Foreword, by Gabor Maté, MD |
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xvii | |
Introduction |
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xxi | |
Overview of This Book |
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xxv | |
PART I: UNDERSTANDING TRAUMA |
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1 | |
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Chapter One: What Is Trauma? A Working Definition |
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3 | |
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Trauma Is in the Nervous System—Not in the Event! |
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4 | |
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The Reason Our Bodies Don't Forget: What Brain Research Has Taught Us |
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9 | |
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Chapter Two: Trauma's Scope—Sources Ranging from the Ordinary to the Extraordinary |
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17 | |
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Common Causes of Childhood Trauma |
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18 | |
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The Shocking Prevalence of Family and Community Violence |
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27 | |
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A Word about Prenates, Infants, and Toddlers |
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34 | |
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When the Source of Trauma Remains a Mystery |
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37 | |
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Chapter Three: Signs and Symptoms of Trauma in Children |
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39 | |
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Universal Symptoms of Trauma |
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40 | |
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Recognizing Symptoms in the Very Young: Infants to Preschool-Age Children |
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43 | |
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Recognizing Symptoms in School-Aged Children |
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55 | |
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Symptoms of Trauma During Adolescence |
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60 | |
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Delayed Traumatic Reactions |
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67 | |
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69 | |
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Understanding Why Some Children Have Trauma Symptoms and Others Do Not |
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71 | |
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When Symptoms Persist: Understanding How Trauma Affects a Child's Brain |
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73 | |
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Clusters of Secondary Trauma Symptoms: A Summary |
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74 | |
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80 | |
PART II: GENERAL GUIDE FOR PREVENTING CHILDHOOD TRAUMA |
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82 | |
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Chapter Four: Emotional First Aid or How to Be a "Good Band-Aid" |
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83 | |
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Giving Appropriate Support to an Overwhelmed Child |
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84 | |
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The Triune Brain Simplified |
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86 | |
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Getting Acquainted with Your Own Sensations |
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88 | |
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Attuning to Your Child's Rhythms, Sensations, and Emotions |
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96 | |
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First Aid for Trauma Prevention: A Step-by-Step Guide |
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101 | |
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Courting the Reptilian Brain: Language Skills |
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105 | |
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It Doesn't Have to Hurt Forever |
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109 | |
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Sensations and Emotions Are Not the Same! |
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112 | |
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Tending to Emotional Needs by Following the Children's Lead |
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115 | |
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Helping Your Traumatized Child Through Play |
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120 | |
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131 | |
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Chapter Five: Sensations, Images, and Feelings: Using Animal Imagery and Rhymes to "Resource," Empower, and Transform Trauma Symptoms |
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133 | |
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What Are "Resources" and Where Do They Come From? |
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133 | |
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Using Rhymes and Stories to Prevent and Heal Trauma |
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139 | |
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155 | |
PART III: WORKBOOK FOR COMMONLY OCCURRING SITUATIONS |
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157 | |
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Chapter Six: First Aid for Accidents and Falls |
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159 | |
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First Aid for Accidents and Falls: Basic Guidelines |
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160 | |
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The Power of Language to Soothe and Heal |
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165 | |
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Addressing the Emotions Through Listening and Storytelling |
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168 | |
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Working with Accidents and Falls When Symptoms Are Present |
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176 | |
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Using Music to Heal Trauma |
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180 | |
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181 | |
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Chapter Seven: Prevention Tools for Parents and Health Professionals |
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183 | |
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The Importance of Preparation When Medical Procedures Are Necessary |
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183 | |
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Guidelines When Preparing a Child for Surgery or Other Medical Procedures |
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187 | |
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195 | |
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Sensitivity to Children's Pain |
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196 | |
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Chapter Eight: Divorce, Death, and Separation-Helping Children Grieve Their Losses |
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203 | |
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203 | |
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Two Views of Divorce: Rosy or Dark? |
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207 | |
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220 | |
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Helping Your Child Grieve |
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221 | |
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Chapter Nine: Preventing and Healing the Sacred Wound of Sexual Molestation |
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239 | |
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Safeguarding Children Against the Wound of Sexual Trauma |
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240 | |
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Steps Caregivers Can Take to Decrease Children's Susceptibility |
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243 | |
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The Little-Discussed Emotion of Disgust |
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257 | |
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The Frequently Overlooked Repercussions of Sexual Abuse before Puberty |
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259 | |
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Echoes into the Next Generation: Transforming the Legacy |
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264 | |
PART IV: TOWARDS A HUMANISTIC VIEW OF TRAUMA |
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271 | |
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Introduction: Hope for the Future Through Prevention and Societal Change |
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273 | |
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Chapter Ten: On Coming into the World: Birthing and Babies |
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275 | |
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A Content Mother-to-Be Provides an Ideal Womb |
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276 | |
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Prenates and Babies Are Sentient, Conscious Beings |
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280 | |
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Honoring the Miracle of Birth |
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285 | |
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Birth on Schedule: Induction and Cesarean |
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289 | |
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296 | |
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What All Babies Need for Healthy Development |
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307 | |
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The Wondrous World of Babies |
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315 | |
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Chapter Eleven: Removing the Barriers to Learning and Self-Control in the Twenty-first-Century Classroom |
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323 | |
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Our Misunderstood Students |
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325 | |
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Avoiding and Recognizing a Misdiagnosis: Is It Autism or Post-Traumatic Stress Disorder? |
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354 | |
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360 | |
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368 | |
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Grief Groups for Children in the School Setting |
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373 | |
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Recommendations for Teachers |
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377 | |
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Activities for Teachers and Counselors: More Tools for the Classroom |
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389 | |
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Physical Activities and Games that Foster Healthy Defensive Responses, Boundary Setting, and Group Cohesiveness |
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396 | |
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Balancing Activities that Resore Protective Reflexes, Confidence, and Resilience |
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406 | |
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410 | |
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Chapter Twelve: Responding to Natural and Man-Made Disasters: Crisis Intervention at School and Beyond |
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413 | |
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414 | |
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An Alternative Approach to Crisis Intervention |
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417 | |
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Restoring the Resilience of School Children After Disasters: More Lessons from Thailand |
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423 | |
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428 | |
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436 | |
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Chapter Thirteen: Transforming Medical Care for the Future: A Plan To Minimize Pediatric Trauma |
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441 | |
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441 | |
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The Current State of Affairs in the Health Care Industry |
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444 | |
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A Vision of Alternative and Integrative Medicine for the Twenty-first Century |
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445 | |
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456 | |
APPENDIX |
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459 | |
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First Aid for Accidents and Falls: A Quick Reference Guide |
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461 | |
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Worksheet For Listing Symptoms |
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463 | |
Notes |
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465 | |
Bibliography |
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483 | |
Index |
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495 | |
About the Authors |
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507 | |