The challenges of using EMDR for early trauma and neglect are that a

EMDR readily targets explicit memories, but early trauma is held in implicit
memory in the right hemisphere (Siegel, Schore) and is not typically
subject to direct recall, and b) Accessing the felt sense of early experience
can be overwhelming if it includes the paucity of internal resources of a
neglected baby. This workshop addresses both problems by careful
preparation and systematic trauma reprocessing. The preparation includes
1) containment, 2) safe state, and 3) resetting innate emotional resources,
which appears to directly act upon primary process affective circuits
(Panksepp, 2009) to down-regulate the experience of emotional intensity.
After the three preparation steps, the method systematically reprocesses
early trauma, in the absence of explicit memory. The method targets
consecutive time periods beginning before birth, and installs positive
experience imaginally. As a result, the client builds a foundation of a felt
sense of attachment and belonging, with emergent positive cognitions,
enabling the client to meet the next developmental milestone in sequence.
This process meets the requirements laid out for a therapeutic reparation
of early trauma by Fosha. The procedures were developed by Katie O’Shea
as an outgrowth of Sandra Paulsen’s work treating ego states with EMDR.
kane C'Shea, M.S.
(509) 456-4519
701 West 7
Ave, Suite 107C
Spokane 99204

Sandra Þau|sen, Þh.D.
(206) 8SS-1133
90S4 8au|e Þo|nt Dr NL
8a|nbr|dge Is|and WA 98110

Þrogram and Mater|a|s Copyr|ghted ©2009








wbeo 1bete Ate No wotJs Þ a g e |  2


ICSnA'S CkI1LkIA ICk A 1nLkAÞ¥ 1C 1kLA1 LAkL¥ 1kAUMA

Þrocess|ng ear|y trauma requ|res certa|n e|ements. A Lherapy lnformed by añecuve neurosclence and auachmenL
sLudles musL lnclude several elemenLs (losha, 2000) lncludlng:
1. An ablllLy Lo access emouon and harness lLs heallng resources by engaglng Lhe relevanL neuro-blologlcal
processes, whlch for early Lrauma, ls noL language and loglc, buL Lhe rlghL hemlsphere's language of lmages,
sensauons, lmpresslons and urges.
2. Þromoung a felL sense of safeLy ln Lhe Lherapeuuc relauonshlp ls essenual, sharlng ln Lhe hard emouonal work.
3. A means Lo work dlrecLly wlLh defenslve responses (ñghL/ßlghL) Lo galn experlenual access Lo feared/
unbearable emouonal experlences.
4. Cnce Lhe pauenL feels safe, and Lhe lmpacL of defenses ls cleared, Lhe Lherapy musL have a means for noL only
accesslng buL also processlng sLrong emouons wlLhouL belng re-Lraumauzlng, so Lhe experlence can be
lnLegraLed and coherence achleved
1he early Lrauma processlng proLocol puL forward ln Lhls workshop meeLs losha's crlLerla for a Lherapy lnformed by
neuro-añecuve and auachmenL sLudles and more, wlLhln a modlñcauon of Lhe sLandard proLocol of LMu8, Lhe
mosL emclenL means for processlng Lrauma. lL adheres Lo Lhe sLandard proLocol wherever posslble. lL secures:
1. Accesslng somaucally and lmpllclLly held experlence wlLhouL requlrlng expllclL memory,
2. ÞromoLes a sense of safeLy wlLh conLalnmenL and a safe sLaLe procedure,
3. Lngaglng Lhe LheraplsL wlLh empaLhlc and somauc resonance,
4. Works dlrecLly wlLh defenslve responses by a) resemng Lhe ñghL/ßlghL and oLher emouonal clrculLs Lo
produce a calmlng eñecL, and when needed, uslng ego sLaLe lnLervenuons, and
3. SysLemaucally processes ume perlods from earllesL years of llfe Lo an adapuve resoluuon, lnsLalllng Lhe
felL sense of gemng developmenLal needs meL.

Addluonally, lL Lakes lnLo accounL addluonal neurodevelopmenLal phases by boLh addresslng braln levels ln
developmenLal sequence (ñrsL clrculLs, Lhen relauonshlp LemplaLe, and Lhen subsequenL learnlng) as well as
fracuonaung conLenL by ume perlod ln Lemporal sequence (Þaulsen, 2009, ln press).

Neuro-Deve|opment, 1raumanc ke|anonsh|p & the Se|f
1hls workshop ls proposlng a proLocol for clearlng early Lrauma, wlLh a sysLemauc preparauon meLhod Lo ensure
safeLy, success, and emclency. 8ecenL ñndlngs ln developmenLal and añecuve neuroblology lnclude:
1. Very ear|y exper|ence |s he|d |n |mp||c|t memory |n the r|ght hem|sphere of the bra|n (Schore, 2009).

kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  3
2. 1he po|yvaga| system organ|zes bas|c surv|va| emonons. 1he human anlmal has a polyvagal sysLem LhaL
lncludes noL only Lhe ñghL/ßlghL (sympaLheuc arousal) and freeze responses (dorsal vagal) buL also a soclal
engagemenL sysLem (venLral vagal) based on Lhe neuroblology of auachmenL (Þorges, 2001).
3. 8ra|n organ|zanon reßects se|f organ|zanon. Puman emouons consuLuLe Lhe fundamenLal basls Lhe braln uses
Lo help organlze lLs funcuonlng, so añecuve regulauon ls Lhe essence of self organlzauon. ÞarenL/chlld
communlcauon abouL emouons dlrecLly shapes Lhe chlld's ablllLy Lo smooLhly organlze hls or her self (Slegel).

4. 1he bra|n has severa| |eve|s at wh|ch |t processes añect. Þanksepp descrlbes Lhe prlmary
process level as LhaL subcorucal level aL whlch Lhe baslc añecuve clrculLs occur, whlch requlre
no learnlng, and are hardwlred, Lhe secondary processlng level lncludes Lhe amygdala and
oLher basal ganglla, and ls Lhe locus for lnlual learnlng durlng Lhe auachmenL perlod, and so
lncludes relauonshlp LemplaLes and ob[ecL relauons, Lhe Leruary level ls Lhe neocorucal layer
where subsequenL learnlng occurs.

3. We have hardw|red bas|c añecnve c|rcu|ts. 1he human belng shares wlLh oLher mammals baslc hardwlred
añecuve clrculLs LhaL are subcorucal (Þanksepp). unllke oLher anlmals, humans have a complex corucal overlay
of sLaLe dependenL learnlng acqulred durlng auachmenL and soclallzauon. 1haL learnlng can resulL ln Lhose
clrculLs worklng opumally or belng lnhlblLed. Awareness LhaL Lhere are hardwlred añecuve clrculLs ralses Lhe
posslblllLy of uslng LMu8 Lo conducL lnformauon processlng on a sysLem or clrculL level.

6. Adapnve neuro-deve|opment occurs |n hea|thy re|anonsh|p. Þosluve añecuve sLaLes ln Lhe conLexL of
momenL-Lo-momenL braln-Lo-braln lnLeracuons beLween moLher and lnfanL are Lhe basls of secure
auachmenL, whlch ls lLself Lhe basls of menLal healLh and reslllence (Slegel, Schore).

7. C||n|ca| syndromes resu|t from ear|y trauma |nc|ud|ng re|anonsh|p trauma. Many cllnlcal syndromes,
lncludlng dlssoclauve dlsorders, añecL and sLaLe regulauon dlsorders, borderllne and oLher personallLy
dlsorders, are esLabllshed early ln llfe Lhrough falled navlgauon Lhrough developmenLal mllesLones because of
early Lrauma, and lLs lmpacL on: Lhe ablllLy Lo smooLhly change añecuve sLaLes, lack of lnLegrauon of sLaLes
relaLed Lo añecuve clrculLs and sLaLe dependenL learnlng (ÞuLnam, 1988).

8. Lar|y trauma resu|ts |n d|ssoc|ated states. SLaLes of consclousness are dlscreLe self-organlzlng pauerns of
behavlor dlñerlng along axes of añecL, access Lo memory, auenuon and cognluon, regulaLory physlology, and
sense of self. Lgo sLaLe dlsorders are Lhe resulL of dlssoclaLed and añecuvely dysregulaLed sLaLes (ÞuLnam).

9. Þre-nata| trauma may contr|bute to ||fe|ong prob|ems. Some conLrlbuLors are formulaung Lhe ñrsL LrlmesLer
as belng a semlnal ume ln laylng down pauerns of cllnlcal syndromes and llfelong psychopaLhology (Schore,
2009, Lynn, 2000, Lake, 1978)
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  4

10. Unreso|ved trauma rema|ns trapped |n the nervous system. Adapuve lnformauon processlng Lheory deñnes
Lrauma relaLed syndromes as resulung from raw and unprocessed Lraumauc lnformauon Lrapped ln Lhe
nervous sysLem (Shaplro, 2001). neural neLworks may correspond Lo dlssoclaLed ego sLaLes (Þaulsen, 1993)
and añecuvely dysregulaLed sLaLes.

11. Standard LMDk protoco| requ|res exp||c|t memory. ln Lhe baslc LMu8 proLocol, one formulaLes a LargeL from
an expllclL memory ln order Lo acuvaLe neural neLworks, caLalyze Lhe braln's lnnaLe capaclLy for heallng, and
process raw Lraumauc experlence Lo an adapuve resoluuon (Shaplro, 2001). 1he sLandard proLocol does noL
dlrecLly address memory held ln lmpllclL memory as ln Lhe case of early Lrauma.
12. Þrocess|ng of ear|y trauma shou|d take neuro-deve|opment |nto account. 1hls should occur boLh ln Lerms of
Lhe levels of Lhe braln addressed ln Lhe sequence ln whlch Lhey were developed, buL also ln Lerms of
fracuonaung Lhe work Lemporally from Lhe beglnnlng of llfe (Þaulsen, 2009, ln press).

1he LAkL¥ 1kAUMA ÞkC1CCCL & 1nL 8 ÞnASLS CI LMDk
1he followlng Lable shows how Lyplcal LreaLmenL sesslons mlghL proceed, followlng Lhe lnlual hlsLory and
LreaLmenL plannlng sesslon(s). 1hls pace ls Lyplcal for many cllenLs, buL ls less llkely Lo apply for Lhe severely
ln[ured. lndlvlduals wlLh elLher formal dlssoclauve dlsorders or serlous auachmenL ln[ury hlsLorles, or boLh, wlll
requlre a slow and more ln-depLh pace, whlch we call ºzoomlng ln."
1 - n|story &
1reatment Þ|an
PlsLory, Larly PlsLory, uLS/ulu, AuachmenL
2- Þreparanon ConLalnmenL Skllls, 8esourclng Skllls, 8eseL Shame & 8aslc Añecuve
3 -1argenng 1argeL by 1lme lrame, lracuon slze based on hlsLory and capaclLy
4 - Desens|nzanon uesensluzauon by Lapplng, eyes closed, knees or ankles lf recllnlng ,
capLurlng nC/ÞC as Lhey emerge ln Lhe processlng
S - Insta||anon lnsLallauon of sponLaneous or capLured ÞC by ume frame
6 -8ody Scan 8y ume frame, noL aL end of sesslon lf lncompleLe sesslon
7 - C|osure Lnsure closed wlLh conLalnmenL and safe sLaLe, body scan lf compleLe
8 - ke-Lva|uanon Cnce lmpllclL ls clear, use sLandard LMu8, ensure capLured nCs
resolved, capLured ÞCs voC 7
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  3


1he followlng ls a heurlsuc for concepLuallzlng how complexlLy of Lrauma and auachmenL hlsLorles
comblnes Lo manlfesL as Þ1Su, uunCS or ulu. lL ls lnLended as a heurlsuc, noL a dlagnosuc Lool, because
Lhere ls more varlablllLy Lhan Lhls charL expresses.

Under 3 when appear |n treatment

1raumauc or neglecuul experlence

Adopted, mu|np|e p|acements

1raumanc pregnancy or de||very

Mother's d|stress, phys|ca||y or
emonona||y, or dur|ng pregnancy,
de||very, emonona||y, aher b|rth .

Ia||ure to thr|ve

Lar|y surger|es or hosp|ta||zanons

Lar|y med|ca| |||nesses

Þremature b|rth, c|eh pa|ate

Abuse or neg|ect

Can't respond to standard protoco|
assessment memory]|mage, nc, pc, suds]
voc ranngs

I|oatback goes to very ear|y trauma or
the panent senses |t |s

Ieta| A|coho| Syndrome

kAD Cr Cther Auachment Þrob|ems

Aunsm, Asperger's


S|eep D|sorders

Lanng D|sorders

L||m|nanon D|sorders

Þervas|ve Lmonona| D|stress

Anx|ety (I||ght)

Depress|on (Landry W||dw|nd's Work)

Anger (I|ght)

D|ssoc|anve Symptoms

Memory Loss

Can't kemember 1|me Þer|ods


Ch||d S|ts And Stares, "G|ued" 1o 1he 1V

Daydreams, Spaces Cut, In A Iantasy

Somanc Symptoms Þredom|nate
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
PlsLory & 1reaLmenL Þlannlng
ConLalnmenL Sklll
Safe SLaLe Sklll &
8eseL AffecLlve ClrculLs
Clear 1rauma by 1lme lrame
wbeo 1bete Ate No wotJs Þ a g e |  6

S|ng|e Lvent
Good Auachment
Interm|uent 1rauma
Neg|ect and
Severe Chron|c 1rauma

Car AccldenL

Medlcal Þrocedures

Llfe 1hreaLenlng

Adopuon placemenLs

AssaulL vlolence

naLural dlsasLer

Chlldhood ÞA8/SA8

Chlldhood ÞA8/SA8


Muluple 1rauma

Muluple Losses



Severe ÞA8/SA8

Severe ÞA8/SA8


very Larly 1rauma


kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  7


1rauma 8lg 1 and Llule 1 - lf cllenL can LoleraLe lL. lf noL don'L push, Lhls ls dlagnosuc.
Schema key relauonshlps, bellefs, expecLancles
Symptoms All, buL lncludlng dlssoclauve: amnesla, dereallzauon, depersonallzauon
n|story Þresenung problems, famlly, educauonal, work, LreaLmenL, medlcal, subsLance,
legal, mlllLary, avocauon, eLc
kesources AñecL and soma Lolerance (posluve and negauve), coplng sLyle, coplng skllls,
añecL regulauon ablllLy, splrlLual resources, soclal resources
Stab|||ty Sulcldal/homlcldal ldeauon, self harm, anorexla, recenL hosplLallzauon, eLc
Cther uLS-ll and lf hlgh, Mlu or SClu-u
Iormu|anon Þer your Lralnlng and experlence (e.g., psychodynamlc, cognluve behavloral,
eLc), buL also wlLhln AlÞ 1heory, Lrauma Lheory, dlssoclauon and auachmenL
Lheory. Summary of how you undersLand Lhe cause of Lhe sympLoms and Lhe
cllenL's capaclLy for Lhe work. Pelps Lo wrlLe lL ouL even lf no reporL needed.
D|agnoses As approprlaLe for your pracuce and llcensure. lf Lhls cllenL's dlagnosls ls noL
wlLhln your Lralnlng, refer ouL or seek consulLauon as needed lf dlscrepancy ls
small. We should never work wlLh a populauon we are noL Lralned Lo LreaL
wlLhouL addluonal Lralnlng and consulLauon.
LMDk Þ|an 1. lf LMu8 ls lndlcaLed, ls preparauon needed and lf so how much, or are
Lhey ready for LMu8
2. WhaL are Lhe LargeL domalns and lnlual LargeLs suggesLed by hlsLory
3. Þsycho-educauonal abouL conLalnmenL and resourclng, emouonal ñrsL
ald handouL? Accordlng Lo needs of cllenL.
Conta|nment Close hlsLory Laklng sesslon wlLh conLalnmenL, loglcal way Lo conclude, Lucklng
ln anyLhlng LhaL mlghL be dlsLurblng.
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  8
1. CCN1AINMLN1( to ensure c||ent has the capac|ty to ntrate añect & fracnonate trauma) DA1L:
Choose aL leasL one sLraLegy:
! Conta|ner (see scrlpL) Cue Word ls: ______________________
! 8heosLaL (lmaglnal dlmmer swlLch Lhey can feel under Lhelr hand Lo Lurn down lnLenslLy)
! Screen (Lo vlew dlsLurblng maLerlal aL a dlsLance)
! Walung 8oom (Lo hold maLerlal or sLaLes noL Lhe sub[ecL or ºsLar" of Loday's work)
1. kLSCUkCING (to ensure c||ent |s |n an empowered state to |ncrease process|ng capac|ty) DA1L:
Choose one:
!SAIL state (how you fee| when noth|ng bad |s happen|ng) (see scrlpL)Cue Word ls:
! 8esourced sLaLe (lmaglne how lL would look and feel Lo have LhaL aurlbuLe)
! Somauc resource (how lL feels ln your body when you Lhlnk abouL your favorlLe place)
! Safe place (a place where you feel calm and safe)
! CLher:
1. CLLAkING AIILC1IVL CIkCUI1S (to ensure emonona| system |s free to work and transm|t |nfo) DA1L:
Pavlng resourced cllenL (ln 1 above) and seL up a uLrauon procedure (2 above), lnsLrucL cllenL LhaL we are maklng
sure Lhelr dashboard wlres are hooked up, LhaL we aren'L worklng on Lhelr feellngs abouL anyLhlng, buL [usL
checklng Lo make sure Lhe wlres work. WhaL does (name emouon) look llke?
! Shame (Learned soclal clrculL)
8ASIC CIkCUI1S (Subcorucal, hardwlred, noL learned)
! lLA8 (concern Lo Lerror)
! 8ACL (lrrlLauon Lo rage)
! ÞAnlC/SAu (you may wlsh Lo do Lhls as Lwo, ñrsL panlc when can'L geL help Lhen sadness aL noL
gemng help)
! SLLklng (curloslLy, lnluauon, mouvauon)
! ÞLA?
! CA8L (nurLurance, careLaklng, love)
! LuS1 (deslre)
!lf needed, addluonal proLecuve/llfe preservlng emouons: such as hurL, beLrayal, abandonmenL, self-
! lf needed, addluonal llfe enhanclng (such as happlness, [oy, pleasure, connecLedness)
!CLher such as: paln, dlsgusL, hunger, Louch, as needed
! lf cllenL can'L do above wlLhouL felL sense of emouon, LargeL safeLy sysLems ñrsL Alarm/llghL/lllghL/
1. LAkL¥ ÞkCCLSSING (to c|ear ear|y trauma by nme frame |n fracnonated dosages) DA1L:
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  9

Slegel (1999), Cgden & MlnLon, 8essel van
der kolk and oLhers have descrlbed a
ºwlndow of Lolerance" as where Lherapeuuc
change occurs.

AL hlgh levels of arousal, Lhere ls overwhelm
and ßoodlng. AL very low levels of arousal,
numblng and dlssoclauon occur.

Change and heallng only happens ln Lhe
opumal wlndow of arousal.

Pard for people Lo malnLaln dual auenuon
awareness lf ln a baby's Lerror sLaLe, Lhey geL
confused abouL whaL's happenlng when.

WlLh Lrauma ln expllclL memory (lmage of
ñery car crash) lL's easy Lo know one ls ln a ßashback. 8uL wlLh baby sLaLes Lhere are no lmages or
LhoughLs, [usL a felL sense of Lerror, or abandonmenL, hurL, or shame. 1hey may Lhlnk lL ls abouL you, and

We uLllze Lhe braln's lnnaLe capaclLy Lo comparLmenLallze and seL aslde all excepL Lhe plece belng worked
1o ºclear Lhe deskLop", sLarL every sesslon saylng, "Let every th|ng that sn|| needs to be rev|ewed go |nto your
(conLalner cue word) and say to yourse|f (resource cue word or phrase)." Þause, and when Lhey are ready,
say:"Now |et's take out anyth|ng that needs to be rev|ewed dur|ng(LargeLed ume frame)" and add 8LS. lf you
know Lhere were early Lraumas, break Lhe ume frames lnLo smaller fracuons, e.g. half a year, monLhs or even Lhe
nexL lmporLanL experlence Lo uLraLe Lhe lnLenslLy.
! Þre-Concepuon & Concepuon
! CesLauon 1rlmesLers
!8lrLh lLself:
!llrsL year:
!Second year:
!1hlrd year:
CAÞ1u8Lu nCs/ÞCs:

kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  10

1he emphasls ln Lhe hypnosls Lradluon ls on ºpaclng" and ºfracuonaung" Lhe work (e.g., kluû).

1hey'll use Lhls capaclLy Lo seL maLerlal aslde beLween sesslons, Lo prevenL overwhelm durlng sesslons,
and ln general ln llfe Lo lncrease añecL regulauon ablllLy.

kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  11

!!"# %&'( )*#+# ,- . /') '0 1.)#+,./ )*.) &##2- )' 3# +#4,#(#25 -' (# &##2 )' *.4# . (.6 )' -#) ,) .-,2# 7&8/
(# 9.& ).%# ,) '7) . :,#9# .) . 81# .&2 +#4,#( ,); <7+ +,=*) *#1,-:*#+# -)'+#- #>:#+,#&9#-5 %&'(/#2=# .&2
,&0'+1.8'& 7&8/ (# 9.& =,4# )*#1 '7+ 07// .?#&8'& .&2 /#.+& .// )*.) (# &##2 )' /#.+&; "# 9.& *#/: '7+ +,=*)
*#1,-:*#+# -#) )*,&=- .-,2# (*#& (#@+# &') ('+%,&= '& )*#15 36 *.4,&= .& 1.=# '0 . :/.9# '+ 9'&).,&#+ )'
:7) )*#1 ,&; "*.) 9'1#- )' 1,&2 .- . :/.9# (*#+# (*.)#4#+ 6'7 -8// &##2 )' +#4,#( 9.& 3# -)'+#2 7&8/ 6'7
9.& =,4# ,) 6'7+ 07// .?#&8'&A B) 9.& 3# .& ,1.=# ,& 6'7+ 1,&25 '+ 6'7 9.& /#.4# ,) (,)* 1# ,& 16
9'&).,&#+;C (pause and when Lhey are ready, say)!D'(5 E7-) 0'97- '& )*# F9'&).,&#+G5 .&2 /#) (*.)#4#+ -8//
&##2- )' 3# +#4,#(#2 =' ,&)' )*# 9'&).,&#+ ,& (*.)#4#+ 0'+1 ,) ).%#-; H#// 1# (*#& ,) ,- .// ,&5 '+ ,0 6'7 .+#
*.4,&= )+'73/#;C

F:.7-# 7&8/ )*#6 ,&2,9.)# ,) ,- .// ,& )*#,+ 9'&).,&#+G !B@2 /,%# 6'7 )' 3#=,& :+.989,&= 7-,&= 6'7+ 9'&).,&#+
3#)(##& &'( .&2 )*# &#>) .::',&)1#&)5 .&2 6'7@// =#) 3#?#+ .&2 3#?#+ .) 7-,&= ,); B0 )*# 9'&).,&#+ 9*.&=#-
'+ 2#4#/':-5 )*.)@- I&#;C

Addluonal noLes:
1: ConLalner should noL be one Lhey see frequenLly ln day Lo day llfe, or lL may be Lrlggerlng, because Lhe
maLerlal ls so ready Lo be cleared.
2: ConLalner should have a lock or lld or a meLhod Lo keep maLerlal lnslde lL.
3: Lgo sLaLes should nC1 be placed ln a conLalner, buL may be ºLucked ln" ln a nurLurlng fashlon, e.g.
lf cllenL can'L Lhlnk of anyLhlng, problem may
be performance anxleLy or Lrylng
!H+6,&= ,- )*# 3,==#-) :+'3/#15 E7-) )*,&% '0 &##2,&= )' *.4# .
:/.9# .&2 -## (*.) 9'1#- )' 1,&2CF'+ ,& 9'&0#+#&9# +''1 '+ '&
,&)#+&./ HJ -9+##&G; <+5

!B)@- /,%# (.)9*,&= )*# K'&).,&1#&) K*.&&#/ '& )#/#4,-,'&; L'7
2'&@) *.4# )' 2' .&6)*,&=5 E7-) (.)9*5 .- 6'7+ 3+.,& %&'(- *'(
)' 2' ,)5 -' (# E7-) /#) ,) 2' (*.) ,) %&'(- *'( )' 2';C
lf cllenL says lL won'L go ln Lhe conLalner !M+# 6'7 HNLBDO )' 1.%# ,) =' ,&5 '+ E7-) /''%,&= .) ,)5 #.-,/6 .&2
#P'+)/#--/65 )' -## (*.) *.::#&-C '+5
!M-% 6'7+-#/0 (*.)@- )*# 2.&=#+ '0 E7-) /#Q&= ,) =' ,&C
!M-% 6'7+-#/0 (*.)@- %##:,&= ,) 0+'1 =',&= ,&C
lf mosL maLerlal ls ln conLalner buL some
pleces are sull ouL
!M-% 6'7+-#/0 (*.)@- %##:,&= )*#-# :,#9#- 0+'1 =',&= ,&AC
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  12

1he Þolyvagal 1heory ls a Lheory of Lhree nervous sysLems, one sympaLheuc, and Lwo parasympaLheuc and was
developed by SLephen Þorges (2001). 1he addluon of Lhe soclal engagemenL parasympaLheuc sysLem, oñers a new
perspecuve and approach Lo modlfylng behavlor. Accordlng Lo Lhls Lheory, lL ls posslble Lo lnLervene ln
compromlsed soclal behavlor and modulaLe Lhe auLonomlc sLaLe by engaglng Lhe nervous sysLem planfully.
Accordlng Lo SLephen Þorges ºLhe petcepuoo of safeLy ls Lhe prlmary requlremenL for our lnLervenuon."
1hree 8ra|n Systems
1. Immob|||zanon System - uotsol voqol 5botJowo. When acuvaLed, Lhe envlronmenL ls percelved as lmmedlaLely
llfe LhreaLenlng, wlLh no way ouL excepL Lo freeze. ln Lhls oldesL and unmyellneaLed neurologlcal sysLem, Lhe
organlsm goes lnLo a felgned deaLh response, radlcally slowlng Lhe resplraLory, dlgesuve and cardlac sysLems. 1he
only paLhway ouL of dorsal vagal shuLdown ls Lhrough sympaLheuc arousal, Lhe ñghL or ßlghL response.
2. 1he I|ght or I||ght System. - 5ympotbeuc 5ystem. When an organlsm ls ln Lhe sLaLe of sympaLheuc arousal, Lhe
envlronmenL ls percelved as dangerous. 1he sympaLheuc nervous sysLem moblllzes for defenslve response by
lncreaslng meLabollc acuvlLy Lo achleve super-ordlnary performance. AL umes of LhreaL, Lhe sympaLheuc sysLem
produces adrenallne and corusol Lo lncrease cardlac ouLpuL and faclllLaLe Lhe ablllLy Lo ñghL oñ an aggressor or Lo
ßee a dangerous slLuauon. lf arousal ls LhwarLed Lhe unresolved energeuc charge ls held frozen ln Lhe body, and
may be comparLmenLallzed lnLo a range of sympLoms. When Lhls sLaLe ls acuvaLed as an organlsm ls comlng ouL of
lmmoblllzauon Lhrough sympaLheuc arousal, Lhere can be hlgh levels of dlsLurbance.
3. Soc|a| Lngagement System.-veottol voqol 5ystem. An organlsm ln Lhls sLaLe percelves Lhe envlronmenL as safe.
1he Soclal LngagemenL SysLem, a myellnaLed sysLem, ls Lhe newesL sysLem. lL llkely came lnLo belng Lo provlde for
Lhe auachmenL and nurLurance requlremenLs of Lhe long lnfancy and chlldhood of Lhe human. 1hrough
auachmenL and engagemenL, soclal relauonshlps are esLabllshed LhaL provlde for safeLy, for communlcaung
dlsLress ln relauonshlp wlLh oLhers, and provlde learnlng opporLunlues Lhrough relnforcemenL. WlLh soclal
engagemenL, oxyLocln (C1) ls released Lo fosLer calm and connecuon. lor example, Lhe lnfanL engages careLaker
lf lL doesn'L feel safe Lo seL Lroubllng maLerlal
!R4#+6)*,&= 6'7 &##2 ,- ./(.6- .4.,/.3/#; "*.)@- 3#,&= -#)
.-,2# ,- '&/6 (*.) *.-&@) 6#) 3##& +#4,#(#2; L'7@4# ./+#.26
/#.+&#2 . /') 0+'1 6'7+ #>:#+,#&9#- .&2 .&6)*,&= 6'7 &##2 ,-
./(.6- .4.,/.3/#;C
lf Lhere ls an urgency abouL Lhe maLerlal !S'1#)*,&= ,& 6'7+ -6-)#1 ,- +#.26 )' 3# +#:+'9#--#25 -' 6'7
.+# NRMTTL +#.26 )' +#4,#( ,); B) ,- ,1:'+).&) 0'+ 7- )' :.9# )*#
('+% -' 6'7 -).6 9'10'+).3/#; H'=#)*#+ (# 9.& 2#9,2# (*#& ,-
)*# 3#-) 81# )' ).+=#) ,)5 &'(5 &#>) -#--,'& '+ /.)#+;C
lC8 PlCPL8 LLvLLS Cl ulSSCCA1lCn (noLe: We never puL ego sLaLes ln a conLalner, buL raLher ºLuck
Lhem ln" ln a nurLurlng fashlon, unul Lhe ume ls rlghL. See
Þaulsen, 2009;
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  13
Lhrough faclal expresslon and vocallzauon Lo creaLe safeLy and bondlng. lL ls Lheorlzed LhaL successful
psychoLherapy Lyplcal lnvolves Lhe muLual engagemenL of Lhe venLral vagal sysLems of boLh cllenL and LheraplsL.
Moreover, early Lrauma processlng Lo remedlaLe auachmenL ln[urles necesslLaLes Lhe planful evocauon of venLral
vagal sLaLes ln osclllauon wlLh Lraumauc sLaLes, wheLher dorsal vagal or sympaLheuc arousal.

kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  14

lor Safe SLaLe (one Lype of resourced sLaLe):
!S'1#81#- (# 1.6 -).6 '& =7.+2 #4#& (*#& (# .+# .9)7.//6 -.0#; <7+ .16=2./. ,- '& 27)6 UVWX5 .-/##: '+
.(.%#5 -9.&&,&= #4#+6 .-:#9) '0 '7+ #&4,+'&1#&)5 ,&)#+&./ .&2 #>)#+&./5 (,)* )*# .3,/,)6 )' +#-:'&2 ,& *./0 .
1,//,-#9'&25 -' (# 2'&@) &##2 )' 3# 9'&-9,'7-/6 4,=,/.&); H*.)@- #>*.7-8&= .&2 1.%#- 7- /#-- .3/# )' +#-:'&2
)' 2.&=#+ (*#& (# &##2 )'; S'5 ('7/2 ,) 3# '%.6 )' YRRT -.0# (*#& 6'7 MNR -.0#5 (*#& &')*,&= 3.2 ,-
*.::#&,&=A B& '+2#+ )' 0##/ -.0# (*#& (# .+# -.0#5 (# &##2 )' 3# -7+# )*.) #4#+6)*,&= )*.) -8// &##2- )' 3#
+#4,#(#2W-'+)#2 )*+'7=* ,- ,& '7+ 9'&).,&#+; Z7-) 0'97- '& )*# ,1.=# '0 6'7+ (conLalner cue word) .&2 /#)
.&6)*,&= )*.) &##2- )' 3# -#) .-,2# =' ,&; (When Lhey conñrm, conunue). L'7+ 3'26 ./+#.26 %&'(- (*.) )' 2'5
-' /#)@- +#/6 '& ,) [;.&2 E7-) &'89#5 #.-,/6 .&2 #P'+)/#--/6[ (,)* 97+,'-,)6[ *'( 6'7+ 3'26 0##/-; B@// .22 -'1#
+,=*)W/#\ -817/.8'& )' .99#/#+.)# )*# :+'9#-- .&2 (#@// E7-) -## (*.) *.::#&-; B- ,) '%.6 ,0 B ).: 6'7+
%&##-AC;;;!Z7-) &'89#;C

Conunue 8LS, checklng ln perlodlcally, unul Lhey reach a sLaLe of relaxed awareness, our naLural sLaLe when no
danger ls presenL. Say, "M- 6'7 0'97- '& (*.) 6'7@+# 0##/,&= &'(5 (*.) ('+2 '+ ('+2- 9'1# )' 1,&2A B (.&)
6'7 )' *.4# . (.6 )' ]7,9%/6 9.// 3.9% )*,- 0##/,&=5 -' *'/2 )*.) ('+2 F'+ ('+2-G ,& 1,&2 (*,/# 6'7 0'97- '& )*#
0##/,&=5 .&2 B@// .22 ^TS;C 1ap for abouL 30 seconds, Lhen ask, !_,2 )*'-# ('+2- -).6 '+ 9*.&=#AC lf lL sLayed, ask
Lhem Lo pracuce lL ln order Lo geL ln Lhe hablL of feellng safe when Lhey are safe. lf lL changed, add 8LS unul lL
appears Lo be seL.

noLe: May also use lnsLead: safe place or oLher hlghly resourced sLaLe. We wanL Lhem ln a venLral vagal sLaLe so
LhaL 1) Lhey feel sLrong enough Lo wlLhsLand any dlsLurbance LhaL arlses ln subsequenL sLeps and 2) so LhaL Lhey
have a relauvely clear backdrop agalnsL whlch Lo nouce any dlsLurbance LhaL arlses ln subsequenL sLeps.

!B) ).%#- .3'7) U (##%- '0 :+.989# 0'+ 6'7+ -6-)#1 )' =#) '7) '0 )*# *.3,) '0 3#,&= ,& .& '&`=',&= 2,-)+#--#2
.&2 0+.=1#&)#2 1'2# .&2 ,&)' . *#./)*65 &.)7+./5 +#/.>#25 .(.+# 1'2#; L'7@// +#-:'&2 4#+6 +.:,2/6 ,0 )*#+# ,-
2.&=#+ :+#-#&); L'7+ .16=2./. ,- '& 27)6 UVWX /,%# . I+# ./.+15 -' (# 2'&@) &##2 )' 3# 4,=,/.&)C. lnsLrucL
Lhem Lo Conta|n and kesource: before sleep, upon awakenlng, and when Lhey change acuvlues.
Lmouonal dlsLress comes up !T#) )*.) =' ,& (cootoloet) 0'+ &'(; "#@// 9'1# 3.9% )' ,);
ulsLurbance comes back repeaLedly !H*#+# ,- -'1#)*,&= )*.) 6'7 .+# +#.//6 +#.26 )' +#4,#(5 /#)@- 2#9,2#
)'=#)*#+ (*#)*#+ )' ).+=#) ,) )'2.6 '+ &#>) (##%5 '+ /.)#+;C use cllnlcal
[udgmenL Lo deLermlne wheLher lL's a readlness Lo proceed or a
dlssoclauve lncapaclLy Lo dlsLance from felL sense
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  13

8evlewlng sclenuñc evldence from añecuve neuroblology, Þanksepp (1998) descrlbed a very few baslc
emouonswhlch are hardwlred ln Lhe braln ln añecuve clrculLs. 1hese are anger/rage, fear/Lerror, sadness/panlc,
seeklng/mouvauon and soclal clrculLs. 1here may be oLher clrculLs for whlch evldence ls noL currenLly avallable.
Añecuve neuroblology underlles Lhe funcuonlng of Lhe human organlsm, and Lhe dysregulauon of añecL ls an
essenual and underlylng facLor ln many cllnlcal condluons, lncludlng Lhose assoclaLed wlLh Lrauma and auachmenL.
1he followlng descrlpuons of some of Lhe baslc emouonal clrculLs are from Þanksepp (1998), who caplLallzes Lhe
names of hls sysLems Lo slgnlfy LhaL he ls referrlng noL only Lo an emouon, buL an añecuve braln clrculL. Shame ls
noL a subcorucal clrculL, buL learned, per Þanksepp. Þaulsen and C'Shea hypoLheslze LhaL excesslve shame, a
cruclal aspecL of Lrauma based syndromes and oLher emouonal dlsorders, needs Lo be cleared wlLh Lhe baslc
clrculLs. Shame ls a baslc underlylng emouon ln many cllnlcal syndromes (e.g., naLhanson, 1992, 1omklns, 1993)
and ls lmpllcaLed ln dlsorders relaLed Lo lmpalred auachmenL (Schore, 2001).
1he SLLkING System. ´1bls system mokes oolmols loteosely lotetesteJ lo explotloq tbelt wotlJ ooJ leoJs tbem to
become exclteJ wbeo tbey ote oboot to qet wbot tbey Jeslte. lt eveotoolly ollows oolmols to foJ ooJ eoqetly
oouclpote tbloqs tbey oeeJ fot sotvlvol, locloJloq of cootse, fooJ, wotet, wotmtb, ooJ tbelt olumote evolouoooty
sotvlvol oeeJ, sex. lo otbet wotJs, wbeo folly otooseJ, lt belps fll tbe mloJ wltb lotetest ooJ mouvotes otqoolsms
to move tbelt boJles e[ottlessly lo seotcb of tbe tbloqs tbey oeeJ, ctove, ooJ Jeslte. lo bomoos, tbls moy be ooe of
tbe molo btolo systems tbot qeoetote ooJ sostolo cotloslty, eveo fot lotellectool potsolts. wbeo tbls btolo system
becomes ooJetocuve, os ls commoo wltb oqloq, o fotm of Jeptessloo tesolts. wbeo tbe system becomes
spootooeoosly ovetocuve, wblcb coo boppeo os o tesolt of votloos kloJs of sttess, oo oolmol's bebovlot becomes
excesslve ooJ scblzopbteolc ot moolc symptoms moy follow.´ ´Neoto-oootomlcolly, tbe seekloq system cottespooJs
to tbe mojot self-sumolouoo system tbot cootses ftom tbe mlJbtolo op to tbe cottex, wblcb bos looq beeo
mlscooceptoollzeJ os o 'tewotJ ot telofotcemeot system'. lo foct, lt oppeots to be o qeoetol potpose oeotoool
lf Lhe cllenL speaks of never
relaxlng, always belng on alerL:
!H*.)@- #>*.7-8&= .&2 1.%#- 7- /#-- .3/# )' +#-:'&2 )' 2.&=#+ (*#& (#
&##2 )'; S'5 ('7/2 ,) 3# '%.6 )' YRRT -.0# (*#& 6'7 MNR -.0#5 (*#&
&')*,&= 3.2 ,- *.::#&,&=A B& '+2#+ )' 0##/ -.0# (*#& (# .+# -.0#5 (#
&##2 )' 3# -7+# )*.) #4#+6)*,&= )*.) -8// &##2- )' 3# +#4,#(#2 '+ -'+)#2
)*+'7=* ,- ,& '7+ 9'&).,&#+; !
CllenL conunues Lo be unable Lo
experlence a good, comforLable, or
safe feellng
May have overlooked a dlssoclauve dlsorder, use an ego sLaLe approach.
CAu1lCn: uo noL use Lhls procedure wlLh a hlghly dlssoclauve cllenL unless
you are Lralned and experlenced wlLh Lreaung dlssoclauve dlsorders.
CllenL says, ºlL's sLupld Lo ever feel
safe" eLc
uo exLenslve educauon on amygdala and safeLy sysLems of ñghL, ßlghL,
freeze. Conslder uslng anlmal examples. Spend conslderable ume on
anlmals sLaLes of soclal connecuon, carlng, oLher venLral vagal sLaLes, Lhen
human sLaLes of safe connecuon.
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  16
system tbot belps coox oolmols ooJ bomoos to move eoetqeucolly ftom wbete tbey ote pteseotly sltooteJ to tbe
ploces wbete tbey coo foJ ooJ coosome tbe ftolts of tbls wotlJ. A vety lmpottoot cbemlcol lo tbls system ls
Jopomloe. 1bese Jopomloe cltcolts teoJ to eoetqlze ooJ cootJloote tbe foocuoos of mooy blqbet btolo oteos tbot
meJlote ploooloq ooJ foteslqbt ooJ ptomote stotes of eoqetoess ooJ JltecteJ potpose lo botb bomoos ooJ
1he ILAk System. !A líAk cltcolt wos ptobobly JeslqoeJ Jotloq evolouoo to belp oolmols teJoce polo ooJ tbe
posslblllty of Jesttocuoo. wbeo sumoloteJ loteosely, tbe cltcolt leoJs oolmols to too owoy os lf tbey ote exttemely
scoteJ. wltb vety weok sumolouoo, oolmols exblblt jost tbe opposlte motot teoJeocy---o fteezloq tespoose,
commoo wbeo oolmols ote ploceJ lo cltcomstooces wbete tbey bove ptevloosly beeo bott ot ftlqbteoeJ. nomoos
sumoloteJ lo tbese some btolo oteos tepott beloq eoqolfeJ by loteose ooxlety.´
1he kAGL System. !wotkloq lo opposluoo to 5ííklNC ls o system tbot meJlotes ooqet. kACí ls otooseJ by
ftosttouoo ooJ ouempts to cottoll oo oolmol´s fteeJom of ocuoo. lt bos looq beeo koowo tbot ooe coo eotoqe botb
oolmols ooJ bomoos by sumolouoq vety speclfc potts of tbe btolo, wblcb potollel tbe ttojectoty of tbe líAk
system. 1bls system oot ooly belps oolmols JefeoJ tbemselves by otoosloq feot lo tbelt oppooeots bot olso
eoetqlzes bebovlot wbeo oo oolmol ls lttltoteJ ot testtoloeJ. nomoo ooqet moy qet mocb of lts psycblc eoetqy
ftom tbls btolo system.´
1he ÞANIC System.
“1o be o mommol ls to be boto soclolly JepeoJeot. 8tolo evolouoo bos ptovlJeJ sofeqootJs to ossote tbot poteots
(osoolly tbe motbet) toke cote of tbe o[sptloq ooJ tbe o[sptloq bove powetfol emouoool systems to loJlcote tbey
ote lo oeeJ of cote (os tefecteJ lo ctyloq, ot, os scleousts ptefet to soy, sepotouoo colls). 1be ootote of tbese
Jlsttess systems lo tbe btolos of cotetokets ooJ tbose tbey cote fot bos ooly teceotly beeo clotlfeJ, tbey ptovlJe o
oeotol sobsttote fot ooJetstooJloq mooy otbet soclol emouoool ptocesses.´
Spec|a|-Þurpose Soc|o-emonona| Systems. !lo oJJluoo to tbe pteceJloq ptlmluve systems tbot ote evlJeot lo oll
mommols sooo ofet blttb, we olso bove mote sopblsucoteJ speclol-potpose soclo-emouoool systems tbot ote
eoqoqeJ ot opptoptlote umes lo tbe llves of oll mommols---fot lostooce, tbose tbot meJlote sexool lu51, motetool
cAkí, ooJ tooqbboosloq llA¥. íocb of tbese ls bollt otoooJ oeotol complexlues tbot ote ooly ptovlslooolly
ooJetstooJ. 5exool otqes ote meJloteJ by speclfc btolo cltcolts ooJ cbemlsttles tbot ote polte Jlsuoct fot moles
ooJ femoles bot oppeot to sbote some compooeots socb os tbe pbysloloqlcol ooJ psycboloqlcol e[ects of oxytoclo,
wblcb olso ptomotes motetool mouvouoo. we oow teollze tbot motetool bebovlot cltcolts temolo closely
lotetmesbeJ wltb tbose tbot coottol sexoollty, ooJ tbls soqqests bow evolouoo qtoJoolly coosttocteJ tbe boslc
oeotol sobsttotes fot tbe soclol coottoct (l.e., tbe posslblllues fot love ooJ booJloq) lo tbe mommolloo btolo.´
See Þanksepp a|so on the ÞLA¥, CAkL and LUS1 c|rcu|ts.
When Auachment goes Wrong, the C|rcu|ts Can't I|ow. 1he clrculLs Þankseppp descrlbed are Lhere Lo funcuon
llke dashboard lndlcaLors on a car. 1hese subcorucal añecuve clrculLs lnclude: seeklng, sad/panlc, fear, rage, lusL,
play, and care. 8uL very early ln llfe, LhaL funcuon can be LhwarLed by experlence LhaL Lells Lhe chlld lL lsn'L safe Lo
have emouons. lf Lhe mllesLones of lnLersub[ecuvlLy and mlrrorlng and secure auachmenL fall, Lhe chlld may need
Lo ºcllp" hls/her dashboard wlres of Lhese clrculLs. Cn Lhe secondary process level, Lhls manlfesLs ln early learnlng
abouL relauonshlp LemplaLes (Schore, 2009) and ob[ecL relauons (Þanksepp, 1998).
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  17
When Lmonons Can't I|ow, 1rauma Þ||es Up. lf Lhe chlld cannoL have normal lnLegrauve auachmenL experlence
Lo learn añecL regulauon, Lhere ls no lnLegrauon of Lhe clrculLs on a horlzonLal level of Lhe braln. 8aLher, early
learnlng beglns Lo ºplle up" llke so much Lrash Lhrown over a wall, ln a columnar fashlon LvenLually Lhese become
esLabllshed as ego-lnvesLed dlssoclaLed sLaLes, or ln exLreme cases, alLer personallLy (Lanlus & Þaulsen, ln press)..
If the Se|f Can't Deve|op, Defenses Stop Lmbod|ment. lf Lhe chlld cannoL safely develop a self Lhrough normal
auachmenL processes, and lf Lhe careLaker requlres hls/her own needs Lo Lake precedence over Lhe chlld's, Lhen
Lhe chlld wlll lnLro[ecL Lhe careLaker, seelng hlm/herself Lhrough LhaL careLaker's eyes. 1hls serves an adapuve
funcuon of lnsurlng LhaL Lhe chlld's survlval chances are maxlmlzed Lhrough alllance wlLh Lhe requlremenLs of Lhe
envlronmenL, however mallgnanL Lhey may be Lo Lhe normal developmenLal needs of a chlld. 1o accompllsh Lhls
survlval Lask, Lhe chlld may need Lo LruncaLe sensory, añecuve, cognluve and behavloral lnformauon. WlLh LhaL
lnformauon LruncaLes, Lhe chlld cannoL have a felL sense of llvlng ln her/hls own body, or ºembodlmenL" (Lanlus &
Þaulsen, ln press)

kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  18

Þaul ledern (1932) observed ego sLaLes operaung ln hls pauenLs and Lhereby expanded psychoanalyuc Lheory. Pe
consldered Lhe pauenL's hablLual addluon or subLracuon of ego and/or ob[ecL energy Lo ego sLaLes as underlylng
Lrauma relaLed psychopaLhology. !.C. WaLklns ln Lhe 1970's (WaLklns & WaLklns, 1997) applled ledern's Lheory ln
Lhe developmenL of a speclñc Lherapeuuc approach. Lgo sLaLe Lherapy lnvolves addlng or subLracung ego energy
Lherapeuucally ln order Lo glve a volce Lo dlssoclaLed or dlsowned aspecLs of self (Þaulsen & WaLklns, 2004). Larly
ln Lhe hlsLory of LMu8, Þaulsen (1992, 1993) comblned LMu8 and ego sLaLe Lherapy ln order Lo resolve blocked
LMu8 processlng and oLher reslsLance. SubsequenLly, she descrlbed1) a phased approach uslng Lhe acronym AC1-
AS-ll Lo uslng ego sLaLe Lherapy and LMu8 ln Lhe LreaLmenL of complex Lrauma cases (Þaulsen, 2009a, 2009b,
2007), and 2) a sLepwlse meLhod uslng Lhe acronym ºA8CPl1LC1S" for uslng LMu8 wlLh dlssoclauve cllenLs
(Þaulsen, 2009a, 2009b, 2007).
1ogeLher Lhese meLhods help Lo: enhance sLablllzauon and conLalnmenL, lncrease añecL Lolerance and añecL
regulauon, dlsarm ego sLaLe based reslsLances (Þaulsen, 1993),moblllze ego resources Lo lncrease cllenL processlng
capaclLy (Þaulsen, 2004), moblllze ob[ecL energy Lo lncrease pauenL compasslon for self (Þaulsen, 2007). Þaulsen
asserLs LhaL ego sLaLe Lherapy enables Lhe LMu8 LheraplsL Lo varlously lncrease or decrease Lhe level of acuvauon
of a Lraumauc, defenslve, or oLher neural neLwork. 1hls serves Lo help malnLaln an opumal level of arousal durlng
Lherapy and durlng LMu8 processlng, and Lo decrease Lhe probablllLy of ßoodlng or numblng ln cases of complex
Lrauma. 1lLraung añecL wlLh ego sLaLe Lherapy ls a key means Lo fracuonaLe Lhe volume of maLerlal (Þaulsen, 2007)
durlng Lhe resoluuon of Lrauma.
lmporLanL appllcauon of Lhese prlnclples: ln sLep 3 of Lhe L1 proLocol, we dellberaLe add ob[ecL awareness and
wlLhhold ego awareness ln order Lo ßush ouL Lhe añecuve clrculLs wlLhouL an añecuve load on Lhem.

kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  19



!^#0'+# (# 3#=,& +#4,#(,&= 6'7+ #.+/6 #>:#+,#&9#-5 (# &##2 )' 1.%# -7+# 6'7+ #1'8'&- .+# ('+%,&= )*# (.6
)*#6 (#+# ,&)#&2#2 )' ('+% a .- -'7+9#- '0 ,1:'+).&) ,&0'+1.8'& )' *#/: 7- /#.+& (*.)@- 2.&=#+'7-5 (*.)@-
7&0.,+5 (*.)@- 9'&&#9)#25 .&2 1'+#; H*#6 .+# )*#+# .) )*# 3#=,&&,&= '0 '7+ /,4#-; B0 6'7 (.)9* . &#(3'+&
3.365 a &' '&# *.- )' )#.9* )*#1 *'( )' 0##/; b.&6 :#':/# *.4# 3##& ).7=*) )' ,=&'+# 0##/,&=-5 .&2 1.6
#4#& *.4# /#.+&#2 )*.) ,)@- &') <c )' 0##/ -'1# 0##/,&=-5 -' )*#6 2,-9'&&#9) 0+'1 )*#,+ 0##/,&=-; H*.)@- /,%#
9/,::,&= )*# 2.-* 3'.+2 (,+#- ,& '7+ 9.+5 E7-) 3#9.7-# (# =#) 7&9'10'+).3/# (*#& (# -## . +#2 /,=*) )*.) -.6-
)*# #&=,&# ,- '4#+*#.8&=d "*#& )*.) *.::#&- )*#+# ,- '\#& -*.1# :+#-#&) .3'7) *.4,&= ')*#+ #1'8'&-C

lor lndlvlduals who need baslc educauon abouL Lhe role of common emouons as lnformauon, glve or read Lo
Lhem Lhe CllenL PandouL abouL emouons. Lnsure sumclenL educauon abouL Lhe funcuon of emouons before
proceedlng wlLh Lhe followlng. Some can proceed dlrecLly, and some need much educauon, especlally re:

!Y,+-)5 /#) #4#+6)*,&= 7&+#-'/4#2 ,& 6'7+ -6-)#1 =' ,&)' 6'7+ F9'&).,&#+G .&2 +#1,&2 6'7+-#/0 ,)@- '% )' 0##/ -.0#
(*#& 6'7 .+# -.0#5 (,)* 6'7+ (coe wotJ ftom 5tep 2 - kesootce stote)(Þause long enough for Lhem Lo do LhaL).
!",)* 6'7+ :#+1,--,'&5 B@// :+'4,2# 3,/.)#+./ -817/.8'& 36 ).::,&= '& 6'7+ %&##- F'+ .&%/#-G5 .&2 6'7 9.&
9/'-# 6'7+ #6#- ,0 6'7 (.&) .&2 &'89# )*# :,9)7+#- )*.) 9'1#; "#@// ).%# '&# #1'8'& .) . 81#5 .&2 .// 6'7
&##2 )' 2' ,- &'89# (*.) )*# 0##/,&= /''%- /,%#5 .&2 (.)9* (,)* 97+,'-,)65 )' -## ,0 )*# :,9)7+# ,- 9*.&=,&= '+
-).6,&= )*# -.1#; "*#& )*# :,9)7+# -)':- 9*.&=,&=5 )*.) 1#.&- )*# #1'8'& (,// 3# +#.26 (*#&#4#+ 6'7 &##2
,)5 .&2 &') (*#& 6'7 2'&@) &##2 ,); "#@// 9/#.+ )*# :+')#984# #1'8'&- I+-)5 3#9.7-# )*#6 &##2 )' 3# ('+%,&=
(#// 3#0'+# (# 9.& 07//6 #>:#+,#&9# )*# +#=#&#+.8&=5 /,0# #&*.&9,&= #1'8'&-; T#)@- 3#=,& (,)* e-*.1#;@ "*.)
2'#- e-*.1#@ /''% /,%#A !(1hey reporL whaL Lhey see) "D'89# )*.)C .&2 !"*.) 2'#- -*.1# /''% /,%# &'(AC lL's
okay lf lL Lransforms, ls symbollc, a sLory, or shows a LhwarLed response. uo Lapplng seLs unul Lhe plcLure sLops
changlng. lL may become posluve, neuLral, or [usL sLop changlng. 8epeaL for each emouon ln Lhe sequence:
Some may beneñL from resemng learned emouons or Lhe safeLy clrculLs Lhemselves. lf hlgh levels of dlssoclauon
are presenL, use a formal ego sLaLe approach (l.e., Þaulsen 2009). uC nC1 use Lhls procedure wlLh hlghly
dlssoclauve cllenLs unless you are Lralned and experlenced ln Lreaung dlssoclauve dlsorders.
1he cllenL sees no lmage. f-7.//6 ,- )+6,&=5 +#1,&2 )*#1 )' E7-) .//'( .& ,1.=# )' 3# )*#+#
Z7-) &'89# (*,/# B +#.2 (*.) )*,- #1'8'& 2'#-5 .&2 )#// 1# (*#& .&
,1.=# 9'1#- )' 1,&2
1he lmage doesn'L sLop changlng or
become neuLral.
Co Lo Lhe nexL emouon, and come back Lo Lhls one laLer.
Co Lhrough Lhem as many umes as necessary, unul Lhe essence becomes
neuLral and sLops changlng, developlng.
1hey have made many connecuons Þerlodlcally brlng Lhem back Lo an lmage, saylng, !(*.) 2'#- gg /''% /,%#
&'(AC and conunue unul lL sLops changlng,.
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  20

Þrovldes an acuve, user frlendly psycho-educauon abouL normal emouonal funcuons.

8educes fear of emouons so abreacuons laLer are rare.

ÞasL unresolved Lrauma ls easler Lo seL aslde.

lmproved añecL regulauon and hlgher funcuonlng becomes posslble.

1rauma processlng goes beuer Lhan sLandard LMu8 because Lhey LoleraLe Lhe añecL beuer.

Can Lake Lwo weeks Lo Lwo years (for very complex cases - don'L use for ulu aL Lhls ume please).

May need Lo pracuce sLeps 1 and 2 for some weeks.

SLep 3 ls Lyplcally done once unless someLhlng has been overlooked or omlued.

We focused here on Lhose few skllls mosL emclenL and sysLemauc, mosL ume emclenL for mosL cllenLs.

lmpllclL ls LhaL Lhe cllnlclan dlrecLs Lhe cllenL's focal auenuon ln a sequence, wlLh a mlndfulness sLance.

lf a cllenL can'L do Lhese sLeps lL ls a red ßag for slowlng down and needlng more preparauon

8y end of preparauon sLeps, mosL wlll have skllled capaclLy for: conLalnmenL/comparLmenLallzauon LhaL ls
dellberaLe and consclous, accesslng a resourced and venLral vagal sLaLe or ºsafe sLaLe," and Lhe lnnaLe añecuve
clrculLry wlll be clear, ready Lo uullze ln processlng wlLhouL defenslve reslsLance for many.

lor some very complex cases, preparauon wlll lnclude subsLanually more work, lncludlng Loleraung somauc
sensauon, ego sLaLe preparauon, lengLhy esLabllshlng of LrusL and rapporL.
Neuro-Deve|opmenta| 8u||d|ng 8|ocks:

Gestanon counts as exper|ence, exposure: MaLernal añecuve experlence lncludlng gesLauon añecLs
neural developmenL (Schore, 2003),

Secondary Þrocess|ng (Þanksepp, 1998) |s our ear|y focus. Amygdala and oLher basal ganglla ls Lhe
locus for Lhe relauonshlp LemplaLes and ob[ecL relauons learnlng LhaL may have lnLerfered wlLh
1hey can'L observe from a dlsLance
and sllde lnLo Lhe felL sense
1each Lhe dlñerence beLween belng ln an emouon and looklng aL an
emouon. lf needed, use a ºprosLhesls" llke a carLoon of an emouon. lf
Lhey sull sllde ln aûer Lwo Lrles, Lhey may need Lo reseL safeLy sysLems
and amygdala ñrsL. ´wbot Joes fqbt look llke´ and ´flqbt´ and ´fteeze.´
lf Lhey sull can'L observe an emouon
from a dlsLance lnsLead of feellng lL
1hey may need more work uslng ego sLaLe Lherapy or somauc resourclng
before Lhey can do Lhls sLep
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  21
ablllLy Lo uullze emouons naLurally, especlally when shame ls lnvolved, when chlld learns s/he
doesn'L geL Lo have emouons, only Lhe careLaker does.

kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  22

!D'( (#@// +#4,#( )*# 81#C F&.1# .& .::+':+,.)#/6 -,h#2 81# :#+,'25 #;=;5 e-#9'&2 )+,1#-)#+5@ e6'7+
3,+)*5@ @iU )' ij 1'&)*-5C )' 3# -7+# )*.) .&6 )+.::#2 #&#+=6 ,- +#/#.-#2 .&2 9'&k,98&= ,&0'+1.8'&
,- 9/#.+#2 7:; M// 6'7 &##2 )' 2' ,- &'89# (*.) *.::#&-5 E7-) /,%# 6'7@+# 4,#(,&= . 4,2#';C 1he
followlng shows Lhe naLural sequence of processlng LhaL occurs for many people. lL ls lncluded below
Lo help Lhe cllnlclan be aware of phase compleLeness, and adapuve resoluuon. lncompleLeness aL one
phase wlll resulL ln lnablllLy Lo clear Lhe nexL phase.

kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  23

8auonale: Larly experlences are sLored ln Lhe body. Lxperlence lndlcaLes LhaL chooslng Lhe
form of 8LS LhaL maLches Lhe way Lhe lnformauon ls sLored, works besL. 1applng Lhe knees or
ankles allows Lhe cllenL Lo relax Lhelr body. Pavlng Lo hold Lhelr hands ln a posluon so Lhey
can be Lapped, requlres Lenslon. 1aps can be very llghL. A wand may be used lf Lhe cllenL ls
uncomforLable wlLh Lhe LheraplsL Louchlng Lhem. A hearLbeaL cadence seems useful for
prenaLal and blrLh ume perlods.
8ody awareness ls enhanced by allowlng Lhe cllenL Lo lean back. noL needlng Lo hold a
posluon, even holdlng Lhe head erecL, faclllLaLes awareness of sensauons as wells as
relaxauon (durlng Safe SLaLe and pre and perl-naLal ume perlods). Pavlng Lhe feeL up makes lL
easler Lo Lap Lhe knees or ankles wlLh less lnLruslon. ?ou can slL qulLe close Lo Lhe cllenL
wlLhouL lL feellng Loo close.
Þhyslcal Louch allows Lhe cllenL Lo acLually feel Lhe presence of Lhe cllnlclan, whlch seems
necessary for reprocesslng early Lrauma and may posluvely lmpacL Lhe venLral vagal sysLem.
AL Lhe same ume, one musL be aware of one's sLaLe llcenslng board and scope of pracuce
lssues regardlng physlcal Louch, as well as cllenL preferences and comforL wlLh physlcal Louch.
lf legally or eLhlcally unwlse Lo physlcally Louch, Lhe cllenL may Lap hlm or herself.
LlLher ls ñne. lf Lhe cllenL ls ready Lo do Lhls work, Lhey are less llkely Lo dlssoclaLe. lor some
cllenLs, Lhe physlcal Louch (Lapplng) seems Lo faclllLaLe a greaLer sense of safeLy.
A chalr LhaL has wheels and arm resLs allows Lhe cllnlclan Lo vary posluons ln order Lo prevenL
damage caused by repeuuve mouons. 1applng from Lhe shoulders raLher Lhan Lhe wrlsL or
elbow ls beuer, varylng Lhe movemenL ls beneñclal.
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  24

8ecause processlng of early Lrauma rarely occurs on lLs own, for many lndlvlduals, havlng ume
beLween sesslons for resldual processlng does noL appear Lo be beneñclal. lor many
lndlvlduals, Lhe opumal sesslon lengLh ls abouL Lhree hours. 1haL lengLh allows ume for cllenLs
Lo feel sumclenL safeLy Lo open up Lhese early experlences. 1hree Lo slx hours a day, Lwo Lo
Lhree days ln a row has been useful wlLh many cllenLs. Where Lhere was early Lrauma, hence
complex Þ1Su, we need Lo conslder more frequenL and posslbly longer sesslons, whlch would
be cosL eñecuve over ume.

noLe LhaL for dlssoclauve lndlvlduals, very long sesslons can be desLablllzlng and are noL
recommended. 8emember noL Lo use Lhese procedures on hlghly dlssoclauve cllenLs wlLhouL
belng Lralned and experlenced ln Lhe LreaLmenL of severe dlssoclauve dlsorders.

Can also use for Leens and adulLs lf Lhere ls someone else avallable who knows whaL happened Lo Lhem.

1he procedure ls an adapLauon of !oan Loveu's SLory 1elllng MeLhod.

ÞlcLures and props may enhance Lhe work lf Lhey are avallable, buL aren'L generally necessary.

AdapL Lhe language and lengLh Lo Lhe age of Lhe cllenL.

1ell Lhe sLory by ume perlods manageable slze pleces, such as: before blrLh, blrLh, blrLh Lo 3 (Lhe more
Lrauma and neglecL Lhere ls, Lhe smaller Lhe ume perlods should be for each fracuon of ume).
When posslble, have careLaker:
1. 8ead or Lell Lhe sLory of whaL happened, lncludlng behavlors and feellngs of oLhers,
who was responslble for whaL, acknowledglng whaL could and couldn'L be done aL
Lhe ume. SLarL before Lhe ume or lncldenL when Lhlngs were Ck. Þause sLory lf
dlsLress ls apparenL and keep Lapplng unul all lndlcauons of dlsLress are released,
Lhen conunue sLory. 8eread or reLell Lhe sLory unul no dlsLress ls apparenL.

2. Pave cllenL revlew sLory on Lhelr own. Say someLhlng llke:

!T#)@- -## ,0 )*#+# ,- .&6)*,&= )*.) -8// &##2- )' 3# +#1#13#+#2 ,& 6'7+ 1,&2 '+
3'26; B@// .22 ).:- )' *#/: 6'7 /#.+& 0+'1 ,)5 -' 6'7 ('&@) &##2 )' 0##/ 3.2
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  23

1. 1ell whaL would have happened lf Lhlngs had been Lhe way Lhey needed Lo be.

2. 1hen say someLhlng llke:

!T#)@- 3# -7+# 6'7 =') #4#+6)*,&= 6'7 &##2#2; B@// ).: (*,/# 6'7 -## ,0 )*#+#@-
.&6)*,&= #/-# 6'7 &##2#2; S## ,0 .&6 :,9)7+#- 9'1# ,&)' 6'7+ 1,&2 '+ 6'7+ 3'26
0##/- .&6)*,&=;C

3. Add 8LS, Lhen check ln. Co back as many umes as necessary unul noLhlng new
emerges. Cf course, Lhe younger Lhe chlld, Lhe brlefer Lhe lnsLrucuon, buL allow
focus ume even for lnfanLs.
1. Comblne posluve sLaLemenLs abouL Lhe chlld wlLh 8LS (whaL Lhey needed Lo hear

2. Ask Lhe chlld Lo Lhlnk abouL whaL really happened and see lf Lhere are any
ºyucky" (or oLher chlld-frlendly Lerm) feellngs leû anywhere ln Lhelr body.

3. Add 8LS unul lL clears or lndlcaLes LhaL Lhere ls assoclaLed maLerlal LhaL sull needs
Lo be LargeLed.
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  26


use knee or ankle Laps ls posslble.

LengLh of seLs varles wldely.

MonlLor Lhelr physlology.

Pave Lhem Lell you when Lhlngs sLop changlng durlng lmaglnauve lnLerweaves.
1. locus on Lhe experlence (lf you know whaL happened) or ume perlod (Lhls ls
besL because Lhere may be Lhlngs you don'L know abouL) and add 8LS.

U; locus on whaLever amounL of ume ls manageable, e.g.,

!)*# 81# 3#0'+# 6'7 (#+# 3'+&W)*# I+-) 1'&)* '0 6'7+ 1'1@- :+#=&.&96W
6'7+ I+-) 2,-)+#--,&= #>:#+,#&9#W)*# ('+-) )*,&= )*.) *.::#&#2;C

J. 1he greaLer Lhe amounL of Lrauma, lncludlng neglecL, or lnLenslLy of sympLoms,
Lhe small Lhe blLs of ume need Lo be. 8e sure LhaL respons|b|||ty ls
approprlaLely asslgned ln Lhls phase.
1. lf dlsLress (physlcal or emouonal) occurs and does noL release sponLaneously,
use an lmaglnauve lnLerweave, by saylng,

"B1.=,&# (*.) 6'7 &##2F#2G '+ &##2F#2G )' 2';C l

2. 1hls allows Lhem Lo ñghL, ßee, obLaln proLecuon, or whaLever Lhelr needs are
or were ln order Lo achleve a sense of safety. Co back over each ume perlod
unul Lhere ls no dlsLress, emouonal or physlcal, remalnlng.
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  27
*lor some lndlvlduals, lnLerweaves may lnclude: experlenual (holdlng uny shoes a la ueb
Wesselman), ego sLaLe (would whoever has a concern come lnLo Lhe mlnd's eye aL Lhls
ume?, or orlenLauonal (are you rememberlng LhaL Mom's dead now, and lLs 2010, and you
are 3'7" Lall?)
1. lf repalr doesn'L sponLaneously occur, use an lmaglnauve lnLerweave by saylng,

!B1.=,&# (*.) ('7/2 *.4# *.::#&#2 ,0 #4#+6)*,&= 9'7/2 *.4# 3##& )*# (.6
6'7 &##2#2 ,) )' 3#;´ Cr !B1.=,&# =#Q&= .// 6'7 &##2#2;C

2. lL ls CkI1ICAL Lo go back as many umes as necessary unul a) Lhere are no more
changes, and b) Lhey have lmaglned gemng all LhaL a chlld need by Lhose who
should have provlded lL, noL an adulL parL of Lhemselves. lf Lhey aren'L able Lo
lmaglne all LhaL a chlld needs, provlde vldeo or plcLures of whaL LhaL would
look llke, Lhen redo Lhe 8epalr/8elearn focus aL Lhe nexL sesslon. 1hls provldes
acLual cho|ces for Lhe fuLure.
1. CompleLe aûer each ume perlod, addlng your own pc's when lndlcaLed.

2. lf Lhere was no Lrauma durlng a ume perlod, a 8esource lnsLallauon ls llkely Lo
sponLaneously emerge.
1hey don'L Lhlnk Lhey can recall anyLhlng
from before a cerLaln age.
íxplolo tbot most people Joo´t bove cooscloos memoty befote
oboot oqe J, bot tbot we seem to bove tbe oblllty to temembet
mote tboo we tblok we Jo. wbot we leotoeJ eotly we leotoeJ so
well tbot we Joo´t teollze lt, ooJ lt ls oow ootomouc. Oot btolo
wotks o lot llke tbe lotetoet ooJ we jost oeeJ to ´Cooqle´ lt (qlve
lt oot oueouoo) ooJ oot btolo olso wlll belp os cbeck oo wbot sull
oeeJs to be tevleweJ, ot foJ tbe lofotmouoo tbot´s lo cooflct
wltb wbot we koow oow.
CllenL doesn'L geL anyLhlng. 1bey ote ptobobly ttyloq. 5oqqest tbey !E7-) &'89# *'( 6'7+
3'26 0##/-;C let tbem koow lt osoolly tokes people o wblle to qet
oseJ to oot ttyloq.

Ot, soy, !(*.)@- 2.&=#+'7- .3'7) +#4,#(,&= )*,-AC uepeoJloq
oo wbot tbey soy, JeclJe wbetbet to te-explolo tbe ptocess ot
oJJ mote sofety meosotes.
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  28

1hey geL overwhelmed wlLh dlsLress, and

lf lL ls memory from Lhe ume you focused on
LhaL ls overwhelmlng Lhem:

lf lL ls memory from a laLer ume LhaL ls
overwhelmlng Lhem:
lf soyloq !B1.=,&# (*.) 6'7 &##2 '+ &##2 '+ &##2 )' 2'C
2'#-&@) ('+%5 9'&-,2#+m 8teok tbe ume petloJ loto smoll
nove tbe clleot cooscloosly set lt oslJe fot lotet teptocessloq,
osloq tbelt cootoloet.

kemloJ tbem tbot tbe ovetwbelm ls pott of tbe boby´s stoty, lt
octoolly lso´t oboot tbe lkí5íN1 MOMíN1. (lelt llosbbock)
lf you are Lralned and experlenced ln Lreaung
dlssoclauve dlsorders and Lhls cllenL ls
dlssoclauve, and lf Lhe cllenL swlLches Lo
anoLher ego sLaLe before you can ñnlsh Lhe
8e sote yoo bove coopetouoo of tbelt system ooJ bove
JevelopeJ o tteotmeot ploo boseJ oo tbelt Jeqtee ooJ type of

Co bock to eotllet ume ftome to eosote eotllest ttoomo ls
tesolveJ, so tbe system coo come toqetbet ot tbe bose of
expetleoce to wotk oo tbese expetleoces wltboot ovetwbelm. uo
oot coouooe to ose tbls ptoceJote lf lt cooses Jestoblllzouoo fot
ooy Jlssoclouve clleot.
ll 1PL8L lS SlCnlllCAn1 knCWn LA8L?
lot teeos ooJ oJolts, ftocuooote tbe lofotmouoo by ume ooJ
sevetlty. uepeoJloq oo tbe omooot of ttoomo, yoo moy oeeJ to
bteok tbe ume petloJ Jowo loto mootbs, weeks ot ´movloq
fotwotJ to tbe oext ttoomo´ wltblo tbe ume petloJ. use koee
tops lf posslble (wltb o beottbeot coJeoce fot befote blttb ooJ
blttb), mooltotloq tbelt pbysloloqy ooJ soppotuoq tbem lo jost
ooucloq wbotevet tbey oouce. 5et leoqtb ofeo votles qteotly.
uO NO1 A11íMl1 1O 1kíA1 A nlCnl¥ ul55OclA1lví
(ul55OclA1lví luíN1l1¥ ul5Okuíkíu) cllíN1 wl1n 1nl5
lkO1OcOl uNlí55 ¥Ou Akí 1kAlNíu ANu í\líklíNcíu lN 1ní
1kíA1MíN1 Ol ul55OclA1lví ul5Okuík5. 1ní lkOcíuukí l5
ulllíkíN1 lOk ul55OclA1lví cllíN15, kíOulklNC MOkí
ííN5lví lkílAkA1lON ANu íCO 51A1í wOkk. lCNOklNC
1nl5 cAu1lON cOulu kí5ul1 lN nAkM 1O ¥Ouk cllíN1 ll
llOOul NC Occuk5 Ok ul 55Ocl A1l ví 8Akkl ík5 Akí
lkíMA1ukíl¥ 1AkíN uOwN, Ok ll kí¥ íCO 51A1í5 Akí NO1
ON 8OAku wl1n 1ní wOkk.
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  29

Þ n ¥ S I C A L
1be followloq ote tbe most llkely ooJ most commoo expetleoces. lo foct, ut. 5boplto
colls tbls tbe ´5omouc ltotocol´. lt´s vltol tbot tbey ´jost oouce´ wbot tbe feelloq ls, ooJ
Joo´t tty to Jo ooytbloq to stop lt. lt seems oecessoty fot oot system to Jo wbotevet
wotkeJ ot tbe ume of tbe ttoomo, lo otJet to teollze tbot otbet tespooses ote ovolloble
nausea Nooseo someumes occots Jotloq pteootol ptocessloq - bove oo oltplooe boq booJy
tbooqb lt moy totely be oseJ
Splnnlng 5plooloq seosouoos bove occotteJ. O´5beo bypotbeslzes tbey moy be ossocloteJ wltb
tbe blostocyst stoqe.
Þaln/dlscomforL lolo ooJ Jlscomfott ftepoeotly occot, bot typlcolly Jlsslpote wbeo tbe clleot metely
oouces tbem.
ulmculLy breaLhlng ul[colty bteotbloq ls potucolotly ossocloteJ wltb blttb ptocessloq. lf tbey stop
bteotbloq, teossote tbem tbot tbey wlll bteotbe spootooeoosly os sooo os tbey ote
Lar paln íot polo ofeo occots. O´5beo bypotbeslzes tbot tbete moy be some telouoosblp to eotly
eot lofecuoos.
lalllng asleep lollloq osleep ls polte commoo, ooJ lt ls bypotbeslzeJ tbot lt moy be ossocloteJ wltb
motbet´s Jtoq ose (ptesctlpuve ot oot) ot os tbe ooly woy o pteoote/lofoot coo escope
oo loescopoble sltoouoo. let tbem koow yoo wlll slmply coouooe topploq ooul tbelt
system moves tbtooqb wbotevet lt ls.

clleots typlcolly owokeo polckly totbet tboo qtoJoolly. kooqe. 5 mlootes to J-1 boot
sessloos (20 mlo, 40 mlo, 5 mlo) wblcb wos o 16 yeot olJ boy wbose Mom boJ oseJ
Jtoqs tbtooqboot bls pteqooocy, mojot bebovlot cbooqes wete tepotteJ by tbe uoJ
betweeo tbese sessloos. Most typlcol Jotouoo. 15-20 mlo
VISUAL IMAGLS 8ecoose lofotmouoo ls ptlmotlly stoteJ pbyslcolly befote oqe J, lmoqes moy be obseot.
8lank lmages lf tbe lmoqe ls JesctlbeJ os !3/.&%C wbeo yoo ote focosloq oo tbe pteootol ume petloJ,
Joo´t ossome tbete´s ootbloq tbete, ot tbot tbey oteo´t focoseJ. kemembet, lt wos
pteuy Jotk lo tbe womb ooJ tbe ´blook´ mlqbt olso be ´block´. lt´s typlcol fot people to
mlsttost tbelt petcepuoos os tbey osoolly Joo´t bove expetleoce wltb beloq oble to
occess ooytbloq ftom tbls eotly ume.
vlvld lmages 5otptlsloqly vlvlJ memotles olso occot. clleots teoJ to feel tbe lmoqes ote vollJ lf tbete ls
cooqtoeoce wltb emouoos, seosouoos, ot otbet expetleoces ot lf vollJoteJ by
lmoqety moy loluolly be symbollc, bot wlll typlcolly move to oo expetleouol level
(emouoool Jlsttess) lo otJet fot expetleoces to be folly teptocesseJ.
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  30


1yplcolly occots Jotloq kevlew 5toqe.
lt ls oot Jl[colt fot people to see tbot tbe poteot/cotetoket sboolJ be tespooslble fot tbe
lofoot´s well-beloq, so tespooslblllty lotetweoves ote oot osoolly oecessoty. lf so, tbe
lotetweoves tooqbt lo lott 1 of íMuk ttololoq wotk. Awoteoess tbey JlJ oot bove
befote, socb os, ´tbot wos my Mom´s feot, oot mloe´, ls commoo.
IN1LNSL LMC1ICN 1yplcolly occots Jotloq keleose 5toqe ooJ leoJs to o feelloq of sofety.
loteose emouoo ls mote otyplcol tboo typlcol. wbeo tbete ls loteose emouoo (osoolly
ftom llfe tbteoteoloq eveots), o symbollc level of ptocessloq ofeo occots ftst ooJ seems
to oct os o ptepotouoo, so tbot wbeo lt Joes occot, lt´s oot ovetwbelmloq ooJ typlcolly
less tboo Jlsttess tbey´ve felt tbelt eoute llves.
1bey bove beeo ttoppeJ lo tbe ttoomouc expetleoce, so tbey moy lmoqloouvely see
tbemselves too owoy, qet blqqet ooJ fqbt bock, ot bove someooe come to ptotect
tbem. lf lt´s oot oo oJolt pott of tbemselves, l osoolly jost stoy wltb tbe ptocessloq ooJ
let tbem come to oo owoteoess tbot someooe else sboolJ bove ptotecteJ tbem
B b M O B D M /
lmoqloouve teleotoloq belps tbem to bove o felt seose of cbolces fot tbe fotote.
wbeo tbey bove completeJ tbe kevlew ooJ keleose stoqes, tbey wlll typlcolly look bock
ooJ lmoqloe wbot tbey sboolJ bove expetleoceJ Jotloq tbls eotly ume. lmoqloloq lt
qlves tbem tbe bebovlotol copoblllty to tespooJ Jl[eteotly oow ooJ lo tbe fotote. lf lt
occots spootooeoosly, tbelt lotetool otqoolzouoo wlll bove JetetmloeJ wbetbet tbey ote
teoJy to qtoop tbe expetleoces toqetbet e.q. pte- ooJ petl-ootol, ot sloqly e.q. pteootol
ooly. lf lt Joeso´t boppeo spootooeoosly, yoo´ll oeeJ to sumolote tbls stoqe by soyloq,
´lmoqloe wbot woolJ bove boppeoeJ, lf evetytbloq coolJ bove beeo tbe woy lt oeeJeJ
to be.´ 1belt llfe expetleoces cteote tbe woy tbey oeeJ to be qtoopeJ, e.q. lf tbete wos o
move ot oqe ooe ooJ slqolfcoot cbooqe lo tbe poteot´s foocuooloq, tbe ume ofet tbot
wlll oeeJ to be lmoqloeJ sepototely.
Almost olwoys, tbey coo lmoqloe tbelt owo poteots cbooqloq tbe woy tbey wete
tteoteJ, bot l Joo´t Jlctote wbo lt sboolJ be. 5omeumes tbey soy, !B *.4# )' =' 3.9%
.&2 I> )*#1 I+-).´ Iost soy, !B1.=,&# )*.)C;
íveo wbeo tbey ote oble to spootooeoosly lmoqloe wbot sboolJ bove boppeoeJ, oot
coltote bos oot typlcolly ptovlJeJ oll tbot llule cbllJteo oeeJeJ, so yoo oeeJ to soqqest
tbey focos oo tbot ume oqolo ooJ !-## ,0 )*#+#@- .&6)*,&= #/-# 6'7 &##2#2C ooul
ootbloq mote emetqes.
K < D H B D f R _
Ofeo tbe ptocessloq wlll coouooe beyooJ tbe ume petloJ yoo ote focoseJ oo, eveo op
to tbe pteseot ot loto tbe fotote. 1bls ls foe, os looq os tbey Jo oot qet stock ot
ovetwbelmeJ. lt ls oo ossoclouve cboooel. wbeo lt ls complete, jost qo bock to yoot
totqet ume petloJ.
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  31

lf lL lsn'L safe Lo experlence, we don'L. May be LhreaLenlng. AlAkM
8ody remalns on alerL because noL safe. Þerson doesn'L
asslmllaLe and lnLegraLe experlence, keeps lL ouLslde of
Lhemselves. ulsowns Lhe sensauons, lmages, behavlors,
añecL, and/or meanlng LhaL are held ln Lhelr raw
unprocessed form. uoesn'L process Lo adapuve resoluuon.
NuM8, 5nOck,
ºl can'L belleve lL,"
ºl couldn'L cope lf l belleved lL"
ºlL couldn'L happen"
ºlL's noL real"
º1haL's noL me"
Cnly when safe Lo do so or more LhreaLenlng noL Lo (as ln a
Lherapeuuc relauonshlp or oLher safe sLaLe). 8equlres
accepLance of lnablllLy (helplessness) Lo change our
response or Lhe slLuauon plus valldauon from self and
oLhers. Lxperlences S-l-8-A-M (Sensauon, lmagery, 8ehavlor,
AñecL, Meanlng). Y,+-) -*.1# +#/#.-# '997+- (*#& .--,=&
+#-:'&-,3,/,)6 9'++#9)/6;

nílllí55 Cull1/
5nAMí, ll1¥ lOk
5íll/ O1ník

´l´m belpless.´
´l´m (tbey´te) qoloq to Jle,´
´l coo´t belp (\),´
´l coo´t ptotect myself,´
´l´m boJ,´ (\) ls/ote boJ.´
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
- Lhe experlence ln order Lo asslgn accuraLe 8LSÞCnSl8lLl1?
- dlsLress ln order Lo reach a sense of SAlL1?
wbeo 1bete Ate No wotJs Þ a g e |  32

Lscape, proLecuon, ñghL ßlghL. Survlval clrculLs are
acuvaLed. lmaglnauon provldes a safe way Lo escape/ñghL
back/obLaln needed proLecuon, whaLever was noL posslble
or avallable aL Lhe ume of Lhe Lrauma. 1rapped energy/
emouon ls released, whlch ls necessary Lo escape from
belng Lrapped ln Lhe Lrauma and pasL, or may reallze ºl ulu

´l´m ttoppeJ,´ ´l´m oot sofe,´
´l coo´t move´ ´l bote (\),´
´l woot to bott´ ´NoboJy wlll belp me´

B1.=,&./ B&)#+(#.4#m !B1.=,&# (*.) 6'7
&##2#2 '+ &##2#2 )' 2' F)' *.4# . 2,P#+#&)
C8LS1 Cl 1PL PlLL - nC LCnCL8 18AÞÞLu-- PAS ÞL8SLC1lvL - & C8!LC1lvl1?
CllenL releases a sense of safeLy, Lhe Lrauma beglns Lo be
experlenced ln Lhe pasL.
kíllíl ´lt´s ovet,´ ´lt´s lo tbe post.´
´l´m sofe oow,´
undersLandlng expands. 8eyond slmple relaxauon, Lhere ls
someumes a wave of splrlLuallLy or oLher sweeplng and
broader perspecuve, compasslon for self and oLher(s). Some
people call Lhls forglveness. Pebrew word for forglveness
means ºmovlng on." S#9'&2 +#/#.-# '0 -*.1# 9'1#- (,)*


´1bey JlJo´t koow ooy beuet,´
´l coo love yoo, bote wbot yoo JlJ,´ ´ne/
sbe/tbey JlJo´t teollze´
´l Jesetve love/ ptotecuoo´
´l wooJet wbot boppeoeJ to tbem´ º
Cholces for Lhe fuLure. WhaL can l do Lo proLecL self/oLhers
now/fuLure, WhaL should/could/would have happened lf.
lmaglnlng lL locks knowledge lnLo behavlor
5ííklNC cuklOu5
5lAkk Ol lN5lCn1
´l sboolJ/coolJ/woolJ bove,´ (lf x)
B1.=,&./ B&-).//.8'&m B1.=,&# =#Q&= (*.)
6'7 &##2#25 )*# (.6 6'7 &##2#2 ,) )' 3#;C
Crlef for whaL was losL, for whaL could have, should have
been, awareness and appreclauon of whaL was galned.
Cklíl CkA1l1uuí
lnLegrauon wlLh slmllar or relaLed experlences, lncludlng
presenL and fuLure, oûen aL hlgh speed, wlLh ob[ecuvlLy.
1h|rd re|ease of shame comes w|th ob[ecnv|ty.
´1bls l5 me, tbls ls my llfe.´
WAVL 7 - kL1UkN 1C SAIL1¥
8elaxed, aware sLaLe. Able Lo apply knowledge Lo beuer
proLecL self and oLhers ln Lhe presenL and fuLure. knowledge
wlll be auLomaucally
´lt´s ovet, l´m sofe oow.´
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  33

Lmouons are lmporLanL sources of lnformauon LhaL we need. 1hey are llke Lhe dash-board
gauges ln our car, and are Lhere Lo Lell us when Lhlngs are overheaung, ouL of gas, and more. lf
we can'L read Lhose emouonal gauges, we are mlsslng lmporLanL lnformauon. 1he followlng
descrlpuons glve an ldea why emouons are Lhere.

PealLhy shame proLecLs us from dolng harm. 1he feellng Lells us we've made a mlsLake. lf we
leL ourselves feel Lhe gullL, shame, or remorse, lL wlll reglsLer ln our sysLem and we slmply
won'L do whaL we dld agaln. lnsLead, we'll correcL Lhe mlsLake (lf we can). lf we don'L allow
ourselves Lo feel lL fully, we'll keep feellng bad, and we'll elLher conunue Lo make Lhe same
mlsLake or over correcL for lL and make oLher mlsLakes. lf we feel Loo much shame Lhough,
Lhlnklng ºl'm bad" lnsLead of ºMy behavlor was bad", we'll elLher Lry Lo be Loo good or do
Lhlngs LhaL prove we are bad, or use addlcuons Lo keep Lhe bad feellngs away. 1he words we
use Lo descrlbe Lhe lnLenslLy of shameful feellngs are:
íxomples. teqtet, temotse, qollt, sbome, bomlllouoo
When someLhlng harmful happens Lo us and we dldn'L do anyLhlng Lo make lL happen, we
need Lo feel sorry for ourselves. As soon as we leL ourselves feel how much lL hurL us, we'll
geL busy dolng whaLever we can Lo make Lhlngs beuer. Lven Lhough people say, ºuon'L feel
sorry for yourself," lL really ls necessary. lf we don'L, Lhe feellngs won'L go away and we won'L
learn Lo proLecL ourselves and oLhers from people and Lhlngs LhaL do harm. 1hey'll [usL keep
Lrylng Lo leL us know someLhlng hurL us and lL wasn'L falr. 8emember, feellngs only sLay lf we
push Lhem away.
íxomples. sotty fot yootself, self plty
When someLhlng feels dlsgusung, we [usL wanL Lo splL lL ouL and geL away from lL, llke our
body does lf we eaL someLhlng LhaL's rouen or polsonous. We mlghL say, º1haL's slck" or ºPe's
slck". We feel llke Lhls when someone does someLhlng LhaL's noL Ck, LhaL seems klnd of
rouen, noL anyLhlng we wanL Lo be around. 1hls ls a feellng we don'L wanL Lo lgnore. lf we
don'L pay auenuon Lo lL and keep hanglng around someone or someLhlng LhaL's dlsgusung,
we'll become more llke Lhey are and people wlll sLarL feellng LhaL way around us.
íxomples. JlsJolo, Jlsqost
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  34

kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  33

lear proLecLs us by lemng us know danger ls presenL and glvlng us Lhe energy Lo respond ln
whaLever way ls besL aL Lhe ume, from freezlng ln place, Lo confronung Lhe LhreaL, Lo gemng
away (ßlghL) as qulckly as posslble. Concern or worry push us Lo Lake whaLever precauuons
are necessary Lo keep us safe ln Lhe fuLure. lear noL only calls auenuon Lo lmmedlaLe physlcal
danger, buL Lo anyLhlng LhaL mlghL hurL us emouonally, such as loss of an lmporLanL
relauonshlp. learful feellngs vary from concern Lo Lerror.
íxomples. cooceto, wotty, ooxlety, feot tettot
We have anger Lo proLecL us from belng harmed or hurL. lL allows us Lo ñghL back when we
need Lo defend ourselves (or oLhers) from LhreaL Lo our well-belng, or Lo ñghL for someLhlng
LhaL's lmporLanL Lo us. Cnce we've felL angry feellngs and released Lhe energy physlcally,
verbally, or safely ln our lmaglnauons, we don'L feel angry anymore. We [usL Lake ñrm acuon
lf LhaL's posslble. lf noLhlng can be done, we accepL lL, lnsLead of grlmng our LeeLh and
Lrylng Lo LoleraLe Lhe problem. Anger below a ñve re[ecLs behavlor, above ñve Lhough, Lhe
person we're angry aL feels re[ecLed and can'L look aL Lhelr behavlor, so we need Lo ñrsL
lmaglne releaslng lL unless verbal or physlcal proLecuon ls acLually necessary.
íxomples. lttltouoo, ftosttouoo, teseotmeot, ooqet, botteJ
Sad feellngs leL us know we've losL someone or someLhlng lmporLanL Lo us. 1he more
lmporLanL Lhey were, Lhe sLronger Lhe sadness ls. Cur body learned Lhey were parL of our
llves, and lL hurLs Lo break Lhe auLomauc connecuons beLween our bodles and our bralns.
1ears carry Lhe hurL away. 1hen we remember Lhe good umes we had LogeLher. lf we feel Lhe
sadness each ume we lose someone or someLhlng, we'll know LhaL can happen and won'L
hold back our love. We'll make sure we really love, en[oy and appreclaLe our frlends and
famlly and peLs whlle we have Lhem, knowlng LhaL someday Lhey mlghL noL be wlLh us. Sad
feellngs also Lell us we need loLs of Lhlngs Lo be Lhe same. 1haL helps us know whaL wlll
happen, so we'll be able Lo do Lhlngs auLomaucally wlLhouL Lhlnklng abouL lL. When we have
Loo many changes, our bralns and bodles need Lo keep maklng and breaklng connecuons and
Lakes way Loo much energy!
íxomples. Jlsoppolotmeot, soJoess, sotty, qtlef, ooqolsb, bopelessoess
kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
© 2009 kaue C'Shea, M.S. & Sandra Þaulsen, Þh.u.
wbeo 1bete Ate No wotJs Þ a g e |  36

When we do someLhlng LhaL Lakes a loL of eñorL and Lurns ouL well, we need Lo feel proud of
ourselves! We don'L wanL Lo sklp proud feellngs because Lhey glve us Lhe energy Lo use our
LalenLs and skllls and knowledge Lo make ourselves and our world beuer. Cf course, we don'L
wanL Lo [usL slL around and say how wonderful we are, buL we don'L need Lo worry abouL LhaL
happenlng. When we feel our feellngs, Lhey go away. 1he gas ln a car geLs used up whlle
we're drlvlng. lf we ñll up agaln, we can go even farLher! Þroud feellngs ñll us wlLh energy so
we can do even beuer. And lf whaL we dld was Lhe besL lL could be, we'll ñnd oLher Lhlngs Lo
work on.
íxomples. pleoseJ, ptooJ, ottoqoot
When someLhlng good happens Lo us, LhaL we weren'L responslble for, we feel appreclauon.
Someone mlghL say someLhlng nlce abouL our LalenLs or looks LhaL we're [usL lucky Lo have, or
Lhey mlghL glve us a glû for our blrLhday or a hollday. We feel lL when we geL Lo see someLhlng
beauuful llke a sunseL or go somewhere on a vacauon, geL Lo do someLhlng we llke Lo do, or
eaL someLhlng we llke, because someone else made LhaL happen for us. We feel lL when we
see oLhers who don'L have whaL we have or aren'L as forLunaLe as we are.
íxomples. tbookfol, bebolJeo
Ln[oymenL calls our auenuon Lo experlences LhaL are pleasurable ln and of Lhemselves. When
we en[oy someLhlng, we Lake ln energy and regeneraLe our mlnds, bodles and splrlLs.
slghLs, wonderful sounds, dellclous LasLes, pleasanL Louch and dellghuul smells auracL us Lo
pleaslng experlences. 1he pleasurable feellngs help us remember Lhose experlences and make
us wanL Lo do Lhem agaln. And because Lhe smallesL dlvlslon of humanlLy ls Lhe group,
Lhey're even more en[oyable when shared wlLh oLhers.
íxomples. eojoymeot, pleosote
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When our bodles and mlnds are worklng Lhe way Lhey were made Lo, we love Lo learn! ln
facL, we need Lo have a healLhy balance beLween sameness (predlcLablllLy), and new
8ecenL braln research has shown LhaL our bralns make new cells (acLually grow) whenever our
envlronmenL ls sumulaung, whlch can be Lhlnklng, feellng, seelng, hearlng, Louchlng, smelllng,
Lasung or dolng someLhlng. 1he old bellef LhaL we don'L make new braln cells seems Lo be Lhe
resulL of sLudylng Lhe bralns of laboraLory mlce ralsed ln borlng envlronmenLs. Maklng sure
LhaL we have a healLhy dose of new experlences resulLs ln challenglng ourselves Lo be all we
can be and creauvely lmprovlng our world!
íxomples. lotetest, cotloslty, excltemeot
Lovlng feellngs make us wanL Lo Lake care of oLher people, anlmals, even ourselves and our
earLh. We feel Lhem because whoever or whaLever lL ls, makes us feel good. LveryLhlng
love. Lven planLs grow beuer when Lhey're loved. 8ables bralns grow more neurons when
Lhey're glven loLs of love and Lhe people dolng Lhe lovlng grow more neurons Loo! 8emember,
we can keep growlng more braln cells all our llves, so lovlng noL only feels good, buL lL makes
us smarLer Loo! lL's noL good Lo hold ln love energy, [usL llke lL's noL good Lo hold ln scared or
mad feellngs. Lovlng Louch makes us feel calm. 1hlnk of how good lL feels Lo peL a dog or caL.
When we're ºln love" we can'L Lhlnk of anyLhlng else buL belng wlLh Lhe one we love. !usL llke
Lhe feellngs LhaL proLecL us, when we have really sLrong good feellngs, we can'L Lhlnk of
anyLhlng else. 1haL's Ck lf lL's a new baby or someone we mlghL wanL Lo be wlLh all of our llfe,
buL mosL of Lhe ume, we need Lo be able Lo Lake care of oLher responslblllues Loo.
íxomples. llke, love, lo love,
leellng loved Lells us how lmporLanL we are, and helps us feel connecLed Lo oLhers. And Lhe
more lmporLanL we feel, Lhe more energy we have Lo do all Lhe Lhlngs we wanL and need Lo
do! leellng loved also makes us feel connecLed Lo oLher people, so we wanL Lo be around
Lhem, spend ume wlLh Lhem, have fun wlLh Lhem. When we feel loved, even Lhlngs LhaL are
hard for us, don'L seem so hard. Cur bodles heal fasLer and we're healLhler Loo. Skln ls our
largesL sense organ, so, maybe, belng able Lo feel lovlng Louch ls aL leasL as lmporLanL as belng
able Lo see beauuful slghLs or smell wonderful smells or LasLe someLhlng really dellclous.
CxyLocln ls secreLed when we feel love or are Louched ln a carlng way, whlch faclllLaLes a
sense of connecuon. Lovlng Louch ls calmlng. Lovlng words and looks show us how loveable
and loved, we are.
íxomples. cooceto, coteJ fot, loveJ, oJoteJ
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kaue C'Shea, M.S. (309) 436-4319 Sandra Þaulsen Þh.u. (206) 833-1133 sandra[
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