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Explaining Brainspotting To Clients Tip Sheet

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321 views2 pages

Explaining Brainspotting To Clients Tip Sheet

Vv

Uploaded by

Virixx
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Explaining Brainspotting to Clients Tip Sheet

 I always have a model brain available to use during my explanation


 I point out the neocortex and explain to them that is their thinking center, problems
solving, rational thought, day to day tasks, Etc… I will say this is the part of the brain
that thinks it knows everything about you (but it doesn’t)
 Then I point out the Subcortex. I will explain this is the part of the brain where their
emotions are. I also point out that the brain does not always consolidate memories to
long term when they are traumatic. When that happens, they are sitting in this part of
the brain. The brain wants to protect them, so it holds onto to those memories.
Sometimes the brain wants to protect them so much they put those memories in time
capsules (analogy), seal it and burry it, not to think about it again. But it does not
consolidate those memories to long term either. I also let them know that this is the
part of the brain that really does not everything about them, it even remembers the day
they were born.
 Then I will point out the brainstem and how what is in their subcortex is being pushed
into the body affecting them physically. ( I will say when the doctor says they cannot
find anything wrong it must be stress, it coming from here.) I will explain how this can
cause stomach issues, headaches, muscle tension, and pain.
 Then I will go into the synapsis. I will explain about they were born with over 4
quadrillion synapsis in their brain and to understand how many that is, if you take two
Olympic style swimming pools and filled them with sand, every granule of sand is a
synapsis.
 I will explain that a synapsis fire and wire together creating neuropathways in the brain.
I talk about experiences causing them to fire and wire together. I will make up an
example that may relate to them (I have already completed my intake usually when I do
this, so I know more about them) Example: You are 3 months in your crib. You wake up
hungry and needing a diaper change, so you cry. Because that is what babies do. NO
one comes to you. You hear screaming and fighting and loud noises in the room.
Maybe see through the bars a violent fight with your parents. In that moment you
cannot explain what you feel at 3 months old but you brain may be wiring together for
fear, worry, anxiety, connected to the stomach pain from being hungry and the
uncomfortable feeling from the dirty diaper. So, the next time you feel these feelings
your brain has already started the wiring for this so you brain goes back to the 3-month
old in the crib. If you feel afraid or worried when you are 16, or 25, or yesterday, it will
connect the same pathway in the brain to when you were 3 months old.
 This is what brainspotting does. It helps to unwire the pathways so that the trauma
network is disconnected from everything that has ever happened in your life. So that
when something makes you afraid today it’s no longer attached to everything in your
life that has caused fear. It causes the brain to take the traumatic memories and
consolidate them to long term memories, moving them out of the subcortex and storing
them properly.
 Then I will talk about how it actually works. I show them the pointer, talk about bringing
up a situation, event, issue, and feeling attached to that. How they will need to feel this
to get started. Then we will find a spot with your eyes where you feel it the strongest.
Once we have that spot you will stay there and just allow yourself to feel (emotions and
body) and follow anything your brain brings up. I explain that this process does not
always feel good but they are already feeling these negative things outside of the
therapy office or they would be here.
 I explain they can talk as much or as little as they want. I let them know I will not talk
much but will know they are processing and as long as they are processing with or
without words, I will not talk because I do not want to interrupt their processing. I will
also explain that If I do not hear from them, which is okay, I will be checking in with
them throughout the process as different times.
 I explain they will listen to bilateral music, which helps their left and right hemispheres
integrate for deeper processing.
 Sometimes I do the little exercise from Mark Grixti’s children book on Brainspotting, I
will ask them the color of their front door, or the color of the first care they drove.
When their eyes go another direction to retrieve that information, I point that out to
them to help them understand they eyes know where to go to get information.
 I also explain that this is a physical change within the brain structure itself. That the
brain physically heals itself.
 Sometimes I will go into how they their brain is neuroplastic so they can create new
pathways that are positive by repetition and the brain seeing the benefits of the new way.

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