September 23, 2019

Publications

Bibliography
Prenatal and Perinatal Psychotherapy and Related Subjects

Edited by Rien Verdult
Update: February 2005
Most books are published after 1995.
If translated the original titel is registered
(*) means ‘übersetzt in Deutsch’.
Lay out: Author(s), Title. Publisher, Place, Year.

If you want to add books to this bibliography please mail: rien.verdult@skynet.be

Attachment

Brisch, K-H., Bindungsstörungen. Klett-Gotta, Stuttgart, 1999.

Brisch,K-H., und Hellbrügge, Th.,, Bindung und Trauma; Risiken und Schutzfaktoren für die Entwickelung von Kindern. Klett-Gotta, Stuttrgart, 2003.

Brisch, K-H, Grossmann, K.,und Grossmann, K., Bindung und seelische Entwickelungswege.Klett-Gotta, Stuttgart, 2002.

Cassidy, J. And Shaver, Ph.,Handbook of attachment; theory, research and clinical applications.TheGuilford Press, New York, 1999. (very expensive)

Fonagy, P., Attachment theory and psychoanalysis.Other Press, New York, 2001.

Fonagy, P., Gergerly, G., Jurist E. and Target, M., Affectregulation, mentalisation and the development of the self. Other Press, New York, 2002.

Babytherapy

Eliacheff, C., Das Kind das eine Katze sein wollte DTV Verlag, München, 2000.

Eliacheff, C., Das Kind das seine Mutter zu sehr liebte. DTV Verlag, München, 2001.

Harms, Th., Auf die Welt gekommen; die neuen Baby-therapien. Ulrich Leutner Verlag, Berlin, 2000.

Prekop, P.,Hättest du mich festgehalten; Grundlagen und Anwendungen der Festhalte-therapie.Wilhelm Goldmann Verlag, München, 1999.

Szejer, M., Platz für Anne; die Arbeit einer Psychoanalytikerin mit Neugeborenen.Verlag Antje Kunstmann, München, 1998.

Terry, K., Seeking Accurate Empathy. 2004. Read this Article

Von Klitzing, K., (Hg), Psychotherapie in der frühen Kindheit. Vandenhoeck & Ruprecht, Göttingen, 1998.

Birth Psychology

Chamberlain, D., Babies rember birth. Tarcher, Los Angeles, 1988.(*)

De Jong, M-T. und Kemmler, G., Kaiserschnitt; wie Narben an Bauch und Seele heilen können. Kösel Verlag, München, 2003.

Gaskin, I., Spiritual midwifery.Book Publishing Compagny, Summertown, 2002.

Kitzinger, S., Natürliche Geburt; ein Buch für Mütter und Väter.Kösel Verlag, München, 1994.

Kitzinger, S., Birth your way. Dorling Kindersley, London, 2001.

Klaus, M. and Klaus, Ph., Your amazing newborn.Perseus Books, Reading, 1998.

Marcovich, M. Und De Jong, M-T, Frühgebornene – Zu klein zum Leben? Fisher Verlag, Frakfurt am Main, 2001.

Odent, M., Die Geburt des Menschen. Kösel Verlag, Kempten, 1980.

Odent, M., The scientification of love.Free Association Books, London, 1999.(*)

Odent, M., The Caesarean. Free Association Books, London, 2004.

Rank, O., Das Trauma der Geburt und seine Bedeutung für die Psychoanalyse.Psychosozial Verlag, Giessen, 1998.

Raphael-Leff, J., The psychological processes of childbearing. Chapman & Hall, London, 1996.

Van der Zee, H., Miasms in labour.Stichting Allonissos, Utrecht, 2000.

Wagner, M., Persuing the birth machine; research for an appropriate birth technology.ACE Graphics, Camperdown, 1994.

Brain development

Damasio, A., Descartes’ error; emotion, reason and the human brain. Avon Books, New York, 1994.(*)

Damasio, A., The feeling of what happens. Putnam’s Son, New York, 1999.(*)

Damasio, A., Looking for Spinoza; joy, sorrow and the feeling brain. Putnam’s Son, New York, 2003.(*)

Holler, J., Das neue Gehirn;möglichkeiten moderne Hirnforschung.Juffermann Verlag, Paderborn, 1996.

Hüther, G., Die macht der inneren Bilder; wie Visionen dad Gehirn, den Menschen und die Welt veränderen.Vandenhoeck & Ruprecht, Göttingen, 2004.

Eliot, L., What’s going on there? How the brain and mind develop in the first five years of life.Bantam Books, New York, 1999.

Ledoux, J., The emotional brain.Phoenix Books, London, 1998.

Ledoux, J., The synaptic self; how are brains become who we are. Penguin books, New york, 2002.

Schore, A., Affectregulation and the origin of the self. Erlbaum, New York, 1994.

Upledger, J., Cell talk; talking to your cell(f). North Atlantic Books, Berkeley, 2003.

Developmental Psychology

Bauer, J., Das Gedächtnis des Körpers; wie Beziehung und Lebensstille unsere Gene steuern.Eichborn, Frankfurt am Main, 2002.

Beebe, B., und Lachmann, F., Säuglingsforschung und die Psychotherapie Erwachsener.Klett-Gotta, Stuttgart, 2004.

Brook, A., From conception to crawling; foundations for developmental movement. Body-Mind.net, 2001.

Elman, J., Bates, E., Johnson, M., e.a., Rethinking innateness; a connectionist perspective on development. Bradford Book, Cambridge, 1999.

Goddard, S., Greifen und Begreifen; wie Lernen und Verhalten mit frühkindlichenReflexen zusammenhängen. VAK Verlag, Kirchzarten bei Freiburg, 2003.

Michaelis, R. und Niemann, G., Entwicklungsneurologie und Neuropädiatrie. Thieme Verlag, Stuttgart, 1999.

Oerter, R. und Montada, L. (Hrsg),Entwicklungspsychologie. Psychologie VerlagsUnion, Weinheim, 1995.

Stern, D., The interpersonal world of the infant; a view from psychoanalysis and developmental psychology.Basic Books, New York, 1986.

Stern, D.N., The motherhood constellation. Basic Books, New York, 1998.

Embryology

Blechschmidt, E., Vom Ei zum embryo; die Gestaltungskraft des menschlichen Keims. Deutsche Verlag Anstalt, Stutgart, 1968.

Blechschmidt, E., Wie beginnt das menschliche Leben. Christiana Verlag, Stein am Rhein, 1976.

Cochard, L., Netter’s atlas of human embryology.Medimedia, Teterboro, 2002.

Drews, U., Taschenatlas der Embryologie.Thieme Verlag, Stuutgart, 1993.

Lipson, T., From conception to birth; our most important journey.Millenium Books, Newtown, 1994.

Moore, K. and Persaud, T., The develloping human; clinically oriented embryology.W.B. Saunders Cy, London, 1998.

Nathaliensz, P., Life before birth and a time to be born.Promethean Books, New York, 1994.

Nathaliensz, P., Life in the womb; the origin of health and diseaese.Promethean Books, New York, 1999.

Van der Bie, G., Embryology; early development from a phenomenological pointview. Louis Blok Instituut, Driebergen, 2001.

Empathy

Gendlin, E., Focussing-oriented psychotherapy. The Guilford Press, New York, 1996.

Greenberg, L., Rice, L. and Elliott, R., Facilitating emotional change; the moment-by-moment process. The Guilford Press, New York, 1993.

Greenberg, L. and Paivio, S., Working with emotions in psychotherapy. The Guilford Press, New York, 1997.

Greenberg, L., Watson, J. and Lietart, G., Handbook of experiential psychotherapy. The Guilford Press, New York, 1998.

Mahrer, A., The complete guide to experiential psychotherapy. John Wiley and son, New York, 1996.

Ethics

Warnock, M., Making of babies; is there a right to have children? University Press, Oxford, 2002.

French books

Bergeret-Amselek, C., Devenir parents en l’an 2000. Desclée De Brouwer, Paris, 1999.

Bertin, M-A., L’education prénatale ; un espoir pour l’avenir. L’alpha L’omega Editions, Besançon, 1996.

Bydlowski, M., Je rêve un enfant; l’ experience intérieure de la maternité. Editions Odile Jacob, Paris, 2000.

Dayan, J., Psychopathologie de la périnatalité. Masson, Paris, 1999.

Gaubert, E., De mémoire de foetus. Le souffle d’or, Barret-sur-Méouge, 2001.

Imbert, C., L’avenir se joue avant la naissance. Editions Visualisation Holistique, Paris, 1996.

Imbert, C., Guérir les secrets de vos mémoires d’ embryon.Visualisation Holistique, Paris, 2001.

Imbert, C., Un seul être ous manque. Editions Visualisation Holistique, Paris, 2004.

Rollet, C. et Morel, M-F., Des bébés et des hommes.Albin Michel, Paris, 2000.

Saby, J-P., Bien naître par l’ostéopathie. Editons Sully, Vannes Cedex, 2000.

Wolff-Quenot, M-J., In utero; mythes, croyances et cultures.Masson, Paris, 2001.

Holistic Medicine

Anodea, J., Eastern body, western mind.Celestrial Arts, Berkeley, 1996.

Matsumoto, K. and Birch, S., Extraordinary vessels. Paradigm Publication, Brookline, 1986.

Matsumoto, K. and Birch, S., Hara diagnosis: reflections on the sea.Paradigm Publication, Brookline, 1988.

Kern, M., Wisdom in the body; the craniosacral approachto essential health. Harper Collins Publishers, London, 2002.

Philosophy

Fabricius, J., Alchemie; Usprung der Tiefenpsychologie. Psychosozial Verlag, Giessen, 2003.

Hillman, J., Character und Bestimmung. Goldmann, München, 1998.

Sloterdijk, P., Weltfremdheit.Suhrkamp Verlag, Frankfurt am Main, 1993.

Sloterdijk, P., Sphären I – Blasen: Mikrosphärologie. Suhrkamp Verlag, Frankfurt am Main, 1998.

Sloterdijk, P., Sphären II – Globen: Makrosphärologie. Suhrkamp Verlag, Frankfurt am Main, 1999.

Sloterdijk, P., Regeln für den Menschenpark. Suhrkamp Verlag, Frankfurt am Main, 1999.

Photobooks

Grey, A., Transfigurationen. Zweitausendeins, Frankfurt am Main, 2003. (only to be ordered on: + 49 69 4208000 or info@zweitausendeins.de)

Johnson, J. and Odent, M., We are all waterbabies. Dragon’s world, Surrey, 1994.

Jonas, R., Der wunderbare Weg ins Leben. S¨dwest Verlag, München, 2000.

Nilson, L., A Child is Born. (*)

Tsiaras, A., From conception to birth- a life unfolds. Doubleday, Random House, 2002 (*).

Prenatal Psychology

Bauer, D., Hoffmeister, M. und Hartmut, G., Gespräche mit Ungebornenen.Urachhaus, Stuutgart, 1994

De Jong, M-T., Im Dialog mit dem Ungeborenen.Walter Verlag, Düsseldorf, 1998.

Fedor-Freybergh, P. and Vogel, V., Prenatal and perinatal psychology and medicine; encounter with the unborn.The Parthenon Publishing Group, Lanc, 1988.

Flagnagan, G., Die ersten neun Monate des Lebens. Rowolt, Reinbek bei Hamburg, 1980.

Janus, L., Wie die Seele entsteht; unser psychisches Leben vor und nach der Geburt. Hoffmann und Campe Verlag, Hamburg, 1991.

Janus, L. und Haibach, G., (Hrsg) Seeliches Leben vor und wâhrend der Geburt.LinguaMed, Neu-Isenburg, 1997.

Janus, L., Der Seelenraum des Ungeborenen; präntale Psychologie und Therapie. Walter Verlag, Düsseldorf, 2000.

Janus, L. (Hg),Pränatale Psychologie und Psychotherapie. Mattes Verlag, Hedelberg, 2004.

Kafkalides, A., The knowledge of the womb; autopsychognosia with psychedelic drugs. Olkos Publishing House, Korfoe, 1995.

Krens, I. und Krens, H., Grundlagen einer vorgeburtlichen Psychologie. Vandenhoeck & Ruprecht, Göttingen, 2005.

Krüll, M., Die Geburt ist nicht der Anfang. Klett-Gotta, Stuttgart, 1998.

Levend, H. und Janus, L., Drum hab ich kein Gesicht. Echter, Würzburg, 2000.

Maret, S., The prenatal person; Frank Lake’s maternal-fetal distress syndrome. University Press of America, New York, 1997.

Noble, E., Primal connections.Simon & Schuster,New York, 1993.(*)

Odent, M., Primal Health; understanding the critical period between conception and birth.Clairview Books, Forest Row, 2002

Piontelli, A., From fetus to child; an observational and psychoanalytic study.Tavistock, London, 1992.

Terry, K., Observations in Treatment of Children Conceived by In Vitro Fertilization. 2004.
Read this Article

Verny Th. and Kelly, J., The secret life of the unborn. 1982.(*)

Verny, Th., Tomorrow’s baby. Simon & Schuster, New York, 2002.

Wilheim, J., Unterwegs zur Geburt; eine Brücke zwischen dem Biologischen und dem Psychologischen. Mattes Verlag, Heidelberg, 1995.

Psychohistory

Demause, L. Was ist Psychohistorie. Psychosozial, Giessen, 2000.

Janus, L., Die Psycho-analyse der vorgeburtlichen Lebenszeit und der Geburt. Psychosozial Verlag, Giessen, 2000.

Renggli, F., Der Ursprug der Angst; Antike Mythen und das Trauma der Geburt.Walter Verlag, Düsseldorf, 2001.

Psychotherapy / Bodytherapie

Boyesen, G., Ueber den Körperdie Seele heilen; biodynamische Psychologie und Psychotherapie.Kösel Verlag, München, 2001.

Behrmann, I., Zurück ins Leben; Erfahrungen mit der ambulanten Regressionstherapie. _ulrich Leutner Verlag, Berlin, 2002.

Gindl, B., Anklang – Die Resonanz der Seele;über ein Grundprinzip therapeutischer Beziehung. Junfermann Verlag, Paderborn, 2002.

Hollweg, W., Von der Wahrheit, die frei mcht; Erfahrungen mit der Tiefenpsychologischen Basis-Therapie. Mattes Verlag, Heidelberg, 1995.

Janov, A., The new primal scream; primal therapy twenty years on. Abacus, London, 1993.

Janov, A., The biology of love. Prometheus Books, New York, 1999.

Loos, G., Spiel – Raum; praxis der Musiktherapie. Gustav Fischer, Stuutgart, 1986.

Nöcker-Ribaupierre, M., (Hg), Hören – Brücke ins Leben; Musiktherapie mit früh und neugeborenen Kindern.Vandenbreock & Ruprecht, Göttingen, 2003.

Rosenberg, J.L., Rand, M.L. & Asay, D., Body, self & soul; sustaining integration. Humanics Ltd, Atlanta, 1991.

Transpersonal psychology

Anodea, J., Handbook of charka psychology; eastern body; western mind. Celestrial Arts, Berkeley, 1996.

Traumatology

Appelbaum, P., Uyehara, L. and Elin, M., Trauma and memory; clinical and legal controversies.Oxford University Press, Oxford, 1997.

Brewin, Chr., Post-traumatic stress disorder; malady or myth? Yale University Press, London, 2003.

Fischer, G. Und Riedesser, P., Lehrbuch der Psychotraumatologie.Reinhardt Verlag, München, 1999.

Levine, P., Waking the tiger; healing trauma.North Atlantic Books, Berkeley, 1997.

Rothschild, B., The body remembers; the pschophysiology of trauma and trauma treatment. W.W. Norton & Compagny, New York, 2000.

Streeck-Fischer, A., Sachsse, U.und Oezkan, I., (Hg),Körpe, Seele, Trauma; Biologie, Klinik und Praxis. Vandenhoeck & Ruprecht, Göttingen, 2001.

Terr, L.,Too scared to cry; how trauma affects children and ultemately us all. Basic Books, New York, 1990.

Van der Kolk, B., Mcfarlane, A. and Weisaeth, L., Traumatic stress: the effects of overwhelming experience on mind, body and society. Guilford Press, New York, 1996. (*)

Classes

Foundation Classes Switzerland

A detailed introduction to the physiologic and psychologic consequences of perinatal and prenatal trauma and shock, Including various resolution, integration, releasing and repatterning techniques.

In each of the six classes, basic facilitation techniques are taught with an emphasis on safety and empathy. In all classes confidentiality and other ground rules are agreed to in order to permit the privacy, vulnerability, and support necessary for this kind of work. After students have undertaken adequate research regressions, they will be encouraged to move into repatterning regressions and resourcing projects to help them be free from old behavior patterns and psychological limitations.

The last day of each class is devoted integration, debriefing, emphasizing resources, and preparing students to move forward with new self-awareness and increased consciousness.

Class 1: Stage 1 of Birth
Transverse Cranium

Devoted to the exploration of early birth trauma, this class is best understood after taking an Introduction Class. Following the pioneering work of Sills and Emerson, the class focuses on the confirmation of each student’s bodily posture during the beginning of birth (“the lie side”) as well as locating and discussing the significance of where on the body and cranium deep somatic impacts were molded (trauma “conjunct points” and “conjunct pathways”). Somatic biology of the perinate’s body, especially the cranium, is explained in the context of the initiation of birth and the baby’s environment relative to the mother’s uterine contractions, her cervix, and her pelvic inlet. The fetal cranium is typically one inch larger in diameter than the pelvic inlet/outlet and considerable somatic and psychological impacts are visited upon the baby during the birth process.

Basic psychological consequences from Stage 1 will be taught, including those related to how the baby deals with stress and compression while the cervix is still closed, and next, what happens as it is being ejected from its environment. We will cover what it is like moving, under enormous pressure and pain, into the unknown, and discuss how these early experiences set up templates for how we deal with stress, pressure and pain later in our lives. How we move into and initiate projects can be an echo of this first big project. The brain is nearly at its peak rate of forming axons and dendrites between the neurons at this vulnerable time, so deep and myriad
psychologic and neurologic patterns are created.

Medical interventions such as manual rupturing of membranes, maternal confinement, constant fetal monitoring, induction of birth through the use of drugs such as pitocin are often experienced during this stage. These interventions leave their mark on the developing psyche and neurology of the perinate, and will be discussed in overview form in this class.

As everyone’s individual experience varies, each student will undertake various research
“regressions” (an experience where feelings from the body are allowed to come forward, sometimes in the form of body “memories,” in order to allow each student to begin to understand what their birth might have been like). Experiential exercises will help students realize what they went through as birthing babies, and will also not only help students have empathy for themselves, but help them understand how many basic behavior patterns have (sometimes semi-consciously and unconsciously) been programmed.

Class 2: Stage 2 of Birth
Rotational Cranium

Each of the subsequent classes on birth follows much the same format as that established in the first class. In the Stage 2 class we begin with the description of the somatic biology of the baby’s cranium, and what must be undertaken for the birth to proceed. Stage one ends when the baby’s progress is halted by the ischial tuberosity bones (the sits bones) of the mother. Humans are the only mammals that have to rotate their heads to be born, and along with this necessity come considerable challenges on a physical level. Each of the four basic maternal pelvic types is described in this class. Depending upon the pelvic types of the mother and the depth of descent of the baby into the pelvis, various Stage 2 or rotation styles result: normal (anterior rotation), posterior rotation, zigzag process, corkscrew, and sometimes “turtling.” These early and original experiences create postural and movement patterns as well as psychological consequences.
Although Stage 2, as defined by Sills and Emerson, is usually the shortest of the birth stages, the psychological consequences are multiple. Some of the psychological consequences examined will include: how we make decisions, how we evaluate consequences and thereby make choices, relationships between fear (doubt) and commitment, balance issues, orientation issues, and how pain confusion and disorientation affects our connectedness to intuition and purpose.

Often mothers begin to experience more pain at this stage and sometimes ask for pain relief. Babies, who are most likely suffering even more than the mothers are often not considered during the dosage calculations and administration of epidurals, anesthesia, analgesia, and other medications. These interventions to the birth process tend to truncate or eliminate altogether prenatal bonding, and the mother’s ability to be present with or connected to her baby during the birth process. The psychological consequences of these interventions will be discussed in overview during this class.

As with all of the classes in the Foundation course, students will undertake research and repatterning regressions through experiential exercises and individual processes.

Class 3: Stage 3 of Birth
Anterior/posterior cranium

Stage 3 of birth is the final stage while the baby’s cranium and body are still inside the mother’s body. Physically, it is still a time of great pressure and the baby is often exhausted and sometimes even has a reduced oxygen supply. The somatic biology of the baby’s orientation is described, including: the conjunct points on the frontal bone of the cranium as it collides with the sacrum of the mother; the conjunct point at the occiputal/atlas area of the cranium as it is compressed by the pubic sympysis; and the sternum as it conjuncts and slides over the lumbo-sacral promontory.

The middle of stage to the end of stage three is usually when intra-corporeal interventions are most likely to occur, including not only the administration of drugs but activities such as the application of forceps, vacuum extraction, manual and digital manipulations and suction. These processes are over-used when true medical necessity is evaluated, and certainly when the psychological consequences are considered. The processes are invasive to the baby’s birth process, interrupting to the baby’s internal rhythm, depleting the baby’s internal reserves and impacting the psyche. An introductory overview of these processes is included in this class.
Stage three has its own set of psychological consequences including endurance issues, templates for how (or whether) we are able to complete projects, and finally, issues about how we come into the world and how we thereafter present ourselves. All of these psychological consequences, and more, will be discussed.

As usual, the students will explore their own relationships to this birth stage with research and repatterning regressions.

Class 4: Stage 4 of Birth
Restitutional Cranium

Restitutional Cranium

As if the radical change in environment and biologic function is not impressive enough, we are usually met with all kinds of painful interventions in the moments immediately after we are born. This class describes how we move from a uterine-dwelling prenate to a neonate suddenly needing to breath, eat and defecate on our own in a louder, brighter, dryer, tactfully more stimulating world. During this stage, which ought to be primarily about tenderness, empathy and bonding, babies are often met with needle stabs, invasive suction tubes, jelly smeared into the eyes, rough handling and scrubbing, pre-mature cutting of the cord, weighing, measuring, probing physical evaluations, and, unfortunately, isolation form the parents.

As one can imagine, when the bonding stage is invaded by institutional brutality it can deeply affect the baby’s basic orientation toward contact, intimacy, trust, and self-esteem. Stage 4 impacts are usually mitigated and reduced by natural or home births, but still exist. Stage 4 impacts can last for days or weeks in intensive care units or plastic tubs in the case of premature babies or babies who have had physical damage (sometimes caused by the medical interventions themselves). All of these impacts have been shown to have psychological consequences that can last a lifetime, or until they are recognized and resolved.

In this class the physical impacts to the baby are described, and then the psychological consequences are delineated. Individual research regressions are undertaken to determine one’s own impacts and resultant behavior patterns, then repatterning regressions are done.

Class 5: Prenatal Stages Overview
Gamete Journeys to Implantation

In this, the first prenatal class, we begin at the beginning, describing the separate journeys of the egg and sperm. Conception, our own personal “big-bang” is covered, and then we follow the blastocyst down the fallopian tube, its “fall” or “flight” into the uterus, its “hatching” out of the zona pelucida, and finally its implantation journey. These stages are first described from the perspective of cellular biology and early embryology. This didactic aspect of the class creates a structure from which the students are supported to explore their own deep pathways toward birth.
Each of these stages manifest substantial and diverse psychological consequences. Long before a brain or nervous system are in place, archetypical and biologic processes impose formidable impacts upon the organism that will become a human being. These are the most vulnerable of times for human life. Medical texts explain that just the stage of implantation results in prenatal mortality in 33% to 60% of conceptions.

After completing the birth stages classes, students are ready to move deeper into the origins of their emotional, spiritual, and psychological formation, and the prenatal stages classes are filled with archetypal and soulful experiences, sometimes even “memories” of what felt like life and death struggles. These prenatal classes are intended only to overview the early stages which are so profound and formative. So much content arises in each stage that subsequent intermediate and advanced courses are designed to support students who are interested in deeper and more thorough self-examination.

Students will all do experiential research to these stages by participating in exercises designed to experientially somaticize what has been taught with slides and diagrams. After these group exercises are undertaken to each of the important stages, students are usually drawn to do individual research in specific stages that resonate with their own internal primal impulse at the time of the class.

Class 6: Prenatal Stages Overview
Post-Implantation, Discovery, 2nd and 3rd trimesters

Again, an overview course covering multiple prenatal stages, this class is the final class in the Foundation Course. It covers the cellular biology, some basic embryology, and touches on the psychological consequences of the several stages occurring between implantation and birth. Stages emphasized in this class include: post-implantation, pre-discovery, discovery, post discovery, 2nd trimester, and 3rd trimester.

As with Class 5, students participate in group and individual exercises in order to become educated and informed by the multitude of psychological impacts. The final day of this class is devoted to integration of the entire course, individual support, homework and suggestions for each student, resources, and finally a ceremony where each student will be recognized and receive a Certificate of Completion for the Foundation Course. Any student completing the Foundation Course will be entitled to audit, on a preferential basis, any of the Intermediate and Advanced courses, or should a graduate of the Foundation Course desire, the full complement of Upper Level Courses in a sequential order may be taken for further Certification.

Summary

Each class will be augmented with handouts, slides, and diagrams. At least two co-teachers or teachers in training will assist Karlton’s classes with a balance of gender. Sometimes Karlton’s classes will be alternatively taught by antoher lead teacher with two co-teachers and a balance of gender. Sometimes guest speakers or apprentices will participate in certain classes to further support the students. As a rule, all participation in exercises or sharing information or personal feelings or personal circumstances shall be optional. There are no forced exercises and the regressions are designed to be driven internally by each student’s body feeling and own psyche rather than externally induced. Each student is invited to ask for whatever is needed to ensure an environment of safety and empathy.

Baby Clinics

Resolving Pre and Perinatal Birth Shock and Trauma

Clinic Format | Dates and Costs | Parents Comments | Intake Form

Birth can be a traumatic experience resulting in emotional and psychological challenges. Check out also https://www.xtremecomforts.com/

Some of the causes of pre and perinatal trauma include:

Hospital interventions (i.e.: drugs administered at birth, labor induction, cesarean birth, forceps delivery)
Stressful events during pregnancy (moving, divorce, any kind of loss, etc.)
Physical illness or RH incompatibility
Stressful or negative experiences during labor or after birth
Prematurity
Cord compression
Unwanted baby

How trauma is addressed affects an infant’s experience of the world. Unresolved trauma tends to recapitulate itself and burrow into the body and psyche, impacting a wide range of behaviors. Some behaviors that might indicate unresolved birth trauma in infants and toddlers are:

Sleeping problems
Eating issues
Colic and/or excessive crying
Breastfeeding difficulties
Persistent power struggles
Anxiety or anger out of proportion to present time events
Difficulties around transitions

Karlton Terry | Baby Clinics

Clinic Format
This clinic is open to parents with children, newborn to 5 years old. A morning or afternoon session is available with a maximum of 4 children per clinic. Each child will get approximately one hour of individual work directly with Karlton. There is a child care provider to play with the children who are not actively working so that parents can feel free to participate and learn through the larger group processes.

Karlton is assisted by Amy-Beth Fischoff, Parenting Coach, and Kathryn Rankin Kier, Advanced Certified Rolfer, both actively involved with children and birth work.

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