Understanding Your Learners Who Have Troubles with Spatial Awareness with Lil Deverell and Marnie Roth
Dec 21, 2022
As professionals in the field of Orientation and Mobility (O&M), we often find ourselves facing challenges when working with individuals who have visual impairments. Whether they are congenitally blind or have lost their vision later in life, their journey to independence is shaped by various factors. One crucial element that can significantly impact their ability to navigate the world around them is trauma—both visible and invisible.
Trauma-informed practices in O&M training have become increasingly recognized for their profound impact on improving outcomes for clients. But what does it really mean to adopt a trauma-informed approach, and how does it relate to spatial dysfunction, behavior, and emotional well-being? Let’s dive into these concepts, informed by years of experience and research in the field.
The Impact of Trauma on Spatial Awareness and Navigation
A central theme in trauma-informed O&M is recognizing that trauma can affect an individual’s spatial awareness. For instance, working with clients who have experienced trauma—whether "big T" trauma, like a significant life event, or "small t" trauma, such as repeated microaggressions or daily stressors—can lead to disruptions in their cognitive and emotional processes, including how they navigate the world.
For example, when working with individuals who have acquired brain injuries (e.g., from a stroke or accident), we often see what’s called the “neuro-yawn.” This abrupt shift in attention and energy can be similar to how trauma responses manifest: fight, flight, or freeze. When someone experiences a sudden emotional overload, their capacity to process information and engage in spatial tasks can be cut off abruptly. It’s not gradual fatigue—it’s an intense, sudden exhaustion that can result in a person becoming physically and emotionally non-functional in that moment.
In the case of a client who has undergone a traumatic event, such as a stroke or head injury, these sudden emotional shifts can make it difficult for them to engage in learning and completing O&M tasks. This disruption is often misunderstood as resistance or defiance, but it may be rooted in the brain's protective mechanisms in response to past trauma.
Small T Trauma and Repeated Microaggressions
Trauma isn’t always a one-time event. For individuals with congenital blindness, trauma may not necessarily stem from a single incident but from the cumulative effects of small, daily microaggressions. These could be moments when a person feels unsafe due to explosive noises, sudden physical contact, or even the social isolation that comes with being visually impaired in a sighted world.
The “death by 1000 cuts” metaphor is often used to describe this form of trauma. It’s not just one major event that shapes the emotional responses of individuals—it’s the repeated exposure to stressful, frightening situations that gradually erode their sense of safety and self-worth. In such cases, individuals may develop coping mechanisms such as freezing (the "freeze" response), seeking support (the "fawn" response), or disengaging entirely.
For example, a young man who has been through repeated traumatic episodes might develop dependent behaviors, such as needing constant assistance from others, or refusing to navigate without a cane. This learned helplessness, which can manifest through a "fawn" or "freeze" response, is a form of emotional self-preservation. As mobility professionals, it's important to understand these responses as survival mechanisms and approach them with compassion rather than frustration.
The Role of Trauma-Informed Practice in O&M
So, how do we, as O&M specialists, integrate trauma-informed practices into our work with clients? It starts with recognizing that trauma affects spatial function, emotional regulation, and learning. For example, when working with a young person who struggles to engage in O&M tasks, it might be tempting to push them harder in an effort to make progress. However, as one experienced O&M specialist learned, this approach can add to the trauma rather than alleviate it.
In one case, a young man would frequently become aggressive or avoidant when asked to engage in O&M tasks. The immediate reaction might be to push harder, but through collaboration with a psychologist and adopting a trauma-informed mindset, the O&M specialist realized that forcing the client to engage when he was heightened would only reinforce the trauma. Instead, the focus shifted to helping the client regulate his emotions and reach a state of calm before resuming any mobility tasks.
By allowing clients to express themselves, acknowledging their trauma responses, and using calming techniques, professionals can create a safer space for clients to engage in learning. Over time, this approach builds trust, improves relationships, and encourages clients to take ownership of their learning, often leading to better outcomes in both their mobility skills and emotional resilience.
Active Inaction: When Doing Less Is More
In O&M, there’s a concept known as “active inaction,” which is particularly valuable when working with trauma survivors. It’s the understanding that sometimes the best way to help a client is to step back and give them space. This can be especially important when the client is struggling emotionally or is in a heightened state of stress. Rather than pushing them to engage, sometimes it’s best to simply wait, listen, and allow them the time they need to self-regulate.
This practice can be difficult, as it requires professionals to let go of the instinct to always be “doing” or “teaching.” However, it’s essential to create a supportive environment where clients feel safe enough to process their emotions and approach mobility tasks at their own pace.
Shifting Perspectives: Understanding the Root Causes
Another key lesson for O&M professionals is that not every spatial dysfunction is a result of a lack of ability. Sometimes, it’s an issue of emotional or cognitive processing, especially in clients who have experienced trauma. For example, someone with a high level of intelligence may still struggle with spatial awareness or navigating unfamiliar environments, but it may not be because they lack the necessary skills. Instead, their brain may be unable to engage fully with the task due to emotional or psychological barriers.
By understanding that trauma can impair spatial function, we can approach these challenges with greater empathy and creativity. We can begin to explore alternative strategies and provide clients with the tools to overcome these barriers without adding to their stress or anxiety.
Becoming a More Trauma-Informed O&M Specialist
As O&M specialists, it’s essential to keep learning and evolving in our practice. The integration of trauma-informed practices into O&M training not only helps us understand the complexities of our clients’ behaviors but also equips us with the skills to create safer, more effective learning environments. Whether we’re working with individuals who have experienced major trauma or those who face the daily challenges of microaggressions and social isolation, the goal remains the same: to empower our clients to navigate their world with confidence and independence.
By embracing trauma-informed approaches, we can create more compassionate, effective, and inclusive O&M services that truly meet the needs of every individual. As we continue to explore and learn from new research, let’s keep moving forward with an open mind and heart, ready to support our clients in a way that honors their unique experiences and fosters true growth.
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