Early Trauma

Written for those working to heal developmental trauma and seeking new tools for self-awareness and growth, this book focuses on conflicts surrounding the capacity for connection. Explaining that an impaired capacity for connection to self and to others and the ensuing diminished aliveness are the hidden dimensions that underlie most psychological and many physiological problems, clinicians Laurence Heller and Aline LaPierre introduce the NeuroAffective Relational Model® (NARM), a unified approach to developmental, attachment, and shock trauma that, while not ignoring a person’s past, emphasizes working in the present moment. NARM is a somatically based psychotherapy that helps bring into awareness the parts of self that are disorganized and dysfunctional without making the regressed, dysfunctional elements the primary theme of the therapy. It emphasizes a person’s strengths, capacities, resources, and resiliency and is a powerful tool for working with both nervous system regulation and distortions of identity such as low self-esteem, shame, and chronic self-judgment.

Through the attentive examination of a single case study, this book weaves together the lived experiences of a clinician in training with those of their teenage patient, as they collectively navigate and overcome the profound effects of early relational trauma on the development of the self. By the care taken in their analysis, the book's authors deepen readers' understanding of attachment disorders and their clinical presentation whilst allowing for a uniquely human view of the interactions between patient and clinician. Elegantly combining poetic prose with a clinical account, this book invites readers to travel with the clinician, to think and feel in tandem with his subjective experiences, and to explore psychoanalytic and systems theory as a means to understand clinical relationships that are seldom written about with such vulnerability. It is a story of determination and growth both moving and enlightening. By giving form to the resilience of both patient and clinician, their mutual strength through "tears of change", this book expounds the behavioral consequences and treatment of psychopathologies associated with early relational trauma. In this way, the book will prove essential for all psychoanalysts and psychotherapists working with traumatized children and adolescents.

There is now ample evidence from the preclinical and clinical fields that early life trauma has both dramatic and long-lasting effects on neurobiological systems and functions that are involved in different forms of psychopathology as well as on health in general. To date, a comprehensive review of the recent research on the effects of early and later life trauma is lacking. This book fills an obvious gap in academic and clinical literature by providing reviews which summarize and synthesize these findings. Topics considered and discussed include the possible biological and neuropsychological effects of trauma at different epochs and their effect on health. This book will be essential reading for psychiatrists, clinical psychologists, mental health professionals, social workers, pediatricians and specialists in child development.

This book, intended for clinicians treating very early trauma and neglect in the attachment period, integrates several treatment strategies in a comprehensive and resonant approach that is attuned to the client's unspoken early experience. Although the book presumes EMDR training, it has considerable application for other clinicians who deal with the pernicious effects of early trauma and neglect in the attachment period. The book is based on the seminal contributions of Katie O'Shea, and integrates the author's understanding of complex trauma, dissociative disorders, and the neurobiology of traumatic dissociation, including Panksepp, Porges, Schore, and others. It draws upon the somatic therapy traditions of Peter Levine and others for accessing the somatically held unprocessed trauma responses. Although primarily for clinicians, the cartoons are also suitable for use with clients. Like the author's first book on dissociation, the lay public will be interested in the book because its cartoons make the information comprehensible. The early trauma approach in its basic form consists of 1) containment, 2) safe state, 3) resetting hardwired subcortical affective circuits and 4) clearing trauma by time frame for temporal integration. For complex cases, each step has ego state variations and there are more preparatory steps to ensure the self system is aligned with treatment goals. It integrates ego state work to reduce loyalty to the aggressor and the problem of perpetrator introjects. The author was a collaborator of the late father of ego state therapy, John G. Watkins, Ph.D. Sandra Paulsen offers a third integration approach, "temporal integration," to supplement the "tactical integration" and "strategic integration" approaches of Catherine Fine, Ph.D. and Richard Kluft, M.D., respectively. The book has over a hundred original drawings by the author, which telegraph complex psychological and neurobiological concepts quickly, making the book a quicker read than would otherwise be possible. The format, with its generous use of bullets, white space and cartoons, mean that a range of readers can scan the chapters for the information relevant to their own needs. Appendices provide detailed information on the mechanics of the work, how to ethically work in the intensive format, containment procedures for complex cases, working with perpetrator introjects. Although the book is informal with its use of cartoons, the book includes relevant scholarly citations and references. Because it is both metaphoric and scholarly, it speaks to both the right and left hemisphere's of the reader's brain. Many concepts will slip in unawares through the compelling use of metaphor. The book includes case examples to illustrate the suggested scripting for accomplishing each of the relevant steps. Narrative discussion describes the most likely problems for each step and what to do about them. Katie O'Shea, M.S., is acknowledged as contributing author because of her development of the original approach and some of the ideas contained in the book. Ulrich Lanius, Ph.D. contributed to the neurobiological understandings in the book. Above all, the author's goal is to help others understand how the story tells itself non-verbally, when trauma occurs in the attachment period and is held in implicit memory. When we hear of the story in the non-verbals, clinicians can "catch and release" the traumatic sequelae of very early trauma and neglect. The book includes worksheets for clinicians use. It supplements the online workshops that Dr Paulsen presents on this same topic, and others, see www.bainbridgepsychology.com.

This authoritative volume describes the state of the science of early intervention for trauma and traumatic loss across the lifespan and in a variety of contexts. While few would dispute the importance of helping people cope with severe life stressors, important questions remain about how to identify those at risk for chronic problems and which interventions actually facilitate recovery over time. Following a review of current knowledge on the predictors and course of acute stress disorder, PTSD, and traumatic grief, the volume presents a range of early intervention models designed for very young children, older children, and adults. Authors examine the empirical literature and recommend evidence-based clinical strategies whenever possible, while delineating an extensive agenda for future research. Also covered are the lessons learned from early intervention with specific populations: 9/11 survivors, combat veterans, emergency services personnel, survivors of sexual violence, and others.

This go-to guide for educators helping children who have experienced trauma and Adverse Childhood Experiences (ACEs) provides accessible information paired with practical, adaptable strategies.

Infused with clinical wisdom, this book describes a supportive group treatment approach for survivors just beginning to come to terms with the impact of interpersonal trauma. Focusing on establishing safety, stability, and self-care, the Trauma Information Group (TIG) is a Stage 1 approach within Judith Herman's influential stage model of treatment. Vivid sample transcripts illustrate ways to help group participants deepen their understanding of trauma, build new coping skills, and develop increased compassion for themselves and for one another. In a large-size format for easy photocopying, the volume provides everything needed to implement the TIG, including session-by-session guidelines and extensive reproducible handouts and worksheets. Purchasers get access to a companion website where they can download and print the reproducible materials from the book, as well as an online-only set of handouts and worksheets in Spanish. See also The Trauma Recovery Group, by Michaela Mendelsohn, Judith Lewis Herman, et al., which presents a Stage 2 treatment approach for clients who are ready to work on processing and integrating traumatic memories.

Trauma-Informed Practices for Early Childhood Educators guides child care providers and early educators working with infants, toddlers, preschoolers, and early elementary aged children to understand trauma as well as its impact on young children’s brains, behavior, learning, and development. The book introduces a range of trauma-informed teaching and family engagement strategies that readers can use in their early childhood programs to create strength-based environments that support children’s health, healing, and resiliency. Supervisors and coaches will learn a range of powerful trauma-informed practices that they can use to support workforce development and enhance their quality improvement initiatives.