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How to Stop Frightening Experiences From Driving Anxiety and Phobia – New Research May Have Found a Simple Way

How to Stop Frightening Experiences From Driving Anxiety and Phobia - New Research May Have Found a Simple Way

Traumatic events, such as car accidents, can leave a lasting scar. These experiences can create persuasive, powerful memories that can drive lasting fear and avoidance of similar situations. Now, researchers have found a surprising, and surprisingly simple, way to stop a frightening experience from becoming a more enduring, more troublesome force.

New research, published in the journal Molecular Psychiatry, found that playing the popular computer games Tetris, or Candy Crush, after a traumatic experience can interrupt the formation of recurrent, intrusive memories.

Memories of traumatic events are powerful. Rather than being the raw data of an event, they can hold the intense emotion, and the frightening sights and sounds of the original experience. Recalling the memory can feel more like a ‘reliving’, than a remembering. Understandably, replaying any type of frightening event in this way can significantly interfere with day to day life. Eventually, it can lead to phobias, acute stress, post-traumatic stress disorder, depression, anxiety and prolonged grief.

Let’s talk about the research.

Based on insights from neuroscience and their findings from previous research, the researchers wanted to explore whether a simple activity could prevent memories of a traumatic experience from causing ongoing distress. 

The study involved 71 participants who had each been involved in a traumatic road accident, and were waiting in the emergency department at a hospital. Participants were divided into a ‘gaming group’, who were given the computer game intervention, and a control group who weren’t. Within six hours of the accident, participants in the gaming group were asked to remember the road accident and play Tetris for about 20 minutes.

In the week following their road accident, the people in the gaming group experienced 62% less intrusive memories, compared to the control group. They also reported less distress.

‘A brief psychological intervention including Tetris offers a cognitive ‘therapeutic vaccine’ that could be administered soon after a traumatic event to prevent the recurrence of intrusive memories of trauma in the subsequent week’. – Lalitha Iyadurai, University of Oxford.

The researchers suggest that drawing, or other video games that combine visual and spatial tasks, such as Candy Crush, could also have similar benefits. They also propose that these activities may be more beneficial than activities that focus predominantly on verbal tasks, such as reading or crosswords.

Traumatic memories without the trauma. How does that work?

Previous research published in the Journal of Neuroscience has found that the enduring fear that comes from a frightening incident is consolidated in memory at two critical periods. The first is at the time of the trauma, and the second is three to six hours later. Over this time, a series of chemical and electrical processes in the brain work on transferring short-term memories into long-term ones. If something happens to interrupt this process, the memory will be more fragile, and the fear attached to that memory will be less.

What this means is that between the point of trauma, and up to six hours later, there is an opportunity to stop a fearful event becoming fully consolidated in memory with the emotions, sights and sounds of the original trauma. This doesn’t mean people will lose the memory of the incident. What it means is that if the process of memory formation is interrupted at this critical period, the memory will be there, but the emotion connected to the initial event won’t be as intrusive. This makes it less likely that the memory will become a traumatic ‘reliving’ of the event every time it is recalled.

So practically speaking, what does it mean?

The best part of these interventions is that there are no side-effects. Although more research is needed to determine their effectiveness on a broader scale, there is no harm in using them following any frightening incident to try to lessen the longer-term impact of the trauma.

Long-term fears and phobias often have their roots in a single incident that generalises to similar experiences. Examples include a scary encounter with a dog that generalises to a fear of all dogs, a fright from a popping balloon that transfers to a fear of balloons, choking on food that transfers to a fear of swallowing, being skittled by a wave that transfers to a fear of the ocean – and so many more. Fears and phobias tend to drive avoidance and can assume much more control of day to day life than they deserve. Steering behaviour to avoid any chance of another traumatic experience might seem sensible, but it can also steal a lot of life. Avoidance can have a lengthy reach, affecting not only the person with the fear, but also the people who are close to them who miss out on their presence, or who have to also rearrange plans to accommodate the fear.

It’s a fact of being human that occasionally, things might happen that make us feel powerless, helpless and frightened. If this happens to you, or someone close to you, playing a visual-spatial game for 20 minutes such as Tetris or Candy Crush, within the first six hours of the incident could potentially stop the incident becoming more intrusive and traumatic than it deserves.  

And finally …

We humans are driven by emotion, and when that emotion is a traumatic one, the memory of it can be enduring and intense, and it can drive behaviour for the long term. When the brain stores traumatic memories, the emotions attached to the initial experience can be stored in such a way that they are accessed every time the memory is recalled. Rather than being a memory, it is experienced as a ‘reliving’. This gives life to the initial event, creating recurring trauma, fear and pain with every recall. Eventually, it can lead to anxiety, depression, or an intense and prolonged emotional response.

More research is needed to test the long-term benefits of playing video games or drawing as part of protecting a person from intrusive memories after a traumatic event. In the meantime, if there is any potential at all for such a simple, safe and available way to limit further trauma, there would seem no reason not to have it as part of a response to any frightening experience.

[irp posts=”2077″ name=”Phobias and Fears in Children – Powerful Strategies To Try”]

 

7 Comments

Ck

Interesting article, just now reflecting on this whole concept, disrupting emotional memory something to think long and hard about

Reply
The Episode Team

I’ve been traumatized but mentally and emotionally… and it hurts me every time I think of it and it numbs me every time someone triggers it, It is anxiety but I’m afraid its going t over power me

Reply
Karen - Hey Sigmund

If your symptoms are getting in the way like this, I would really encourage you to get some outside support from a professional who is used to dealing with this. There are very effective ways to manage anxiety, and there are people who can help with this. If you can, talk to a doctor, psychologist or counsellor so they can help you to strengthen against your symptoms and stop you from feeling so overwhelmed by them.

Reply
Gail

I have an opinion based on practice that spacial excercises do help as therapy to relieve the mind of difficult and traumatic memories . It is also helpful in regaining a regulated emotional balance in the case of a weak mind such as occurs in severely disabled combined with autism . My concern is that the dependence on electronics is going to cause other weaknesses over the long term , I would like to suggest that cooking , drawing , clay structure ,knitting and colouring are healthier forms of spacial brain stimulants.

Reply
Karen - Hey Sigmund

Thank you for sharing your experience of this. The researchers suggest that drawing may have similar results, and it’s very possible that the other suggestions you have made might do the same. This is only initial research, and more is needed. The positive in using a computer game is that it tends to be something very accessible in the sixh-hour window following a frightening experience. It’s fascinating research and I hope the researchers extend their word to explore the effects of other activities, such as the ones you have mentioned.

Reply
Jean

What a useful piece of research! Thanks for publishing! It should be sent to all hospital ERs?

Reply
Karen - Hey Sigmund

Thanks Jean. I agree – it’s a wonderfully practical study. I hope it is read widely by practitioners, and I hope the researchers extend their important work.

Reply

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Anxiety in kids is tough for everyone - kids and the adults who care about them.

It’s awful for them and confusing for us. Do we move them forward? Hold them back? Is this growing them? Hurting them?

As long as they are safe - as long as they feel cared for through it and their bodies feel okay - anxiety doesn’t mean something is wrong. 
It also doesn’t mean they aren’t capable.

It means there is a gap: ‘I want to, but I don’t know that I’ll be okay.’

As long as they are safe, they don’t need to avoid the situation. They need to keep going, with support, so they can gather the evidence they need. This might take time and lots of experiences.

The brain will always abandon the ‘I want to,’ in any situation that doesn’t have enough evidence - yet - that they’re safe.

Here’s the problem. If we support avoidance of safe situations, the brain doesn’t get the experience it needs to know the difference between hard, growthful things (like school, exams, driving tests, setting boundaries, job interviews, new friendships) and dangerous things. 

It takes time and lots of experience to be able to handle the discomfort of anxiety - and all hard, important, growthful things will come with anxiety.

The work for us isn’t to hold them back from safe situations (even though we’ll want to) but to help them feel supported through the anxiety.

This is part of helping them gather the evidence their brains and bodies need to know they can feel safe and do hard things, even when they are anxious.

Think of the space between comfortable (before the growthful thing) and ‘I’ve done the important, growthful thing,’ as ‘the brave space’. 

But it never feels brave. It feels like anxious, nervous, stressed, scared, awkward, clumsy. It’s all brave - because that’s what anxiety is. It’s handling the discomfort of the brave space while they inch toward the important thing.

Any experience in the brave space matters. Even if it’s just little steps at a time. Why? Because this is where they learn that they don’t need to be scared of anxiety when they’re heading towards something important. As long as they are safe, the anxiety of the brave space won’t hurt them. It will grow them.❤️
In the first few days or weeks of school, feelings might get big. This might happen before school (the anticipation) or after school (when their nervous systems reach capacity).

As long as they are safe (relationally, physiologically) their anxiety is normal and understandable and we don’t need to ‘fix’ it or rush them through it. 

They’re doing something big, something brave. Their brains and bodies will be searching for the familiar in the unfamiliar. They’re getting to know new routines, spaces, people. It’s a lot! Feeling safe in that might take time. But feeling safe and being safe are different. 

We don’t need to stop their anxiety or rush them through it. Our work is to help them move with it. Because when they feel anxious, and get safely through the other side of that anxiety, they learn something so important: they learn they can do hard things - even when they feel like they don’t have what it takes, they can do hard things. We know this about them already, but they’ll need experience in safe, caring environments, little by little, to know this for themselves.

Help them move through it by letting them know that all their feelings are safe with you, that their feelings make sense, and at the end of the day, let those feelings do what they need to. If they need to burst out of them like a little meteor shower, that’s okay. Maybe they’ll need to talk, or not, or cry, or get loud, or play, or be still, or messy for a while. That’s okay. It’s a nervous system at capacity looking for the release valve. It’s not a bad child. It’s never that. 

Tomorrow might be tricker, and the next day trickier, until their brains and bodies get enough experience that this is okay.

As long as they are safe, and they get there, it all counts. It’s all brave. It’s all enough.❤️
Anxiety on the first days or weeks of school is so normal. Why? Because all growthful, important, brave things come with anxiety.

Think about how you feel on their first day of school, or before a job interview, or a first date, or a tricky conversation when you’re setting a boundary. They all come with anxiety.

We want our kids to be able to do all of these things, but this won’t happen by itself. 

Resilience is built - one anxious little step after another. These anxious moments are necessary to learn that ‘I can feel anxious, and do brave.’ ‘I can feel anxious and still do what I need to do.’

As long as the are safe, the anxiety they feel in the first days or weeks of school aren’t a sign that something is wrong. It’s part of their development and a sign that something so right is happening - they’re learning that they can handle anxiety.

Even if they handle it terribly, that’s okay. We all wobble before we walk. Our job is not to protect them from the wobble. If we do, they won’t get to the walking part. 

To support them, remind them that this is scary-safe, not scary-dangerous. Then, ‘Is this a time for you to be safe or brave?’

Then, ask yourself, ‘Is this something dangerous or something growthful?’ ‘Is my job to protect them from the discomfort of that growth, or show them they are so very capable, and that they can handle this discomfort?’

Even if they handle it terribly, as long as they’re not avoiding it, they’re handling it. That matters.

Remember, anxiety is a feeling. It will come and then it will go. It might not go until you leave, but we have to give them the opportunity to feel it go.

Tomorrow and the next day and the next might be worse - that’s how anxiety works. And then it will ease.

This is why we don’t beat anxiety by avoiding it. We beat it by outlasting it. But first, we have to handle our distress at their distress.

We breathe, then we love and lead:

‘I know you feel […] Of course you do. You’re doing something big and this is how big things feel sometimes. It’s okay to feel like this. School is happening but we have five minutes. Do you want me to listen to your sad, or give you a hug, or help you distract from it?’❤️
When terrible things happen, we want to make sense of things for our kids, but we can’t. Not in a way that feels like enough. Some things will never make any sense at all.

But here’s what you need to know: You don’t need to make sense of what’s happened to help them feel safe and held. We only need to make sense of how they feel about it - whatever that might be.

The research tells us so clearly that kids and teens are more likely to struggle after a tr@umatic event if they believe their response isn’t normal. 

This is because they’ll be more likely to interpret their response as a deficiency or a sign of breakage.

Normalising their feelings also helps them feel woven into a humanity that is loving and kind and good, and who feels the same things they do when people are hurt. 

‘How you feel makes sense to me. I feel that way too. I know we’ll get through this, and right now it’s okay to feel sad/ scared/ angry/ confused/ outraged. Talk to me whenever you want to and as much as you want to. There’s nothing you can feel or say that I can’t handle.’

And when they ask for answers that you don’t have (that none of us have) it’s always okay to say ‘I don’t know.’ 

When this happens, respond to the anxiety behind the question. 

When we can’t give them certainty about the ‘why’, give them certainty that you’ll get them through this. 

‘I don’t know why people do awful things. And I don’t need to know that to know we’ll get through this. There are so many people who are working hard to keep us safe so something like this doesn’t happen again, and I trust them.’

Remind them that they are held by many - the helpers at the time, the people working to make things safer.

We want them to know that they are woven in to a humanity that is good and kind and loving. Because however many people are ready to do the hurting, there always be far more who are ready to heal, help, and protect. This is the humanity they are part of, and the humanity they continue to build by being who they are.♥️