Elia Vecchione Ph D Neurological and Behavioral Action

Elia Vecchione, Ph. D.

Neurological and Behavioral “Action” Systems I. The Affiliation System : Proximity Seeking 1) Attachment- Safe Haven/Secure Base 2) Social Engagement 3) Communication II. The Defensive System: Protection & Avoidance 1) Affiliation-Proximity seeking 2) Mobilizing- Freeze, Flight, Fight, 3) Immobilizing- Dissociation, Submission, III. The Advancement System : Activation & Approach/ Inhibition of Defense 1) Care giving 2) Exploration 3) Socialization 4) Play 5) Physiological Regulation 6) Pair bonding

The Autobiography of the Autonomic Nervous System Therapy and Treatment Trauma: It’s not about what happened. ____________________________ It’s about how what happened effected the Central Nervous System, the body, and procedural memory. ____________________________ The most accurate record of experience is the organization of the Central Nervous System, procedural memory, body tendencies and finally Behavior.

States of Arousal Fight Flight Freeze The Zone Spaced out

Frontal Lobes Limbic System

Survival Responses of the Nervous System* Fight, flight and freeze are automatic survival actions. They are similar to reflexes, but are much more complex. If the perception of the limbic system is that there is not time to flee, then the body will fight. If the limbic perception is that there is not enough time to flee, but there is adequate strength to fight, then the body will fight. If the limbic system perceives there is neither time nor strength for fight or flight it will freeze. It is important to understand that these limbic system ANS responses are instantaneous, instinctive responses to a perceived THREAT. *“The Body Remembers: The Psychopathology of Trauma and Trauma Treatment” Babette Rothschild

The Autobiography of the Self, is inscribed by experience, on the central nervous system, and told and retold by its only language, Behavior

The Bipartisan Brain Feeling Limbic System Thinking Frontal Lobes

Functions of the Brain Systems ACTION! Limbic System Thinking Frontal Lobes

Behaviors of the Systems Behaviors Freeze, Flight, Fight Behaviors Stop, Think, Solve Problems

Triggering Events Limbic System Freeze, Flight, Fight Frontal Lobes Turned off by Limbic System

When something in the world is perceived as dangerous… Limbic System Freeze, Flight, Fight Frontal Lobes Turned off by Limbic System

Internal Triggers Limbic System ACTION! Frontal Lobes Stop and Think…

Something happens in the World OR in the Body… Limbic System DANGER! Frontal Lobes A Problem to Solve…

The Social Brain Disengagement AVOID! Engagement Approach…

Language Effects Limbic System Freeze, Flight, Fight Frontal Lobes Turned off by Limbic System Broca’s Region Language Production and Comprehension

Confabulation Limbic System Freeze, Flight, Fight Frontal Lobes Turned off by Limbic System Broca’s Region Language Production and Comprehension

The Brain is… • The brain is an anticipation machine. It mostly anticipates what it has experienced. • It gathers information from the perceived (and “remembered”) social and external world as well as conscious and unconscious memory and process. • It then decides on, and prepares for, what it believes is coming next.

A TYPICAL STRESS RESPONSE Stressful Event ALARM Necessary survival response Deactivation Dissociation Activation F/F/F Return to Baseline

Traumatic reorganization What happens when a person experiences inescapable, repeated, life-threatening, overwhelming stress Stressful Event ALARM Necessary survival response Captured and stored in embodied CNS Changes in Brain organization and function Lasting changes in social, emotional, cognitive, perceptual organization

Traumatic Re-enactment Similar facets to dangerous event (sight, sound, smell etc. ) Event “over-reactive” Embodied CNS & neuroendocrine systems Time ALARM Unnecessary Survival response “BAD BEHAVIOR”

NORMAL STRESS RESPONSE Traumatic Re-enactment TRAUMA Inescapable Repeated Life-threatening Overwhelming Danger Similar facets to dangerous event (sight, sound, smell etc. ) Event ALARM Necessary survival response Deactivation Dissociation Activation F/F/F Return to Baseline “over-reactive” Embodied CNS & neuroendocrine systems Time Captured and stored in embodied CNS Changes in Brain organization and function Lasting changes in social, emotional, cognitive, perceptual organization ALARM Unnecessary Survival response “BAD BEHAVIOR”

The State Or Stage model Goals Targets Treatments Outcomes Stage 1 Stage 2 Stage 3 “Wrap the world around them” “Lay the groundwork for understanding themselves and the world” “Wrap the world around them” Arousal regulation (Limbic System) Learn the process and the skills (frontal lobes) Rehabilitation of the self (frontal lobes) Manage arousal/emotions (Body up) Trust the process and learn skills (top down) Process the content (top down) De-escalation Tools: Tapping, singing, drumming, breathing, meditation, exercise Communication, negotiation, problem solving and mapping (skill building) Co-create meaning. Mapping (for mutual understanding), develop social understanding. Storytelling Ability to manage emotional responses Ability to communicate, negotiate, and solve problems with increased emotional, perceptual, and thinking skills Ability to create shared understanding, rehabilitation of the self, adaptive and prosocial behavior

Escalation Cycle Arousal Fight Flight Freeze Fear Time

Escalation Cycle Arousal Fight Flight Shame, Guilt Damage to the Self Freeze Fear Time

Escalation Cycle Arousal Fight Flight Shame, Guilt Damage to the Self e rg ha sc Di Freeze Fear Time

Escalation Cycle Fight ic n a Arousal P Flight Shame, Guilt Damage to the Self e rg ha sc Di Freeze Fear Time

How the Journal Works q Decide on a daily check-in time q Decide who you would like to check in with q Circle the “before” thermometer to identify what your arousal level was q For example, how activated, energized, or excited you were… q Write how it felt in your body q Make sure to be specific…Where did you feel it, for how long? q Talk with staff about signals that both of you noticed on the outside, ( Like sweating, red cheeks, inability to concentrate) that let you know how you were feeling on the inside. Write about it. q After you’ve used your calming tools, circle a number on the second thermometer to indicate how you were feeling after. q Write about what you did to calm yourself q Talk with your staff about what they did, or should do in the future, that helped you to regulate. Write about it. Pat yourself on the back! You did great!

What I feel like inside What it looks like outside 10 9 8 7 6 5 4 3 2 1

What I should do What Staff should do 10 9 8 7 6 5 4 3 2 1

How I Felt Before Circle one! What I felt like inside How I Felt After What I did Circle one! 10 10 9 9 8 8 7 6 What I looked like outside 7 What staff did 6 5 5 4 4 3 3 2 2 1 Name_______ 1 D

The Map of Strategic Self Regulation Background Noise Perception of Event Behavior Thoughts Consequence Feelings Proactive Strategies Problem De- Solving Escalation Causes Interventions