Una Lynn

“I pray that you find healing where you need it and offer your children the opportunity to heal if they need it. I pray that you surrender to love and experience it fully so that you can offer it to others. There's a saying that "you only live once," but that's not true. You live every day, and you only die once. Use this one life to thrive, love, hug, cry, laugh, and be free.

I wish you all a life well loved.

Romal Tune”
― Romal Tune, I Wish My Dad: The Power of Vulnerable Conversations between Fathers and Sons

“The behavior of his classmates was predictable. What was happening was a small version of what happens all across the planet in various forms every day. Human beings fear what they don’t understand. The unknown scares us. When we meet people who look or act in unfamiliar or strange ways, our initial response is to keep them at arm’s length. At times we make ourselves feel superior, smarter or more competent by dehumanizing or degrading those who are different. The roots of so many of our species’s
ugliest behaviors—racism, ageism, misogyny, anti-Semitism, to name just a few—are in this basic brain-mediated response to perceived threat. We tend
to fear what we do not understand, and fear can so easily twist into hate or even violence because it can suppress the rational parts of our brain.”
― Bruce D. Perry, The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist's Notebook

“Children, just like us adults, react badly to the unknown, to the strange and unfamiliar, especially when they themselves are trying to adjust to a
new situation like the start of a school year. Although their social hierarchies aren’t always so easy to influence, most bullying and social rejection begins with fear of the unfamiliar, and adults have much more influence over the process than they may believe. When children understand why someone behaves oddly, they give him or her more slack,
generally. And the younger the children are, the more easily they are influenced by both obvious and subtle cues of rejection and acceptance from adults. These cues often set the tone for the children’s status systems, and teachers and parents can either minimize bullying or unfortunately, maximize it, by either strongly discouraging or tolerating the scapegoating of those who are “different.”
― Bruce D. Perry, The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist's Notebook

“When Mama P. had rocked and held the traumatized and neglected children she cared for, she’d intuitively discovered what would become the foundation of our neurosequential approach: these children need patterned, repetitive experiences appropriate to their developmental needs, needs that reflect the age at which they’d missed important stimuli or had been
traumatized, not their current chronological age. When she sat in a rocking chair cuddling a seven-year-old, she was providing the touch and rhythm
that he’d missed as an infant, experience necessary for proper brain growth. A foundational principle of brain development is that neural systems organize and become functional in a sequential manner. Furthermore, the organization of a less mature region depends, in part, upon incoming signals from lower, more mature regions. If one system doesn’t get what it needs when it needs it, those that rely upon it may not function well either, even if the stimuli that the later developing system needs are being provided
appropriately. The key to healthy development is getting the right experiences in the right amounts at the right time.”
― Bruce D. Perry, The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist's Notebook