Over the past few years, the word ‘sensory’ has become a bit of a buzz word. We hear talk of sensory toys, sensory rooms, sensory diets … you can buy sensory blankets, sensory fidget toys and sensory tents. In part, that is because, thanks to new technology such as MRI scans, we have been able to grow in our understanding of our brains and central nervous systems and in doing that we have begun to understand a little more the hugely important role that our sensory systems play in our growth, development and well-being.

But I am not sure we have been as great at sharing the knowledge and understanding of our sensory systems as some have been at using the knowledge to cash in by marketing the tools. Don’t get me wrong – the tools can be great! There are many times when I have been able to see first hand the huge difference that a weighted blanket or a sensory den has made. My point is – the tools are only ever as good as the way in which they are used. In order for them to be useful, as adults, we need to understand why and how to use them – and super importantly, we also need to teach our children how to use them too!

I recently heard a story from a friend of mine that highlights this really well. A visiting teacher had noticed that her daughter, Evie, was jiggling her feet and had advised her class teacher that a sensory band around the legs of her chair might be helpful. I’ve seen elastic bands like this be used very well by some children whose bodies are seeking sensory input by jiggling or ‘fidgeting’ – so the idea was perhaps not a bad one. However, rather than chat with Evie about whether she had noticed if she had fizzy feet and together explore possible tools that might be useful and if that might be helpful, unfortunately the teacher simply added a band to her chair, without any conversation at all – leaving her completely bemused as to what it was and why it was there. Apart from the fact that simply adding a sensory band broke a golden rule of ‘Nothing about me without me’ by failing to include Evie in the conversation and planning, it also bypassed the crucial step of her learning how to use it.

The thing is – sensory supports are not magic wands. They are only as good as the way in which they are used.

Some of you may have heard me talk about the Wonderful Me! Flourish model – and if you haven’t, you soon will because – tiny news flash – I’m writing a book about it!! (more on that soon!) The Flourish model explores the importance of the Why?, the How? and the What? as we seek to create safe spaces in our churches that enable flourishing – and we can see how this plays out on a small scale as we zoom in on how we support sensory needs in our children.

The ‘What’ on it’s own is not enough if we don’t also think about the ‘Why?’ and the ‘How?’. In other words, the tool in and of itself – the ‘What?’ – be it a sensory room or a fidget toy, is only effective if we understand ‘Why?’ it’s useful and ‘How?’ best to use it.

So – here is a quick introduction to the ‘Why?’ and ‘How?’ of supporting our Super Senses that will hopefully spark some curiosity and thinking as you explore what this might look like in your space. And, if you’d like to find out more – why not get in touch to talk about the Wonderful Me! Soothing the Senses training!

 

Why?

Our bodies use our senses to help us ‘regulate’ and feel ‘just right’

Our bodies are incredible and have their own natural ways of enabling us to remain in a ‘just right’ state – to regulate ourselves. Have you ever gone for a walk when you are feeling sleepy to get some cooling fresh air and help wake yourself up? Or what about taking a warm bath with some quiet, gentle music after a busy and stimulating day? That is our bodies noticing when we need more or less sensory information to enable us to ‘regulate’ ourselves.

Some of us struggle with sensory processing which means we can get too much or too little sensory information.

It is estimated that around 15% of children struggle with sensory processing – with children who have ADHD, autism or who may have experienced developmental trauma being much more likely to be affected.

Too much sensory input can feel like a bombardment of sight, smell, touch, sound, taste and movement that can lead to us feeling completely overwhelmed and reaching ‘meltdown’ point. Too little can cause real frustration and lead to sensory seeking behaviours like fidgeting as our bodies seek out a way to engage the senses.

 

How?

For those of us, both adults and children, who struggle with sensory processing, sensory supports can be really helpful tools to enable our bodies to regulate. But they are tools not magic wands and like all tools, they only work if we choose the right tool for the job and understand how to use it

Understanding sensory overwhelm and sensory seeking behaviours can enable us identify how we can help children feel safe.

If you notice challenging behaviour in children you are journeying with, it can be helpful to reflect on it through a sensory processing lens.

Our children’s developing brains are still learning to notice and articulate when there is a problem – but their bodies are pretty good at communicating!! Actions such as biting, spinning or crashing around a room and bumping in to others can all be signs that a child is seeking sensory input while meltdown moments can be a sign of sensory overwhelm. If we can ‘tune in’ and identify the need – it can help us select the right tool!

If you would like to explore this a little more, the new Wonderful Me! ‘Super Senses’ resource is a great place to start. In it you’ll find a quick overview of 7 main sensory systems along with some resource ideas and ways in which you can both soothe and engage each sense.

And if you have found this useful and would like to find out more – I offer 2 options for Sensory Processing training – a full day in person event – with lots of opportunity to get practical, or a more condensed 2 hour online session. Get in touch to find out more!!!!