Transcript Exercise

RESOLVING EMOTIONAL CONFLICT
Goal of Workshop
 The overall goal of this workshop is to assist professionals
with effectively working with individuals who have
experienced trauma and abuse.
 This workshop goal is to further process the 4 steps to
resolving emotional conflict as it relates to trauma and abuse.
 It is also designed to help each individual understand trauma
and its effect on the brain.
 The goal of the workshop is to be a working document,
reinforcing the information presented by the coaching
clinician.
 Have the ability to apply & identify the treatment of
4 steps to resolving emotional conflict.
 Understand how trauma and abuse affects the
brain.
 Be equipped to set appropriate boundaries for
those who have experienced trauma.
 Gain an understanding of the communication
styles of individuals who have experienced
trauma.
 You will also have the opportunity to provide
feedback about the program and whatit offers.
Introduction
Imagine being able to feel WHOLE AGAIN! Trauma, and the effects it has on you and others
Abuse, and the steps to grow through it
SESSION 1: TRAUMA, ABUSE AND
THE BRAIN
TRAUMA
 “ IS AN EMOTIONAL RESPONSE TO A TERRIBLE EVENT LIKE AN
ACCIDENT, RAPE OR NATURAL DISASTER.”
ABUSE
 “IS A REPETITIVE PATTERN OR BEHAVIOR TO MAINTAIN POWER AND
CONTROL OVER AND INTIMATE PARTNER.
THE BRAIN
 ACCORDING TO BRUCE D. PERRY M.D., PH.D. AND JOHN MARCELLUS,
"THE HUMAN BRAIN IS AN AMAZING AND COMPLEX ORGAN. THAT
FACILITATES OUR FEELINGS AND GIVES US CAPACITY TO THINK AND
FEEL.“
TYPES OF ABUSE
• Physical Abuse (domestic abuse or domestic
violence)
• Cultural Abuse (emotional, social, psychological)
• Elder Abuse (financial, emotional, physical)
• Verbal Abuse (psychological)
• Sexual Abuse (sexual assault)
• Emotional Abuse
• Psychological/ Mental Abuse
•
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•
•
•
•
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• Child Abuse
• Spiritual Abuse
• Economic /Financial Abuse
•
•
Physical act of threat
Discrimination and harassment
Typically younger (child) causing harm
Using words to harm or put-down
Any unwanted sexual act forced on
another
To mentally hurt another person
Threating, shaming & humiliating
Physical maltreatment of sexual
molestation
Attacking another beliefs system
Restricting access to money from another
THE BRAIN
Rational Brain (The thought)
Emotional Brain (Self-awareness)
• Expresses itself in thoughts
• Helps us understand where feelings come
from
• Cannot abolish emotions, sensations or
thoughts
• Keeps you from surrendering to intense
reactions
• Manifests itself in physical reactions
• PTSD
• Activating the medial prefrontal cortex
(interoception /Latin for looking inside)
• Dominant
• The more frazzled we are, the more our
rational brain takes a backseat to our
emotions
ACCORDING TO BESSEL VAN DER KOLK, M.D., TRAUMA ROBS YOU OF THE FEELING
THAT YOU ARE IN CHARGE OF YOURSELF
LIMBIC SYSTEM THERAPY
(BESSEL VAN DER KOLK, M.D.)
“The rational, analyzing part of the brain, centered
on the dorsolateral prefrontal cortex, has no direct
connection with the emotional brain, where most
imprints of trauma reside, but the medial prefrontal
cortex, the center of self-awareness, does.”
The limbic system is a collection of brain structures that
play a role in unconscious bodily functions as well as
emotion, learning, memory and behavior. It is the part of
the brain that feels and reacts and although it is generally
under control of the “thinking” part of the brain, it can
react to stimuli on its own.
The hypothalamus deals, for the most part, with homeostasis, or
maintaining internal stability. It regulates hunger and thirst, responds to
pain and pleasure, controls anger, aggression and sexual satisfaction. In
addition, it is responsible for the function of the autonomic nervous system.
A person’s memory depends on the hippocampus, a vital
part of the brain that converts short-term memories to
long-term memories. Damage to this part of the brain can
prevent people from building new memories, though they
can still remember events from the past.
The amygdala lies in feeling and discerning emotion, especially fear. It is most stimulated by events upon
which a person’s survival depends, such as those that warn of danger or distress, as well as those that
indicate necessary needs like food and water. Another important function of the amygdala is the
combination of memory and emotion.
(Goodtherapy.org)
STATISTICS
• http://www.nationaltraumainstitute.org/home/trauma_statistics.html
• www.rainn.org
Mental Health Symptoms
1
2
Post-Traumatic Stress Disorder (PTSD) Feelings of anxiety, stress and/or fear as
a direct result of assault. Flashbacks of
memories of past traumas.
3
4
Manic Depression/Anxiety - Common
symptom in which affects the emotional
and psychological self; isolation, no energy,
a feeling of being numb.
Self-Harm/Self-Injury – Inflicting
physical harm. Such as cutting,
burning, biting and pulling out
one’s own hair and picking.
Substance Abuse – In order to
avoid emotions and reality; to
attempt to fill a void.
5
Borderline Personality Disorder – A
pervasive pattern of instability of
interpersonal
relationships,
self-image
affects and marked impulsivity beginning
by early adulthood and present in a variety
of context
Mental Health Symptoms
Eating Disorder – Refusal to maintain body weight
at or above a minimally normal weight for age
and height (weight loss leading to maintenance of
body weight less than 85% of that expected; or
failure to make expected weight gain during
period of growth, leading to body weight less than
85%of that expected).
6
8
9
Dissociative Identity Disorder - Two
or more distinct identities or
personality states (each with its own
relativity enduring pattern or
perceiving, relating to and thinking
about the environment and self).
7
Sleep Disorder - There are many
types of sleep disorders, all will not
be specified. Generally, sleep
disorders make it difficult to initiate
or maintain normal sleep or nonrestoration sleep, for at least 1
month.
Stockholm syndrome –When one is
attached to theirabuser.
10
Suicide -When one takes his or her
own life. Attempted Suicide –The
act of trying to kill oneself.
Exercise
 Pick a trauma
 Act out the trauma alone with the symptom
DISCUSSION
 What do you think the trauma is? What symptoms are they displaying?
“UNDERSTANDING TRAUMA-PHOENIX
AUSTRALIA”
VIDEO
• https://vimeo.com/132773892
Session 2: CHOICES AND DECISIONS
Acceptance is the action of consenting to
receive or undertake something offered.
“ Everyone has choices to make;
no one has the right to take
those choices away from us. Not
even out of love.”
-Cassandra Clare
What do I choose to accept?
When are my choices my own?
I take responsibility for?
My self affirmations are?
 DISCUSSION
ACCEPTANCE
ACKNOWLEDGING WHAT OCCURRED
Ex. I accept this occurred to me. I accept this is how I feel
about it.
Acceptance does not mean you agree with the action or you
are happy about what happened. It just means you are
accepting this is the situation and you are willing to face it
and work through it.
PLACING RESPONSIBILITY
PLACING RESPONSIBILITY WHERE IT IS SUPPOSED TO BE PLACED
Many individuals who have experienced trauma tend to blame
themselves and take full responsibility for the traumatic situation.
Placing responsibility helps allow the individual to decrease selfblame, guilt and shame.
GRIEF-
GRIEVING PROCESS

Allow yourself to hurt

Personal punishment, guilt, hate and irrational thinking are all part of the
grieving process.
RATIONALIZATION

I control my thoughts

Re-evaluating the situation
UNDERSTANDING
4 STEPS TO EMOTIONAL
CONFLICT

Questioning your creator

Problem solving

Owning your feelings and emotions
FORGIVENESS

Find yourself/Question yourself

Forgiveness of self and others
Session 3: GRIEVING AND RATIONALIZATION
“Rationalization is a process of not perceiving reality, but of attempting to make reality fit
one's emotions.”
-Ayn Rand
RATIONALIZING EMOTIONS
 Denial of what occurred (Denial is a shorthand term for a wide variety of
psychological defenses and maneuvers that individuals use to protect
themselves from reality.)
 Questions individuals usually ask themselves: Why was I there? How could I
have avoided this? What could I have done differently? What caused this
situation?
ALLOW YOURSELF TO HURT
What are those feelings we do not like to acknowledge?
What does grief look like?
 Increased Anxiety & Depression, Mood Swings
 Second Guessing Decisions and Choices
 Not good enough, Decrease in self-care
 Fear of being touched, being alone, people and places
 Angry, Defensive, Controlling attitudes and Behaviors, Promiscuous
Exercise
Write about the
emotions/situations that cause
you conflict in your life today?
*15 MINUTE BREAK
SESSION 4: UNDERSTANDING & DECISION
MAKING
Questioning your creator
Blaming
Own your feelings and emotions
Creating purpose around your understanding
LOVING YOURSELF/DECISION MAKING
What is the result of having no sense of meaning and purpose for your life?
 Better decision making
 Where does my spirituality/religion lie?
EXERCISE
 Create a picture
 Write the burning questions you have related to your situation
 Who do you blame? Where does your anger/hurt lie? How have you stopped
your potential due to your emotions?
SESSION 5: TRAUMA, BOUNDARIES & SELF-ESTEEM
“Protect the womb with honesty and love. There are two fists
more powerful than
man’s law. Use that strength to rise above evil
and let the Lord tantalize your mental, physical
and spiritual body and greatness will be what
you crave.”
Angelic Muhammad, ABD
BOUNDARIES
 A boundary is a limit that defines you as separate from others
 We all have different types of boundaries:
1. Physical
2. Cultural
3. Spiritual
4. Emotional
5. Sexual
 Boundaries are established to empower us to identify how we will be treated by others,
what level of control we have over our lives and to increase self-awareness.
Boundary Violations:
Building Better Boundaries:
People pleasing
Increase self-awareness
Rescuing, caretaking
Identify a purpose
Incest, rape
Know your worth/ YOU deserve
Invasion of privacy
Build self-esteem/ Confidence
Violation of space
Self- affirmations (change thinking
patterns)
Controlled, not allowed to make
Establish & understand healthy
choices/decisions
boundaries
Inappropriate touch
Assertive communication
IDENTIFYING 3 TYPES OF SYMPTOMS
ASSOCIATED WITH TRAUMA
 Re-Experiencing the trauma
 Avoidance of the stimuli associated with the trauma
 Increased arousal
It was stated that 1-10% of people develop Post Traumatic Stress Disorder (PTSD).
From the integrated Treatment for Dual Disorder by Kim T. Mueser, Douglas L. Noordsy, Robert
E. Drake, and Lindy Fox.
EXERCISE
 What boundaries do you
have in your life today
and why?
 Scale yourself…On a selfesteem scale of 1 to 10
with 10 being the highest,
where do you place
yourself?
SESSION 6: FORGIVENESS/ LEARNING PROCESS
“Look past your reflection in the
mirror and
see the truth. I am always and in
all ways
greater than I think… I Am.”
Bruce D Schneider
FORGIVENESS
Find yourself/Question yourself
Forgiveness of self and others
Forgiveness is the act of pardoning somebody for a mistake or
wrongdoing
TODAY I AM A NEW PERSON!!
LEARNING PROCESS
Five Questions
1.What is forgiveness?
2.Who do I need to forgive?
3.Why do I need to forgive?
4.What are those burning questions when it comes to forgiveness?
5. I have control over?
TODAY I AM A NEW PERSON!!
EXERCISE
In a poem, rap or song…….
What does forgiveness mean to you?
Is it important? Why or why not?
*15 MINUTE BREAK
SESSION 7: COMMUNICATION
 There are four types of communication:
Passive
Passive aggressive
Assertive
Aggressive
 Communication can be a protection and a hindrance. It is commonly
misunderstood by people.
PASSIVE
 Passive communication is the avoidance of expressing ones options, feelings
or protecting their rights.
 Passive communication usually derives from low self-esteem and low selfworth. “I do not deserve.”
 This style of communication is common for individuals who have been in an
abusive situation.
PASSIVE AGGRESSIVE
 Passive aggressive communication is the automatic appearance of passiveness and
behind the scenes they are acting out anger indirectly.
 They are typically powerless, are screaming inside, feel stuck and do not face
conflict head on.
AGGRESSIVE
 Aggressive communication is an authoritative form of communication which
violates the rights of others. This style of communication is abusive
emotionally, physically, mentally and spiritually.
 Derives from low self-esteem, powerlessness and a decrease in connection
with emotions.
 This form of communication is dominant, impulsive, blaming, used with
humiliation to control others, very loud and demanding. “It’s all your fault”
ASSERTIVE
 Assertive communication is clear and states opinions and feelings. It firmly
advocates for their rights and needs without violating the rights of others.
 High self-esteem and self-value are qualities of someone who maintains an
assertive communication style.
 Assertive communicators use “I” statements, feel connected with others, stand up
for their rights and listen without interrupting. “I deserve to be respected.”
Maslow’s Hierarchy of Needs
Mind-Mapping
(MY Bubbles)
Using the information you have written,
you will create a mind map. Mind mapping
is another way of self-expression and
uncovering unwanted memories. This tool
allows you to become honest with yourself
and lets you look at yourself in a different
light.
(What need am I lacking?)
SESSION 8: SELF CARE
“Understanding
myself is the key to my
life
and the beginning of another’s.”
Angelic Muhammad, ABD
WHAT DOES SELF CARE LOOK LIKE?
Spiritual connections
Express yourself
Learn to live
Face reality
Create a positive atmosphere
Appreciate life
Realize your needs
Exercise your rights
1.Create wellness and healthy habits
2.Spiritual/religious connections
3.Positive social connections
4.Understand your rights
5.FUN TIME!
Exercise
 What does self-care looks
like for you?
 Stand by a sign, alive or
living?
 What’s stopping you or
what’s pushing you?
*15 MINUTE BREAK
SESSION 9: GOALS AND ACTION PLANS
“The power is in me, why am I
looking
everywhere else?”
Dr. Angelic Muhammad, ABD
GOAL
 Write one goal you want to
achieve in order to live a
more productive life
starting today?
 Write at least three
actions that support your
goal.
 On a self-esteem scale of
1 to 10 with 10 being the
highest, where do you
place yourself on the
scale?
FINDING YOUR VOICE
Finding your voice is about unlocking the inner YOU…
and self-expression. In addition, finding your voice is
tapping into the right brain and pushing the limbic
system to uncover memories safely, as you experience
the emotions behind them.
TESTIMONIES
Before I give my testimony I would like to give you a little background information about myself. I was raised in a middle
class Christian home. I really have not experienced any difficult times in my life until my thirties. It seems as if my world
came tumbling down all at once with the passing of my father, divorce and financial struggles. I had a really hard time
coping. I found myself searching for answers that I knew could not be answered and my life was spinning out of control. It
was not until I begin counseling with Ms. Muhammad that I was able to cope with life. She provided me with the emotional
and psychological support I needed to accept my situation. She addressed my concerns and helped me make healthy
decisions for myself by encouraging me to better understand my emotions and gain insight on what was going on in my life.
I am truly grateful for her because she has positively impacted me and turned my life around.
Forever Grateful,
Robin Corker
• https://youtu.be/Qzw53ZUD8eo
REFERENCES
 A CONVERGENCE OF EVIDENCE FROM NEUROBIOLOGY AND EPIDEMIOLOGY,
EUROPEAN ARCHIVES OF PSYCHIATRIC AND CLINICAL NEUROSCIENCE, 256 (3)
174 – 186, 2006
 ANDA, R.F., FELITTI, R.F., WALKER, J., WHITFIELD, C., BREMNER, D.J., PERRY,
B.D., DUBE, S.R.,GILES, W.G. THE ENDURING EFFECTS OF CHILDHOOD ABUSE
AND RELATED EXPERIENCES:
 ART THERAPY: THE JOURNAL OF THE AMERICAN ART THERAPY ASSOCIATION,
27 (4) PP. 168-177.
 GASKILL. R. L. & PERRY, B.D. CHILD SEXUAL ABUSE, TRAUMATIC
EXPERIENCES AND THEIR EFFECT ON THE DEVELOPING BRAIN. IN
HANDBOOK OF CHILD SEXUAL ABUSE: IDENTIFICATION, ASSESSMENT AND
TREATMENT (P. GOODYEAR-BROWN, ED) WILEY, NEW YORK PP. 29-49, 2012
References Cont.
 Hinz, L. (2009). Expressive therapies continuum: A framework for using art in therapy. New
York, New York: Taylor & Francis group
 Kolk V.D., B.(2014) . The body keeps the score: Brain, Mind, and Body in the healing of
trauma. New York, New York, Penguin Brooks.
 Lusebrink, B.V. (2010). Assessment and therapeutic application of the expressive therapies
continuum: Implications for brain structures and functions.
 Perry, B.D. (2006) The Neurosequential Model of Therapeutics: Applying principles of
neuroscience to clinical work with traumatized and maltreated children In:
 Working with Traumatized Youth in Child Welfare (Ed. Nancy Boyd Webb), The Guilford
Press, New York, NY, pp. 27-52
 www.rainn.org Rape Abuse & Incest National Network (May retrieve international centers and
resources)
 www.ncadv.org National Coalition against Domestic Violence
 www.womenthrive.org Women Thrive Worldwide
Questions and comments
Specializing in Trauma Psychology, Effective
Communication & Building Healthy Relationships
Certified Professional Life Coach
Energy Leadership index- Master Practitioner
Certified Nursing Assistant
Moral Recognition Therapist
Tel: 470-219-8435 [email protected]
www.inspireall.org
Angelic Muhammad, ABD, CPLC,
Eli-MP, MRT, CNA
International Psychologist