When words are not enough: listening to the lessons of neuroscience and bringing
creativity into the psychotherapy space.
There are different approaches to psychotherapy: top-down models that focus on
cognition and bottom-up models that attend to the central role of physiological elements
and the two-way system of brain-body communication. Both left and right brain are
involved in healing. The brain’s right hemisphere is dominant in the early years of life.
It does not rely on verbal language, is sensory-based, creative, processes social and
emotional experiences, and is significantly involved in self-regulation and the
regulation of emotion.
In recent years it has become widely recognized that psychotherapists in clinical
practice with clients throughout the lifespan need to take account of neurobiological
evidence when planning developmentally appropriate and sequential interventions. An
understanding of interpersonal neurobiology, trauma and healing suggest that talk
therapy may not lead to full recovery: it is beneficial to incorporate expressive arts into
psychotherapy and pay attention to the physiological impact of trauma.
In discussing the stress response, Perry and Pate (1994) note that talking cannot
translate into changes in the mid-brain or the brain stem – the very areas that mediate a
range of physiological hyper-reactivity, behavioral impulsivity, hyper-vigilance,
anxiety, emotional lability, and sleep problems. An individual treatment plan will seek
to match the therapeutic activities to the physiological needs, developmental stage, and
interests of the client while taking account of the neurobiology of trauma.
A neurosequential approach to therapy begins with the least complex brain area and
moves sequentially through the more complex regions; firstly the brain stem, followed
by the mid-brain, the limbic system, and finally, the cortex. Attention is paid to the
functions associated with each region (i.e. regulation of arousal, sleep and fear states,
somatosensory integration, emotional regulation, concrete and abstract thought) and the
type of interventions that best address each area of dysfunction.
In this workshop participants will be introduced to a creative approach that is relevant
to clients throughout the lifespan. This workshop will include a short theoretical
presentation but will mainly focus on experiential, creative activities. Time will be
allowed for discussion about how the mediums explored can support growth,
development and healing.
Perry, B. D., Pate, J. E. (1994) "Neurodevelopment and the psychobiological roots of
post-traumatic stress disorder. In L Koziol and C. Stout (eds) The Neuropsychology of
Mental Disorders: A Practical Guide (pp. 129-146). Springfield, IL: Charles C.
Thomas Publisher.
Eileen Prendiville