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Fascia- How our body is all connected

"My son is acting out, moody and appears unable to sit still?" (Oscar, age 4)

      As a clinician I’ve always looked at the “whole” child when supporting the many reported behaviors and symptoms that are presented. I address the child’s movement profile, his sensory system, his attachment patterns, learning style, and the environment he lives in. I have spent years learning about how our eyes work to perceive and take information, how the auditory system works to process information and even how nutrition, sleep and activities play a critical role in our moods and relationships. But, what about Fascia- the network that holds the body together and is said to store memories and life messages/patterns. More specifically what about our tongues and our mouths?

When Oscar came into my office I had set up some simple toys to explore- immediately he darted from one item to the next. He sat folded over, head jetted out, mouth wide open and tongue to one side. He made little verbal sounds however his deep breath panted throughout the space. Just sitting was exhausting for him. His eyes appeared tired, while his body moved quickly in the space.

After speaking with Oral facial Myofunctional Specialists, reading more on Fascia, tongue posture, Orthotropics and “Mewing” a light bulb went off.

We can support a child’s behaviors,  if we address the underlying connective tissue and body postures that may be affecting the body. When a child’s posture- back, head, face and tongue are properly aligned he will breath with ease, sleep fully and present as happy and regulated.

Oscar would learn how to understand his brain’s response to stress and new coping strategies for his “big” feelings while also learning about how to support his body posture and movements to create ease and new fascia connections. By collaborating across disciplines - the therapeutic benefits are profound and Oscar can balance his mind, body and spirit!

Everyday I work with children of all ages and their families to support their development, awareness and connections! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com to schedule your time.

Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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Important Connection: Morning Meetings Mean More

How can I get my kids to comply? How can I support focus, learning, and more? (At home Parents During Covid19)

Just like you, I am home with kids during this Covid19 social distancing and home learning time. To me, my expertise as a child psychologist gives me insight into what our kids need while also knowing... that as a mom... I have loads of feelings and that receiving support is always welcomed!   I wanted to share this weeks morning meetings and why they made the difference to our daily schedules and emotional stability... For me, morning meetings are a wonderful way to ensure our children's awareness of intentions, meaningful learning, and their individual needs for the day. Each morning meeting allows for a chance to connect with one another with love and support. Every morning meeting involves a ritual of lighting a candle, a poem or riddle to share, an experience of moving, and of course a bit of establishing agreements and parameters for the day. The repetition and invitation of the time brings consistency to the children and provides a framework which models for them the importance of this time together and the benefits of their learning. The container of the time brings a sense of security and lightness to what can become a very challenging day. This partnership time instills for the children that they are seen, accepted and a part of something bigger.  Most importantly, the time offers a chance for  capabilities and competency which regulates the children's emotions, encourages learning and reinforces absolute love! Day 1: New Beginnings, The children learned about the new start of the year, the new beginning of school. The children explored the concept of change. Through movement the children stood up and shared an embodied animal or symbol that they wanted to bring into their new year. These animals: a playful dolphin, a silly penguin, a wise elephant, and a fast cheetah - allowed us to move with lighthearted efforts, to share how we wanted to be met during our learning time, and to support the options we had to interact with one another. On Day 2 we explored second chances. Giving the children a space to explore "do overs" and how to repair mistakes and challenge points provided more acceptance and ease throughout the day. We passed movement around in a circle, each child trying a hand gesture, changing the hand gesture and then passing it to the next. By embodying changes we realized that we can always try again and learn. We spoke about areas to keep from our first day of school and ways to change. As mentioned each meeting started with a ritual of lighting a candle, smiling and ended with blowing the candle out. Then on day 3 and 4, we explored the concept of Ease (making the day easy breezy, moving with ease to get through the middle of the week, and how to let challenges blow away). Then we explored "being our best." The kids shared when they feel their best. I admired their ability to see that pushing through a challenge point showed each of them that learning was possible. Each child moved and shared "I got this!" Along with these themes this week, I also took into consideration the social learning that takes place amongst siblings, parent/child and even friends. The kids had the opportunity to practice listening with open hearts, open eyes and closed mouths. The kids were met with movement opportunities instead of reprimands. For instance, if my son was fidgeting when his sister was talking, I had us all try the fidgeting move on in our own body, rubbing our hands together and then as if we were throwing an imaginary ball - we could share and listen with our movement. Anytime I inserted a movement activity; stretching, passing, wiggling, standing...the kids connected and focused more - I felt more settled, less reactive and we all continued to have fun! Lastly, we have even decided to get the grandparents involved; having them send riddles for me to share during this time to the kids, or having them write cursive hand written letters that the kids can read and respond to.  These interactions have brought even more connection to the relationships the kids have with their family and friends outside of our home and virtual world. I hope you all can find joy in these little moments and continue to make connections with your children. Everyday, I work with children of all ages and their families to support their communication styles, movement choices, and beautiful connections! During this Pandemic, therapeutic support and resources are available! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com to schedule your time.

Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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Honest Lessons for In Home Learning

"How do you get inspired to inspire your kids?"  (question from parenting group moms)

Home schooling may have not been your choice. Social distancing may not have been your choice. However, we do have a choice in how we take on these next months and how we look at the past year. Honest Lessons have come from this time period in our lives and with our children, in our homes. I typically write about  children I support in the community, not any specific child but rather overarching themes that apply to the developing child. You may find that by reading these posts - you are reminded of your own child or a child you work with. My own children are no exception. They are developing children and I am a true honest, trying my best, working mom. (*must add we are all working moms/& dads). So, yesterday while I was setting up for a live video interview, a full day of direct client case sessions, and meal prepping, and school supporting -- I realized some of the many lessons my kids are learning. By being in one small space, we are all comforted by each others presence - -its like being at a party and feeling the energy in the room -- in this case, its a high functioning work environment - filled with voices, computers, snacks, lights and all. My children have now gained insight into the dedication and time I put forth in my work and parenting commitments.  They know I value their time, space, and needs. We all value and respect the voice tone and volumes we use around one another. And most of all we all know how to PIVOT. Yes, that amazing dance move I loved to do in class at age 12 is now my go to move in parenting. Pivot, turn...Pivot, turn! This means when we are going one way and speaking in one voice. If someone in the family says, "I am about to record live" or "starting a work call" or "Need more room to move for this class" "Need bright lights in here." "I have a 2 min break to eat."... That we all pivot and proceed.  My children will lower their voices in response to a peer in virtual class, my husband may grab a snack to give the kids, my daughter may use a space outside instead of in her room, and I may say thank you!  We all pivot and rotate to accommodate, respect and share with one another. We as a family know a few things; we are not alone. We are all working and trying our best. We are all checking on one another's needs before starting a task. We all know its just a moment in time, a Monday, a Friday.... We all know we "GOT THIS!" I get inspired everyday by watching and observing my children learning, listening and sharing with me. I love that they know all about their parents jobs, our efforts to fulfill a full life, and that we all truly admire one another. I am inspired to do my best everyday to model for them -- and now -- they are actually here to see me do it!! Everyday, I work with children of all ages and their families to support their communication styles, movement choices, and beautiful connections! During this Pandemic, therapeutic support and resources are available! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com to schedule your time.

Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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Stop negotiating the non-negotiables: Noticing Patterns for Understanding.

"No, what if we eat first, I just need to draw this first,..." (Joseph age 8) As parents, Lena and Allie wanted their son to be heard and to have a place to be creative, empathetic and communicative. Every time, Joseph was told an expectation he had a response, a rebuttal, an antagonistic demand. And, so they listened, they exhaustively talked, and the expectation was delayed or even not ever completed. It felt like Joseph only could do what he wanted and only engaged with a protest or negotiation. In therapy, this example happens weekly with in many family dynamics. Parents wanting to be empathetic and peaceful and honoring of their child's ideas while missing opportunities to set clear limits and support a child to know he/she/they are capable to do the unknown. To be flexible and follow another persons ideas just as they would their own. So, we explored that negotiate comes from the word Necotium meaning (nec) "no" and (otium) meaning "free time."  And, I gave them permission to share discussions and topics during dinner, play time, and even in the car. But, to stop the negotiation, side tracking, and conversations when the words came at a time that an expectation, transition, or directive was given. I encouraged Joseph and his parents to notice the patterns. I wasn't saying Joseph's ideas were not valid, real, or even brilliant at times, but the way he used his intellect indicated that he had found an adaptive response to dealing with his biggest challenge...Transitions (ie. non preferred and other directed requests). In movement, we engaged in exploring timing. When Joseph was moving slowly in his preferred activities he was at ease, as soon as a directive was given his voice became quicker and more frantic. I practiced sequences and motor planning to engage his muscles to quicken rather than his words. To literally put words into action. We also explored direction. By giving him one step sequences and building up to more, he was able to carry out tasks easily and with clear intention. For instance, instead of negotiating to put his plate in the sink. His words were immediately stopped, "first, put your plate in the sink and then we can discuss your preference for meal time clean up." By embodying these feelings in movement, Joseph was able to adjust his timing for sharing ideas. Joseph's parents finally felt relief and some space to move fluidly in their home. Now, they had time to get out the door, or eat a meal without relentless discussions and delays. And...Joseph's parents communicated that he appeared more regulated, confident in his abilities, and even initiated more ideas to help around the house. Everyday, I work with children of all ages and their families to support their communication styles, movement choices, and beautiful connections! During this Pandemic, therapeutic support and resources are available! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com  to schedule your time.

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Decision Making: Embody Your Parenting Solutions

Photo from Kids In The house article

"How do I decide who my children can see in person? Where to go? When? What is the rule?  (Parents of 2)

With parenting comes decisions of nursing, sleeping habits, food choices, what toys to bring into the home, when to leave your baby with a sitter...and then do you use technology, the best school, the right club... The decisions are endless. With the pandemic, not only have we had to conform to new rules and new worries, we are now having to make yet another decision about our children's safety, and our own family choices for the next steps into this new normal. When Betty's family came to me for support, I felt this topic was relevant to us all. Fortunately, in our sessions, we had been working on decision making. When Betty's son wanted his own iPad and then he got one, we explored how to create a family contract, how to make agreements and deciding the "why" of what was being created. The emphasis was on meaningful reasons and logical consequences. Additionally, supporting Betty's family to provide independence, respect and opportunities to each other. With all decisions, I always find ways to take words and put them into action. So for the initial week of using technology, the agreement was "what you watch, you try to embody." If the child watched playdoh making, he would then have to take out playdoh during that day and try on what he had watched. This embodied practice allowed for appropriate monitoring of content. He wouldn't be watching someone hurting someone or being dangerous as that would not be something he would do in real life. The family was able to explore all their options and see how many wonderful choices of positive learning were available. Not surprisingly, Betty's son preferred the action part of the experience more than watching it. Again, when faced with the decision of how to move into reopening parks and playdates, Betty is faced with a new parenting challenge. Collaboratively, I provide a space to identify what Betty needs in order to feel safe (organized, calm, alert). We identify what worked when the homeschooling started. Betty, used a schedule, she set up time with her family to discuss what they all felt was best, and she set up time to edit and build on what they were doing. Betty, communicated that having space and time to slow down and plan each week, and permission to check in - really helped. For her family, connecting on what they wanted was important and moreso, connecting on what was working felt even better. So now, Betty and her family are moving into the embodied practices we have done from the beginning. In sessions, we talk but we also play. Betty follows movement based activities to take on leadership - she has her kids follow her words and notice cues from her facial expressions and gestures. For instance her littlest daughter had to notice if mommy was being serious or silly. Next her kids, take turns practicing using their own bodies to read one another's messages. This looks like movement charades. Best of all, her family really listens, observes and responds to one another. While more decisions will continue to unfold for her family. They now know they can return to what is working and check in both mentally and physically with one another throughout the upcoming changes and decisions. Everyday, I work with children of all ages and their families to support their communication styles, movement choices, and beautiful connections! During this Pandemic, therapeutic support and resources are available! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com.

Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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A Movement Journey: Expressing inner needs through outward connection

"When can we leave this house?  I feel like I have no fun anymore!"  (Raina, age 8)

Raina's parents communicated that each day is like a heavy weight has been placed on their shoulders; the kids moan, the toys have all been played and everyone says they are bored.   In order to address the repetitive moaning and feeling of heaviness on this family, I applied the principles of quantum physics, mindfulness, psychology, and dance/movement therapy.  To simplify these sciences, we took a movement journey and put the child's feelings into action! I lead the family in a simple (yet, necessary) movement warm-up starting with the specific areas of the face (tapping temples, ears, top of our head). We immediately found that time was passing by as there were so many specific areas on the body to wake up. We explored simple movements of rolling our eyes, lifting our shoulders, and using our tongue to rub our teeth. Each movement brought the family into laughter, each movement unlocked a personal desire to lead and be seen. I pointed out how Raina drew attention to herself by speeding up her movements, laughing and moving closer to her mother. Being aware and present in our bodies allowed us to focus in the hear and now. The family found a space for connecting, breathing and the infinite options of moving together (no longer feeling bored). Next, we took a movement journey. Raina led us, while I asked her reflective questions; where are we going? How will we get there?  What do we see? Raina, (like all individuals on a movement journey), lead us to a place that showed exactly how she felt and what she needed. We started to pretend to fly our bodies outside of our homes and above the clouds. Raina, took us to her grandmother's house. On the way, we saw animals eating, kids playing at school, and cars going on vacation (each a reflection of the normalcy of life in the past before the pandemic). When we, pretended to arrive at her grandmother's house, Raina led us in a search. We pushed our arms around us, we looked up and down, we crawled and climbed our bodies like moving up a ladder. We searched and searched. Raina, depicted emotions of curiosity, fear and unknown. She expressed feeling stuck and heavy. How would we find what we came for? Her parents offered questions and solutions, as well, but Raina kept us moving and searching. She ended up moving so close into a small space hugging her mother, father and brother. The family held onto one another very tightly. *The therapeutic space allowed for a parallel process of feelings, a connection to the emotional landscape of this family, and a space for communication. Her parents were supported to stay in the moment that Raina had created, and rather than change it, to embrace the reality of how while challenging, they had one another and they had options. Once they moved closely together, Raina was supported to take time in this moment and then when ready, she was instructed to lead her family back out of the journey and into their real house.  As our bodies returned to her living room space. We sat together to identify how our feelings on the situation directly impacted the outcome of the situation. By finding congruence in our body movement and our feelings, Raina and her family went inwards to find a way out of the mundane and into creativity and healing. Everyday, I work with children of all ages and their families to support their communication styles, movement choices, and beautiful connections! During this Pandemic, therapeutic support and resources are available! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com.

Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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Creating New Paths for Stillness

With one house and 5 people, the volume can get very intense, space can feel sparse and my sanity can feel at its end. What can we do? (parent, of 3 kids - COVID-19 Time)

During these months, Moving Moments will bring you specific stories geared towards supporting our needs during, what's being called Social Distancing. While we are physically distant from extended family, friends, work environment and school - we are still emotionally connected, still physically connected to our children, and we may even feel closer than ever. So, how to get stillness and quiet in close proximity with the same people (children) everyday? Listen how, Cole, Lydia, and Matt learned about their own needs, noise, and novel spaces! During our virtual sessions, I got an immediate tour of their household. Matt, the youngest shared how he had no room for his little body with toys, clothes, paperwork and devices. Their parents concerned with active kids, dishes, assignments (in progress) and clothes, to a name a few, added how the space seemed to be tightening over the past weeks. With movement, we started a game called "free space" I watched and instructed each child 1) create a pose and stand still 2) take turns to find the spaces around the posed person that are not occupied (the space between fingers, legs, the space around the back, and under arms) 3. Play with close and far distances. The children laughed trying to find larger areas away from one another, and small intimate spots that no one else had found yet. Their mother and father, even stepped in and created even more opportunities. The best part was the kids and parents had permission and guidance to challenge them in using their bodies, words, and reading one another's facial cues/gestures to plan and move accordingly. Their parents expressed that simple words like "may I" and "I see you and now" seemed to translate into further discussions during the week - "I smiled hearing my kids use kind words and thoughtful choices before moving on one another," said their mother. Next, we took a scavenger hunt of the rooms. We identified and tapped into schooling subjects (math measurements/geometry/map reading) by looking at the house layout; Spelling and writing (as the kids wrote out the preferred spaces and different size of rooms); and even mindfulness (becoming aware of the expansiveness in such small and varied spaces).   Lydia realized if she made a blanket hang from her ceiling onto her bed - it created a fort that appeared to expand as tall as the sky. Cole, realized that under his bed had potential for storing treasures and building materials. And, Matt started to enjoy the varied options in closets, and even the shower for singing loudly in a sound proof space. I had them connect during our session to explore sounds and play movement games like Simon Says but with the added suggestions of turn taking, voice tones, and room locations. By becoming experts at variation, choices, creativity, and play - the family moved together with new paths for purposeful movement. During the days following, both parents reported that as soon as the movement, sounds, and space were explored, there seemed to be a shift. "The kids will find separate spaces just on their own. I didn't even know Matt was reading, when I found him in my closet, (a space we agreed was available for reading)," said his mother. During life changes, comes new pathways for connection. When we view challenges as insights into the areas we need to explore - a theme can be investigated (ie. Space/Sounds), and our intentions, wants and needs will be met.  The silence we are seeking will be found. And, the noise along the way, just might even be enjoyable!!

Everyday, I work with children of all ages and their families to support their communication styles, movement choices, and beautiful connections! During this Pandemic, therapeutic support and resources are available! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com. 

Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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Creativity in the time of Crisis and Change

"How will my child process this crisis? Are there safe emotional outlets during this change?" (Mother of 2 ages 6-11). Being featured on news outlets and family centered shows allowed me to express the importance of the body and movement during this time of crisis. For a large audience, I was able to share how to create a sensory diet to support routine and connection, and how to communicate effective information to our children. Now, in my office, I sit, solo, in front of a computer and for each hour, I can share with families the importance of creativity and connection in the time of the Coronavirus. Susan, a mother of two, is also home. Like most, she is having to multi-task her schedule of work, marriage, home chores, home school and the emotional dynamics of two kids managing all these changes. Our sessions allow for a place to express and unload the burden of these changes, and an opportunity to bring acceptance for providing creative outlets to her family. Simon, age 8 was given the task of leading his family in a routine each afternoon in which everyone said "one wish and one hope" while moving their bodies in a repetitive rhythm and incorporating cross body movement (integrating both sides of the body for regulation). His father listens and captures any wishes or hopes the children or his wife express and then he can later incorporate these ideas on a visual board he posts each morning. Samantha, age 11 takes a movement break between her requested school assignments. With me, she communicates her negative thoughts, her challenges, and her fears. I have her write them down and circle the phrase she is most thinking about. I ask her to find a movement to indicate what she is saying. I ask her to take the movement and use an effort quality of weight such as lightness to move her arms. In that moment she feels ease, embodying how even though the thought is heavy, her body indicates a change. She has a choice in her emotional outlook of the situation. She takes a moment to match this movement to a new set of words. She writes down how her feeling of weakness can actually be a strength. She states for instance, I am isolated at home...to....I am independent and find solitude. She repeats the movement with her new phrase and smiles, taking a deep breath. Collaboratively the family, places one another in a postural stance in the room (as I watch in the video camera). I acknowledge where each member stands today. Last week, each member stood in a posture separate and with backs or sides to one another. Today, in our session, they are all facing together and holding hands. Today, they communicate feeling connected and safe. Every week, I continue to work with children of all ages and their families to support their communication styles, movement choices, and beautiful connections! For more ways to learn,  at home and online, how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com to schedule your time.

Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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Breaking down Barriers to connect to children

"Mommy, Mommy..." (Rafael, age 4) Rafael, didn't have to do much to create an immediate barrier between himself and others. The moment he met someone, he would turn away, put his hands over his ears and call out for his mother. His mother either physically became the barrier to withhold others from getting close to her son or she would tell her son he was overreacting and to stop being upset. While, I am aware of the intricate details of Rafael and many children like him...what I want to share is about breaking down the barriers by using movement to unlock what, ultimately, Rafael was seeking - He truly wanted to connect but he didn't know how. When I walked into the room, I communicated my intentions. I acknowledged the length of time we had together and I told Rafael where he was (On his hospital chair), and where I was in the room. With permission, I stepped closer to his feet. He made a smirk and kicked his toes. I (Playfully) flew myself across the room and communicated that his toes had told me what direction to go. I played with the theme of reciprocity - a dance of moving forward and away. By giving Rafael control (acknowledging his nonverbal communication), he  could decide when to be close or apart from me. We then expanded the movement by adding sounds and then words. He was able to articulate his needs clearly and in relation to what he actually wanted.  I even modeled with his mother how to communicate preferences without an upset. We all realized we had so many options. Most importantly, Rafael started to share in laughing, increasing his movement range and using words to share what made him comfortable. He had a range of options instead of a barrier. His mother communicated it was the most verbal she had seen him and the most relaxed with another person. This simple movement exchange shed light on his relational patterns of pushing others away, and yet creating a dynamic in which he did not know how to bring them back. He learned how to ask for more time, how much space he needed for new interactions and those he was more familiar with. His interaction preferences were not taken for granted. When a child presents a pattern of repeated movements in their relationships, the child may feel stuck. I join the child's movement phrase and pattern, and then with acceptance, I create change in the speed, the position, and direction of the movement. Ultimately, the interaction brings more variety and options for supporting flexibility, connection and increased communication. Everyday, I work with children of all ages and their families to support their communication styles, movement choices, and beautiful connections! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com.

Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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Anxiety & Perfectionism: What can my problem be?

"I'm the worst...did you see how I messed that up? (Brittney age 10) Do you ever get caught up in the content of what a child says? We have learned to honor words and take them literally. We support child(ren) that "no" means "NO!"  But what if there is more to it? What if we are missing the nonverbal clues? Brittney, often compared herself to others. She communicated how much she messed up and, accurately so, adults responded by pointing out to her...that she was OK, that she was perfect, beautiful and her thinking of being flawed was incorrect. Yet, these responses only increased her errors and upsets. Why was it not working? When a child speaks, I listen to the words and then as if I'm watching a foreign film, I look for the subtitles...the emotional theme and meaning underneath the words - I look at the body & the child(ren)'s movements! When Brittney spoke she followed her parents with her eyes like she was searching and pleading for accuracy and congruence in her thinking. Her feet turned away from them when they complimented her. She increased her movement and became more agitated, putting her fingers to her mouth, twisting her sweatshirt, and holding her breath. However, when I explored the themes of messing up - she smiled, she turned towards me and slowed her breathing into a playful exchange. In my experience with her, the messing up felt comfortable and allowed her to be unique and special. Her need was to be valued as her truth, her reality and not to be told otherwise. By supporting her parents to read the nonverbal cues and to stay in the here/now, (reading her statements as her truth) she was then able turn the language button to English, her body shifted to a relaxed state and together with her parents they all spoke the same dialect.

Everyday, I work with children of all ages and their families to support their communication styles, movement choices, and beautiful connections! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com. 

Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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Love & The Unexpected: Supporting Loss and The Unknown

What if something bad happens to me? What if my family isn't safe? (Patrick, age 7)

You may have heard my favorite quote, "worrying is a waste of the imagination." When children perseverate on topics of the unknown, they appear to be stuck like a record skipping over and over at the same mark just needing someone to lift the needle point to hear the beautiful music again. When Patrick heard in the news about the unexpected death of professional basketball player and his hero Kobe Bryant - he became stuck again in his common fears of the unknown. How could this happen? How could he ever prevent loss from happening to him or his family? The questions and thoughts felt endless. We worked with his parents to provide communication for accepting these feelings and thoughts as true. His parents gained support to provide clear communication on their family safety plans, and created a ritual to honor and celebrate their son's compassion and interest in life and others. Then, in therapy, we embodied his thoughts and put words into movement. When working with imagery and movement, Patrick was able to lead me through his thoughts. He created a pretend scenario in which we were flying, we were out of control and we felt stuck in a tight restraint. Everytime, he moved quickly around the room, we suddently stopped and fell. Everytime, we slowed down we began to spin and feel dizzy. All the time, he remained serious in his face, and tense in his body. With support and time, he allowed me to introduce a switch (ie. if someone yelled switch we could literally and physically change our scene, our movement, and our feelings to the complete opposite). This was difficult at first, but with humor and playfulness our bodies started to have choices. Patrick was incredibly creative, he had us go from spinning out of control to placing every inch of our bodies into a supported posture on the floor (not any part missing contact to something steady). Patrick communicated that using his imagination and changing his body movements felt like a relief, felt way more fun, and way less stressful. He realized that changing his body was easier than trying to think away his thoughts. He acknowledged that just as real as his worries were, his curiosity, play and choices to live were just as true! Movement brought Patrick into the here and now, in order for him to start to embrace his full sense of safety. Everyday, I work with children of all ages and their families to support their worries, communication styles, movement choices, and beautiful connections! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com.  Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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Bullying: Could it just be misguided movement & lack of organization?

"You can't play with us, we are already playing together." When I observed Stefan at school I watched his body tense up and stiffen when the class of students joined at the carpet. I watched how his body relaxed and he sat far away from the group for reading his own books during stations. I watched as he went outside and took one peers hands and guided his friend to play his idea of block building. And again, I saw as his body stiffened when other kids came and asked to play too. In isolation, Stefan would have looked like a mean boy. A kid unwilling to be with others unless it was his way. His voice was demanding and direct, and his body appeared so tense it was as if he would punch or kick someone. But what I noticed was that Stefan's body tensed not to harm others but rather to protect himself. He was overwhelmed and disorganized in large group spaces. He was unable to anticipate what others would do or how to join their ideas without losing his own. In therapy, he needed maximum support to articulate options of what peers would say in a group or how to engage in a social learning manner. He needed help but instead he was getting blamed for being a "bully" and was having kids get upset everyday at school and teachers talking endlessly about inclusion and anti-bullying. First, I worked with Stefan to be aware of his body stance and responses to groups. We came up with a mutual way to stand, breath, and shift his body when in a group. We wrote and provided a visual guide so he could anticipate group interactions vs solo time. We asked specific kids to help him in planning a map of the play time and group scenarios in which he and the peers could have preset ways to take turns and ensure Stefan had a chance to lead even with more than one child (a challenge he found very overwhelming at first). Next, I spoke to his teachers and parents about replacing "bullying" language with factual movement words - ie. you are sitting closer to Sally and pressing your hands to shield out David. Now you may turn your body and face both Sally and David. By recognizing the underlying needs of Stefan and acknowledging how challenging co-regulation, shared control and turn taking can be for a child - Stefan was able to gradually be inclusive and remove the fear out of these group dynamics. He became more inviting to others, felt and showed more relaxation in his stance, and ultimately was the sweet child he was always meant to be! Everyday, I work with children of all ages and their families to support their communication styles, movement choices, and beautiful connections! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com.  Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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Nonverbal Communication: Can you read the Tells?

"I already know that dad, you didn't't have to say that to me." (Brian, Age 6)

Brian sat on the couch with his legs relaxed in front of him, his head tilted down and his breath softened. He asked his father to help him set up a game and waited patiently. His father, however replied "I know Brian you have to wait, and be patient. I will be there in a moment." Brian made an aggravated sound and crossed his legs, arms, and turned away from his father. He had been waiting patiently. How can Brian's father learn the "tells" of Brian's nonverbal communication?  He had assumed Brian would do what he felt he consistently did ...which is to start to repeatedly ask his dad the same question, to increase his volume to yelling, and start to even throw the game pieces. Yet, if Brian's father had looked at Brian he would have noticed that Brian's body was not going to present those behaviors or movements. Nonverbal experts claim that a person will cross his/her legs when feeling comfortable as crossing the legs provides a less secure base and a person would only give themselves a smaller base, and an obstructed posture if they felt they absolutely were safe. However, a child, especially a child with sensory challenges (a child that may perceive his/her environment as threatening and disorganizing) tend to cross their body (legs, arms) when seeking organization from the chaos of being misunderstood. For instance, a child's legs will twist under one another to find the mid line of the body and hold tightly together. When a child feels more relaxed the child may separate the feet and appear limp or softened. Of course, there are many versions of these movement stances. Most importantly, the observer (parent) must look before responding. When I supported Brian's father to notice not just what Brian says (as that sent his father into a downward pattern of upsets and misunderstandings) but rather to what Brian did with his feet...then his father had accurate information to communicate. Brian would wiggle his toes in anticipation of changes. So, Brian's father could use words to narrate the timing. Brian's father could move his own body as quickly as Brian's toes and then model slowing down to support co regulation and connection. The Body Knowledge allowed for supportive strategies and a positive bond. Everyday, I work with children of all ages and their families to support their communication styles, movement choices, and beautiful connections! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com. Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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Thankfulgiving: Simple moments to feel Grateful

"Hey watch this...Listen to this...Feel this" (Alvin, age 10)

Alvin is one of those kids that seems like he has been here before. He has an "old soul." He watches the world around him, he marvels over details, he laughs out loud from his belly and he asks endless questions. Alvin can be exhausting to his teachers and his family. He is a child that can be often misunderstood.

His adaptive responses: He paces around the room when other kids transition to their seats - counting in his head till everyone is accounted for. He communicates informational facts to adults as a greeting, and he laughs by using his whole body shaking, twirling and jumping.

When he joined the schools holiday celebration he watched as everyone frantically set up the chairs and moved the food. He noticed minimal eye contact from persons to persons and he marveled at how much noise he could here. When his teacher checked if everyone was seated - he exclaimed that his classmate Victoria was not there. His teacher was then able to find her.

When the room of guests (teachers, parents, and students had finally gathered) sat down, he communicated in a loud voice, that everyone was wearing shoes. Yep, shoes!

He shared in a meek but clear voice that we could all be thankful for shoes this holiday season - he let out a chuckle, and he started to jump, turn and shake with his whole body! His laugh was contagious as the entire room filled with laughter. The other children even joined in on jumping and twirling. Yes, everyone moved their shoes together!

These simple movement moments shared between friends shows the importance of movement and connection. Alvin, used his body to bring everyone together. Watch to see how movement impacts your day today!

Everyday, I work with children of all ages and their families to support their communication styles, movement choices, and beautiful connections! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com to schedule your time.

Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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From Head to Toe: Our Body Shows our Feelings

"What does all this movement mean? Does she have to move so much?" (Rebekah, age 6)  When Rebekah entered my office, she wandered around touching everything insight. She flopped her body on the ground, slithered her way under the chairs and positioned her head close to her father's feet. It was like watching a little kitten nestling her way into the space. With more time exploring her story, I learned that Rebekah had presented with phobias for social settings, and delayed reactions to starting new things - again like a kitten stuck in a tree waiting for a fire rescue squad - Rebekah didn't know she had two strong feet to land on. Her body from head to toe, indicated these impaired thought patterns. She scooted on her bottom rather than crawling, she sat rounded with her knees touching in and her feet out to the side ("w" sitting), or with her toes crossed over one another. She held her mouth wide open and her tongue over to one side. Her eyes wide opened and alert. Her entire body moved in sporadic yet quick movements, darting from place to place. She was heavy in her movements and lacking any ease. My initial purpose was to help her body feel connected and grounded. I supported her seated posture by allowing her to lay on her belly, to sit with her knees under her bottom or to play with lightness in her movements (like a kitten playing with yarn), she would add grace into her repertoire. I had her practice ways to strengthen her stomach muscles and feel her body boundaries. I had her place her tongue up to the roof of her mouth and breath through her nose not her mouth. I had her build a protective space, a cozy space in the room rather than use her body as a barrier between others and herself. We practiced in movement, how to support this imagery of a kitten exploring the world while changing hyper vigilance into curiosity and discovery. We added anticipation sounds, laughter and turn taking. Rebekah's body was showing her parents what she needed and they only had to look and place meaning to her choices, in order to help her climb off the tree and into her world. A child's breathing patterns, muscle control, seated posture, and movement choices are all indicators of their emotional and psychological state. The expression of these body patterns into movement is a direct parallel process to how each child is feeling. All we have to do is look and these patterns reveal the child's needs. Everyday, I work with children of all ages and their families to support their communication styles, movement choices, and beautiful connections! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com or call me at (310) 966-0700 to schedule your time. Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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Our circadian clock: dance/movement therapy explains it all

“He is a bad sleeper, he is so grumpy in the morning, and yep by 5pm meltdowns ensue” (Jeffrey, age 7) Our circadian clock is known as an internal process that regulates our sleep wake cycle. This process is imperative for our body and minds to take on the endless demands, sequences and patterns that fill our days. This natural clock has been with us since the beginning. As children we may have been fortunate to be supported in learning to follow our clocks; given food during day time, self care assistance, and even bedtime routines for falling asleep. For Jeffrey, he learned about his clock by exploring his movement preferences in therapy. His parents learned the importance of how routines, as well as, flexibility could be embodied to decrease rigidity and further bring rhythmicity for optimal regulation and health. One session, we created routines in movement. First, Jeffrey came up with a movement that felt comfortable to his body. He made the movement fast and used lightness like he was spinning with nothing to hold him down (chaotic movement) . Then, I added in a movement where we stomped our feet and pressed our hands forward (integrated movement). Next, his parents added for us to touch palm to palm and reach all together to the sky (connected movement). The movement phrase was used to signify the importance of listening to our bodies expression of feelings and ideas. The movement acknowledged the importance of supporting and co-regulating with one another through noticing, joining, expanding, and repeating. Lastly, Jeffrey and his parents learned and communicated patterns that needed to be created to support his circadian rhythm and day/night cycle. Now, Jeffrey is less reactive and more responsive and he is able to ease into sleep and wake with excitement for his day! His entire family has found Rhythm and Movement which allow for the embodiment of health - Who could ask for anything more! Everyday I work with children of all ages and their families to support their comfort, development, and connections! For more ways to learn how to embody parenting and support your child through life, Email me at therapy@drloribaudino.com to schedule your time. Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.

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