Sensory Regulation

Transitions, Change and Loss

chaos and change

This time last year I’d not long arrived in Kansas and it’s been a long time since my last blog, I just want you all to know that this blog site is far from finished as there are many more reflections, topics and visits I want to share with you all.  Obviously I’m home now and have been on Australian soil for some time.  The title of this blog which was already next in line for publication is also true and reflective of why it’s been so long between posts… transitions, change and loss, but more about that later on…

Visiting Mount Saint Vincent Home I spent time reflecting on the impact of change, loss and transition.  On my first day with them, the Clinical Director Kirk Ward, advised me that they were facing all sorts of changes, transitions and loss.  It was coming up to the end of the school year and children were graduating out of the school, out of the program or going off on summer break for the day treatment clients, there had been some staff turnover resulting in a lot of retraining of new staff and to top it off the County had started to refer a slightly different demographic of child.

As a result of all of this, staff and clients were struggling.  Emotions were running higher, people more reactive and that week staff and I often reflected on the struggle they faced given old strategies were not working as successfully as they had been.  When we are faced with challenges as such it’s not surprising that we think it’s time to try something new or change things up.  We can find ourselves feeling stressed and anxious about the seemingly little impact we are making.  We know from my prior blogs and the work of Dr Perry and Dr Siegel that the more stressed we become the more reactive we become.  The more reactive we become the less we are able to really think creatively and reflectively about a situation.  This is a universal human phenomenon, not only does it happen to our troubled and traumatised clients, but it happens for every one of us.

When we are stressed and reactive, the danger in changing it up or trying something new is further increasing the uncertainty, predictability and routine and in turn further exacerbating stress levels and reactivity of all involved.  I’m not saying that we should always soldier on and hold firm to our way of operating, not in the least as it could very well be the way we are doing things is problematic or part of the issue.  What I am saying though is that we need to take space, calm ourselves so to really be able to think more reflectively and creatively about what we are doing, and how we move forward in making a difference in the lives of others.

My time with Mount Saint Vincent home highlighted again the absolute importance of staff being emotionally regulated and emotionally safe within themselves.  The ability to take time as a staffing group, reflect and seek supervision and manage ourselves is paramount in the treatment, care and healing of trauma. I was impressed with the clinical, residential and educational team at Mount Saint Vincent and their ability to support children and young people at times of emotional and behavioural escalation.  Staff would come away from these situations and interactions concerned and worried for the wellbeing of the children, the success of their interventions, in turn requiring regulation and support from each other and their management.   However when engaged and interacting with the young people in their program and the emotional and behavioural distress these kids demonstrated, the Mount Saint Vincent staff were focussed, centred, and on the whole all about co regulating these kids.  I witnessed clever use of movement, music, and sensory input to keep young people regulated and/or regulate them.

The challenges facing Mount Saint Vincent during my visit could easily have derailed them, left them focussing on new and different strategies. I’m not saying as a program emotions weren’t running high and the staffing group were certainly concerned, but I watched them rally together and co regulate each other so as to not to let the transitions, chaos and loss their program was experiencing result in organisational reactivity, but instead continue in the provision of safe, predictable and thoughtful care to their clients.

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Rhythmic Riding

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Mindfulness connection

Rhythmic Riding is an equine based therapeutic approach that is one part of the Trauma Focussed Equine Assisted Psychotherapy (TF-EAP) established by Tim & Bettina Jobe from Natural Lifemanship.  In short “TF-EAP utilizes the rhythmic, patterned, repetitive, bilateral movement inherent in riding a horse to increase and reorganize the connections in the brain, thereby increasing the brain’s ability for emotion and impulse control. The horse is able to provide the rhythm required to effectively heal the traumatized brain until the client is able to independently provide that rhythm. In effect, clients passively learn to self-regulate through the use of the rhythmic, patterned, repetitive movement of the horse.” Spirit Reins Website.

Music is often incorporated into the mounted work allowing the horse and rider to move in time to and with the rhythm of the music, again requiring and providing a medium to scaffold regulation and connection between the rider and horse.

I had the opportunity to watch a Rhythmic Riding session at Cal Farley’s.  The session observed was with a group of adolescent girls who had been engaged in TF-EAP work for the whole school year.  As the session I observed was the last for this group for the school year, the focus of the group was less on riding to the rhythm but rather the creation of a mindful connection between rider and horse.

Each participant had their own horse with whom they had been working the whole year, hence I was observing well established rider/horse relationships.  In the spirit of a mindful connection with the animal, the girls rode bareback and the session commenced with a mounted meditation to regulate and ground participants.   Then cue music and the riders and horses were left to regulate and re-organise neural brain networks via the riding or horseback activity. Participants chose to either ride to the rhythm, lie across, over or back on their horse, or even attempt to stand on the back of the horse.  Clinical and Equine Intervention staff observe, comment and process experiences with participants as regulatory and relational successes and difficulties between horse and rider emerge.

Now as I said, this group had been active for a full school year – so the girls, in most cases, had established enough self regulatory capacity that the rhythm provided by the horse merely provided a value add.  This was not the case for all participants however.  Fascinating for me was the experience of being witness to one young woman who arrived to the group clearly dysregulated – slamming the car door, storming past those of us milling about and stomping into the yard to collect her horse.  Naturally the process of getting her horse was complicated by her emotional presentation, her horse on seeing and sensing her turned and moved away from her.

Despite eventually haltering her horse and mounting him bareback, it was obvious the connection between the two was tenuous, the horses ears were often back, his eyes looked a little wild and big and his rider was really struggling to control him.  The mental health clinician in the group reflected to this young woman what she was observing, however this girl’s dysregulation was such that she wasn’t in the thinking and hearing part of her brain – instead she explained the relationship with the horse away as the result of her not liking or being able to ride as well bareback.

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The trusted connection

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Riding with Rhythm

 

 

 

 

 

 

 

The session was a real struggle for this lass, while the other participants were riding in time to the rhythm, clearly demonstrating their self regulation and ability to connect with and trust their horse, she just couldn’t get the connection. In fact watching on I could just tell that the horse was waiting for the right moment to assist her off his back.

That moment came not long after the session commenced.  Instead of focussing on herself and taking care of her own emotions, the participant, watching what others were doing and becoming increasingly frustrated at her inability to manage herself and her ride, decided to try and throw her leg over so as to ride the horse side on.  Sensing the movement in balance, the horse took quick action and dispensed of her from his back.  From there the session quickly took a turn for worse and despite the attempts of very skilled clinical and equine support staff, she was unable to remount the horse or develop insight into her emotional state and it’s impact on the situation at hand.

In hindsight, which is always 20-20, maybe on arrival staff could have suggested that today wasn’t the day to participate, but then who knows, it could have gone the other way, she could have got on the back of that majestic animal and the rhythm and movement of the horse could have been enough to start to regulate her and afford her success in the experience.  It’s a tough call and it just highlighted to me the absolute importance of the attuned relationship that knows and gets the young person so as to be better placed to make that call.  Unfortunately for this young woman that key relationship wasn’t present that day.

While this is a reflection of a challenging Rhythmic Riding session – it was clear to me the value of such activity and from my experience on horseback previously discussed I can see how this activity provides the necessary patterned, repetitive and rhythmic activity for enhanced regulation.