EXPLORE THE IMPACTS
Birth Trauma
The moments surrounding birth can leave lasting marks on the brain and body—sometimes in ways that aren’t visible until years later. When oxygen flow is interrupted or stress is high during delivery, it can set the stage for physical challenges, developmental delays, and long-term changes in how the nervous system responds to the world. Because birth trauma occurs before language develops, these experiences are stored not as stories but as sensations and instincts—often resurfacing later as strong reactions or patterns of movement that seem to come from nowhere. By understanding how these early imprints shape behavior, we can respond with strategies that help rebuild safety, connection, and regulation.
Brain
Can decrease blood and oxygen flow to the brain and body.
May lead to cerebral palsy later in life.
Hypoxia - birth asphyxia which can lead to developmental delays, epilepsy and other cognitive and physical complications.
Body
The newborn instinctually ‘fights for survival’ by moving. This instinct to move can persist and show up later in life as the fight or flee response, especially when the person feels unsafe.
Birth trauma happens in the pre-verbal stage of development which means that these memories will not be stored in the rational, logical part of the brain, rather they could impact one's ability to self-regulate.
Behavioral Patterns
Later in life these body memories can manifest as running, thrashing, throwing things, kicking and/or pushing. These are unconscious memories that are sensed in the body and not connected to story or conscious narrative. This might look like it’s “coming out of nowhere” but remember that nothing happens in a vacuum and that all behavior is a means of communication.
Supports
SUPPORT THE PERSON TO FEEL SAFE. Regular/ongoing opportunities to move in safe and healthy ways. Examples below, however, begin with Roots and Wings activity from PSP workbook to identify upregulating and downregulating interests.
Help to join a recreation center in order to engage in regular physical activities.
Taking a pottery class where pressure from molding the clay can be calm and soothing.
Help them identify a place to “run to.” Running from is controlled by the fear part of the brain, and “running to” is controlled by the thinking, problem solving part of the brain. Support for learning new ways to regulate.
If the person does not communicate verbally, find other ways to help them express themselves and do your best to seek understanding instead of blaming the person for not being able to communicate in neurotypical ways.
Self-esteem exercises in PSP workbook.
Movement- physical or creative ways to discharge distress.
Create experiences of belonging - use the Inclusion Network Pathfinding worksheets to support the person in exploring their interests.
Daniel Seigel’s Wheel of Awareness practice has been found to heal hippocampal damage.
Patience and Mutual empathy will be needed from the care provider.
Examine environmental aspects of the person’s daily life to limit or remove exposure to bullies.
Help the person use their voice to express their feelings, affirm their perceived reality and help them find ways to discharge their distress without being subject to the bully or the bullying environment.
If engaging in self-injury, normalize this as a common experience and support them with Lisa Ferentz C.A.R.E.S.S. practice for self-injury.