Announcement!

• Thanks to God!!• Ron Paulson and Deborah Spencley• Helpers

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House of Hope Freedom Quest

Rejuvenate SeriesSession 1: Conception-

Reclaiming Joy and PassionSession 2: Intra Utero Development-

Reclaiming Peace and SecuritySession 3&4: Birth-Reclaiming Destiny

Session 5&6: Infancy-Reclaiming Trust

Disclaimer• This is not an all inclusive

theology class. • This is not the only model of

presenting root issues of wounding that needs healing.

• Is an attempt at presenting a compilation of different ideas in an organized way.

How it works• Monthly teaching on the 4th Sunday

of the month. Interact with others.• Homework suggestions given/posted

on web to go deeper into the material and walk through healing.

• Connect with 1-2 others from the class to keep in touch until the next class. Meet in person or via phone to share and pray with each other. (KEEP SHARINGS CONFIDENTIAL!!!!!).

Quest for Freedom: ReJuvenate!

• Freedom: 1. the state of being free or at liberty rather than in confinement or under physical restraint. 2. Exemption from external control, interference and regulation. 3. Power to determine action without restraint.

• Rejuvenate: To make (someone) feel or look young, healthy, or energetic again. To give new strength or energy to. To restore to an original or new state.

Brain Facts

Trillions brain cells at birth are mostly not connected well. As an adult we have about 100 billion neurons. So there is a trimming process.Brain size at birth is 25% of adult size. Grows to 50% at 9months, 60% at 1 year, 90% at age 3. (80% of total brain growth would have taken place by age 2.

Neuro Changes•Myelination (insulates

the nerves cells for quicker conduction)•Creation/strengthening

of synapses. 100,000 synapses are formed per second in the early life through stimulation and interaction with the physical world. •Apoptosis (trimming of

obsolete synapses)

Pathways

What pathways are developing?

• Intra utero development: 1. We have the basis of a Pain Circuit,

Pleasure Circuit2. Fight and Flight Stress Response

• Some of the pathways that are coded limit us to a certain pattern of behavior and we are not ‘free’ to act outside of it.

Human Limbic System: Border Structures that supports adrenaline flow, emotional behavior, motivation, long term memory.

Main players:AMYGDALAHIPPOCAMPUSCINGULATE GYRUSAssociated structures: THALAMUSHYPOTHALAMUSPITUITARY GLAND

Cortex develop later than the subcortical limbic structures.

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Hippocampus: Guardian of memories. • Transfer the short term memory into long term

memory when rehearsed. Certain long term memory (ie procedural memory) may not be stored in the hippocampus but the pathways are initiated by it.

• Consolidates similar memories into the same coding. (beginnings of the belief system for negative expectations, bitter roots).

• Damage to it will result in inability to form new memories but may keep some of the early memories.

"Hippocampus small" by Images are generated by Life Science Databases(LSDB). - from Anatomography, website maintained by Life Science Databases(LSDB).You can get this image through URL below. 次のアドレスからこのファイルで使用している画像を取得できます URL.. Licensed under CC BY-SA 2.1 jp via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Hippocampus_small.gif#mediaviewer/File:Hippocampus_small.gif

•The brain, is a massive computer and much of the circuits it creates is to be more efficient and create short cuts.•Hippocampus carries the

files/sub-files of this is this and that is that and we do this for x and do that for y•Amygdala is the shortcut

on the desk top. Don’t care about sub-files and details. Amygdala likes to generalize. Responses there for is generalized.

• Fight Flight Mechanism: Essential for survival from danger and pain.

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Amygdala: Guardian/Gateway (Inner Eyes that scans for danger)• Takes input of the brain and body (released of stress hormones cortisol

and epinephrine) and assigns an emotional label – pleasant vs non pleasant, arousing vs relaxed. Strong arousing (exciting or irritating) emotions enhances the coding of memory into long term ones by the hippocampus without a need for rehearsal.

• It also retrieves the ‘implicit memory’ when triggered by similar emotions and events. When a memory is retrieved the details of previous episodes start to be lost and what is retrieved is updated y the current situation and the memory no longer is a carbon copy of the original.

• Implicit response or flight/flight reactions.

Sleep and emotional memory• Memory of future relevance is

consolidated during sleep. • Sleep enhances the consolidation of

high valence (highly negative or highly positive) and arousing words (highly irritable or highly exciting). These are remembered more post-sleep.

• Hmm: You think maybe the advice of do not let the sun go down while you carry bitterness has some wisdom in it?

• Note also that babies spend most of their time sleeping.

Long LoopResponse

• Info come in from organs to the thalamus and then to the sensory cortex. Visual information and Auditory information go directly to the corresponding cortex.• Files of past events that are similar

are pulled from the hippocampus• Everything is sent to the prefrontal

cortex that fine tunes input, matches it with files from the hippocampus and executes a plan that may be modified from past mistakes.• NOTE: CORTEX is just starting to

get more info and develop pathways when the baby is more stimulated in the world vs in the womb.

In Summary• Throughout life, we are gathering,

consolidating data and files that becomes the template of how we behave majority of the time. Hippocampus helps us organize that.

• Amygdala is responsible for prioritizing files and pulling files and forming short cuts.

• Prefrontal Cortex, says slow down, lets get the details for a more appropriate response but the process can be hi-jacked.

• (brain is really more interconnected with shared responsibility, much more complex).

In Summary • If our childhood is full of dangers

and pain, we are encoding so much reactive response that our “higher” executive function is cut off. (In a way, the brain is not fully functioning together).

• The God given gift of the Flight-Fight response starts to be ‘enslaved’ in a pattern of surviving.

Infancy (0-1 year old) “Milestone”• Infant is entirely dependent upon his/her care

giver with limited ability to communicate their needs. Limited ability to understand their own needs. This can be scary and disorienting. Whether they develop a healthy belief system and “defense” limbic loop depends on how they answer these two questions.

• Questions **(Similar questions to intra utero development):

1. Am I alone? Am I going to be OK? Attachment Theory.

2. Can I trust the person(s) around me? Are my needs going to be met? Erik Erikson’s psychosocial developmental stages (tasks)= stage of Trust vs. Mistrust (0-18mo).

Attachment Theory• Attachment, as a motivational and

behavioral system, directs the child to seek proximity with a familiar caregiver when they are alarmed, with expectation that they will receive protection an emotional support.

• Attachment behavior would facilitate the infants survival in the face of dangers.

• It is believed that an infant needs to develop a relationship with at least one primary caregiver. Can be a mother, father, grandparent, or others.

Needs• Physical needs: Food, clean, rest,

safety. Timely response• Emotional needs: Contact, touch,

affection, eye contact, expression of response/interaction.

• Spiritual needs: Affirmation, acceptance, praise, joy.

• Cognitive needs(especially when older): explanation; help to verbalize, express, and narrate; teaching

Eye Contact, Mutual Gaze• Promotes bonding/JOY,

acceptance, delight.•Attuning: Activates the

prefrontal cortex , which plays a significant role in social interactions later in life. •Helps baby fix attention.•Gives the baby visual facial

queues of what is acceptable and appropriate.• Expressions that they can

mimick and assess whether it’s safe or not.

https://farm1.staticflickr.com/184/373212087_0758a7e21e_z.jpg

Attunement• Alignment of states of mind in

moments of engagement.• Affect is communicated with facial

expressions, vocalizations, body gestures, and eye contact.

• Attunement also involves freedom to disengage when the child needs to.

• The recipient feels felt. • The giver needs to feel and let

oneself be affected by the recipient.

• In attunement, the prefrontal cortex is been loaded with data to discern and problems to solve, prioritize. Stored resource of Joy (Joy Capacity) can override and regulate the low road quick response. The more you built this up, the quicker system becomes.

Take a moment to attune with GodEmmanuel exercise: Be in a relax mode of receiving from the Lord. Take note of your breathing rate. Remember that with each breath, you are breathing in God. Think of a time that you felt a strong connection with God (5 bar rather than 2 bars). If you have several, pick one that had the greatest emotional impact on you. (if not memories, pick a time when someone did something for you that you appreciated.) As the memory comes remember what happened and the emotions you felt. Feels those emotions again and ask Jesus to help you perceive His presence more clearly. As you re-experience this memory, consider what you are grateful for (perhaps how your body feels, etc). Express the gratefulness to God. Rest in this place. Ask Jesus what else He has for you in this memory or if He wants you to know or understand more about this time or Himself.

Need for Touch:Touch and nursing releases oxytocin, the love/bonding hormone to enhance attachment

Failure to Thrive Medical condition when a baby stops to grow at a normal rate. Sometimes they even start losing weight. • Height, weight, and head

circumference growth is stopped or slowed.

• They will also not meet the developmental milestones of skills

• Can develop excessive crying, sleepiness or irritability.

• More prone to get sick. Mortality rate increases.

Harry Harlow Study• Baby monkey separated

from mother, prefers to cling to “cloth wrapped mother” without a bottle over a “wire mother” with a bottle.

• When raised in cages where they could see, smell and hear but not touch other monkeys, the infants developed “autistic” like syndrome with grooming, self-clasping, social withdrawal and rocking.

• Had trouble gaining weight when not shown affection or could not cuddle with the cloth mother.

• Other studies show animals deprived of touch become more aggressive and violent.

Romanian Orphanage StudyOrphanages after dictator Ceaususcu was executed revealed orphans in warehouses with understaffed untrained caregivers. • Physically in 3-10%tile, delayed in motor and

mental development. Rocked and grasped themselves.

• Grew up to be clumsy, sad and inappropriate in social interactions. Superficially friendly but unable to form permanent attachments.

• The gray matter (cell bodies) are significantly less with increasing time in an institution. IQ are lower and they had learning disability. Condition is better if they were adopted or placed in foster home but still lower than average.

• Lower attention and higher impulses.

Mary Ainsworth’s Stanger Situation Study

1) Mother(caregiver), Baby, Experimenter (30s)

2) Mother, Baby (3 min)3) Mother, Baby, Stranger (3 min or less)4) Stranger, Baby (3 min) -- Separation5) Mother, Baby (3 min) -- Reunion6) Baby alone (3 min or less) -- 2nd

Separation7) Stanger, Baby (3 min or less)8) Mother, Baby (3 min) -- 2nd Reunion

Test was done on toddlers but it’s studying the effects of attachment established in infancy.Study focuses on infant reunion behavior. 3 “organized” attachment (Child can figure out a strategy to cope)• Secure – Trust develops• Organized attachment resulting in Mistrust.• Anxious/Avoidant Insecure Attachment

(Dismissive Parents)• Anxious/Resistant (Ambivalent) Insecure

Attachment (Inconsistent, Preoccupied Parents)

1 “disorganized” attachment resulting in Mistrust• Disorganized Attachment

Secure Attachment Resulting in Trust• Child explores the room and may

interact with stranger pre-separation. Shows signs of missing the parent during separation. Greets the parent actively. Some contact maintaining by second reunion but is able to settle and return to play.

• Qualities in the caretaker1. Sensitivity to the child’s signals of distress.2. Available for comforts and needs.

Appropriate touch.3. Significant eye contact and Attunement

Mindset/Template of Function of Secure Attachment

• Know that the caregiver/help is consistent and available.

• Can use the caregiver as a home base while they explore the world. World is generally safe to explore b/c I can deal with uncertainties.

• Able to communicate, dialogue and narrate their thoughts, feelings, intentions, beliefs and perceptions.

• Able to regulate emotions, self confident, can give and receive love.

Avoidant Attachment• Child will not explore much

regardless of who is there. Did not exhibit distress on separation. Either ignored the caregiver on their return or showed some tendency to approach along with some tendency to ignore. (looking pass the mother, if picked up, does not maintain contact.) Child is actually distressed according to their heart-rate but it is masked.

• Major threat: Dismissal and Rejection

Anxious/Resistant/Ambivalent Attachment

• Child explores little/wary of strangers even when the parent is present. Is highly distressed on separation. Ambivalent (angry or passive) upon reunion. Preoccupied with the parent. Unable to be soothed and does not return to play.

• Constant state of wondering whether the need will be met or not. Desperately desiring proximity but fearful of it at the same time.

• Major threat: Abandonment, Transiency and Inconsistency

Disorganized Attachment

• Child display disorganized and/or disoriented behaviors in the presence of the parent due to a collapse in behavioral strategy. (turning in circles, freeze in a trance, approach parent but fall and huddle on the floor, cling hard but leaning away with averted gaze.)

• Major Threat: Punishment, Shame, Unpredictability, No Solution, No guidance.

Caregiver in Avoidant Attachment• Rebukes the child for attachment

behaviors.• Not emotionally available. Insensitive

to/unable to conceptualize the child’s state of mind (or anyone else’s). Disconnected, dry, logical, analytic thinking without sensory or intuitive component.

• Imperceptive or not effective in meeting the perceived needs(unable to adjust to child’s level of development).

• Low attunement, low language expression, may have exaggerated facial expression.

Caregiver in Avoidant Attachment• Inability to provide autobiographical

memory (brief, vague description of their past that ‘normalizes’ problems or dismisses the pain. Unable to provide ‘stories and examples). Or ‘don’t remember’ their childhood.

• (Recall that emotions help experiences be remembered. Their lack of memory suggest lack of emotional assignments.

• In short: lacking emotion, affection, verbal affirmation and ability to process emotional content.

Avoidant behavior – Flight response (I’m rejected, I reject back)

• Child’s needs are frequently not met so the child believes that communication of needs has no influence.

• The Avoidant behavior gives the child “control” of proximity to the caregiver—close enough to have protection but distant enough to avoid rebuff

• Avoidant behavior directs attention away from unfulfilled desire for closeness.

Avoidant/Flight Struggles• Without parent’s help, the child has

difficulty verbalizing and rationalizing their situations and especially identifying and sharing emotions.

• Lack of ability to access emotional experience results in an inability to have a sense of self across time.

• View of self(others) is limited to non-emotional domains. Lack of empathy.

• A mindset lacking emotions and relatedness is inflexible.

• Emotions if any are in the negative range. Tends to avoid processing of them. Rather dismiss them and Flight from them.

Bitter world view of Avoidant/Flight Mode

• No one is dependable• Everyone is selfish• Everyone is out for their own good.• Emotions are useless and

burdensome.• People are needy, wimpy

• The very qualities they judge others for will be in the people around them. Tend to filter out when people are not behaving that way.

Negative Expectations in Avoidant/Flight Mode

• Voicing needs is useless and embarrassing.

• Needs won’t get met by anyone. • No one cares.

• They carry a hope that they are wrong but is on the look out for evidence they are right. Their behaviors and defenses against these will result in self fulfilling prophecies.

Avoidant/Flight Mode Inner Vows• Detach from others: I don’t need anyone.• Detach from self:

1. I don’t/shouldn’t have needs.2. I shouldn’t have emotions. I shouldn’t care so

much.• Detach from God: I can only depend on

myself (result in depression when they are not strong enough.)

• The very thing they vowed result in a vicious of not been able to keep the vow, self criticism, a stronger vow with stronger self punishment,…

Vicious Cycle

Everyone is selfish

Voicing my needs is useless

I can only depend on

myself

“Hey, do you need

any help?” – “No”

I knew it. Can’t they see that I

have to do...

Anxious/Resistant/Ambivalent Attachment

• Child explores little/wary of strangers even when the parent is present. Is highly distressed on separation. Ambivalent (angry or passive) upon reunion. Preoccupied with the parent. Unable to be soothed and does not return to play.

• Constant state of wondering whether the need will be met or not. Desperately desiring proximity but fearful of it at the same time.

• Major threat: Abandonment, Transiency and Inconsistency

Caretaker in Ambivalent Attachments

• On-again-off-again inconsistent tending and attuning to the child.

• Often preoccupied with or by their own attachment issues that are not resolved.

• Contrasting with the avoidant type with little thoughts, their communication is filled with verbiage that intrude upon others.

• Worries: Am I loved enough? Will I be abandoned?

• Constant mixing of past with the present presenting uncertainty in the present relationship with results in a self fulfilling prophesy that relationships are unreliable.

Path of an Ambivalence Child—in Fight mode

• Unclear about one’s own identity and emotions as the child looks to the caretaker for guidance. Their own narratives has contents of the caregiver’s intrusive commentaries and emotions. Project one’s past unto current relationships.

• “I can want but cannot have” turns into “I can’t have”, a chronic sense of dissatisfaction.

• Sabotages relationships. (as the person approaches, they push away or becomes unavailable)

• Fight mode to fight for the relationship but constantly frustrated and never attaining it.

Ambivalent/Fighting Mindset• Without parent’s help, the child has

difficulty verbalizing and rationalizing their situations and especially identifying and sharing emotions. Will develop an verbiage/over description in contrast to the lack of description in Avoidant Mode.

• Past merges into the present. • Lack of empathy due to self

preoccupation.• Emotion and relatedness is labile. • Emotions and past are constantly

processed but unesolved rather then dismissing them in Flight Mode.

Bitter world/self view of Ambivalent/Fight Mode

• Preoccupation of self.• No one is dependable or interested

in me.• I’m not important enough.• I’m not good enough.• I am needy but I wish I wasn’t

• The very qualities they judge others for will be in the people around them. Tend to filter out when people are not behaving that way.

Negative Expectations in Ambivalent/Fight Mode

• I will be left stranded and abandoned.• My needs will never be met.• If I don’t stand out, I will be overlooked. • No one cares. • If someone cares, they are still not competent in

helping me. (No one has answers for me).• My problem is too big to solve for anyone

including myself.

• They carry a hope that they are wrong but is on the look out for evidence they are right. Their behaviors and defenses against these will result in self fulfilling prophecies.

Ambivalent/Fight Mode Inner Vows

• I have needs and I have to make sure people care (can go into a blaming critical mode)

• I have to perform better and make sure people notice and care about me.

• I have to stop been so needy. • I have to avoid abandonment (appeasing

mode).

• The very thing they vowed result in a vicious of not been able to keep the vow, self criticism, a stronger vow with stronger self punishment,…

Vicious Cycle

I am not important

enough

I am always overlooked

I need to help people understand

me

Over description

and dramatic

People avoid them

Disorganized Attachment• Child display disorganized and/or

disoriented behaviors in the presence of the parent due to a collapse in behavioral strategy. (turning in circles, freeze in a trance, approach parent but fall and huddle on the floor, cling hard but leaning away with averted gaze.)

• Shows fear in approaching the parent.• 20-40% of general population has some

form of disorganization. 80% of abused children show the pattern.

• Major Threat: Punishment, Shame, Unpredictability, No Solution, No guidance.

Caregiver in Disorganized Attachment

• “Come here, go away, come here, go away” message.

• Caregiver create a frightening setting which may involve violence abuse or threats. create situations for the child that are unsolvable and un-win-able.

• Some have chronic mood(or other mental) disorders, parental control, coercive behaviors. May have suffered loss during the time they are caretaking. Substance use.

Path of the Disorganized Child—Freeze Response

• There is no organized strategy to get needs met in safely.

• Learned chaos as normal and may recreate it.

• Trapped in a loop of wanting closeness but needing to detach from a confusing and dangerous caregiver.

• Desires intimacy but has tremendous distrust and fear.

• Can grow up to be adults with dissociations, mixed patterns of behavior. Most prone to have pathology.

• Unable to develop a coherent sense of self.

Disorganized/Freezing Mindset• Scary parent: Hypervigilance, suspicious

and anxiety. Always on the look out for signs of ill intentions from others.

• Lack of understanding of self and others’ emotions as no one help the child to. Leading to lack of self awareness and regulation of emotions.

• Confusion about what is ‘proper’ and normal in relating with others

• Unable to trust self or others. “I don’t know who I am and I don’t know who you are b/c things can change suddenly”.

Bitter world/self view of Disorganized/Freeze Mode

• People are not who they seem to be.• People don’t see me as I really am.• I can’t win.• I don’t know the ins and outs of life.

• The very qualities they judge others for will be in the people around them. Tend to filter out when people are not behaving that way.

Negative Expectations in Disorganized/Freeze Mode

• People are always double faced. (I’m am not). They will flip on me.

• I’m always misunderstood.• I can never meet people’s expectations

because they’ll change it on me. Why bother trying?

• Whatever I do is going to be wrong. Darn if I do and darn if I don’t. I can’t move forward.

• They carry a hope that they are wrong but is on the look out for evidence they are right. Their behaviors and defenses against these will result in self fulfilling prophecies.

Disorganize/Freeze Mode Inner Vows

• I need to observe and have evidence to make sure people are who they say they are.

• I will never trust what people say. I need to find out the truth. (can mix with a bit of tentative actions. Unclear when to call them out for failing or when to keep quiet.)

• I’m not going to make a wrong move. • The very thing they vowed result in a

vicious of not been able to keep the vow, self criticism, a stronger vow with stronger self punishment,…

Vicious Cycle

People are not truthful about their expectation

I can never meet their

expectation

I need to find out

what they really want

Graceless in

confronting people

People avoid them

Summary• Because of the lack of definition and

understanding, during bonding, infant takes what’s belongs to the caregiver and incorporate that as their own meaning to sooth oneself or understand their surroundings -- Borrowing knowledge, capacity, comprehension.

• Analogous gaining antibodies to fight infections through nursing on maternal milk.

• If the source they ‘borrow’ from is stable, they will be stable.

Summary• The attachment style is coded into the

brain as a template/belief system/world view that is persistent through adulthood.

• Persistent behavior and thinking patterns may become hindrances in navigating life and relationships.

Note, a person can have different attachment style with different care taker. Ie: Dad is not around – avoidant. Mom is disorganized. Person can show both types of attachment styles in adulthood.

• Pick a partner• Listener’s Role: to Attune

1. Give approving eye contact.2. No judgment, advice giving3. Is to help the listener feel felt and heard which

requires that you feel something when you are listening. If this is too vulnerable, listen and ask for description of the feelings.

4. Paraphrase what you heard as you go along. 5. What was that like for you? How did that make

you feel?6. Along the way, to avoid having secondary

trauma, give those feelings and words to God. (God, those are not mine to carry for the person, pls lightening my load and the partner’s load.)

Sharing time: Goal for speaker is to self-awareness and giving voice to the hidden things.

• Look at the attachment worksheet ‘Negative Expectation’ section. Share with your gp/partner.

1. Which pattern do you have? Tell your story.

2. Which attachment style is it? 3. How is it helping you? 4. How is it hindering you?

Good News• As we are reborn in Christ (reclaiming the

joy, gift of limits, gift of mystery, destiny), we also get to be re-parented by God.

• The hippocampus has some plasticity and the templates/world views can be consciously changed.

• Because synapses are maintained or die off due to disuse, we can rewire our mind.

• As the templates changes, the Amygdala has to reassign emotional contents and gets to rewrite everything.

• This process of re-parenting with God is most like the “Restore” function of the computer.

• It resets the program to a previous state but we still have files on the hard drive that contains negative patterns and protocols.

• We have to go in and delete those filed protocols.

Example:• Father is “dismissive” in terms of been

emotionally not accessible though he was physically around.

• Re-parenting by God restored joy and self-identity. God does not wipe the whole hard drive.

• Remaining files of belief systems that influence my behavior:

1. People are not worth investing in. (bitter root) End up wondering why people don’t want to invest in me.

2. Emotions is a burden to me and to others so better not have them. (Inner vow) End up more depressed.

3. They are going to dismiss me anyways so I’ll do it first. (Bitter/Negative Expectancy). Becomes a self fulfilling prophecy.

•Build Joy Capacity with the Prefrontal region

•Revise the short circuit:1. better emotional awareness and

more accurate assignment of emotions = less triggering

2. Revise the response behavior Look at the relevance of world view, negative expectations and inner vows and adjust.

Re-Parenting with GodPracticing “Eye Contact” Gazing to

activate the Prefrontal Cortex.Conception—Reclaiming Your Joy

• Emmanuel Method: God always with us. • Just like we feel close to someone when

we think about a special time or something nice they did, we can do the same with God.

• Practice: Think of a time you were especially close to God or when you felt very appreciative of Him. Recapture how that felt or looked like. Recapture what you appreciate about that memory/scene.

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http://hdcl11-2yr-mh.wikispaces.com/Wine%2C+Memory

• Rehearsing joy and appreciation memories and attaching it to emotion help solidifies the new memory and builds new pathways of thoughts and emotions.

• Like in physics, electricity will travel the circuit with the less resistance, creating new synapses makes that pathway one of less resistance.

Invite Guardian Center to enjoy the Emmanuel moment with God.

Father God, thank You for creating me in your image. You created in me, a part of my brain center to have a guardian protective role just like Father You are my protector. I appreciate my guardian center for doing the job of protecting me from harms and patterns of harm that developed especially in my early life. My Guardian Center, you are forever a part of me and a part of my brain that sets of the Flight, Flight, Freeze reaction that is essential and God created to keep me safe. I want to invite this part of me and my brain into my relationship with God. That a secure attachment to a loving Father is possible. Jesus sacrificed His life so that connection with the Father is

now possible and that I don’t have to do this job of protecting myself alone. Guardian Center, you are the gate keeper as to how much God has access to my emotions, my thoughts and spiritual connection. Can you allow the door to the open a little bit to let God strength and truth penetrate. Using the Emmanuel moment, invite the Guardian Center and that part of the brain to engage in that presence of God. If you are able to maintain that connection, ask God to release stress and tiredness from that part of your brain. Ask for refilling. “What truths do you want me to know?”

Releasing patternsFather, I recognize that my Guardian Center is trapped by the negative expectations of ____. My view of people and myself is colored by it so that I cannot see and enjoy people outside of that. Is it safe to let that go?... (if not, stop here and go back to the Emmanuel moment). I no longer want to be enslaved by those views. I renounce the negative expectations of _____. I want to be able to see people anew and interact with them in new ways. Father remove the restraints on me in the spiritual realm…. Father remove from me the stress and pain of living in slavery to those patterns….Father, what do you want me to have or to know to help protect me against disappointments? What truth do you want me to experience?

Homework-- Files/World View/Belief System Deletion

• With the world view that you uncovered that you have from interacting with a caretaker. Figure out with attachment style you adopted to cope.

• Rules of Rs—Resolve (Forgive, Repent) Rebuke, Renounce, Refill, Rejunvenate (live it out).

1. a more detailed one in 10/14 session, Intrautero development part 1

Online Attachment Assessment

• http://dianepooleheller.com/attachment-quiz/