By Giselle Shardlow Now more than ever, teaching mindfulness in the classroom is a necessity. Our children are stressed and anxious. Teachers and parents are stressed and anxious, too. Our lives are busy, and we often find our thoughts buzzing over the past or worrying about the future. We need mindfulness because it […]
By Jeanne Supin The “fight or flight” instinct has served the human species well, helping us respond quickly to threats, but according to child and adolescent psychiatrist and neuroscientist Bruce Perry it can also change our brains for the worse. If the threats we encounter are extreme, persistent, or frequent, we become too […]
By Maria Popova “A purely disembodied human emotion is a nonentity,” William James asserted in his revolutionary 1884 theory of how our bodies affect our feelings. Two generations later, Rilke wrote in a beautiful letter of advice to a young woman: “I am not one of those who neglect the body in order […]
By Benjamin E. Saunders, PhD and Zachary W. Adams, PhD
The epidemiology of traumatic experiences in childhood is a key context for research, clinical treatment, program management, and policy development. This article discusses the conceptual, methodological, and programmatic challenges in precisely answering even relatively simple questions concerning the basic prevalence and incidence of […]
By Lawrence Robinson, Melinda Smith, M.A., and Jeanne Segal, Ph.D.
If you’ve experienced an extremely stressful or disturbing event that’s left you feeling helpless and emotionally out of control, you may have been traumatized. Psychological trauma can leave you struggling with upsetting emotions, memories, and anxiety that won’t go away. It can also […]
