If you think trauma or an adverse event is interfering with your choices and what you want for your life, I’m glad you tuned in. Unfortunately, the concept of trauma is widely misunderstood in the general population. This is because most of us think of trauma as some catastrophic event, like falling off a cliff, being a victim of acute physical violence or witnessing a murder (secondary trauma). Yes, these are all events that could very well induce trauma for a participant; however, there is also what therapists often refer to as trauma with a small T. This can be related to adverse events that are often enduring — like a child’s experience of divorce in the family, school bullying, the emotional disconnect of a parent, growing up in an environment where there is constant fighting, criticism, addiction, illness, to name a few. Sadly, many people are oblivious of the long-term effects on adults of this second type of trauma, which can be critically debilitating and result in poor self esteem, lack of boundaries, fear of confrontation, addictive disorders, and much more. A third type of trauma is transgenerational trauma. This is trauma that is believed to have been transferred from the first generation of trauma survivors to the second and further generations through post-traumatic stress disorder mechanisms.

Research by leading experts in the field indicates that the treatment of trauma is more complex than previously thought. No longer are clinicians encouraged to have clients tell “the whole story” since it’s now believed that this may further re-traumatize the individual.

As a clinician who often works with clients suffering from both major and “small” trauma, I’m trained in EMDR—eye movement desensitization reprocessing—a leading recognized protocol to help heal trauma. According to the world health organization, EMDR is based on the idea that negative thoughts, feelings, and behaviors are the result of unprocessed memories. The treatment involves standardized procedures that include 1) focusing simultaneously on spontaneous associations of traumatic images, thoughts, emotions, and body sensations and 2) bilateral stimulation that is most commonly in the form of repeated eye movements. EMDR aims to reduce subjective distress and strengthen adaptive beliefs related to the traumatic or adverse event without going into detailed descriptions of the event.

In my own EMDR training and in my utilization of the protocol with clients, I’m impressed with the results, and I’m finding most individuals experience good outcomes. Of course, like any intervention, EMDR may be more effective for one person than another and it’s one of several potential approaches to help clients. It’s also imperative to ensure the client has strong skills/resources to stabilize themselves when addressing memories or events that induce a high degree of reactivity. As you might expect, EMDR is frequently used to reduce PTSD symptoms.

For more information: https://www.emdr.com/what-is-emdr/

Sharon Coulter, MA, PPS, MA LMFT

For children, when they experience death of a parent, grandparent, sibling or best friend, we often are ill-equipped to know how best to help them. In my work as a psychotherapist and grief/bereavement counselor, I share the following fundamental tips with caregivers.

• Don’t use euphemisms. For example, don’t talk to the child about death as sleep. Research has found that children become afraid to go to bed, because they worry they might not wake up.
• Don’t avoid the reality by saying the deceased has “gone away.” At ages 7/8, children can understand that death is universal, irreversible, and has a cause.
• Don’t say God has taken the child because God could become something to fear/hate. If the family believes in an afterlife, the child needs to understand that concept for this explanation to be helpful.
• Do understand that the child may show anxiety for some time. This may look like sadness, irritability, acting out, mentioning death in conversation at odd times, difficulties sleeping, upset stomachs or headaches. School performance may also decline for a time as children may have difficulty focusing on their work. All are normal coping patterns and part of the grief process. Show love and understanding. Have the child see a pediatrician if symptoms are not diminishing.

• Do be honest. Don’t tell lies about how the person died and keep explanations very simple. The child may well need you to repeat them over the course of time. An exception to this would be if the child is young and will not understand the cause of death or it seems inappropriate to tell the child the cause of death, e.g. death by addiction or suicide. If you are unsure what to say because of the circumstances, speak with a grief counselor.
• Do let your child cry. Crying is healthy and releases hormones and energy that promote healing. Telling your child to stop crying or “be strong” will only result in emotions being released in other ways – often through anger.
• Do let your child know that family and friends are also sad. If the child is school age, do contact the school counselor and the child’s teacher and let them know what has happened so they can give the child extra support, time, and attention.
• Do talk about the deceased person. The healing is in the talking and the memories – difficult and happy ones.
• Do create traditions to celebrate the legacy of the deceased person. These can be simple or on a larger scale. Let the child be a part of the creation of these.
• Do consider that a bereavement group for the child may be helpful after a sufficient amount of time has passed. Explore the options in your area.
• Do find books to help the child process what has happened and their emotions. Your local librarian can provide you recommendations.
• Do remember your own self care. Parents/caregivers are often so quick to get the child help. Remember, you can only help the child if you are getting the support you need to navigate this extraordinarily complex journey.

Sharon Coulter, MA, PPS, MA LMFT