Uncertainty Breeds Resistance

		Q: What do you do with a child who is so compelled to a repetitious behavior that he can't be redirected to the task at hand? A: As humans, one of our basic primal needs is that of certainty. It feels good to know for certain what is going to happen, when it is going to happen, and how it is going to happen. We also seek certainty through our behaviors and actions. For some, repetitive behaviors create certainty which reduces the level of internal fear. OCD (obsessive compulsive disorder) is about an intense need for certainty. For others, food creates certainty. Food makes us feel good, thus gives us an instant feeling of certainty. Additionally, many parents seek certainty through controlling parenting techniques.
On the other hand, uncertainty is a basic human need as well but only if there is enough certainty in our lives to create a balance between the two. For most of us, we enjoy an occasional surprise, it creates excitement. We like change, to a small degree, because it creates variety in our lives. For some, a higher level of uncertainty creates a rush of being "alive" like riding a roller coaster, watching a scary movie, or even jumping out of an airplane. For children with traumatic histories, they have experienced an over abundance of uncertainty. There has not been a balance between the amount of uncertainty and certainty in their lives. If an imbalance of the two creates a level of fear for the average adult then it is understandable for a child, with limited coping skills, such an imbalance creates an exponential amount of fear. The result is a child who will constantly seek certainty, at all costs. He is working to live in a heightened state of certainty in order to calm the fear of uncertainty that is programmed in his nervous system. When we as parents then try to redirect this behavior, we are creating yet more uncertainty. The child, in his desperate attempt to return to a state of balance and regulation, will resist the parent and refuse to be redirected. The parent typically interprets this as "bad" behavior, "defiant" behavior, or "disrespectful" behavior. Worse, the parent takes this lack of responsiveness personally as if the child is behaving in this manner simply to push the parent's button or to be revengeful. The negative neurological feedback loop is thus in full swing. Both the parent and the child are working to attain certainty, yet they are both doing it from a self-absorbed framework. The relationship becomes more strained, thus breeding more uncertainty! If the parent can understand that the child is simply working to create certainty in his uncertain world, this negative loop can easily be interrupted. The parent can acknowledge that the compelling behavior (as given in this question) is helping the child feel better and that switching to a new task is incredibly difficult and scary. A conversation might look like this: Parent: "Tommy, it is going to be time for us to go out and rake leaves in a few minutes." Tommy: ignores his mom and continues to keep pushing his Hot Wheels up and down the hallway, over and over again. Parent: Sitting down near Tommy, acknowledges his behavior, "You like running your cars up and down this hallway, don't you? I think you've been doing for over an hour. Wow! That does look like fun and I bet it makes you feel good." Tommy: "I don't want to go rake leaves." Parent: "I know. It isn't easy changing from one activity that makes you feel good to another activity that you don't even like." Tommy: "I hate raking leaves." Parent: "I know. I want to help you today. I don't want you to feel so overwhelmed with this type of stuff anymore. If I'm with you, I'm certain it will be easier for you." Tommy: "Humph" Parent: "How about we do this in about 5 minutes?" The parent works to connect with Tommy's fears and acknowledges his struggle of shifting to a different activity. The parent creates certainty by being with him now while promising to be with him during the new activity. Through their relationship, the parent is working to create the certainty he is seeking through the toy cars. The parent's goal is to help Tommy shift from using the toys as security to using the relationship with him as the security. Giving him five minutes also gives Tommy emotional space to consider making this change and time to process this change, which reduces the element of surprise. As human beings, we are constantly working to create balance in our lives. Your children's behaviors are often times reflective of this need for balance. Look beyond the typical interpretations of defiance, disrespect, and retaliation, to identify the significance of your child's behaviors. When you can do this, you put yourself in the most powerful position - the position of a committed, loving, and understanding parent! Press on,
Heather T. Forbes, LCSW Parent and Author of Beyond Consequences, Logic & Control: Volume 1 & Volume 2, Dare to Love, and Help for Billy.

The Power of Neurlogical Mapping

		Q: My son had a terrible early childhood history and constantly tells me he is a bad boy and that nobody loves him. Yet, no matter how much we tell him what a good boy he is or how much we love him, nothing seems to help. How can he continually reject these positive messages? A: From the moment a child is born, he is dependent on others to care for him, nurture him, and teach him about the world. This child has no other option but to trust that the information being given to him is the truth. He has no filters...he accepts everything as fact.
For a child who goes through early childhood trauma, he lives in a world of false messages that are absorbed as truth. Everything that is said to him becomes his reality. Everything that is done to him becomes a reflection of who he is. For example, if a child is emotionally abused and told he is worthless, that he won't amount to anything, or that the parent wishes he was never born, this child's internal belief system develops from these messages. This child believes he is worthless and unworthy. His belief is that he is not lovable and that he should not be on the planet earth. Neurologically, we know that neurons that fire together wire together. So this belief system becomes ingrained and accepted at a deep subconscious and neurological level. These beliefs lay down the neural circuitry that governs how this child behaves and responds to life events. We then place this child in a different, more loving family. He is told that he is wonderful, that he is good, and that he is loved. The external messages are now in conflict with the internal messages. Which one do you think is stronger and louder? The internal voice of negativity was an earlier and deeper imprint, thus it will be the dominate one. This creates a profound gap between what others are saying and what the child's internal framework is saying, preventing this child from easily accepting any new messages beyond that which he already knows. The human brain is programmed to reject any belief that is not congruent (not the same) as one’s own view. Think about this from your own perspective. When someone comes up with a different belief than you have, what is your first reaction? You reject it. You dismiss this person as being on the fringe and you move on, maintaining your own reality in your mind. You might even argue with this person, defending your position in order to "save face" and to protect your own belief system. Back to the child in this example, the parent then tries to lovingly parent this child and to give this child positive messages of self-esteem and self-worth. Yet, what the parent doesn't realize is that the parent is up against the power of belief--up against the child's neurological mapping. No matter how many times this parent tells his new son, "I love you" or "You are a wonderful child" or similar positive messages, the old belief system of not being worthy and not being good enough continues to prevail. It is as if these messages are impervious to this child. These positive messages simply slide off the child as if there is a Teflon coating. The reason is that these new messages are being given to the child at a cognitive level and are simply cognitive experiences. Yet, emotions play a powerful role in neural processing, much greater than language and cognition. In order to break through the old negative beliefs of this child, the parent has to dig deep within himself to interact with this child at a deeply profound emotional level. Love has the power to do this. While the emotion of fear keeps this child locked in this negative belief system, it is also true that the emotion of love will release this child from this negative belief system. It takes parenting this child in a loving, safe, and emotionally available manner. And it won't be just one experience, but several experiences, over and over again, with this child being met at an emotional level, in order for new neural pathways to be created. A new belief system is possible. It takes time, patience, understanding, tolerance, perseverance, and most importantly, emotional impact. For more "what to do in the moment" and more explanation on how to do this in the classroom setting, my newest book, "Help for Billy" will give you more application into the principles discussed in this eNewsletter. Love never fails...it simply takes learning how to love our children from their perspective and going beyond routine cognitive experiences. Press on,
Heather T. Forbes, LCSW Parent and Author of Beyond Consequences, Logic & Control: Volume 1 & Volume 2, Dare to Love, and Help for Billy.

Redefining the Meaning of Motivation for Students at School

With our Beyond Consequences Classroom 5-week online program continuing tomorrow night, I want to share this excerpt from my book, "Help for Billy."  And if you are interested in joining the course you can check it out here:http://www.beyondconsequences.com/classroom/index.html Children have a natural love for learning. As young toddlers, they learn to crawl and walk without external motivators. Certainly they like encouragement, but the natural desire to progress is already a part of their innate programming. Children do not need to be bribed or threatened into learning. What they need, especially children with traumatic histories (who we'll call "Billy" in this article), is to be supported, guided, and scaffolded up within an environment that is conducive to feeling emotionally safe, developing relationship, and feeling respected. The typical behavioral techniques most schools use to try to motivate students can be barriers and hindrances to the Billys of the classroom because they create fear. Any technique based in fear is only going to elevate more fear for a student like Billy who already lives in fear. These techniques are illusions of control and motivation. The reality is that when fear is a part of the learning environment for a student like Billy, learning stops. What subsequently follows is exactly what these external motivators were intended to eliminate: negative behaviors. Motivation is more about regulation than about simply making a choice to succeed and follow the rules. Motivators we see used in schools, such as stickers and rewards, address the area of the brain that is shut down for Billy. To think clearly and to sequentially rationalize that "if I behave, then I will have a prize from the treasure box" takes the work of the neocortex (the logical thinking part of the brain). For Billy, when he is struggling and dysregulated, this part of the brain ceases to fire. The problem exists in the lower area of the brain for Billy (the Reptilian Brain). That is why Billy’s thinking is going to be different than the typical student (who we'll refer to as "Andy"). This is especially true for Billy because Billy has a deep-seated negative belief system saying that he is stupid, the world is unsafe, and he has to do whatever it takes to make things work for himself (see below).
In the lower part of the brain for all of us, life happens in the next fifteen seconds. Consequences are not relevant. Morals, ethics, and the differences between "right and wrong" have no bearing. All of these guiding forces reside in the neocortex, an area of the brain no longer "in charge" when Billy is dysregulated. When Billy is left to his own devices to regulate, all his internal resources and energy are already used for protection and safety, leaving no room for learning. The more Billy falls behind academically, the more he feels threatened and the less he learns. Hence, the negative and endless spiral begins with no way out when traditional approaches are put into place. Unfortunately, the only way out of this downward spiral for many students is to ultimately quit and drop out of school. It takes a shifting our understanding of motivation from a behavioral perspective to a relationship-based regulatory perspective to interrupt a student's negative spiral downward. Many of the traditional techniques need only be modified slightly and delivered in the spirit of love and connection rather than in the framework of fear and control. It is a small shift yet one that can have a powerful impact on students. It requires interactive regulation (through relationship) to calm Billy down, to create safety for Billy, and to decrease his anxiety. It takes switching from the strategy of getting students motivated--with the promise of a reward or the threat of the loss of a privilege--to the strategy that taps into the student's neurobiological predisposition for relationship. For more extensive "real-life-how-to" strategies, tune into my online class this Thursday evening (at no charge) or read my latest book, Help for Billy: A Beyond Consequences Approach to Helping Challenging Children in the Classroom. With a trauma-informed classroom, let's help return our "Billys" of the world back to their natural love for learning! Press on,
Heather T. Forbes, LCSW Parent and Author of Beyond Consequences, Logic & Control: Volume 1 & Volume 2, Dare to Love, and Help for Billy.

Stuck? Here is a cheat sheet to get you started...

				Q: I have been trying to implement the Beyond Consequences model of parenting but in the moment when my child is resisting, I get stuck. I truly don't know HOW to make emotional connection and I was wondering if you might have a "cheat-sheet" of some kind to help jump start me during these times my mind goes blank. A: If you do not have a blueprint of a parent making emotional connection with you as a child, being able to do this as a parent is like trying to speak a different language. Unfortunately, most
of us grew up in families where our parents intellectualized, minimized, or flat out ignored our emotions so we simply do not have a solid blueprint. Here are a few ideas to keep in mind when you are working to make an emotional connection with your child: Remember that you cannot make the connection happen...you can only create an environment for it to happen (relieve yourself of the pressure). You are simply there to support and to encourage your child. When your child begins to express his/her feelings, validate, encourage, and stay present with your child in the moment. Watch the body for signals (80% of communication is non-verbal). Help to keep the process focused on the emotional piece. "How did that make you feel." Look at the child's face, "You look really mad" or "You look really scared." Avoid solutions at that moment. Get out of the logistical details and help your child into his/her feelings. "Tell me how it felt when that happened." If your child begins to slip back into a cognitive/rational place, watch the body for when they constrict when talking. When you notice this, encourage your child to go back to the emotional piece that goes with the story being told. Stay open to his/her process. You have to be able to handle the depth of emotional pain your child is experiencing. If he senses you are getting overwhelmed, he will cut the story short in order to make you okay. With these ideas in mind, I'm also going to list some actual phrases that might be helpful. It is very important not to say these words like a script, however. Your child will know immediately when the words are being given from the head as opposed to the heart. Use your passion as a parent to convince your child that you want to know his struggle. If your child rejects your efforts, saying something like, "You're just trying to therapize me!" You can be honest with your reply, "It probably feels that way! You're right. But I know the more I offer my love and connection, the better off we are going to be." "I know it is hard, but the more you keep it inside of you, the harder it gets." "I need to know how bad it was for you." "You're not in trouble." "Give yourself permission to have a voice." "How did that make you feel?" "Stay with it, Billy. You're not alone in it." "Open up to the pain. You're safe now, so let it out." "I had no idea this was so hard for you!" "Breathe. Take a deep breath." (Take a deep breath to model it for your child). "I've gotta have it...I need to have your feelings." "You don't have to carry it all." "That's too much pain to have all by yourself. Can you let me share it with you?" "I want to understand you better and if I know how you feel, I'll be able to do what you need me to do." "I love you no matter how you feel." "Give yourself permission to have a voice. I'm listening." "I can handle whatever you went through." "Look at me, Billy." (If the child begins to hide in shame, have him/her stay connected with you, but never force eye contact.) Use your own story to connect: "I remember when I was a little girl and a friend of mine was really mean to me...." Be quiet...if these words start irritating the child, slow down, sit down, be quiet, and just be present. Take responsibility for your child's pain. You may not have been able to change the situation in the way she/he needed you to. Yet, feel it with him/her. Join your child and open yourself to your own tears. Work to understand your child's perspective. "I'm so sorry it hurts you that I wasn't there...." Avoid words like, "It's okay. It's over." Instead, invite them to give you more, "I know it hurt, show me how much it hurt." Be conscious of your conditioned response of making it better. Allow your child to drop the feelings completely. Ironically, we try to avoid the feelings to make it better, yet acknowledging the feeling and allowing the child this emotional space is precisely what will make it better. Feel the pain with your child and open your heart. Your child will only open up as much as you are opened up to the pain. Maximize instead of minimize. Go into the pain and the story to explore the issue without down playing or negating what your child is sharing. Getting your child back to a sense of reality will come later, after the emotions have been expressed. Trust in the process...the outcome is determined by staying present in each moment of the process! Practice this with your friend, spouse, partner, and even your boss! The more you live out of the emotional side of being human, the more natural this will come to you. Send me the phrases you come up with and I'll compile an even larger list to publish in next month's eNewsletter so we can all work on this together! Press on,
Heather T. Forbes, LCSW Parent and Author of Beyond Consequences, Logic & Control: Volume 1 & Volume 2, Dare to Love, and Help for Billy.

"Motivating a Lazy Child"

				Q: How does being extremely selfish fit into the     trauma issue? Last Sunday evening, it became very    obvious that my teenage daughter was not going to lift   a finger to help with our Sunday family dinner when   our other children and extended family were all   helping out. She said she was tired.   A: It fits in perfectly. When children are in survival   mode or simply overwhelmed, they feel as if they
have to protect themselves and create safety for themselves. It is all about self-protection. They seek peace and peace comes from shutting down from the world. It is actually a brilliant strategy: shut down the world and you reduce the stress in your life, you deactivate the stimulus of the environment, and your nervous system has a chance to calm down. Unfortunately for those around a child in this type of self-protection mode, this brilliant strategy makes the child look rude, selfish, and lazy. In order to stay in a place of love, understanding, and tolerance as a parent for this type of behavior in your child (especially around extended family members), you have to ask yourself, "What is driving my child’s behavior?" Too often, we approach our children asking the wrong question of "How do I get my child to change her behavior?". If you ask the wrong question, you'll get the wrong answer. In this specific situation, if you only focus on the behavior alone, it will look as if your daughter is being lazy and selfish. By pushing her to change her behavior, you will come off to her as nagging and lecturing. This will only serve to increase her stress, thus pushing her further into her shut-down state. Ironically, you will actually create the exact result which you were trying to avoid. Instead, work on the core issue: OVERWHELM. Moving a child out of a state of overwhelm happens within the context of the relationship. Focus on the relationship. Also recognize that family get-togethers, while fun, are stressful. Friends, family, and more social interaction can overwhelm a child who struggles with relationships. While I'm an advocate for families, too much family outside of the nucleus family structure can be too much for many children. Their nervous systems are not equipped to handle the increase in noise, interactions, and stress of being expected to "behave." To solve this issue, do proactive work and develop a plan with your daughter. This is a child who needs you to join her and to assist her in order to keep her from automatically going into overwhelm. Shutting down is an automatic response; she doesn't have control over it. It doesn't happen at a conscious level. Helping her to create an awareness around this reaction, as well as a plan of how to deal with it in the future, is your responsibility as a parent of a child of trauma. When life gets busy, loud, and unpredictable, tell her you've noticed she doesn't seem to be as happy. Invite her to reflect about how she felt during last Sunday night's dinner and let her express herself honestly and openly. Beware, though, she may blame you for having too many people over (for example, "Why did you invite them, anyway, you know I don’t like them!" or "Sunday night dinner is stupid anyway; I'd rather be in my room or be with my friends."). You don’t have to defend your decisions or try to convince her why Sunday night dinner is important. Explore the real issue: it's too much for her and it is threatening. Say something like, "Sunday dinner isn't your favorite so maybe we can figure out a plan to help make it better. If it gets to be too much, at any time, how about you go for a walk and if you want me to go with you, I’d love to - just the two of us." You can also set the expectation that you need her to help out, but offer to help her. "I know it can feel like it's too much energy to help with the dinner or with clean-up, but what if you and I worked together? You don't have to be alone and overwhelmed anymore. I want to be here to support you and help keep your body from shutting down. Can you let me help you?" "Beyond Consequences" doesn’t mean a child can do anything she wants to. Children need boundaries; boundaries create emotional safety. Children need us to set the bar of what is expected, as well. However, due to the sensitivity of our children, it has to be done with love, kindness, and compassion. Think about it as merging the strengths of Mr. Rogers (gentleness, compassion, understanding) with those of General Patton (strong, courageous, determined).
Perhaps you're reading these suggestions and thinking, "That would be fine if she were five, but she's fifteen! Mr. Rogers is for little kids; when is it her turn to grow up and take responsibility?" Your daughter has already proven that she can't get out of overwhelm and she isn't able to take responsibility yet, at least on her own. Expecting her to simply dig deeper internally and uncover a vast source of willpower just isn't realistic. You can continue to battle it out, which is exactly what will happen if you approach it from the perspective of her being lazy and rude. It is never the facts of the situation that create frustration; it is the interpretation of the facts. For example: Fact. Your daughter isn't helping out. Interpretation. Choose one: (1) She is lazy, rude, and choosing to be disrespectful. (2) She is overwhelmed; shutting down from an automatic response controlled subconsciously by her nervous system, and needs help finding her way out in order to create a new pattern that will equip her for the future. The first interpretation perceives only the negative and puts 100% of the responsibility on the child. It is her job to change. You hold your ground as the parent in charge (General Patten without Mr. Rogers) and she is the one required to take action and change. This interpretation will keep your parent/child relationship in a "me against her" power struggle. The second interpretation sheds light on the truth about what is driving her behavior. The change in behavior shifts to a focus on improving your relationship with her. It focuses on how you can help your child, who is overwhelmed, get out of overwhelm, not go deeper into it. It takes courage to do something different. Trust that love and relationship, coupled with setting expectations and boundaries, will be the solution to getting the tasks at hand completed. Press on,

Celebrate and Stop the Crazy Loop

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 Q: I have a 15-year-old son who has established a pattern of running away. I've been advised to call the police when this occurs. What do you suggest?

 A:  Running away is indicative of a child who has entered a fear state. When we, and all animals in the animals become threatened, we go into a primitive response called the "Fight or Flight" response. It is an inborn genetic response, which helps to protect us; it is a survival response.

With this understanding, it perplexes me to think that calling the police on a child in this survival response pattern would ever be recommended. Why would you call out the police to address a child who is simply acting from his body's primitive, automatic, inborn response? Your child is acting from an unconscious level. It isn't a conscious response. It is an unconscious reaction. Addressing it from an authoritarian and fear based approach will only keep your child in this pattern; hence, you described it as an "established pattern."

We have somehow come to believe that we can force change by provoking fear and threat. This is completely unnatural. Have you ever seen nature force a seedling to grow? This is a choice that has to come from an internal place from within that person.

To give such advice about sending the police is an example of doing the same thing over and over again, expecting a different result (this of course, is the definition of insanity). Statistics reveal that more than one in 100 adults in the United States have been in jail or prison. This is an all time high. When are we going to realize that this isn't working?

Our own fear keeps us in a constricted place, locked in from seeing other alternatives. Fear keeps us in a loop of trying harder, "upping the ante," and driving more consequences in order to get our children to behave and to be compliant.

Here is the traditional parenting crazy loop: 

-       For young children, we start by picking them up and putting them in the time-out chair.

-       When they get too old to sit in time out, we began removing privileges in order to get them to comply.

-       When this becomes ineffective with a "whatever" response from them, we increase the stakes and ground them for a week.

-       Finally, as teenagers, they realized they had the ability to just leave and run away.

-       Then we call in the big guns and call the police.

None of the craziness above is effective in the long-term, and only limited in the short-term.

This problem is, love has not been a part of the solution…that is why the cycle has continued. If you want to end the cyclical turmoil in a family, put love into action. Unfortunately, many of us have no blueprint for what this looks like, so it challenges us at a deep level to consider that it would actually work.

The next time your son runs away (and I also suggest looking closely at the circumstances that led up to this event and determine how much fear from both you and him contributed to the situation), I want you to plan a celebration for his return. Instead of calling the police, call the caterer! Seriously, bake a cake or some cookies. Make a banner that says, "Welcome home, son. We missed you."

When a child returns, what we typically do is dump our fear onto the child. Instead of saying, "I was scared for you," we say, "How dare you leave this house and not tell us where you were going!" We need to realize that it took a tremendous amount of courage for the child to walk back into that door, knowing the parent was going to lecture him about everything he had done wrong.

Put love into action when he walks in the next time. "Son, I'm so glad you're home. We missed you." It takes putting your fear aside and getting down to your core feelings. You did miss him. You are glad he is home. Let him know how special he is in your life. If you've lost these loving feelings towards your child due to the intense dysregulation going on, revisit pictures of when he was younger and when times were calmer and more pleasant. Get yourself back into a loving place with him.

Later in the day, take the time to be with your child and listen to him. Talk about what it is that drives him to leave. Really listen to him. Give him space to voice himself. Stay out of being defensive. Know that when he feels heard, he will be able to hear you. When you give him the gift of being understood, you then can take the opportunity to express your fear. "I just get so scared when you leave. When I don't know where you are, I can't do anything to help you at that point.  I also can’t do my ultimate job for you as a parent, and that is to keep you safe."

Be courageous enough to try something different. You have the capacity to interrupt the negative loop and to change this established pattern with your child. It takes trusting that love never fails.

More parenting solutions can be found at:
http://www.beyondconsequences.com/archive.html

Bridging the Gap

At the beginning of this month, I attended a conference in Las Vegas where Dr. Allan Shore was the keynote speaker. His information was amazing! "Thick," but amazing. By thick I mean it was in-depth, profound, intellectually stimulating, and heavily documented by scientific research.

The premise of his talk was that the repair of the self, or healing, from early childhood experiences happens in the right hemisphere. The right hemisphere is our unconscious processor and our emotional self. He discussed how a child's brain needs meaningful human interaction to drive the brain's development and maturity. When these experiences are missed between the child and his caretaker, the neurological pathways are misaligned.

The great news is that repair and realignment of these neurological pathways is possible due to the plasticity of the brain. However, this repair does not come through intellectual or cognitive processing. The primary component of healing is the emotional bond. It has to happen through emotional communication and emotional connection. It is the right-brain-to-right-brain emotional communication that heals. The relationship is the key. In essence, and these are my words, it has to come through love.

Then at the end of this month, I attended the ATTACh conference in Charlotte, NC. I presented to a room of almost 100 parents. The energy in the room was so different from the conference in Las Vegas. At the ATTACh conference, the room was filled with parents struggling everyday just to get the basics of life accomplished, each desiring more information to be able to go back home and move out of a place of survival into a place of living. Yet, in Las Vegas, the atmosphere was more relaxed. The day was about informational learning and listening to the latest in scientific research. It was a day off work to earn continuing education credits then a night out in Vegas catching a show and having a nice dinner.

As I type this blog, I realize that we need to focus on bridging the gap between the intellectual and scientific understanding of trauma and the "real-life" parenting of trauma. The two need to come together in a more coherent way in order to put neurological science into action. Showing slides and talking about current neuroscience literature doesn't necessarily mean that the quality of life in families is being improved.

As I look back and realize the incredible contrast between these two trainings, I realize more than ever my mission in life. This is the essence of my work at the Beyond Consequences Institute -- to bridge the gap between neuroscience and parenting. Wow! This gets me fired up and rejuvenated to create more resources and ways to support you and other families.

If you have any ideas of how to I can help you or other families bridge this gap, post a note here. What more is needed to learn how to create these "right-brain-to-right-brain" interactions in your home? I welcome your feedback!