and when the family fears for its safety. Parents may not give an infant proper care when their psychological energy is sapped by efforts to keep safe Halpern, Routine tasks like going to work, shopping, and keeping clinic appointments take careful planning and extra effort. When infants reach toddlerhood they have an inner push to try newly gained skills, such as walking, jumping, and climbing.

These skills are best practiced in parks and playgrounds, not in crowded apartments. But young children who live in communities racked by crime and menaced by gangs are often not permitted to be out-of-doors. Instead, they are confined to small quarters that hamper their activities, and that lead to restrictions imposed by parents and older family members Scheinfeld, These restrictions, which are difficult for toddlers to understand and to obey, can lead in turn to disruptions in their relationships with the rest of the family.

During the preschool years, young children are ready to venture outside of the family in order to make new relationships and learn about other people Spock, However, when they live in neighborhoods where dangers lurk outside, children may be prevented from going out to play or even from accompanying older children on errands.

In addition, preschoolers may be in child care programs that are located in areas where violent acts occur frequently. During the school years, children develop the social and academic skills necessary to function as adults and citizens; violence at home or in the community takes a high toll. Children traumatized by violence can have distorted memories, and their cognitive functions can be compromised Terr, The anger that is often instilled in such children is likely to be incorporated into their personality structures.

Carrying an extra load of anger makes it difficult for them to control their behavior and increases their risk for resorting to violent action. Children cannot learn nonaggressive ways of interacting with others when their only models, including those in the media, use physical force to solve problems Garbarino et al.

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This defensive maneuver takes its toll in their immediate lives and can lead to further pathological development. It can interfere with their ability to relate to others in meaningful ways and to feel empathy. Individuals who cannot empathize with others' feelings are less likely to curb their own aggression, and more likely to become insensitive to brutality in general. Knowing how some youths become emotionally bankrupt in this way helps us understand why they are so careless with their own lives and with the lives of others Gilligan, The California school children who were kidnapped and held hostage in their bus were found to have limited views of their future lives and often anticipated disaster Terr, Children who cannot see a decent future for themselves have a hard time concentrating on present tasks such as learning in school and becoming socialized.

Beginning with the restrictions on autonomy when they are toddlers, this sense of helplessness continues as they reach school age. Not only do they encounter the constraints that all children do, but their freedom is restricted by an environment in which gangs and drug dealers control the streets. This regression can be therapeutic by allowing the child to postpone having to face the feelings aroused by the traumatic event. It is a way of gaining psychological strength. However, when children face continual stress they are in danger of remaining psychologically in an earlier stage of development.

Younger children are more likely to succumb to stress than school-age children or adolescents. Infants can be shielded from outside forces if their caregivers are psychologically strong and available to the baby. Children who live in stable, supportive homes have a better chance of coping because they are surrounded by nurturing adults. If grown-ups are willing to listen to children's fears and provide appropriate outlets for them, children are better able to contend with the difficulties in their lives.

Children are more resilient if they are born with easy temperaments and are in good mental health. For children living in an atmosphere of stress and violence, the ability to make relationships and get from others what they miss in their own families and communities is crucial to healthy development. The staff in schools, day care centers, and recreational programs can be resources to children and offer them alternative perceptions of themselves, as well as teaching them skills for getting along in the world.

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With time, effort, and skill, caregivers can provide children with an opportunity to challenge the odds and turn their lives in a positive direction. Traumatic Stress and Children in Danger. Carnegie Corporation of New York. Saving Youth from Violence. Not available from EDRS. The Emotions of Individual and Collective Violence. Poverty and Early Childhood Parenting: Toward a Framework for Intervention. Helping Children Cope with Violence. National Center for Clinical Infant Programs.

Violence and Young Children's Development. Individuals vary enormously in how they function in the world. Some people have more sensitive nervous systems, some process information more intellectually than others, etc. You may see two children from the same family, faced with the same disaster, and they may have totally different responses to what has occurred. Don't underestimate the children!!!

They know what is going on. Every child I saw, even the ones as young as three years old, knew that something bad, and something very real had happened. The children I saw ranged from those who did not see anything on TV to those who were weaned on violent media images--every one of them knew what had happened. They could see the reactions in the adults around them, and, as one charming nine year old told me, "Of course I knew it was real. It was on all the channels.

Even babies are sensing that something is wrong. In consultations regarding infants, every parent reported disturbances in the baby's behavior, sleep pattern, eating, etc. Further discussion revealed that the parents themselves were feeling very vulnerable; powerless to protect their new babies from evil. They were asking themselves what kind of world would their children inherit. Would they survive to adulthood? The babies were sensing a 'disturbance in the field'. As the parents were feeling reverberations in their psyches, the infants felt that and reacted. Many children and adults are getting worse, now, one month after the terrorist attack.

We feel so alone in our feelings. It is if everyone is trying to make it go away by not talking about it; yet, we are flooded with grief and anxiety. Many teachers are saying that the best thing is "for children to get back to the regular schedule". They send home notices that while they will answer questions, they will not raise the topic in the classroom. This is sad, as we have all been wounded by the attack, so we can be healed together if we are able to share our experiences.

Many adults are not able to put into words what they feel. The country is still in shock and grief; fear and anxiety are pervasive, and we don't really have the tools as a culture to enable the healing cycle to deepen. It is too soon for words for many. We need symbols, yet they are hard to find. The prominence of the flag appearing is for some a healing symbol; yet, for others it is an ambivalent image, bringing up memories of protesting the war in Vietnam, or fears of a new war.

Religious symbols of healing may be similarly divisive in today's culture. Probably the best thing to do in our practices is wait, and when a healing symbol appears from the psyche, to notice it. Listen and watch carefully for metaphor and symbolic content.

Often this is the unconscious providing healing symbols in an attempt at mastery. When 11 year old Joey wants to talk about Barry Bonds hitting home run number 73, he is probably not only talking about baseball, but about a place where there are rules and heroes, and "the guy without drugs can beat the guy who took drugs". When a young teenager wants to watch horror movies, perhaps she is finding an external expression of the horror within, or the horror in the world. If an adult is talking about the garden, perhaps it is a metaphor for a safe place, the 'temenos' or sacred grove where healing can occur.

If someone comes in wanting to talk about replacing his little car for an SUV, perhaps he wants to feel bigger and safer on the road, or have a way to get his family out of the city, into the hills where he needs a four wheel drive. Notice the metaphors, and do not interpret them.

If you can simultaneously hold the metaphor and the deeper meaning, this will establish a resonance. The client will feel held and met, without being made overly self-conscious about the metaphor; perhaps not even realizing it is a metaphor. Sandplay Therapy founder Dora Kalff spoke of this as a 'synchronous moment' between therapist and client. It is far more effective to stay in the symbolic language, trusting that the material will come to consciousness when the person is ready.

Sometimes, it can be difficult to determine the extent of the psychological trauma, and whether or not professional mental health services are indicated. This checklist is one way to assess a child's mental health status. Add up the pluses and minuses to obtain a final score. If the child scores more than 35, it is suggested you seek a mental health consultation.

Has the child had more than one major stress within a year BEFORE this disaster, such as a death in the family, a molestation, a major physical illness or divorce? Does the child have a network of supportive, caring persons who continue to relate to him daily? Has the child had to move out of his house because of the disaster?

Was there reliable housing within one week of the earthquake with resumption of the usual household members living together? Is the child showing severe disobedience or delinquency? Nightly states of terror? Waking from dreams confused or in a sweat? Loss of previous achievements in toilet or speech? Onset of stuttering or lisping? Persistent severe anxiety or phobias? New or exaggerated fears? Severe clinging to adults? Inability to fall asleep or stay asleep? Startling at any reminder of the disaster? Loss of ambition for the future?

Loss of pleasure in usual activities? Persistent sadness or crying? Persistent headaches or stomach aches? Has anyone in the child's immediate family been killed or severely injured in the disaster including severe injury to the child? Preoccupation with death, unusual accident proneness or suicidal threats are reasons for immediate consultations.

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The project provided individual, family and group counseling, agency debriefing services and a school intervention program. Over the course of 16 months, the project provided services to more than 25, individuals. A Guidebook for Teachers http: Signs and Symptoms of Critical Incident Stress.

Tragedies, deaths, serious injuries, hostage situations, threatening situations - these events are known as "Critical Incidents. Sometimes an event is so traumatic or overwhelming that emergency responders may experience significant stress reactions. The Critical Incident Stress Debriefing CISD process is specifically designed to prevent or mitigate the development of post-traumatic stress among emergency services professionals. CISM interventions are especially directed towards the mitigation of post-traumatic stress reactions.

When in doubt, contact a physician. Disasters create an abrupt change in reality. For a child, his or her view of the world as a safe and predictable place is temporarily lost. Children become afraid that the event will happen again and that they or their family will be injured or killed. When Bad Things Happen The recent terrorist attacks may have caused you to question a number of things you have always believed about your own safety, and the safety of your family and friends. There are two types of disaster: When the disaster is human caused, our reactions are more severe and become much more complicated and difficult to overcome.

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