WORK-LIFE RESONANCE

 

I recently sat in on my first Aikido class. Afterward, I was pleased to tell acquaintances that I now know how to throw a grown man to the ground. That was just silly bravado for my own amusement, however, and not at all reflective of the discipline. What you learn in Aikido, as the sensei put it, is how to help someone fall.

That concept speaks to my sense of the work I do.

Vulnerability tops nobody’s list of favorite mammalian sensations; certainly it doesn’t top my own. For me, the experience of vulnerability can evoke fight, flight, and freeze simultaneously, an anti-trifecta. So I empathize with those who are ambivalent about therapy, instinctively resistant to the deeper conversations.

My faith in the depths is firm; my compass points inward. But the “fall” into therapy has to be taken with great care and companionship, and one of the best ways to achieve that—in addition to active listening and the sensitive use of silence—is through reflective statements. Not a flurry of questions, chop-chop-chop like karate. Minimal use of questions, maximal use of restatement, summary, and gentle extrapolation, always open to correction.

This approach is beautifully described and detailed in Miller and Rollnick’s Motivational Interviewing, one of the most inspiring texts of my education. MI is the Aikido of therapy! It’s rewarding to work in such an intentional way, to assist the fall—and the standing back up.

I was sitting with a traumatized tween girl on the floor in my office. Her chaotic life experiences were poignantly evoked by the careful way she organized my dollhouse, visit after visit, arranging everything just so. One particular afternoon, she was highly escalated from the car ride to the appointment; she had shared information about her trauma with her mother, and her mother had gotten angry.

My dollhouse is an eco-friendly Scandinavian wooden “chalet” that can be separated into two parts. For the first time, the girl separated them and set one part off at a distance: “This needs to be its own house.” Sometimes that’s what’s needed, I said.

She described to me the conversation in the car as she worked on one house. I continued to reflect and validate what I heard her say. After a while, I asked her permission to share a thought I had. She granted it, and I proposed that her mother may have been too upset to give her the response she needed, but that we could try again to talk all three together when things were calmer.

She reached for the “other” house, saying, “I guess this actually belongs here,” and put them back together again, making a new space of the whole. And she started, for the first time, to tell me the story of her trauma, using the dolls and furniture as props to her narration. When her mother joined us, they were calm together. The work continued, and the work began.

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Monday I had my four-year anniversary with this site! I’m deeply grateful for my readers, and in 2018, I’d love to reach more. If you enjoyed this piece, please consider sharing it with anyone you feel might like it, too, by linking to it in whatever way works for you. I typically post once a month, so no barrage.

Out of respect for client privacy, names here are always changed or omitted, and details may be altered in fact while relevant in spirit. Text and image copyrights held by me. To subscribe and receive future posts, please look to the upper right on your computer screen, or scroll to the bottom of the page on your mobile device. Thank you, and best wishes.

 

DON’TS AND DON’TS

 

A significant part of working with children involves working with family systems, and in community mental health, that often means contending with inter-generational trauma. I don’t think anything could have prepared me for the reality of that; I, under excellent supervision, expend a lot of mental energy trying to factor caregivers’ own personal issues into their choices with kids, adapting my message to what they can hear and take in at any given time. After all, if caregivers feel criticized, the likelihood of their support for therapy drops significantly, and change is unlikely to happen. Sometimes that means trading no change at all for painful slivers of increments. And sometimes, let me tell you, that trade becomes deeply sad and demoralizing. Like this month. Like this in-like-a-lion-and-the-lion-keeps-roaring March. I’m feeling spent by the effort of starting over every bloody session, and I just want to be mad and let it out. Indulge me?

If you are caring for a child who was born in withdrawal from drugs, abandoned, passed around, and abused in every possible way, and as a result lacks a sense of appropriateness and has a bottomless need for attention, please observe the following don’ts, in no particular order:

Don’t refuse to tuck her in because she hasn’t made her bed. Don’t deny her a birthday because you don’t like her behavior. Don’t send her to her room when she’s having a meltdown; don’t film her while she melts down further, desperate not to be rejected and alone. Don’t show the video to people and shame her. Don’t show the video to a therapist and expect sympathy for YOU, the person impassively holding your smartphone up while her struggle plays out. Don’t claim you’ve tried everything, because you haven’t if you haven’t rocked and cuddled her. Don’t expect her to act her age when that’s developmentally impossible. Don’t automatically take others’ word against hers, every time, not even teachers’; teachers see a lot, but not everything, and they aren’t always right. Don’t condemn her for craving electronics when you yourself bury your head in “Candy Crush” and other less important things when she’s trying to make eye contact with you. Don’t justify that by saying that she always wants attention. Don’t reject the games she likes to play with you. And speaking of games, don’t show mercy to other players but gloat (“Ha-ha!”) when you get her out, thinking you’re teaching her a lesson about fair play because, you say, that’s something she’s done. Don’t tell her it serves her right if she falls because she sat on a chair the wrong way. Don’t tell her she can’t have friends because she doesn’t know how to behave. Don’t tell her teachers, in front of her, that she’ll try to manipulate their sympathy. Don’t say, “We love you, but.” Don’t say you’re thinking you might not be able to keep her. Don’t say 100 no’s for every yes. Don’t miss every single chance to validate what she’s feeling, even when her therapist has explained quite clearly, with relatable examples, that validation isn’t agreement. Don’t take her to therapy, an hour a week, no matter for how many years, and expect the therapist to undo the damage of life in an unloving home. Don’t blame the therapist for failing, when the therapist is working hard to help the child feel like she matters. Don’t tell the child in your care that your life is shitty because you’re caring for her.

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Sympathetic readers might appreciate the haunting song “Nearly Midnight, Honolulu,” by Neko Case. Thank you, Neko Case, for your vision and your songs. // I’m deeply grateful for my readers, and in 2018, I’d love to reach more. If you enjoyed this piece, please consider sharing it with anyone you feel might like it, too, by linking to it in whatever way works for you. I typically post once a month, so no barrage.

Out of respect for client privacy, names here are always changed or omitted, and details may be altered in fact while relevant in spirit. Text and image copyrights held by me. To subscribe and receive future posts, please look to the upper right on your computer screen, or scroll to the bottom of the page on your mobile device. “The Numbers Game” (July 2017), now long delayed, will be continued in a future post, when I have more stamina for the topic. Thank you wholeheartedly for reading.

USE WORDS.

 

So I work with kids. I work with people who work with kids. In my free time, I read books about working with kids. I don’t, however, always drink the Kool-Aid. For example…

There are few phrases I find more inherently condescending than “Use your words.” This expression, all too common in English, is intended as a prompt to children to choose prosocial ways to communicate their wants and needs. At the best of times (which is by no means all the time) I think it’s meant to be empowering, a kind of “Go, you!” coaching. Even where the aim is worthy, though, the method makes me wince.

No caregiver enjoys tantrums. Kicking, flailing, screaming, wailing—that’s misery for all concerned, including children themselves. Just as newborns feel safer when swaddled, children are significantly happier when they’re regulated, i.e., in control of themselves.

In community mental health—where so many of the kiddos we see start their lives already burdened with trauma—tantrums can be even scarier, leading to assaults and destruction of property. One little boy I know, in the midst of a recent fit, climbed to the top of a fridge to grab the butcher knife kept there and threaten his family.

When children have facility with words, not only are they better able to make themselves understood by others, but they are also better equipped to make sense of events and form lasting memories. Thus the importance of reading to and with children, and talking over events both before they take place (in preparation) and after (to create narratives).

It has been demonstrated through studies that children from variously disadvantaged backgrounds typically hear far fewer words a day than their more secure counterparts—yet another way that inequality is perpetuated, making social strata more difficult for some to climb. Literacy programs seek to work against that pernicious trend.

“Use your words” is meant to work against the trend of tantrums, storms of tears, sullen silences. Does it? I haven’t seen the evidence. I know I have a contrary, independent streak and tend to want to kick over any traces that harness me to someone else’s direction or notion of labor; but from my perspective, the expression feels more like an impatient, insensitive dictum from on high than like a loving and truly attuned and listening encouragement.

Anything can be co-opted; but think of the ease with which grown people say “Use your words” to one another, with the explicit intent of being snide. If I were still a child, I wouldn’t have the words to say how I felt about hearing that from an adult, but I know it would make me feel as though the person speaking were asserting an unwelcome and invasive authority over me. How do you know what words are my words? What does it mean that you know, when I apparently don’t?

Another way to think about it is that in saying “Use your words,” the adult is often (and often unknowingly) simply outsourcing the hard work of relating, to the person least qualified to do it. “Use your words, as I wash my hands of this.” If words themselves are the point, why not just leave it at that? Would that not suffice as a reminder? “Use words” says much better, “Remember there’s a tool at your disposal.” Adding that possessive pronoun just raises questions about what the hell is meant, and who really owns what.

From a neuroscientific perspective, a child in a tantrum state or weeping fit needs first and foremost to calm down physiologically; the brain is not capable of cool reason and logic in a heated HPA cascade. And the way to calm a child is to love that child in ways the child can feel—to be patient; to touch if touch is welcome (or required for safety) and give near and supportive space if it is not; to offer sympathy for the strong emotions, via reflective statements. Not only does this demonstrate concern, but it models the exact behavior that’s desired: the positive use of words to communicate during a difficult time. When adults use their own words in prosocial ways, children are more likely to do the same.

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Two excellent resources on working effectively with children are The Whole-Brain Child by Dan Siegel and Tina Payne Bryson, and How to Talk So Little Kids Will Listen by Joanna Faber and Julie King. I can’t recommend them enough!

Now: I’m deeply grateful for my readers, and in 2018, I’d love to reach more! If you enjoyed this piece, please consider sharing it with anyone you feel might like it, too, by linking to it in whatever way works for you. I typically post once a month, so no barrage.

Out of respect for client privacy, names here are always changed or omitted, and details may be altered in fact while relevant in spirit. Text and image copyrights held by me. To subscribe and receive future posts, please look to the upper right on your computer screen, or scroll to the bottom of the page on your mobile device. “The Numbers Game” (July 2017), now long delayed, will be continued in a future post, when I have more stamina for the topic. Thank you wholeheartedly for reading!

 

 

 

 

 

“WHY IS THAT A FEAT?”

Lucky Apple

I’ll say it again: I love the directness of children.

Sometimes it provides comic relief, as when, one September not too long ago, the school principal visited the kindergarten classroom where I used to volunteer, to greet the matriculating pupils. A little blond boy, who would become a favorite of mine, studied him quizzically—head cocked, hand on his chin—musing as if half to himself, “I wonder what happened to all of your hair…” The principal’s shiny pate flushed, and he seemed to choke on his words, but gamely he replied that he didn’t know, either.

Often a child’s candor is a refreshing change from the subterfuge of adults, with our emotional trench coats and back alleys, to say nothing of political doublespeak. Tikes playing with trains are the real conductors on the so-called Straight-Talk Express. (There are exceptions, of course, as I’ve acknowledged before.)

Last year I worked with a boy who’d been held back for issues that had been labeled “ADHD.” His family life was chaotic* from morning till night and undermined our therapeutic work during in-home visits in the same way, I’m guessing, that it limited his ability to do homework and engage in his own development. A meeting with faculty and staff at his locally notorious school demonstrated nothing so much as their lack of comprehension for his circumstances.

He and I had one precious office visit—our first visit, before transportation became a problem for his mom. I learned so much! We did one of my favorite focusing activities: I asked him to close his eyes while I struck my singing bowl, then raise his hand when he couldn’t hear its fading resonance anymore.** Then, I asked him to do the same thing, except this time when he could no longer hear the bell, he was to listen for anything else he could hear around him, and raise his hand when he was ready to report back.

I’m not taking authorial license to say that I’ve rarely seen such a look of concentration as on that boy’s face in the sanctuary of the office.

I was surprised and impressed to learn from him that there was more than one clock in the room; I had never noticed. (It wasn’t my space.) He was perfectly still and observant, without evincing the slightest self-consciousness. After, he spoke offhandedly of his excellent hearing. I exclaimed over his ability, in a different exercise, to shift his awareness from the top of his head to his right baby toe, such that both parts grew tingly in turn in response to being noticed; I called it a feat. After I’d defined the word for him, his response was, “Why?” What was so extraordinary? Graciously he seemed to give me the benefit of the doubt.

It’s a feat because it involves executive function. Because that’s an important way to use the brain. Because that’s the very area in which he was considered weak. Because, in fact, many of us barely notice our creaturely existence in this world, except in the most obvious ways. Because, because, because—so many possible answers. But really—why, indeed? It was a good question.

Speaking of feats, the apple pictured above was plucked from the orchard equivalent of Charlie Brown’s Christmas tree. And it was good—tannic and tart. A worthy reminder of many life lessons: a spindly trunk, and branches just laden with fruit.

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*This is a capsule version of his situation, written from my outsider’s perspective, and should—in fairness to his mom especially—be read and understood as such. No piece of writing, however careful, ever tells or ever can tell the full tale. Not that I was endeavoring to, clearly; but I’m conscious of taking a liberty when writing about anyone but myself, and it matters to me to note that, as a caveat.

**I can’t claim to have invented this awesome activity. I think it’s fairly common in the world of mindfulness, but I know that Susan Kaiser Greenland describes it nicely in her book, The Mindful Child.

EMBODIMENT

A quiet space—that’s what I aspire to create with these words, with this page. A space that’s absent the grotesqueries of commerce. No cartoon bunch of bananas vibrating in the margin, begging to be clicked, making threats about “belly fat.” No “before and after” photos meant to terrify us all about the natural course of time and bodily change. Nothing flickering, nothing exploding, nothing exploitative.

If people are diverted by base content online, it is perhaps in part because the visual clutter and speed of media induces a state of stress that actually impairs the higher functions of the brain. In a recent article about affective computing,* Raffi Khatchadourian noted, “The free economy is, in fact, an economy of the bartered self.” One of several reasons that I’m not on social media is that I don’t wish to see my relationships monetized, even marginally. Given the scarcity of time in the average day, the fact that you are reading these words is a tremendous gift to me; the gift I hope to give in return is a space of reprieve. If you feel that, and appreciate it, then we have connected—a beautiful thing.

Speaking of beauty, I’ve just seen a documentary that is pure gorgeousness. Ethan Hawke’s Seymour, true to its subtitle, is an introduction to the pianist and teacher Seymour Bernstein, a man who chose an integrated self over greater fortune and fame. Unlike so many documentaries these days, inflected by the ADHD influence of music videos and reality TV, this film is thoughtful, well-ordered, and humane.

And it contains a number of moments of sweet surprise. When the Beatles appear, mouthing lyrics to besotted fans; when a gospel choir silently sways and claps; when Maria Callas mutely delivers an aria—those moments of rapture are captured and woven together by Mr. Bernstein’s hands moving over the keys. Tears stung my eyes, to feel gathered that way into an embrace. I screen upwards of 100 films a year, for work, and value almost none of them. I love this one. Mr. Bernstein seems to communicate such stillness and integrity that I felt my own character groping for new depths in response. Is there, in life, a better measure of success?

* “We Know How You Feel,” Raffi Khatchadourian, The New Yorker, January 19, 2015

WITH LIBERTY AND RESILIENCE FOR ALL

As a graduate student of social work, certain terms I’ve encountered in my studies have come to have a galvanizing meaning for me. One such term is “risks and resiliencies,” the balance of factors that undermine or support a person’s well-being. How does this term apply to the project at hand?

Many teachers know a great deal about their students’ lives in a general sense, and children who come to school in distress may relate the specific reasons to those who’ll listen. Still, in a classroom of, say, twenty-five kids, there are twenty-five complex and ever-evolving sets of life circumstances with the potential to impact learning—twenty-six, if you count the teacher’s.

One of my inspirations for this site was an article I read last year titled “Mindfulness in School Psychology: Applications for Intervention and Professional Practice” (see below for attribution), wherein the authors posit mindfulness as an intervention with three tiers of application: universal, targeted group, and intensive. This conceptualization is similar to the Response to Intervention (RTI) model that will be familiar to American educators and possibly others.

During my internship, I drew on mindfulness in my individual (i.e., Tier 3) counseling work with several young clients. Some of that I’ll likely describe on another occasion, as my memories of that work count among my happiest, but the main purpose of this site is to consider what can happen when mindfulness is made accessible to all—and to inspire readers who are new to it to try it.

Therapists of various stripes are in the privileged position of making active listening their work; but not even the most trusted listener can ever know all the risks and all the resiliencies in a child’s life. No one can ever tell the whole of a life, and especially not a child, who is so much in the midst of things.

What children can tell about themselves is powerful, however, and can make the crucial difference for them—if they have the chance to be heard. But guidance personnel in schools are even more outnumbered than teachers, and as my supervisor often lamented, there are too many kids not getting the time that they need.

This brings me to the beauty of the Tier 1 intervention, and the use of mindfulness in the general classroom setting. With the ability to strengthen executive function and reduce anxiety, among other beneficial effects—more on these in future posts—mindfulness can foster resilience in students and possibly “catch” those who need catching before their (often unknown) needs and troubles escalate.

Mindfulness activities are not a replacement for counseling when it’s needed, but the physiological effects on a child, I believe, can be similarly helpful and even profound.

 

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“Mindfulness in School Psychology: Applications for Intervention and Professional Practice,” by Joshua C. Felver, Erin Doerner, Jeremy Jones, Nicole C. Kaye, and Kenneth W. Merrell, in Psychology in the Schools, Vol. 50(6), 2013. doi: 10.1002/pits.21695