Module 4: Lesson 3

Tools to Explain Undercurrents

Worksheet

FST Digital Advanced Training Course12 FST Techniques to Become a Family Trauma Expert

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Lesson 3Tools to Explain Undercurrents

Worksheet #3 will outline Step 3 of the three mini-steps to apply the FST Seed/Tree Diagram Technique:

Step 1: Explain the Apple Tree Metaphor

Step 2: Explain Toxic Seed Definitions

Step 3: Explain Undercurrents

This worksheet is designed to help you:

• Execute a slightly modified transition sentence (from Lesson #2) when you decide to introduce both seeds and undercurrents.

• Two Rules of Thumb to Deliver the Four Toxic Seeds with the Undercurrents

• Understand and See the Battle for Structure

Four Action Steps#1 – �Slightly�Modified�Transition�Sentence�(from�Lesson�2)�

if�Decision�to�Introduce�UndercurrentsAs outlined in your Lesson #2 worksheet, the transition sentence to introduce your toxic seeds is the same for this lesson.

The distinction is whether or not you decide to hand out the Toxic Seeds with the Undercurrents included (see Table 1) or just discuss the Toxic Seeds.

If you decide the former (based on the rules of thumb in Action Step #2), the part of the transition sentence (in bold) is emphasized and executed.

It changes from “I may explain” to “I will explain.”

The stressors labeled on your apples are caused by what we call toxic seeds beneath the soil that are unseen by the naked eye. [point to the seeds on the apple tree on your flip chart].

These toxic seeds produce the toxins that cause your child’s problems that we labeled as “the apples” of your tree [point to the apples]

The roots going from the seeds up into the tree [point to roots in your apple tree] carry the toxins, like the veins in your arm, carry the blood [roll up your sleeves and

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point to the veins in your arm]. These are called “undercurrents.”

*I may explain some of these undercurrents in this session, but we will talk about them more in-depth during our next session.

I will explain some of these undercurrents in this session, and we will talk about them more in-depth during our next session.

You will then hand out the Toxic Seed Handout with the undercurrents included (see Table 1). Make copies of this table and be ready to hand out one copy for each person in the room. Follow the two rules of thumb outlined below to help you with this decision.

#2 – �Two�Rules�of�ThumbRule #1: Seeds you Suspect are the Main OnesAt the end of the day, it’s your judgment call. You will have a pretty good sense from your family’s Stress Chart and Top 3 Problems what top two Toxic Seeds are most likely to be present in your particular family.

For example, in AJ’s case and highlighted in this video lesson, I illustrated how AJ’s problem symptoms were likely indicative of a cross between the seeds of “misuse of power” and “unhealed wounds” (see Figure 1)

Figure 1: An Example of Safety Stressors Added to the FST Stress Chart

Robin (Grandmother) Top Three Stressors

1. Poor Choices–(TRUST) - 70% decrease2. Being Truthful–(Lying)- 70% decrease3. Poor Grades–(School Performance)- 70%

decrease

Michael (Grandfather) Top Three Stressors

1. More Mature–(Trust) - 80% decrease2. More Respect–(Disrespect) - 80% decrease

AJ (Child) Top Three Stressors

1. Amount of Work–Better School Performance2. Be Trusted More and More Respectful (3 out

of 5 now)Juanita (Bio Mom) Top Three Stressors

1. Poor Choices–(Trust)2. Truthful and More Respect–(Disrespect) Safety Stressors:

1. Pornography and Sexting2. Technology Problems

60%50%40%30%10%0% 100%90%80%70%20%

AJ- 14 years old

x

Michael (Grandfather)

x

Robin (Grandmother)

xJuanita (Mother)

x

Alexander (Deceased Dad)

xOnaje

(Counselor)

x

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At this point in FST treatment, it is still an educated guess until your family looks at their Toxic Seeds Handout and weighs in. But as you gain more practice in the FST Model, you get to become better at seeing the connection between the child symptoms (top 3 problems) and what are is causing the problem using seed and undercurrents even before your families weigh in.

Your internal decision dialogue looks something like this:

In just looking at the Top 3 Problems, the common themes are jumping off the page. My best initial guess is that it is likely ________ [list top two toxic seeds].

So, the question is, when I get to these seeds in the handout, will the timing benefit this family to add rocket fuel to each seed definition with the undercurrent.

And will it help this family understand this seed better and benefit them to see the undercurrent drivers of that seed at this point in treatment? Or is it better to wait until I get to Phase II of treatment?

We are still at the assessment phase or Phase I of FST. I don’t want to overwhelm them, but this family will benefit from both the seed definition AND its associated undercurrents.

I have both versions at my fingertips to decide before or during the session which version of the Toxic Seed Handout that I will pass out.

Version A: Toxic Seeds Only (in Table 1, Lesson #2) or Version B: Toxic Seeds and Undercurrents (in Table 1 this Lesson)

In sum, for this rule of thumb which version I hand out will depend on:

1. Will this particular family be overwhelmed with too much information? Yes, or No? If “yes,” Version A. If “no,” either A or B.

2. If “No,” will it help the family to see both the seed definition and the undercurrent together based on what I see in the Top 3 Problems in the Stress Chart.

3. And for the sake of time, I can only emphasize one or two seeds with their undercurrents. I will outline all the seed definitions but zero in the top seeds and undercurrents I think are the main ones in this family.

As illustrated with AJ and his family, it was the “misuse of power” seed.

In addition, I also did not think that they would be overwhelmed but energize the process.

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Why? Because in earlier sessions, they seemed to thrive on knowledge and connecting the dots.

Trust your family. They will let you know if you have chosen badly.

And then you will have to decide if it is:

A. A Battle for Structure (see Action Step #4), and you have to be a “systems irritant” to push a little harder?

Or

B. Is it just the wrong seed?

Ultimately, it’s a judgment call. It is one reason why we have the FST Certification Track after Advanced Training graduation.

Often, it helps to have consultation onboarding with actual cases to better see and navigate the subtle nuances or rhythms of your client to fine-tune these types of important decisions.

Rule #2: When Clarification is NeededThe first rule of thumb will segue and overlap this one.

When clarification is needed, undercurrents can clarify the definition of the seed and complement your process delivery of enthusiasm, parallel stories, scaling, and/or movie clips.

One enhances the other!

For example, even though there was a battle for structure, Robin liked the clarity the undercurrents brought to clarify the Misuse of Power Seed definition.

However, this was not a substitute for my self-disclosure parallel storytelling that Onaje, the family therapist, said was a key to make each seed definition come alive.

With this rule of thumb:

Read the signs of your family. Have both Versions A and B on hand.

Therefore, even if you start down one road, Version A- Toxic Seeds Only (in Table 1, Lesson #2), based on the family data, you have Version B- Toxic Seeds and Undercurrents (in Table 1 this Lesson) to deliver or refer to when needed.

#3 – �Pass�Out�the�Toxic�Seeds�and Undercurrents HandoutIf your family fits one or both rules of thumb, hand out Version B in Table 1.

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Table 1: Toxic Seed Handout with undercurrents

☐ Misuse of Power

Misuse of Power occurs when:

• Children are “drunk with power” when they control the mood of the household through behaviors such as disrespect, violence, or running away to bully or scare their parents into handing over their authority to the child.

• In wolf packs, they would be the alpha male or female or the pack leader on top while you, the parent, would be down underneath them. And it is the parents that should be the pack leaders

• Finally, adults misuse power by becoming emotionally or physically abusive to another person in an effort to control them.

So, ask yourself this question? Are any of the problems or stressors that you listed on your chart caused by misuse or drunk with power issues? If the answer is “yes,” check the box.

Misuse of Power Undercurrents

Unhealthy Undercurrents Healthy Undercurrents

☐ Empty Threats → No Empty Threats

☐ Caustic Communication → Soft Talk, Calm Voice, Praise/Appreciation

☐ Lack of Consistent Discipline → Consistent Structure, Education, Support

☐ Role Confusion → Role Clarity in Writing

☐ Lack of Consistent Nurturance → Unconditional Love, Consistent Nurturance

☐ Dance of Aggression → De-escalation Tactics, Playfulness, Safety

☐ Lack of Clear Boundaries → Create Clear Boundaries in Writing

☐ Different Parent Philosophies (Not on Same Page) → Work Cooperatively Together/ Get on Same Page

☐ Lack of Support Village → Mobilize and Create a Village

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☐ Unhealed Wounds

Unhealed Wounds typically happen in one of two ways:

• #1- Event-Based Trauma: Unhealed wounds occur when you or someone else in your family experiences a traumatic or painful life event that simply does not heal over time or on its own. Common examples include a bitter divorce, being emotionally or physically abandoned, etc.

• #2- Interactional Trauma: Unhealed wounds also occur over time when there is a lot of tension, disrespect, or arguing between parents and kids. Over time this sucks out feelings of closeness or nurturance in the home and is replaced by bitterness or unforgiveness.

So, ask yourself this question? Are any of the problems or stressors that you listed on the apples of your tree caused by unhealed wounds? If the answer is “yes,” check the box.

Unhealed Wounds Undercurrents

Unhealthy Undercurrents Healthy Undercurrents

☐ Unresolved Grief or Loss → Grief Education and Resolution

☐ Betrayal or Abandonment → Security, Forgiveness, Unconditional Love

☐ Family Secrets → Reveal Secrets/Safety

☐ Physical or Mental Abuse → Support, Courage to Leave, Forgive

☐ Lack of Forgiveness/Bitterness → Forgiveness

☐ Lack of Consistent Nurturance → Unconditional Love, Consistent Nurturance

☐ High Anxiety → Safety or Security Relaxation or Diversionary Tactics

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☐ Mental or Physical Impairment

Mental Impairment or a chemical imbalance in the brain can happen when:

• Chemical Imbalance or Mental Impairment: This occurs when there is evidence that the symptoms (depression, ADHD, violence, hyperactivity, substance abuse, etc.) are mainly caused by a chemical imbalance in the brain that can be helped by medications (Prozac, Ritalin, Zoloft, Paxil, Celexa, etc. However, according to the research, for a child or teen to have a chemical imbalance, they cannot turn on or off the problem at will.

• Physical Impairment: This happens when a family is going along fine and all of a sudden someone gets a brain injury in a car accident, a sudden death, cancer, Alzheimer’s, Down Syndrome, etc. and the family has to stop their normal routine and lifestyle to help this person. The stress goes through the roof.

So, ask yourself this question? Are any of the problems or stressors that you listed on your chart caused by a chemical imbalance or physical impairment? If the answer is “yes,” check the box.

Mental of Physical Impairment Undercurrents

Unhealthy Undercurrents Healthy Undercurrents

☐ Drawn out Medical Illness → Education, Support, Stress Management

☐ Someone Seen as Patient/Mental Case → Normality and Accountability

☐ Chemical Imbalance → Psychotropic Medications

☐ Brain or Mental Impairment → Consistent Structure, Education, Support

☐ Lack of Forgiveness/Resentment → Forgiveness

☐ Lack of Consistent Nurturance → Unconditional Love, Consistent Nurturance

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#4 – �The�Battle�for�Structure:�Prepare�for�ItWhether you hand out Version A or B of the Toxic Seed Handout, two possible outcomes will likely occur.

1. Things will Go Smoothly – You are still in the education phase of FST treatment. You are not yet asking them to implement (application) the FST Trauma Playbook through troubleshooting and dress rehearsals in Phases III and IV. As a result, the family may be more intrigued and relieved than anything else. It

☐ Unmet Primal or Spiritual Needs

Unmet Primal Needs can occur in one of two ways:

• #1- Our basic needs are not met – Food, clothing, shelter, feeling safe in our home or neighborhood, etc. If these needs are not met, then stress skyrockets.

• #2- Every human being needs an emotional attachment, love, hugs. For example, foster children often have problems with emotional attachments and often react with symptoms or stressors of out of control behavior, depression, or cutting on their arms.

Unmet Spiritual Needs can occur when:

• You have probably heard the saying of a balance of mind, body, and spirit, or soul. For many, a lack of prayer or a lack of connection to God or a higher power leads people to a feeling of disconnection, a lack of deep peace, or great difficulty in letting go of past resentments. Other common symptoms include being a workaholic, inability to sleep, or medicating the pain with prescription drugs or alcohol.

So, ask yourself this question? Are any of the problems or stressors that you listed on your chart caused by unmet primal or spiritual needs? If the answer is “yes,” check the box.

Unmet Primal or Spiritual Need Undercurrents

Unhealthy Undercurrents Healthy Undercurrents

☐ Maslow’s Unmet Hierarchy of Needs → Fill in “Missing” Maslow Need

☐ Lack of Attachment or Bonding → Attachment Bonds

☐ Lack of Forgiveness/Resentment → Forgiveness, Prayer

☐ Lack of Connection to God/Higher Power → Connecting to God or Higher Power

☐ Mind, Body and Spirit Unbalanced → Restoring Balance

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is the first time their child’s trauma is logically and sequentially connected to root causes that seem plausible.

Or

2. Battle for Structure will Begin – Family members may get anxious, angry, or challenge you. This looks like disagreement or agitation over one or more seed definitions. Or feel threatened or blamed that you are insinuating that they are a bad parent or did something wrong. In either case, they will disagree with how you are defining the causes of their child’s problem. And the older child in the room may also disagree in the same way.

Why? For some of your families, just the education or revealing of seeds and undercurrents is enough to be threatening. One or more of your family members will intuitively know that you are setting the groundwork to attempt to change the “status quo” or restructure the family with new definitions of old entrenched problems. This is scary.

Even though people want to change, they also what to say the same. As long as treatment is surface weed work, parents are happy (i.e., psychotropic medications, or support therapy).

But when you start to mess with rootwork causes that will require healthy undercurrent changes from everyone (including the parents), that is when the anxiety or fear rises quickly to the surface.

When this happens, you will have a battle for structure on your hands. You will be advocating for how you define the child’s problem and what is needed for long term change (healthy undercurrents). But one or more family members may challenge you and fight for their definition. For example, your position might be that the parent is helping their child stay stuck by not recognizing the unhealed wound seed and the unhealthy undercurrent of limited to no nurturance. The parent disagrees and says that the problem is solely caused by a chemical imbalance in the brain and nothing they need to do or change.

Whoever Controls the Definition of the Problem Controls the TreatmentREMEMBER: Whoever controls the definition of the problem, controls the treatment, or what methods are needed to heal the child (i.e., hospitals, parenting, medication, jail, support, family change, individual change, more attachment, etc.).

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So, if you lose the battle for structure, treatment will likely end before it begins. If the family’s definition was 100% correct, they would not be in your office. They would have healed on their own. But your parents or children may not make this connection or still want to hold onto their theories of change (whether working or not) to do more of the same.

In sum, when you mess with seed and undercurrents, you are messing with your family’s core belief systems. And this can cause a major point of tension or battle for structure.

As you re-watch my battle for structure in this lesson with Robin, AJ’s grandmother, you will see the battle for structure in action and the methods used to address it (reframing, self-disclosure, normalizing, etc.)—7:47–13:02

Upcoming Attractions: How to Stop the Battle for Structure?When you watch Dexter’s case study in Modules #10, #11, and #12 (weeks 10, 11, and 12), you will see the multiple methods and tools that you can choose from.

During these modules, you will also see how the FST Community provides their expert advice and offers great suggestions. So, stay tuned. For now, enhance your senses as to what a “battle for structure” is and how to spot it in your FST treatment.

Success MilestonesAfter you complete this lesson #3 worksheet, look for these success milestones to see immediate positive outcomes:

✔ Root Work vs. Weed Work: “I Can See It and Apply It!” – You will see, feel, and experience the energizing effects on both you and your trauma practice as you apply and understand the success path of Toxic Seeds and Undercurrents. Recently, a new FST therapist said it best:

“My confidence is skyrocketing. My families are getting so excited to be my co-detectives to pick out their toxic seeds and see the unhealthy undercurrents driving them. And their excitement is making me excited. I was born to do this rootwork stuff, and now I have a clear roadmap to go from Stress Chart to Apple Tree to Seeds and Undercurrents. This was the clarity I was lacking. And as you have said Scot, and I totally agree, I was flying by the seat of my pants.”

I can’t wait for you to try it out and get similar outcomes.

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✔ Undercurrents are Cool – As I said earlier, undercurrents are the secret sauce of FST. But until now, you have only seen them in theory. Now for the first time, you get to apply them experientially and see for yourself!

Remember, anything new is clumsy and awkward at first. And you may fall down multiple times and skin your knees like what happened when you rode your first bike. But you kept getting back up until you could ride without falling. In the same way, try out the undercurrent definitions for size. BUT DON’T FORGET THE PROCESS DELIVERY STEPS IN LESSON #2. Give your definitions with high energy, enthusiasm, movie clips, or parallel storytelling, and watch the magic happen!

✔ Battle for Structure: You Can Do It! – When I was first learning, my teachers said, “Use reflective listening, be nondirective, and let your client come to their own insight” – That advice and method works for the certain population but not traumatized families who are stuck and desperately want answers to the “Now What?”

So, if you are scared and hesitant around the battle for structure strategy, welcome to the club. We all are! And it might require you to expand your range as a trauma specialist in ways that are initially uncomfortable. And you may have to “fake it until you make it.”

But remember this. If you don’t challenge the family and their definition(s) of the problem, who will? And what did Peter Parker/Spider-Man say, “With great power, comes great responsibility.”

You have this new strategy and paradigm. So, please try it out for size even if you have to do it scared or clumsy at first. This is because the implications are far-reaching.”

If you lose the battle for structure or definition of the problem, you lose the ability to lead and get your families unstuck with a new roadmap and set of tools.

Big Ideas: Lesson 3 VideoHow�to�Explain�Undercurrents:�A�Misuse�of�Power�Example�(6�mins)

✔ Here you saw the third and final mini step to master the FST technique of the Seed/Tree Diagram: Step 3: Explain the Undercurrents.

✔ You also saw the rules of thumb of when and how to introduce undercurrents along with the four toxic seeds and when to wait until Phase II of the FST Model.

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The top three problems listed by your family in your Stress Chart will help provide a road map for this decision.

✔ A case study illustrated this decision-making process through the Misuse of Power Seed to illustrate how you can deliver seeds and undercurrents together.

Bonus�Technique:�The�Battle�for�Structure ✔ Here you saw what can happen right at the beginning of treatment when you

educate your family on seeds and undercurrents

✔ You are introducing a change in the status quo even when you are just in the education mode of introducing new terms.

✔ Family members can feel threatened or even blamed immediately.

✔ When this happens, what is called a Battle for Structure can ensure?

✔ And if you lose this battle, your treatment will end before it begins.

✔ You will see this battle for structure in other Modules throughout the course, but here you see it for the first time between myself and the grandmother, Robin

✔ After the video example, the FST Community rallies to ask great questions and make great comments, including the family’s therapist, Onaje.

Summary�of�Takeaways ✔ Here you saw a summary of some of the top takeaways for the FST Seed/Tree

Diagram Technique – Let’s Watch

Please Note: Materials that are included in this course may include interventions and modalities that are beyond your authorized practice as a mental health professional, case manager or parent support liaison. As a professional, you are responsible for reviewing your scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.