thought train triggers physical disorrientation

#THOUGHT TRAIN TRIGGERS PHYSICAL DISORRIENTATION HOW TO#

In this way, trigger identification and intervention works in a similar manner as the metacognitive awareness aspect of mindfulness training described earlier: triggered reactions are recontextualized as merely thoughts or feelings, associated with prior events, which may have no actual relevance to the current situation. The adolescent is supported in learning to (a) identify instances when he or she is being triggered, (b) reframe triggered reactions as archaic, as opposed to contemporary (i.e., “real” versus “not real”), and then (c) respond to these archaic/”unreal” experiences as, in fact, internal events rather than accurate perceptions of the external world.

Successful trigger identification during ITCT-A can facilitate a greater sense of control and better interpersonal functioning by helping the adolescent to avoid or alter situations in which triggering might be likely, or, in the event triggering has occurred, to change his or her experience of – and response to- the associated internal cascade of negative thoughts and/or feelings.

#THOUGHT TRAIN TRIGGERS PHYSICAL DISORRIENTATION HOW TO#

Trigger awareness and intervention can help the survivor maintain internal equilibrium in his or her daily life by teaching him or her how to identify and address triggers in the environment that activate posttraumatic reliving. The suggested clinical approach to this issue could have appeared under previous chapters on affect regulation training, cognitive interventions, or therapeutic mindfulness, but is outlined separately here because of its importance. This tendency for current events to trigger extreme emotions and behaviors related to childhood maltreatment is a serious problem for some adolescents. Examples of other triggers and responses are (1) the break-up of a dating relationship triggering early memories of abandonment with associated desperation and emptiness, leading to a suicide attempt (2) a consensual sexual activity triggering flashbacks of childhood sexual abuse, resulting in intense fear or disgust, or (3) criticism at work by an employer triggering physical and psychological abuse memories, resulting in the youth throwing something and quitting his or her job. He has been triggered and now is involved in an act that is more relevant to his childhood than his current situation. For example, a young man is insulted by a peer, which triggers (often implicit) memories of parental maltreatment and extreme, unfair criticism, which, in turn, activates feelings of low self-esteem and thoughts about “getting even.” These thoughts and memories may then activate anger and motivate an action (e.g., aggression) that is out of proportion to the actual insult by the peer. The end effect of these processes may be an episode of “acting out” or tension reduction as a way for the youth to reduce internal awareness of these experiences. Along with these may be emotions the adolescent experienced at the time of the trauma, such as fear, anger, shame, or sadness. Once these memories are triggered, the adolescent may experience a cascade of thoughts involving, for example, helplessness, imminent danger, betrayal, abandonment, or need for retribution. Chapter Eleven – Trigger Identification and Intervention Many of the difficulties that trauma-exposed adolescents experience arise when stimuli or situations in their immediate environment trigger upsetting memories, with their associated thoughts and emotions.

Thought train triggers physical disorrientation