Soma c Psychology
An Overview By Karen Roller, PhD, MFT
The Study of the Embodied Soul
• Psychology = “the study • Our physical ma er of the soul” comes together at • Soma c = “of and with concep on, develops into the body” our nervous system, • Soma c Psychology seeks brain, and the body that to repair Descartes’ split will inhabit all of our of “Mind over Ma er”, as developmental the mind is inextricably experiences, rela onal linked with our physical and otherwise, un l ma er. death. The body carries implicit memory of experience. Historical and Cultural Roots of Soma c Psychology • “The term soma cs was first introduced into modern psychology by Thomas Hanna with his book Bodies in Revolt. The Greek word soma is defined as ‘the body experienced from within’ and reflects the efforts of modern bodywork prac oners and soma c movement therapists to move away from the dualis c spli ng of mind from body, towards a model of integrated func oning of the whole person, psyche and soma. ‘The science of somatology…sees the human spirit as transparently embodied and sees the human body as transparently inspired. Somatology is the holis c science of human experience and behavior (Hanna, 1994:4). Historical and Cultural Roots con nued • “The science of somatology is not new: the term was first used during the late sixteenth century when the study of the human being was divided into psychology and somatology. In the late nineteenth century somatology was further divided into the separate studies of anatomy and physiology, structure and func on becoming unnaturally divorced from each other, and the split between mind and body was thoroughly entrenched into scien fic thinking. Hanna reintroduced the naming of the science of soma cs into modern thinking in the 1970s, as a development within the field of humanis c psychology. However, as Johnson claims, soma c approaches being prac sed today all have roots that go back to a few individual researchers and prac oners of the mid-1800s” (Hartley, 2004, pg. 11). Historical and Cultural Roots con nued • “The holis c approach of somatology of course goes back much further than sixteenth-century Western science. It shares common origins with ancient healing, yoga, medita on, and shamanic prac ces from every part of the world, and every period of pre-modern civiliza on that we know of. These ancient tradi ons took the experience of the embodied self, the integrated bodymind, as fundamental to the prac ce of healing and disciplines of psychospiritual development. To go back to the roots of Western culture, the view of an integrated bodymind or psyche- soma was prevalent in the philosophy and healing prac ces of the ancient Greeks” (Hartley, pg. 11). Historical and Cultural Roots con nued • “Studying the sources, we see at once that incuba on is for the cure of bodily illnesses alone. You might then ask what it has to do with psychotherapy. In the first place, the sources constantly emphasize that Asclepius cares for soma kai psyche, both body and mind- ‘body and soul’ is the corresponding Chris an term; and second, bodily sickness and psychic defect were for the ancient world an inseparable unity. The saying mens sana in corpore sano, which is o en misunderstood today, is a later formula on of this idea. Thus in an quity the ‘symptom’ is an expression of the sympatheia, the consensus, the cogna o or coniunc o naturae, the point of correspondence between the outer and the inner” (Meier, 1989: iv). Pre-and Peri-Natal Psychology
• PPN Psychology does not start • Mother’s experience during the study of human life at pregnancy is the world of the birth, but rather at concep on developing fetus. The ova that (or pre-concep on). The eventually became half of epigene c (neurochemical, your gene c inheritance was emo onal, rela onal, present in your mother during nutri onal, psychoac ve, her gesta on and birth, and toxic, etc. ) markers that were was exposed to your maternal present during gesta on in grandmother’s pregnancy mother’s womb informed our experience during your epigene c development, and mother’s gesta on. shaped our early sensory • We are not born a tabula rasa. experience . Birth is a transi onal experience between cri cal phases of our lifespan development. A achment Theory
• As social mammals dependent on • We are not in a posi on as babies our caregivers to survive, we are to determine whether or not our wired to a ach from gesta on caregivers are worthy of our forward. PPN encourages a achment. We a ach to whom mindful a achment to in-utero we are given. We are experience- fetuses, as the neurochemical based, sensory-based, cascade experienced by mother is rela onship-based learners who healthier for both mother and are unable to regulate even our child when she is mi ga ng stress body temperature at birth. We hormones (e.g., adrenaline, depend on our caregivers to keep catecholemines, cor sol) with us within healthy limits bonding and happy/hopeful physiologically, physically, hormones (e.g., oxytocin, emo onally. As newborns, our serotonin, dopamine). It is also only defenses are closing our theorized that since the fetus is eyes, turning our heads, and developing his or her sensory dissocia ng from sensory system and brain, the fetus’ experience. consciousness is developing too. Neuroanthropology
• Like other species, we have evolved amidst threats • When a young baby is more than 4 feet away from a and dangers that have condi oned us to behave in caregiver, its heart rate becomes more irregular, certain ways toward our young and caregivers. leading to a distressed emo onal state. If this lasts Young babies that keep their caregivers in close long enough to need discharge, the baby will call proximity stay more regulated in temperature, out to bring the caregiver into proximity. Babies can heart rate, blood pressure, and emo onal arousal tolerate protest for only so long before the distress than babies who are isolated. This is a founda onal leads to over-arousal physiologically. Then they shut requirement for the eventual development of down the ANS for survival. Babies who are not able secure a achment; a unement to the to count on co-regula on from their caregivers are developmental needs of the young that keep the at higher risk for eventual development of insecure baby’s arousal within tolerable limits. a achment. Instead of learning to self-regulate • Baby-wearing, skin-to-skin contact, breast-feeding, (which is a mature, open-loop system which can and co-sleeping are some methods caregivers use include other people in it), they are condi oned to to provide for baby’s developmental needs. Babies auto-regulate (which is a closed-loop system that keep caregivers close and borrow the organized cannot tolerate the unpredictability of other adult nervous system to establish increasing self- people). regula on. PPN research encourages the use of these prac ces with a consistent caregiver where possible to keep baby’s arousal within healthy limits. Limbic familiarity supports co-regula on. Le -eye contact creates co-regula on. A Li le Bit of Math
• A achment literature suggests that 2/3 • Insecure a achment does not have to be a individuals benefit from secure (enough) life sentence. If an individual suffering from a achment. About 1/3 meet criteria for insecure a achment is able to be in some version of insecure a achment rela onship (e.g., clinical, friendly, roman c, (ambivalent, avoidant, disorganized). Some familial) with a securely-a ached individual toddlers who qualify for secure a achment for 5 years, it is possible for that individual to were studied in their caregiver pairs: the meet criteria for “earned secure caregivers were accurately a uning to their a achment”. This speaker postulates that needs (physical, physiological, emo onal, the ethical role of the clinician for most developmental) 2/5 mes, while a emp ng psychotherapy (as opposed to interviewing to repair the 3/5 mes they missed. In the and counseling ) is to foster “earned secure insecure pairs, the a empt at repair of mis- a achment”, which is tested for qualita vely a unement was not happening. It seems by a cohesive narra ve (which reflects that the parents’ ap tude of guessing at internal emo onal organiza on, having put needs accurately enough, along with the the emo onal charges of past mis- child’s felt sense of ma ering enough to a unements etc. to rest). warrant do-overs, is what allows people to grow up more secure. A Li le Bit of Neuroscience
• In-utero development focuses on • Our early development a er birth the rep lian and mammalian focuses on the limbic por on of levels of the triune brain, leaving the brain, housed in the right a good por on of the neocortex temperoparietal lobe. The right for development a er birth. The hemisphere of the developing real estate that allows for higher brain can receive informa on re: execu ve func oning does not how to regulate through the op c develop un l a er birth, and not nerve, which crosses the corpus un l we are about 26 years old callosum and is exposed to the do we have all that real estate. caregiver through the le eye. The pa erns to which we are When the caregiver affords le - exposed in that very lengthy eye to le -eye contact with the process determine how internally baby, the two limbic systems organized we become as an adult. come into a unement, and co- Greater internal organiza on regulate. This prac ce, over me, allows for greater emo onal allows the developing nervous regula on, which allows for more system to have a template for sa sfying rela onships. self-regula on. Bruce Perry's images re: Brain Development Developmental/Rela onal Trauma
• Since we depend on caregivers • Trauma that happens in for everything un l we are able to rela onship is likely to be live independently, rela onship triggered in rela onship, and affords a broad swath of needs correc ve emo onal opportunity for trauma (the experience in rela onship to be body’s natural response to an discharged and healed. Trauma overwhelming situa on). Neglect, resolu on includes physiological emo onal/physical/sexual abuse, discharge of the neurochemistry and pa erns of mis-a unement of overwhelm (catecholemines, during cri cal developmental cor sol, adrenaline), in order for periods all overwhelm the the stored survival energy to be developing individual and can released from the body. Only lead to neurological, then can a neurochemical psychological, emo onal cascade of well-being (dopamine, symptoms. seratonin, oxytocin) and ease become the new baseline for psychological development to occur. “Other” Trauma
• Single-incident shock trauma: a • Complex trauma: mul ple calamitous event typified by natural occurrences, and/or mul ple “types”, disaster, medical emergency, car and/or compounded events; typified accident, etc. Social mores tend to by losses associated with create few barriers to accurate immigra on, war, and other events empathy and emo onal/physical that have both human and extra- support in these circumstances, so rela onal stressors. Circumstances there is generally li le shame re: can make it difficult to iden fy the large physiological and psychological order of opera ons best followed to reac ons to these events. This “type” address the mul ple events. of trauma tends not to engender as Synergis c effect of stressors. many las ng symptoms effec ng rela onships as trauma which occurred within rela onship, except for those with insecure a achment (as they cannot relax into social support as readily). Pre-exis ng insecure a achment, compounded by single-incident shock trauma, can lead to PTSD. Resilience
• Resilience is as natural to our • Resilience is fostered in strong inborn state as the experience of social support networks, where trauma in life. Resilience is one can maintain an “open-loop correlated with a achment; system” and receive highly secure individuals are acknowledgment, normaliza on, quicker to bounce back from valida on, and nervous-system to trauma than highly insecure nervous-system regula on. individuals. The neuro-chemical Physiologically, emo onally arousal of distress lasts longer resona ng with a regulated and creates more profound individual helps se le the emo onal dysregula on in overwhelmed nervous system. insecure people than secure Securely a ached individuals people. allow for this readily, and in fact seek it out from generally trustworthy individuals on the whole. Soma c Interven ons
• Including the body in therapeu c • Soma c prac oners increase dialogue. Talking “through” pain awareness of body-based experience rather than talking “about” pain. in themselves and clients via study, Referencing the client’s felt personal therapy, and expanding sensa ons, postures, movements, scope of prac ce through ongoing tension, and slowing down the verbal training. It is not necessary to u lize processing to make increased room touch in many soma c modali es, for awareness of energy moving (or thus it is not required to earn a holding) in the body. U lizing license to touch for many soma c movement modali es, body-based modali es. However, some soma c modali es, and sensory awareness to modali es do require a license to access implicit memory and bring it touch. Some soma c prac oners into explicit awareness, so that are not licensed psychotherapists, stored experience can be completed but have their own ethical guidelines and released. The prac ce is to let go to follow based on their training of recorded experience that causes modality. suffering, disconnec on from self or others, or filters incoming data through the lens of the busy mind. Soma c Modali es: a preliminary, non-exhaus ve list
• Hakomi • Accelerated Experien al-Dynamic Psychotherapy • HeartMath • Adventure and Experien al Therapy • Ideokinesis • Authen c Movement • Intensive Short-Term Dynamic Therapy • Bioenerge cs • Jin Shen Jitsu • Biofeedback • Massage • Body Psychotherapy • Mindfulness-Based Stress Reduc on • Body-mind Centering • Network Spinal Analysis • Bodynamics • Neurofeedback • Brain Gym • Osteopathy • Breathwork • Prenatal explora on • Chi Gong • Reichian segment explora on • Chiroprac c • Reiki • Con nuum • Rela onal Soma c Psychotherapy • Cornell’s Focusing • Rolfing • Cranio-Sacral • Sand Tray • Dance Improv • Sensory Awareness • Dance Movement Therapy • Soma c Experiencing • Deeksha • Soma c Movement Therapy • Dialec cal Behavioral Therapy • T’ai Chi • Emo onal Freedom Technique • Theraplay • EMDR • Tradi onal Chinese Medicine • Equine-Facilitated Therapy • Trauma Releasing Exercises • Feldenkrais • Watsu • Gestalt Family Sculp ng • Yoga • Zazen Sample Interven ons for Talk Therapy
• Ques ons: • Reflec ons: • Where do you feel that in your body? • Your hand (arm/foot/shoulder, etc) just did this • What kind of sensa on is it? (mirror back the movement) right now, while you • How big is (e.g., that ngling; the cramp; the pinch; were sharing that detail of the story….. the ache; the throbbing; the heavy stone, etc)? • You just took a really sharp/big/round breath when • What is happening (e.g., along your spine, in your you shared that part of the story. jaw, with your breath) as you relate that story • That was a lot to hold (showing arms as if around a today? big beach ball). • How does that feel in your muscles/bones/joints/ • That was a big let-go (showing arms dropping big connec ve ssue, etc. right now? beach ball). • Can you make that sensa on/movement bigger/ • I no ce your face get really so when you talk smaller/louder/smoother, etc? about (X). • What happens when you breath into that • The corrugator muscles on your forehead furrow (sensa on)? when you talk about (X). • What does that (sensa on) need right now? • I no ce your posture did this (mirror back) as you • If it were to speak, what would that (sensa on/ men oned (X). movement) say right now? • It seems like your hands/feet/etc want to do (mirror • What color would it be? What shape? How heavy? back ) when you talk about this. What sound would it make? • I’m no cing my guts are ge ng ght/my breathing • What happens if you let it get as big as it wants to is ge ng shallow/my fists are clenched, etc when I get? What happens if you slow it down? hear this. • • Where does that sensa on/movement want to go (Non-verbal placement of hand over heart, belly, or right now? other mirroring gesture, including exhale). • Let’s just sit with that for a moment, shall we? (Modeling me to digest what has been processed). References
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