TU117: Resilience Trauma and the Brain W/ Guest Bruce Perry MD, PhD
"Regulate, then relate, then reason" Dr. Perry
In this episode, co-host Sue Marriott speaks with Dr. Bruce Perry, a renowned neuroscientist, psychiatrist, clinician and researcher on children's mental health. They discuss staging intervention based on brain develop in a technique called the Neurosequential Model.
Who is Dr. Bruce Perry?
Bruce Perry, MD, PhD is the Senior Fellow of The ChildTrauma Academy, a not-for-profit organization based in Houston, TX, and adjunct Professor in the Department of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine at Northwestern University in Chicago. He serves as the inaugural Senior Fellow of the Berry Street Childhood Institute.
Over the last thirty years, Dr. Perry has been an active teacher, clinician and researcher in children’s mental health and the neurosciences holding a variety of academic positions.
The Concept of Resilience
Defined as the capacity and basically the capacity to tolerate stressors and challenges and maintain function
Resilience is built; children are not born with it, and it can also be tapped out
How is Resilience Built?
Resilience is built through relationally mediated experiences of moderate challenge where there's predictability, consistency and some degree of controllability.
These experiences activate the stress response system.
Because of neuroplasticity, neural networks are changeable but only when the neural network itself is activated, meaning the stress response system can only become more flexible, strong, and capable when activated.
We can only become more resilient when stressed but in a certain pattern – needs 3 things: predictability, moderation, and controllability.
The Underdeveloped Stress Response System
Without adequate stressors, example helicopter parenting, the stress response system does not become resilient, which leads to difficulty coping with the increasing complexity and demands taking place through development.
The Neurosequential Model
Developed to explain the behaviors Dr Perry saw in children with overactive and underdeveloped stress response symptoms
Looks at where the individual is cognitively w/ regard to self-regulation in comparison to their age chronologically
Those who have not had the social learning experiences that correspond with their age in years do not have those skills. If given developmentally targeted opportunities, they can catch up
Bottom up approach
Particularly effective w/ complex trauma, can be used to treat adults and children
Clinical Application of the Neurosequential Model
View maladaptive behaviors as a form of self-regulation
Create a Daily Regulatory Plan
Intentional Guided Imagery For Building Resilience
Creating an internal world where a specific role and scenario are played out – we have more control over our internal process of imagining than we realize
Doing this helps to desensitize an overactive stress response system when dosed properly
Build empathy by reading novels
Ideal Parent Protocol
Kids and cartoons
Thoughts on the attachment sciences, infant attachment, and adult attachment
The early relational experiences are the major determinants of the set point for the stress response
It is the quality of the caregiving that literally helps build in the capacity to be resilient or sensitized.
In context of early caregiving, the attentive attuned responsive carer is essentially building into the brain a triune association between the reward neurobiology in the brain, the stress response to biology and the relational neurobiology.
Hope and Change
The brain continues to be malleable.
if you've got a system in your brain that appears to be dysfunctional, you can't change that system unless you activate that system. And so many of these systems that were impacted earlier in your life that may be continuing to play a disorganizing role in how you function are lower and lower in the brain and they're going to be much easier to access through somatosensory routes
Then do the work of repairing self-esteem around the secondary and tertiary problems caused by the initial dysregulation
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