Coquelicot Gilland

Coquelicot's work has evolved through her more than 20 years of experience of being a minister with the Association & Integration of the Whole Person (AIWP). To every session, Coquelicot brings her intuition and vast knowledge base. Then she gets out of the way to let something else arise; she makes room for a larger knowledge, and invites grace to enter. Coquelicot has a capacity for deep listening, listening beyond the limits of her personality and academic learning. By dropping and melting into something much larger than herself, she becomes simultaneously a student and a teacher, a facilitator and a catalyst. From there, she supports people to free themselves from the internal obstacles that block their innate ability to access this source directly.

Reconizing resources and embodying them

Which resources are evident and which are missing?
1. Psychological:
Internal: Strong sense of self, feeling safe in the world, ability to notice and modulate one's experience, sense of being OK.
External: Having access to a therapist, reading material, ability to take advantage of what's offered in the community such as groups and workshops.
2. Spiritual:
Internal: Ability to connect to God or to spiritual guides, spiritual energy, the natural world. Connection with one's essential nature.
External: Meditation instruction, participation in a spiritual community, such as church, synagogue or meditation center, or other activities with a spiritual element such as family prayer or group sharing and ceremonies
3. Relational:
.Internal: Sense of valuing and deserving intimacy, general belief that others can be supportive. Ability to set healthy boundaries, communication skills, ability to be in contact without losing one's sense of self.
External: Close friends, primary relationship, support groups of all kinds (recreational, emotional, physical, spiritual, etc.), having different kinds of friends and aacquaintances, such as kids and old people
4. Somatic (peripheral nervous system associated with voluntary control of body movements through the action of skeletal muscles, and with reception of external stimuli, which helps keep the body in touch with its surroundings (e.g. touch, hearing, and sight, Includes all the neurons connected with muscles, skin and sense organs):
Internal: Good health, ability to be somatically sensitive, feeling grounded through the legs, movement in the pelvis, alignment, musculature that is supple and toned, flexibility, physical responsiveness, etc.
External: Health clubs, classes in yoga, dance, Pilates, aerobics, martial arts; running trails, bicycles, roller blades; doctors,chiropractors, osteopaths, and other health practitioners, bodyworkers, movement teachrs, massage therapists
5. Emotional:
Internal: Having access to a full range of feeling, not being stuck inpatterned emotional response or "run" by one's emotions , allowing feeling to guide action, being able to complete emotional responses.
External: Having emotional support, friends, and associates who accept and support emotional responses.
6. Intellectural:
Internal: Creative thinking, capacity to "think things through" in a creative way, clarity, the ability to self-stimulate cognitively, interest in developing the mind.
External: Schools, classes, universities, libraries, study groups, workbooks, public television, public radio, and computer courses
7. Artistic/Creative:
Internal: Ability to access the creative activity with in oneself through music, dance, poetry, writing, sculpture, visual arts, or any other creative endeavor
External: Having people to share creative process with, artistic material and equipment, like paints, musical instruments, lessons, access to museums, performances, art shows
8 .Material:
Internal: The capacity to make an income, create financial security, and purchase necessary items, as well as things that enhance one's pleasure in life
External: Having a home, utilities transportation, tools and labor saving devices of all kinds, from kitchen appliances to washing machines (Sensorimotor Psycholtherapy Institute)

Two types of resources for trauma release:
1.Extraordinary resources: ability to grow from strife, to turn a problem into capacity, to develop strengths and abilities from devastating experiences.
2.Survival Resources: help people survive and cope, rather than transcend.

Recognizing and Embodying Resources:
1. Watch for Signs of Emotional distress:
Tears, jerks, anger, yelling, withdrawal
2. Seek out Signs of Resources:
3. Track the Core Organizers:
Feeling of calmness
Pleasant body sensations or movements
4. Acknowledge resources verbally and validate.
Name competencies
Name pleasurable experiences or external supports
5. Name survival resources;
Have client define her/his survival resources as liabilities; then reframe them as resources that helped her cope with traumatic experiences
Name as a capacity rather than a weakness; a strength to protect. Explore if that capacity is still useful in the present

Statements that recognize that the client did their best at the time.
1. Amplify positive elements: Expand upon the period before and after the trauma to discover what resources were used to cope
2. Strengthen and deepen exiting resources: Ground with and hang out with a resource; give homework to draw upon it
3. Identify missing resources: assess and distinguish; e.g. truncated fight response such as underlying anger
4. Develop the missing resource: Set appropriate boundaries
Reclaim interrupted resources: focus on memory of time period prior to incident. Ask "do you remember something positive that was occurring in your life just before the incident" Maybe you were learning a particular skil or developine a capacity for independence or enjoying a particular physical activity
5. Create a "Safe Space"; imagine or feel a sense of safe space; embody it; connect it to the core organizers (image, smell, sound, feeling, freedom to move, beliefs, thoughts)
Pleasure: note and deepen a pleasant facial expression, breath, etc.

Categories of Resources: assess weak or strong resources of client. Develop weaker areas through experiential exercises, discussion, homework, support groups, etc.
Techniques for Embodying Resources:
1. Still Frame
Track for the moment of most impact in the memory and then "still-frame" it by saying something like: "This seems like a really important moment" and "Let's stop right here,
and stay with this moment. Hear the concern in Mom's voice...what does her voice sound like? What do you notice in your body when you hear her voice in your memory? What does it seem to be saying to you? " "What happens when you start to move? Do you have a feeling of strength in your core? Is there a felt sense that that was the right move to make?"
2. Slow motion
"Let's sense that in slow motion". "See him turning toward you; notice the expression on his face; what happens in your body when you see that?" " Let's study the impact of that one moment on your body, emotions, and thoughts before we go on"
3. Access and deepen connection to core organizers"
A. Five sense perception:
1) Sight
"What colors do you remember...
"As you look around your safe place, what sights do you notice?"
2) Hearing
"What sounds do you hear in this memory?" "What sounds tell you this is a safe place?"
"What happens inside when you hear your mother's voice?"
3) Skin/touch
"Feel the air on your it warm" cool?"
"What happens when you remember; sense your mother stroking your hair?" "Just enjoy the feeling of the sun on your face"
4) Smell
"What does the air smell like?" "Do you remember a special smell about that person?" "When you recall walking into your grandmother's house, what
smell greets you?"
5) Taste "Can you imagine what that taste was?"
B. Inner Body Sensation "Sense the strength in your legs as you run"
C. Movement
"What does your body want to do as your remember feeling trapped?"
"Feel the impulse to run to your sister...what happens?
"What movement impulses come up in your body as you hear..."
D. Emotions
"Can you name the feeling that goes with that resource? "Go inside the memory—what feelings are there?"
"What is the emotional quality of lying on the grass—peaceful, happy, calm?"
E. Cognition
"If your mother's body could talk 'to you , what would it say?"
" What was the loving message you got when you looked into his eyes?"
"What do those people seem to be telling you about yourself?" "Maybe you're learning that... see what it is for you."

4. Menu "Maybe the feeling is..." "Maybe you're learning that..."

5. Minimize Effort (if client has trouble finding words)
"Don't worry about the words...just experience the sensations"
"If it's a struggle, or feels hard, drop it...Let's stay with what's easy"

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Coquelicot teaches didactically, experientially and by example. She brings to each session a lifetime's worth of tools, exercises and practices that I use at home to further my own development. Her genius combines intuition, sensing and a comprehensive knowledge of human emotional and biological development. What I've learned from her has not only given me a deeper understanding of my own patterns, dynamics and behaviors, it's also enhanced my understanding of others. I am a far more compassionate person thanks Coquelicot. In fact to the degree that I am a more evolved being in any regard, Coquelicot was instrumental in my transformation.

-L. M. Artist and wellness ally

"Dear God:

Please untie the knots that are in my mind, my heart and my life. Remove the have nots, the can nots and the do nots that I have in my mind. Erase the will nots,
may nots,
might nots that may find a home in my heart.
Release me from the could nots, would nots and should nots that obstruct my life.
And most of all,
Dear God,
I ask that you remove from my mind,
my heart and my life, all of the 'am nots' that I have allowed to hold me back, especially the thought that I am not good enough. Amen."
- Author unknown, The Knots Prayer

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