When you have a child struggling with engaging in therapy this can show up in a lot of ways.
Folded arms, refusal to leave the waiting room, glares, frequently saying “I don’t know” to every question, silence - and so many more.
Who loves writing Diagnostic Assessments?
Okay - so I don’t exactly LOVE to write the assessment, but I love the unfolding of information of the unique circumstances that led to the development of client symptoms that led them to therapy.
Let’s dive into one of my favorite topics - A.K.A. trauma and emotional regulation - Part Two!
In this blog HERE I touched on Adaptive Information Processing Theory (AIP Model) to help get an understanding of why trauma memories are stored and processed differently, and how this memory storage relates to difficulty with being triggered in the here and now!
If you are just tuning in - definitely go back and read that article firstHERE!
Okay - now let’s get into another important piece to the puzzle for how trauma impacts emotional regulation - Polyvagal Theory!
One of the most important sessions you can have with a child, teen, or really any human entering the therapy process is the intake session. It is during this session you get to know each other, know a bit more about the process, but most importantly begin to get curious about early life, situations, circumstances, and trauma that could have an impact on the presenting problem.
I'm Ann Meehan, an LPCC,