Journaling Your Child’s Triggers Part 2

Love is Enough

“Love is enough” is a common misconception among parents in general, but even more so with kids who have experienced trauma. Kids who have had trauma seem to have a built-in button-locating radar. They find our buttons and push them over and over. It’s natural that we parents may think they are pushing our buttons or misbehaving to make us mad.

In reality, their behavior stems from early trauma and its effect on them. Most children that come into foster care, orphanages, or other institutions are disorganized in their attachment and stuck in dis-integration. The people who were supposed to care for them hurt them. This sets off a constant warning bell in the brains of these children. We call the result a stress-shaped brain.

Early Life Experience

Early life experience has shaped their brains to expect the worst and be on high alert all the time. This response is known as hypervigilance. The hypervigilant child jerks at every sound.  They don’t recognize their body’s own signals of hunger, thirst, and rest.

Normally, parents seamlessly teach regulation. When the child is hungry, the mother feeds him. If he is cold, she wraps him in a blanket. If he is tired, she rocks him to sleep. This pattern continues, with the mother regulating for the child until he begins to regulate for himself. He asks for a drink when he is thirsty. He puts on his sweater when he is cold, or grabs his blankie when he’s ready for bed. 

Kids who haven’t had this early regulation don’t know how to regulate. This doesn’t just apply to hunger and thirst, though those are the biggies. It also applies to behavior. Behavior is what we see externally, but it’s not the whole picture. We need to learn to watch the external behaviors as a clue to whether the child can regulate internally or not.

“Tantrums, meltdowns, aggression, and most other challenging experiences of parenting – and life- are a result of a loss of integration, also known as dis-integration.”

The Whole-Brain Child

Neurons that fire together wire together. In plain English, the more a behavior is acted out or a trigger is acted upon, the more it becomes a pattern in the brain. It is as if the road is dug out, graveled, and paved by repeated experiences. The paved road then becomes the primary travel route.  

Adoption is messy. Children who are adopted from hard places have trouble verbalizing their feelings. They struggle with self-regulation and want to control everything and everyone around them. Trouble is, if we parents aren’t careful, we end up focusing on the behavior instead of digging deeper into the root of the problem. It’s quick and easy to think the child is misbehaving to get on our last nerve. We tend to think the child wants to make us angry.

The poor choices in behavior speak what the child is unable to state verbally.

Put Yourself in Your Child’s Shoes

Have you ever been in a situation when you felt anxious or afraid for no apparent or logical reason? Instead of considering a situation your child was in, think of a situation that you have been in. Think of a time when you should have felt safe but instead you felt anxious.  Go back to that feeling for a minute, and as terrible as it is, let it wash over you. Imagine feeling like that all the time. That may be how your child is feeling. 

Five Bs Affected by Trauma

Science says there are five Bs affected by trauma, and we cannot overlook them. In kids from hard places, behavioral disorders are a symptom of the effect trauma has had on their development. 

Negative behaviors will be taken care of once a child is securely attached. To achieve that, we must start with the five Bs and work our way out from there. Take a few minutes and read about the Five Bs – start here. Listen to the podcast series on each B. There is a lot of information to read/listen to. Take your time. It will still be available long after this series is over. Maybe start with one B. Armed with this information, write down some of your child’s triggers with this information as your foundation.

*This is an excerpt from the course How to Have Peace When Your Kids are in Chaos.

Interested in the course? Read more about it and try a free module!

What Does a Trauma-Informed Church Look Like? Part 2

I started this series in a response to a question via email. As I said in part 1, I know the answer is complex . It’s not a one-size fits all answer. There are some aspects you can see in a trauma-informed church. There are some things you can feel. There are some words you will hear. There are also some practices that will be followed by all leadership in a trauma-informed church.

It starts with trauma-informed training

I’m one of those people who will chase you down the hall and tell church leaders that they need trauma-training. I’m also one of those people who get the door slammed in their face (metaphorically). Leaders for some reason don’t want to invest in training. They also don’t want to ask their staff and volunteers to go through training. I know. It’s a huge time commitment. It is. It’s also an investment.

The parable of The spilled milk

Let’s say you put an open gallon of milk on the table in your kitchen. You hope it won’t spill. You pray it won’t spill. You light a candle and pray it won’t spill. Then it spills. You sop up the mess and tell the child who knocked it over not to do that again, then you leave the gallon again. It gets spilled again. You tell the child again not to knock the milk. The child knocks it again. You tell the child again. What’s the real problem? The adult didn’t take responsibility to put the cap on and put it away.

I see the the same thing happen in churches, homes, schools, and homeschool co-ops. They pray the milk won’t be spilled. In other words, they hope and pray that kids who have had trauma or capital letter syndromes won’t have meltdowns. The kids do. The adults tell the kids to stop. There are behavior charts, stickers, lectures, and Bible verses hurled at them. They meltdown again. They can’t regulate. What needs to happen? The adults, leaders, and parents need to cap the milk by becoming trauma-informed. When leadership is trauma-informed and begin to lead with this in mind, the milk wont’ spill as often.

Start with the Five Bs

The Five B’s Affected by Trauma

  • Brain
  • Biology
  • Body
  • Beliefs
  • Behavior

Brain – Children from hard places have altered brain development and an overactive amygdala. It’s as if the child is being chased by a bear all the time.

Biology – Children from hard places have altered neurochemistry.

Body – This could include learning delays, developmental delays, and sensory issues (which may be mistaken for willfulness and defiance). The child may be frustrated and disconnected.

Beliefs -Abuse says, “You don’t matter.” Neglect says, “You don’t exist.”

Behavior – The child may have an altered ability to self-regulate in response to stressors.

“If a child has had trauma, it’s as though his brain has a bunch of loose wires that don’t connect. If I were back in computer programming, I could imagine that for every if-then statement, I would get an error message: ‘Does not compute.’”-

How to Have Peace When Your Kids Are in Chaos

Understanding the effects trauma has on child (or adult) is a start. Some of the church leaders who have emailed me want their churches to be trauma-informed to better serve the needs of the kiddos (and adults) in the body. Some of you are running into the same sorts of road blocks I do. Time. Money. Leaders don’t want to ask their volunteers to have to invest more time, to come out one more night a week, to watch videos, or host a conference. So the milk gets spilled again and again. And the children get reprimanded for being dysregulated because they CANNOT do what’s expected of them.

For those who want Trauma-informed churches, schools, and co-ops

If you want to start the conversation with your church leaders, teachers, or homeschool co-op, you can begin with the printable resource on How Trauma Affects Kids. Go start the conversation with some facts and go from there.

Want to continue the conversation? Hop on over to our podcast page and listen to the series on the Five Bs Affected by Trauma. These are coffee break podcasts, no longer than fifteen minutes each. Share them with the people who serve your kiddos.

If you’re interested in the free e-course- Five Things , click on the graphic below:

Five Bs Affected by Trauma Part 3

I’ve been writing and recording a series on the “Five Bs Affected by Trauma.” You can follow along on the podcast and get your free printable resource here.

“An infant born into neglect learns slightly different lessons. For him, the bonding cycle is short circuited. Instead of experiencing need, high arousal,  gratification, and trust in others, he experiences need, high arousal to the point of exhaustion, self-gratification, and trust in self/self-reliance. Eventually this child develops less need, less arousal, more immediate self-gratification, and no involvement with others. He is likely to develop habits to gratify himself that may include rocking, head banging, sucking on his hands, hair pulling, etc.. He may grow up detached from others, appearing vacant and empty. He has few emotions and desires no interaction from others, even acting if no others are present in a room.

He has effectively learned that he can —- and needs—– to trust himself.”- Adopting the Hurt Child

One of the most visible effects of trauma is how is how it affects the body – medically, through sensory processing issues, or detachment.

Humanism tells us that everything is done by the power of a man. It teaches that man is able to sustain himself without God, without the Spirit. Studies on attachment beg to differ. Man is not sufficient on his own. He can not sustain body, soul, and spirit alone. The spirit of the child vacates when there is no attachment.

“Infants deprived of their mothers during the first year of life for more than five months deteriorate progressively. They become lethargic, their motility retarded, their weight and growth arrested. Their face becomes vacuous; their activity is restricted to atypical, bizarre finger movements. they are unable to sit, stand, walk or talk.”- Rene Spitz M.D.

Children who have been traumatized in infancy and early childhood cannot be expected to behave or respond to stimuli in the same way as children who have not.

Body –altered physical development and impacted ability to process sensory inputs.

Dr. Dana Johnson has described developmental delays and growth disturbances as one month of linear growth loss for every three months that children remain in an orphanage.

What we see in the physical are:

  • inability to process sensory inputs. 
  • Learning delays
  • Developmental delays

I’ve been writing and recording a series on the the five bs affected by trauma. You can follow along on the podcast and get your free printable resource here.

Sensory Issues- may be mistaken for willfulness and defiance, may up frustrated and disconnected.

Sensory over responsivity- OH NO!- you touch him on the elbow and he flies off the handle.

Sensory under responsivity – Ho Hum…. The child reacts less intensely to stimuli than other children. Slumps. 

Sensory Seeking- MORE! MORE!  Craves stimulus/sensation. Vigorous activity.

Sensory discrimination dysfunction- HUH? Difficulty discerning input. Shorts in the winter. Pants and cowboy boots when it is 90. Doesn’t know how he got that scrape. 

Most kids who have experienced trauma have some sensory issues. This doesn’t mean they need an official diagnosis of SPD. A great resource if you want to know more is The Out of Sync Child.

You can learn more on the Podcast series on the “Five Bs Affected by Trauma” and in the book How to Have Peace When Your Kids are in Chaos (and the accompanying course).

Five Bs Affected by Trauma Part 2

“A scar is evidence of a wound, but also evidence that we can heal.” – Scott McClellan

“I didn’t think it would be this hard.”

“My child’s behaviors are out of control.”

“He got kicked off the school bus AGAIN.”

“He keeps punching kids in line.”

“The whole house is like a war zone.”

“I thought I could do this, but I don’t know if I can. It’s just too hard.”

I’ve heard these statements along with pleas for help from countless parents. I have offered to come into the home and do some observation, as well as get some parenting tools that work into the hands of the parents. It seems as if every time, the parent says, “Oh, I don’t know. He/she is so manipulative” — as if the child will pull the wool over my eyes (as he may do with some professionals or teachers), or as if their situation is so unique and so individual that I won’t be able to grasp it. 

It is in this pit of “aloneness” that satan likes to keep us. No one else struggles like you. Nobody understands. We adoptive/foster parents may feel as if we have slipped an Alfred Hitchcock and are captives who will never escape. And the one who is to be banished to the pit at the end of age tries to keep us equally isolated. 

Fortunately, that pit is not where we belong, nor do we need to stay there any longer. There is hope. Isaiah says that God’s people perish for lack of knowledge. To move forward with our kids, we must first have knowledge.

SEcond B affected by Trauma


Science says there are five Bs affected by trauma, and we cannot overlook them. In kids from hard places, behavioral disorders are a symptom of the effect trauma has had on their development.  I covered the first B affected here. Today, I’d like to talk about the second B – Biology.

Biology — altered neurochemistry. Complex trauma can cause a variety of issues: sensorimotor development problems, hypersensitivity to physical contact, somatization, increased medical problems, and problems with coordination and balance.

Neurotransmitters are the chemical messengers that help our bodies think, feel, and move. However, the levels of key neurotransmitters in many children from hard places are often high, too low and/or out of balance.

Neurotransmitters (NTs) are naturally occurring chemicals that transmit information between the cells (called neurons) throughout your body. Over 5o NTs are present in the nervous system, but only a handful are currently measurable and understood in relation to our health and functioning.

Neurotransmitters or NTs control the on and off switches in the nervous system. They help define our moods, behaviors, and health.

There are two primary types of neurotransmitters:

  1. Excitatory NTs which increase the likelihood that a neuron’s signals are sent. Excitatory NTs are responsible for providing energy, motivation, mental cognition, and other activities that require brain and body activity. We refer to these as the GAS PEDAL. The gas pedal can get stuck.
  2. Inhibitory NTs decrease the likelihood that a neuron’s signals are sent. Activation of inhibitory NTS causes a chemical change within the neuron that oppose the effects of excitatory signals. Inhibitory NTs are responsible for calming the mind and body, inducing sleep, and filtering out unnecessary excitatory signals. We refer to these as the BRAKE PEDAL. The brake pedal can get stuck as well.

A balance between the levels of inhibitory and excitatory NTs is necessary for optimal health, yet many children from hard places show significant, sometimes profound, imbalances in their neurochemistry. This can result from a number of primary causes, such as chronic stress, poor diet, exposure to neurological toxins (e.g. heavy metals, chemicals) and genetics.

A growing body of research has documented significant alterations in hormones and NTs in children with histories of abuse, maternal deprivation and neglect.- Dr. Karyn Purvis

Want to know a bit more on how biology is affected by trauma? Listen to the edition of Positive Adoption below!

Want a free printable resource to share? You can download “How Trauma Affects Kids” on our Printable Resource Page.

Five Bs Affected by Trauma Part I – The Brain

“Too often, parents and experts look at behavioral disorders as they existed separate from sensory impairments; separate from attention difficulties; separate from early childhood deprivation, neurological damage, attachment disorders, post traumatic stress and so on.”

The Connected Child

By taking the time to examine what issues are driving a behavioral disorder, we gain a foundation of understanding. When we learn the science — the “why” behind a child’s behavior — our reactions will be tempered. 

When a child is behaving poorly, we often try to treat the symptoms rather than getting to the root of the issue. I know I’ve been guilty of that on several occasions. Of course, this approach doesn’t work; it never does. Just as removing a bottle of whiskey from the liquor cabinet won’t cure your father’s alcoholism, focusing on a child’s behavior won’t cure their attachment issues. There is a deeper problem we have to address.

“Chronic trauma is a lifestyle that is marked with traumatic events.

– Nurturing Adoptions

Science says there are five Bs affected by trauma, and we cannot overlook them. In kids from hard places, behavioral disorders are a symptom of the effect trauma has had on their development. 

Negative behaviors will be taken care of once a child is securely attached. To achieve that, we must start with the five Bs and work our way out from there.

Brainaltered brain development and an overactive amygdala. 

Children from hard places have altered brain development and an overactive amygdala. It’s as if the child is being chased by a bear all the time. As Deborah D. Gray explains in Nurturing Adoptions

“Neurobiologically, trauma shapes the developing brain. Early high stress is especially damaging because brain development is at an early stage.” In Emotional Development, Alan Sroufe makes a similar point when he describes the brain as experience-expectant and experience-dependent. Neglect deprives the experience-dependent brain of the experiences needed to develop the brain structures that support and stretch positive mood states. Neglected babies do not build the structures in the brain that allow for self-soothing or smooth processing through highly arousing experiences.

Think of a brain like a house with an upstairs and a downstairs. At birth the downstairs brain is developed. It houses things like breathing and survival mode.

Life in the Downstairs Brain

“It’s time to get up and eat breakfast.”

“Could you please pick up your socks?”

“No, the math equation isn’t solved correctly. Try again.”

You ask or correct, and in response, the child retorts, “Why are you yelling at me? You always yell at me!”

Have your children ever said this to you? How about when you are talking in a normal tone and they are yelling? Confusing, huh?

These kids seem to be hearing things differently than the rest of us — and they are. They are operating in their downstairs brain, which means they are seeing things through the lens of hypervigilance. They are in survival mode. Noises sound louder. The amygdala, which resides in the downstairs brain, is hard at work looking for danger. Its switch gets stuck in the “on” position, leaving the child in a constant, adrenaline-fueled state of fight or flight. 

“Chronic fear is like a schoolyard bully that scares children into behaving poorly.”

– The Connected Child

Even if they aren’t in any actual danger, the child does not feel safe — and in some ways, felt safety is more important than genuine safety. When a child feels safe, the primitive downstairs brain lets its guard down and allows other portions of the brain to operate. Higher learning can occur when a child feels safe. He can understand reason, logic, and choices. 

When children come from traumatic beginnings, their primitive brain remains the driver until the child feels safe. These kids are perpetually on guard. They don’t remember fun events or joyful times because they weren’t fully present. Their brains instructed them to survive these experiences in whatever shape or form they could. In survival mode, they didn’t have the capacity to really enjoy themselves.

The upstairs brain, on the other hand, is completely different. As The Whole-Brained Child explains, the upstairs brain is “made up of the cerebral cortex and its various parts-particularly the ones directly behind your forehead. Unlike your more basic downstairs brain, the upstairs is more evolved and can give you a fuller perspective on your world.” It’s sophisticated as opposed to primitive. This is where the creative process lives — imagining, thinking, planning. Logic lives here, too.

Children who live in the downstairs brain or survival mode are bossed about by their will — minus the intellect or common sense that reside in the upstairs brain. They are impulsive. As our pediatrician said of our eldest when she became extremely mobile at five and a half months — “maximum mobility, minimum common sense.” Thankfully, with proper brain development, the intellect catches up, and the child develops impulse control. 

Some call this “will.” Charlotte Mason, for instance, speaks of children having a strong will when they are able to govern their will. In other words, the more the child (or adult for that matter) can control his will and boss it around, the more he is living in his upstairs brain.

Some Practical Suggestions

So, how do we help a child integrate the upstairs brain when he demands to stay downstairs? 

First, remember that your child’s brain is a work in progress. The upstairs brain is still developing. It won’t happen overnight. To start, you can help him climb the stairs once and check it out. The more often he does that, the more he will use it. The more he uses it, the more it will grow. 

Here’s another suggestion: Give him assignments that require him to use the upstairs brain. He needs problems to solve, and he will encounter plenty in his everyday life. Give him the space to work them out on his own instead of doing it for him. This is where planning, creativity, and logic come into play. 

And I do mean play. LEGO building. Block towers. Drawing. Writing stories. Planning out a plot. 

My son who loves to write (he just wouldn’t admit it publicly, so keep that to yourself, ok?) loves story prompts. We did a semester of them, usually a few times a week. I wrote the prompt on the whiteboard, and he wrote the rest of the story. When he got stuck in a rut and everyone died at the end of each story, I put my foot down and asked him to think of some new endings. No one lived happily ever after, but they lived. 

Kids today have so little time to be creative. Soccer practice is good, but it doesn’t replace the need for creative play. 

In the upstairs brain, YELLING can become conversation:

• “How did you build that? Tell me about it.”

• “How do you think you can solve that problem?”

• “What could you do differently?”

• “What could you do to make your day easier tomorrow?”

Just remember, these questions cannot be asked in the middle of a meltdown. You must make opportunities when things are calm and happy. It is tempting to enjoy the calm and slip away to do something else (like the dishes), but take advantage of the quiet to connect with your child and watch him work his upstairs brain!

Fear is a powerful dictator. It rules the child without love, logic, or reason. It’s easy to look at the behavior as willful disobedience. I know I have. But for us adoptive/foster parents to help our children rewire their brains, we must rewire ours. If we see these behaviors as brain issues instead of behavior issues, we can begin to help our child — even if what the child believes may sound ridiculous to us. 

Fear has no logic. It has no boundaries of common sense. It doesn’t obey commands. It can only be diminished through felt safety — not by orders, sermons, or discussions. Once we understand this, we can help our children feel secure and begin the process of moving upstairs.

Want to know more? Listen to the podcast below.

*This article is excerpts from How to Have Peace When Your Kids are in Chaos for Adoptive/Foster Parents.

You can find the accompany course here.


Back to Basics Brain Development – Adoption/Foster Care Edition

For the month of March, we have been focusing on Back to Basics. This week on the podcast, Kristin Peters joins me (Kathleen) for a discussion about brain development as it applies to adoption. You can find the podcast here.

1. Kids that come home to us through adoption/foster care have altered brain chemistry caused by stress.

“We are all shaped by our genetic birthright and by the environment in which we live. To a developing fetus, the mother’s womb is an entire universe. If the mother has a healthful lifestyle, her uterus will share that with the growing child. But if the mom suffers from chronic stress, consumes such toxins such as alcohol and drugs, or doesn’t eat properly, the fetus is exposed to those dangers right along with the mother. An infant’s neurochemistry reflects his or her very first home-the uterus.”- The Connected Child

Neurons that fire together wire together. In plain English, the more a behavior is acted out or a trigger acted on, the more it becomes a pattern in the brain. It is as if the road is dug out, gravelled and paved by repeated experiences. The paved road then becomes the primary travel route.  

Adoption is messy. Children who are adopted from hard places have trouble verbalizing their feelings. They struggle with self-regulation and want to control everything and everyone around them. Trouble is, if we parents aren’t careful, we end up focusing on the behavior instead of digging deeper to the root of the problem. It’s quick and easy to think the child is misbehaving to get on our last nerve. We tend to think the child wants to make us angry.

The poor choices in behavior speaks what child is unable to state verbally.

Hurt children have a knack for making us adults feel out of control. They do know how to push our buttons. They seem to own a special button locating radar. Once they find the button, they push it mercilessly. And we adults, like puppets on a string flail around, flopping from hot to cold at their will. Rarely, if ever do these kids apologize. If they do, it is we parents have been steam rolled all day.

2.The attachment cycle has been broken.

Breaks in attachment cause a fear response. We need to work on felt safety.

“Chronic fear is like a schoolyard bully that scares children into behaving poorly.”- Dr. Karyn Purvis

We parents tend to expect our newly adopted children to enter the home and quickly develop a secure attachment style. We assume that they know the depth and width of time and work it took to secure their adoption.

“However, in the at-risk population, as much as 80% of children are classified as disorganized.”(Steele & Steele, Gray)

Once we come to terms with what sort of attachment our kiddos have and their level of fear, we can start moving in the right direction. It’s not enough for your child to be in a safe environment. He must feel safe. If he doesn’t feel safe, he will be in survival mode -flight, fight or freeze. Felt safety and secure attachment go hand in hand. When a child is securely attached to you, he will feel safe.

For instance, the other day at Joe and Throw (a local coffee place) I was holding my granddaughter Glenna on my lap. She was “watching” the Toy Story characters on my Apple watch. At the same time, she was slipping off my lap. She did nothing to secure herself or hang on. Because she felt safe, she trusted me to catch her and heave her back up which I did multiple times.

3.Your past affects your present parenting.

“We have also begun to understand how overwhelming experiences affect our innermost sensations and our relationship to our physical reality –the core of who we are. We have learned that trauma is not just an event that took place sometime in the past; it is also the imprint left by that experience on the mind, brain and boy. This imprint has ongoing consequences for how the human organism manages to survive the present.”- The Body Keeps Score

When I first got married, I naively thought that my past was wiped away as we similarly think that our adopted children’s past is wiped away. It’s not. We both carry our trauma into the relationship. The more aware we parents are of our triggers to our past trauma, the better we can navigate. It’s not easy. But, it is easier if your recognize them.

The more we do the work of healing for ourselves, the more we can help our kiddos. There seem to be a great many parents entering the foster/adoption world because they have had trauma – a troubled childhood, alcoholic parents, or fill in the blank. Our past can become their greatest gift and worst enemy -all in a minute. One moment the parenting is full of empathy, the next triggers send us into our past. Our past takes over and we are ashamed of our words and our actions.

The Road to Healing

To properly travel any route, we need a map. Even in this day and age of GPS via my phone, I like to see the trip before I travel. I’m one of those old school people who still print out a map. It helps me see where I’m going. If all this information is new to you or you don’t know which way to turn, start below. The video gives a great map of what may be going on with your kiddos. Below the video are some resources that can help you and your kiddos on the road to healing.

 

Resources:

Empowered to Connect

The Whole Brain Child

The Whole Brain Child Workbook

The Connected Child

Nurturing Adoptions: Creating Resilience after Neglect and Trauma

Capital Letter Syndromes and Adoption

Six Risk Factors

To get a copy of Five Things: A Tiny Handbook for Adoptive/Foster Families, click here and sign up to follow The Whole House via email.

If you would like to join our private facebook group –

The Whole House Adoption/Foster Support Group, just send us a request!

Nutrition has Been Thrown out the Window! How can we get it back?

We’re doing a Back to Basics Series here on The Whole House. This week we’re focusing on brain development. If you missed the beginning of the series start here.

What does food have to do with brain development? Everything. You’ve heard the old saying, “You are what you eat?” That’s not just for grownups. As teens and children, we are told we have a fast metabolism and we can eat anything. But, should we?

Should you be concerned about what your kids are eating? Or should you just wait until they are old enough to know better?

The value of good nutrition.

“When you child eats regular, balanced meals and snacks, blood sugar levels remain constant and steady. This boosts learning and stabilizes moods. When we cheat ourselves out of meals, however, we’re also reducing our brainpower. Skipping breakfast or snacking on sugary sodas and sweets are just some of the ways that our daily habits can undermine healthy brain functioning.” –The Connected Child

Good nutrition isn’t just counting calories. When my newbies came home through adoption, they had health issues, including rotten teeth and malnutrition. The dentist informed me the rotten teeth were a result of the malnutrition. My kids hadn’t had access to sugary sodas or candy. The kind of calories my kiddos needed were specific and intentional. They needed protein and complex carbohydrates to grow their bodies and their brains. All kids do.

Deficiencies go hand in hand with a variety of health and behavioral problems. ADHD and diabetes have been linked to a shortage of magnesium. I’m not a doctor or a scientist, maybe you are in the same boat, but you want your child to have optimal health and brain function. My advice? Do some research. That’s what I did when my kiddos come home. Don’t take my word for it.

My youngest son, who is on the spectrum ate gluten-free for years because it “calmed his inner hulk” (his words). Children who have health and behavioral problems may need more vitamins and minerals in the form of a supplement. It’s not a cure, just support. It may be the difference between their inner hulk raging all the time and just making appearances.

“A growing and compelling body of research suggests that nutritional supplementation is extremely beneficial for at-risk populations. In one study at a Canadian hospital, two boys with explosive rage and volatile moods showed dramatic improvement – without lithium or other traditional psychpharmacolic agents – when they took a daily vitamin and mineral supplement. When taken off the nutritional supplement, their rage returned, but once the supplementation was restored, their behavior improved again.” – The Connected Child

Maybe your child is neurotypical.  Maybe he doesn’t have any capital letter syndromes or behavior issues. Should you be concerned about his nutrition? YES!

Eight years ago, I watched a Teresa Tapp seminar about health and nutrition. She said something that haunts me to this day. If we don’t change our eating and exercise habits, then this generation will have more serious health issues in their thirties and forties as opposed to their seventies and eighties our grandparents did. I’m serious paraphrasing here, but she said if we don’t start eating God-made (closest to their natural form) foods and moving, our kids could end up in nursing homes in their forties. YIKES! We don’t want that._The food your child eats becomes the building blocks of his or her brain chemistry._

Throw out the myth that because our kiddos have fast metabolisms, they can eat anything and everything. Food is fuel. Food is medicine. We must fuel our kiddos’ bodies with what will grow healthy brains. What they are eating now is building their future body, brain, and immune system.

“The food your child eats becomes the building blocks of his or her brain chemistry.” – The Connected Child

Just a few tips from The Connected Child to end on. You may already have a handle on this, if so, GO YOU! Maybe you just need a restart, some reminders to get you back on track. I need those often!

  • Make sure your kiddos drink lots of water! Dehydration cause mental (cognitive) function to deteriorate. (I notice this in myself. If I have been working at my desk for hours, I start craving coffee and sweets. I get a quart of lemon water instead and feel fresh and ready to go!)
  • Avoid deep-fried foods. They make the brain sluggish.
  • Use yogurt as a healthful snack.  The live cultures improve digestions and intestinal health. The intestines help produce serotonin, the feel good neurotransmitter. Get the whole fat kind with lower sugar content. Kids need good fats! Don’t do fat-free! Use probiotic supplements for kiddos who can’t do dairy!
  • Keep a food dairy. I love this suggestion. Sometimes we don’t know what the food offender is until we take the time to write down reactions.

Get your kiddos eating as many God-made foods as can and go you! Every time you get nutrition and water in your kiddos, you are enabling better brain function. You’re building strong bodies and immune systems for a long and healthy life.

 

 

Have the Basics of Brain Development Been Left Behind?

We don’t often think about brain development in our children. Often we just follow the right steps and our kiddo’s brains develop. Until. Something. Is. Off.

I know. With my first child, I had some brain science under my belt from my education degree. I had a skeletal view of the developmental steps she should go through, but that’s as much as I thought about it. Maybe you’re like me. You’re doing some great things to improve your baby’s brain function. If so, think of this as a cheerleading session. I’m cheering you on! Great job! Maybe you are practicing some of these principles to grow you child’s brain and you are tired of doing the right thing. Maybe you are growing weary. Let me encourage you.

And let us not grow weary of doing good, for in due season we will reap, if we do not give up. – Galatians 6: 9

The truth is most of the hard work you do to grow your child’s brain, no one sees. Not right now anyway. When you keep practicing the principles that grow your child’s brain, it will grow. You can’t open their brains and check it. Just as when you plant a seed in the ground, you water and wait. You don’t dig up the seed every few days and see if it sprouted. You wait and one day, it pushes a tiny green sprout through the soil. Your kiddos will follow suit. One day, your toddler will sign “more.” One day you child will regulate and use her words. One day, your five year old will recognize her need for a snack. This glimpses of brain growth will happen in bits and spurts. You can’t grow a tree in day, neither can you expect your kiddos brain to mature after a few practiced principles.

While genetics play a role in a developing brain in a newborn, scientists now know that relationships and experience shape the brain.

  When an infant is  born he has 100 billion neurons just waiting to connect. They are like loose wires flailing around waiting to connect. Think of your middle school science class and the electricity board, you have a light, a battery and a switch. You have to connect all three with wire. Then you flip the switch. You are the wire. Your babies brain already has the light and switch, just waiting to turn on. How do you connect the wires?

 Relationship grows the brain. 

This is one of the most important parts of brain growth. Relationship has the power to grow the brain. Interactions make the connections. This is why it is so important to engage with your child starting at infancy. The more you interact with your infant in positive ways, the more you grow the brain.

Here are some easy ways to grow an infants brain:

Baby wearing.

Singing to baby.

Comforting.

Soothing voice of mother.

Being on the shoulder of daddy.

Mother holding baby and gazing into her eyes.

Reading to your infant (you can start in utero).

Singing with and to your infant.

Playing music.

“A well-tended child is fed, cradled, and soothed when she cries from hunger or crankiness. This scene plays out hundreds of times in the first month of life alone. Through this exchange, the baby learns to trust that her needs will be met and that she can rely on people.” – The Connected Child

Repeated experiences also grow the brain.

Whatever the experiences are, that is where the brain will grow. If it is fearful, then the downstairs will grow (more on upstairs and downstairs brain here). If a child is soothed and learns how to talk things through and sort out feelings, the upstairs brain will grow.

This is the Hebbian Principle: What fires together, wires together.

An infant who is fed when hungry  regularly expects to be fed every time she is. She develops the belief that her needs will be met.

An infant who is soothed when upset develops the belief that her voice will be heard. She is on her way to healthy emotional intelligence.

An infant who is smiled at, laughed with, spoken to, read to, and sung to (no matter how off key) believes that she is important. She is developing social skills.

The basics of brain development are so basic, they usually come naturally. Maybe they come naturally to you. Think of this post as a booster shot. You are already doing all the right things to enable your infants brain to keep growing -Go YOU!

Want to learn more about this subject? Listen to our latest Podcast, “Baby Intelligence.

 

 

 

 

Back to the Basics – Brain Development

Do you think about your child’s brain development? I didn’t until something seemed to be off. If you said “no” to that question, don’t feel badly. It’s pretty common for us to be reactive instead of proactive.

In our culture, we don’t go to the pediatrician and say, “My child is eating well, sleeping well and generally can regulate his emotions. How do I keep this up?” We don’t notice our child’s brain function until something is off.

What if we could be proactive? What if we Moms knew a thing or two about brain function that we could apply at home?

Are you in the driver’s seat of your child’s neurological future?

Do you have a roadmap?

Are you in backseat?

Do you know how your child is doing?

Is there an area he is struggling with?

Can you work smarter instead of harder?

Are you scrambling because you are plugging in a few things you hear and not making any progress?

Why do so many kiddos struggle?

Brain Development. A child’s brain undergoes an amazing period of development from birth to three—producing more than a million neural connections each second. The development of the brain is influenced by many factors, including a child’s relationships, experiences and environment.

Are you in the driver’s seat of your child’s neurological future_

“We are all shaped by our genetic birthright and by the environment in which we live. To a developing fetus, the mother’s womb is an entire universe. If the mother has a healthful lifestyle, her uterus will share that with the growing child. But if the mom suffers from chronic stress, consumes such toxins such as alcohol and drugs, or doesn’t eat properly, the fetus is exposed to those dangers right along with the mother. An infant’s neurochemistry reflects his or her very first home-the uterus.”- The Connected Child

When my adopted kids first came “home”, they struggled in many areas of development. They weren’t stupid. They had just missed key components of development. When those components were added in, their  brains will grew. It’s absolutely amazing! I am not an expert. I am a Mom who did a lot of research and applied what I learned.

There are many factors in why so many kiddos struggle when it comes to development. Here are four:

The basics have been left behind.

Nutrition has been thrown out the window.

Movement has been replaced by a sedentary lifestyle. 

Relationship has been replaced by entertainment.

I’ll be covering each of these topics in a little more detail over the next week. The good news? There are many practices that you can put in place at home that will grow your child’s brain! Isn’t that amazing? You can have the roadmap. You can know where you need to go next. You can be in the driver’s seat of your child’s neurological future.