Archive for Dianne Maroney

The Gift of Gratitude

With the holidays comes family, fun, and gifts! There’s no better time of year to each a child (and adults) the importance of gratitude beyond the “Thank you” that comes after receiving a gift. Daily gratitude is such a simple idea/process, yet most people overlook it’s amazing benefits. Dr. David Hamilton, author of Why Kindness is Good for You, writes, “Gratitude is a mark of being kind to life by being aware of all that is around us, and when we are grateful, we acknowledge the people and situations in our life and express thanks for them.” We teach our children to say “thank you,” but it’s also important to model and teach them to see gratitude as a key philosophy of life. Seeing and feeling gratitude every day is one key to being resilient and successful.

There is quite a bit of research on gratitude and it’s positive effects. These positive effects make sense because when you think about what you feel grateful for, you can’t help but feel relaxed, fulfilled, and blessed.

The benefits of gratitude:

  • Greater sense of well-being
  • Improved physical health
  • Improved self-esteem, resilience, and empathy
  • Decreased aggression
  • Increased optimism
  • Improved sleep

Gratitude even improves relationships. Research shows that saying thank you to someone helps to create a more positive relationship. When a child feels gratitude from his or her parents for being helpful or for just being a good kid, the child feels safer and more empowered to say something when they are upset and need to talk.

It is fairly easy to teach kids to practice a life philosophy of gratitude. Using the 30-day Imagine, Gratitude, and Kindness Challenge (Step 7 in My Imagine Journal) is a good place to start—especially during the holidays. Kids can have fun creating a family gratitude board or a gratitude box where everyone can write, keep, and even share what they feel grateful for anytime of year. We play The Gratitude Game in the car or at meal- time. Particularly if someone has had a bad day, this can help them put their experiences in perspective and feel better.

The gratitude game:

Each person takes a turn saying what they are grateful for, beginning with, “I am grateful for…”. We can be grateful for anything in life, even our pillows or phones, waking up on the more or just life in general! Everyone takes at least three turns. By the 3rdturn you should see and feel more positivity in the air!

 If someone is unhappy about something, it may help to first clear the air by letting them talk about what’s upsetting them, while others listen with compassion. After they’ve had their say, feel more relaxed, and are ready to change perspective, switch it to gratitude, and watch moods brighten.

 If someone wants to remain cranky, it might feel like pulling teeth to get them to join the game, but be patient and gently invite them to join when they feel ready. They may be content to listen—and benefit from it—especially if they know it’s not being done to manipulate their mood. Even if they continue to resist, simply let them be, and honor their desire to come around in their own time, on their own terms.

Even before the gifts begin to open, it’s so important to teach a child to find gratitude in every day. Begin each morning by taking turns saying what everyone is grateful for; end each day with the same practice; both are life long practices that positively change brain function and will improve anyone’s outlook on life.

It’s with my deepest gratitude and love for believing in The Imagine Project, Inc.

Happy Holidays,

Dianne

Using the Emotional Freedom Technique (EFT)/Tapping to Help Kids Process Stress and Trauma.

Are you looking for tools to help kids/students with stress and trauma? Unfortunately, stress and trauma are common issues kids and teens must deal with everyday. In the last decade, anxiety and depression has increased dramatically in children. Social media, peer pressure, parental pressure, and sadly in the US, the horrible fear of a school shooting. Although many things contribute to stress in our kids, few tools are given to them that support emotional balance—until now! This photo shows kids before an athletic event using a technique called Emotional Freedom Technique (EFT) also called tapping—a great tool to help kids manage stress and trauma, in and outside the classroom.

Trauma is all to present in kids as well. The Advanced Childhood Experiences study (also called ACES) was done on over 17,000 participants in the San Diego, CA area which showed that 50% of all kids have at least 1 traumatic event before the age of 17! This study was done on primarily white, middle class, well-educated kids. Add in poverty, crime, even rural areas and the rate goes up to 70-100%. This is a serious health care issue in our society (and the world) because stress and trauma is hard on the body and mind causing long-term issues such as heart disease, cancer, autoimmune disease, frequent issues, and serious mental health issues including depression and anxiety, etc.

Treating stress and trauma is extremely difficult, particularly when practitioners only focus only on using traditional talk therapy and medication. These tools can be helpful, but not healing. So parents, therapists, even teachers, must find other, more alternative therapies to help kids (and adults) support and heal stress and trauma.

EFT/Tapping is a perfect alternative therapy to teach kids (and use on yourself). It’s is easy to learn/use and research has shown it’s highly effective in treating stress and trauma, even with kids. It’s free if you watch YouTube videos to learn how to use it, or there are plenty of inexpensive books where you can learn to use the process. Here is an overview on how to use tapping with yourself and kids. For more information check out the websites www.thetappingsolution.com, www.tap-easy.com or you will find more information on how to tap with yourself and your kids in The Imagine Project: Empowering Kids to Rise Above Drama, Trauma, and Stress(Yampa Valley Publishing, 2017). Watch the YouTube videos on www.theimagineproject.orgor google tapping to visually see the points you tap on the body. Use a medium touch to tap on each point described below:

How to use EFT/Tapping with kids:

  1. First help your child figure out the strongest negative emotion they are feeling at that moment, i.e. anger, sadness, or fear. Let them say it in their own words and tap with them, using their words.
  2. Ask them how bad their emotion is before you begin, using a scale of 1-10, 10 being very bad and 1 being minimal. When you are done tapping you can ask them again; hopefully it will be only at a 0 or 1 when you are done.
  3. Ask them if they can tell where they are storing that emotion in their body—they might feel an ache in their belly, tightness in their neck or chest, a headache, or other pain (they may not be able to answer this question which is fine).
  4. Tell them to do what you do and say what you say. (Note, every practitioner adapts their own version of the tapping sequence, if you see something you like better on YouTube go ahead and use it.)
  5. Begin by using two fingers from either hand and tap with medium pressure just above your eyebrow to the inside, closer to your nose. Keep tapping as you say, “Even though I feel angry (or whatever emotion they named), I deeply and completely accept myself.”
  6. Now tap on your temple near your eye and say it again, “Even though I feel angry, I deeply and completely accept myself.”
  7. Now tap under your eye and say it again, “Even though I feel angry, I deeply and completely accept myself.” (Continue to have your child follow your tapping and say what you say.)
  8. Now move to under your nose, tapping and saying, “I’m so angry.” Show a little emotion so your child can copy you.
  9. Move to under your bottom lip and repeat. You can mix it up and say what your child might be angry at, perhaps school, friends, or confrontations: “I’m so angry that boy did that to me!”
  • Now tap just under the middle of your collar bone (either side of your chest—you can even switch sides of your body and face—it doesn’t matter). Keep making statements that you think your child might feel. “So and so was so mean”, “I am so mad at him!” Ask your child what they want to say and keep tapping.
  • Move to under your armpit about two inches down, keep making statements and tapping. Think about what your child might be feeling and make those statements or let them talk. Keep having them repeat after you.
  • Now move to the crevice or indentation on the top, pinky side of your hand and tap there while saying a profound statement about the emotion your child is feeling. “I am really mad!” Stay tapping on that spot on the hand and look up with your eyes, then down. Look to the left and then right (do not move your head, just your eyes), make a circle with your eyes, go back the other way, count to five out loud, hum a few notes and then count to five again. This is a critical part of the process, because it triggers different parts of the brain where emotion is often released. If your child is feeling more emotional at this point, have them repeat all of the eye movements, humming and counting again a few times, all while tapping on the hand. Do it with them!
  • Now start all over again on the face and continue on all the spots you did the first round (eyebrow, temple, under your eye, under your nose, dimple in your chin, collar bone, below your arm pit, and the pinky side of the hand). Continue with this pattern until you can tell they are feeling better. This might take 5 minutes, or it might take 20 minutes (occasionally longer). They might sigh, take a deep breath, get distracted, smile. You can stop and ask them to give you a number between 1 and 10 naming how emotional they feel now. Hopefully, it will be much lower, even 0! If not, keep going or switch to another emotion—there is often more than one emotion to deal with at a time.
  • If they become really emotional during this process, don’t stop, keep going. Tell them it will only last for a minute. If they need it, you can always tap on their bodies for them. Talking and tapping for them works, but it is better to let them participate. With little ones, under about 6 years old, you can tap back and forth on their legs or shoulders and just talk to them about something that is bothering them, it typically helps. You can even try it with babies!
  • One last note. Throughout the process, remind your child to think about the area on their bodies where they are holding the negative emotion (you asked them about this earlier)—it will help them to release the energy/emotion and keep them from feeling too emotional by focusing on their body not their emotions. Keeping them thinking about their bodies helps keep them grounded as well. It might sound complicated, but it’s not. Practice it a few times and you will be able to use it any- time, anywhere. It’s a great tool for many different issues!

A shortened version of EFT is simple yet it’s still ef- fective. It’s what I use in the classroom, or on myself when I don’t want anyone to know I’m tapping. Have kids cross their arms over their hearts and tap back and forth gently on the front of their shoulders, not too hard and not too soft. They can also cross their arms and tap under their arms, or just back and forth on their legs. If a child is upset, you can also tap on them, for them. It’s most beneficial to tap this way for six to seven minutes, until you see them relax and they can refocus on what they are doing.

Finding an EFT therapist should not be too difficult. Google EFT therapists in your area or go to www.thetappingsolution.com to find a therapist. Be sure to ask the therapist how long they have been practicing EFT and their experience with kids. If you want to use EFT for more serious issues such as trauma or depression, make sure they have experience working in those areas as well.

For those of you who have seem me present in person and tap with a group, here are some suggestions as to the statements you can make with kids individually or with small or large groups. Say each statement as you move from point to point on the face and body. Ab lib if you’d like, add more emotions or other statements that come to you. The goal is to think about what others might be feeling (or what you are feeling), make that statement with them. Moving from the painful to the positive. Tell them to do what you do and say what you say.

My story is hard.
My story hurts.
My story makes me feel sad.
My story makes me feel angry.
My story makes me feel ashamed.
I don’t like my story, it’s hard (you can repeat some of these again or try some other emotions you think of)
What is I could write a new story?
What if my story didn’t affect me as much anymore?
What if I could write a new story.
I’m thinking I can write a new story.
A story that I want to have in my life.
A story full of love, fun, and joy.
I deserve a new story.
Because I am amazing.
I’m excited about writing a new story.
Anything is possible.
Because I am,
I can,
And I will!

For more support helping kids with stress and trauma download My Imagine Journals—they are free!

Good luck!

Dianne

The Imagine Project, Inc., a nonprofit organization that helps kids, teens, and adults overcome challenging life circumstances through expressive writing. Dianne is a thought leader in the area of stress and trauma in children. Her simple, yet profound 7-step writing tool, now used by schools across the US, gives kids and teens the opportunity to rewrite a challenging personal story and Imagine new possibilities in its place.

An Imagine Challenge for Teachers

Tis that time of year again; teachers are trying not to think about going back to school—but, unfortunately, it’s creeping up on your horizon. There are mixed feelings about the up and coming new school year; excitement, dread, curiosity, doubt, hope, and worry are just a few. Where does a teacher begin when he or she is planning for their future 8-10 months with students? How about writing your Imagine Intentions for the school year?

The Imagine Project is about expressing emotion and processing difficult life circumstances through expressive writing—ultimately it’s about imagining the possibilities in your life. What if you set your goals/intentions in the Imagineformat for the next school year?

There’s tons of research about the power of goal setting. Jeff Bossfrom Forbesmagazine writes that setting goals:

1) drives your focus toward actionable behavior,

2) guides your focus in a certain direction,

3) helps sustain momentum,

4) aligns your focus,

5) and promotes self-mastery.

Intentions are clear and positive goals regarding what you want to have and experience in life. If you have a distinct end in mind, your thoughts, actions, attitude, and choices will move in that direction. If you don’t have a distinct end in mind, you will stumble and wander without direction. Research has proven that defined intentions and goals reap greater success in many areas of life, including education.

So why not write your Imagine goals/intentions for the coming year? What a powerful way to positively influence the coming school year. It’s easy. Here are a few simple examples from teachers:

Imagine…students coming to school resting, fed, and ready to learn.

Imagine…seeing my students faces as they become excited about learning a new lesson.

Imagine…finding the perfect lessons to keep kids engaged.

Imagine…all of my students understanding the lessons I teach with ease and effortlessness.

Imagine…kids being kind and compassionate to one another each and every day.

Imagine…feeling appreciated by parents and administration.

Imagine…taking care of myself, staying rested, eating right, and exercising.

Sylvia Yager, middle school science teacher

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Imagine…a year of 25 students that are happy, kind and compassionate

Imagine…staff working together to ensure all students are safe, successful and love coming to school.

Imagine… a class of kindergarten students that have not experienced stress or trauma and have experienced nothing but genuine love and happiness.

Imagine…meeting the social/emotional needs of all students.

Imagine…giving all students the confidence that they can accomplish any dream they have.

Imagine…the next 9 months of less sleep, extra work hours and over spending, but knowing it is all worth it because all of your students are happy, loving school and learning more than you ever imagined.

Imagine…the smiles you will see when your students “get it!”

Imagine…starting everyday with hugs and smiles and ending everyday with hugs and smiles!

Amy Ford, Kindergarten teacher

___________________________________________________________________

 Imagine each child feeling safe and loved.

 Imagine every teacher feeling honored to do the daily work they do!

 Imagine public education offering such a wide variety of tools, resources, structures, strategies, help, support, programs and staff that each and every child learns and grows from right where they start!

Imagine…students being excited to write!!

Sam Alexander, 3-5thgrade teacher

Writing your Imagine stories about your coming year is simple (you can find the Adult Journal download here). You may find yourself becoming emotional at times, thinking about some negative past experiences, or even a few beautiful moments that showed you why you do the amazing work you do. Overall, it will be helpful to express yourself—your challenges, your hopes and dreams—and push this year to be the best year yet. Guiding your thoughts and energy on a positive path is always helpful.

Teaching is such an extremely important profession in our world. I hope you recognize the incredible impact you are making in the world—one child at a time. Each and every one of us is so very grateful. Imagine the impact you can make!!

Bring The Imagine Project to your classroom, school, and district! Find our more and download the journals for free at www.theimagineproject.org.

Thank you!

Dianne

The Imagine Project, Inc., a nonprofit organization that helps kids, teens, and adults overcome challenging life circumstances through expressive writing. Dianne is a thought leader in the area of stress and trauma in children. Her simple, yet profound 7-step writing tool, now used by schools across the US, gives kids and teens the opportunity to rewrite a challenging personal story and Imagine new possibilities in its place.

Trauma Informed Schools

I recently attended the Trauma Informed Schools Conference in St. Charles, MO, hosted by the Beyond Consequences Institute (a great trauma focused organization founded by Heather Forbes, MSW). My overall impression was WOW! There were 1500 teachers, counselors, administrators, etc. who attended this conference that was filled with endless information about how to support and educate a child who has experienced trauma. I wish every educator could have been there, but for those who couldn’t here are some highlights:

  1. Recognize regulation vs. dysregulation!

The incidence of previous or current trauma in students is high—anywhere from 50-100% of all kids have experienced at least 1 traumatic event before their 17th birthday. Having a Trauma Informed School means understanding and helping kids who suffer from emotional imbalances that stem from trauma. These emotional imbalances can cause many different symptoms/behaviors including ADHD, poor focusing, concentration and memory, anxiety, depression, and a host of other issues. Heather suggests that instead of labeling a student as having a behavioral or learning issue, see that the impact they’ve had from their trauma has caused their nervous system to become dysregluated (i.e. abnormal).

A student who is regulated is calm, focused, and open to learning. They have a nervous system (which includes their brain) that can function well and comprehend. On the other hand, if a child has experienced trauma, their nervous system is “lit up” which causes their brains to be somewhat jumbled and chaotic, they can’t focus or comprehend, and their behavior is probably not conducive to a calm, happy classroom—they are dysregulated. All children (and adults) will become dysregulated at times in life, stress can easily cause dysregulation in all of us. However, an emotionally healthy student who has not experienced trauma, can reregulate themselves easily and quickly after experiencing stress. A child who has experienced trauma often has difficulty reregulating themselves—calming down, sitting still, and focusing.

Teachers, counselors, and administrators have the difficult task of understanding how to deal with kids who are dysregulated. You will need many tools and tricks to help a traumatized child reregulate; here are a few options.

What helps to regulate a child/student:

  1. Exercise/movement,
  2. Mindfulness and meditation techniques,
  3. Singing Bowls,
  4. Fidget gadgets,
  5. EFT or tapping with a child,
  6. Yoga,
  7. Journaling with My Imagine Journal,
  8. Talking with a support person,
  9. Nature or being with animals.

When a teacher sees that a child is dysregulated, know that the child is experiencing something that has caused him/her to be triggered into dysregulation. Use your toolbox to help the child reregulate so he/she can settle down their nervous system, mentally come back into the classroom and learn with more ease.

  1. Building a Sense of Community is Key!

My favorite line of the entire conference was from Mr. James Moffett, a principal from a high-risk school in KS. Every morning at the end of his PA announcements he tells the kids, “Remember, we love you and there is nothing you can do about it!” Imagine the feeling this gives the students at his school. Almost every presenter talked about the importance of building a sense of community in your schools and classrooms to create a trauma informed classroom/school. When a child feels a sense of belonging, trust, love, and hope, they will feel empowered, capable, and regulated! Mr. Moffett believes this atmosphere begins with the teachers and administration. Let your kids know they are loved, that you believe in them, and have hope for tomorrow. See what’s possible instead of what they can’t do. Give them a warm place to land when they come to school from a not so safe home life. Show them compassion every chance you get. Easier said than done I realize, but starting with gratitude for them showing up, say words like, “I notice…”, “I saw you…”, and “With persistence you can…” Give them empowering encouragement such as, “I have faith…”, “I trust…”, and “I know…”. Pick a student and for 10 days use these statements on them over and over, and then move to the next student. You will see the difference!

The Imagine Project journaling program is perfect for creating a sense of community. Students write their stories using the word, “Imagine…” and then share them by reading them out loud to the other students. Everyone in the classrooms hears what’s in the hearts of others and the stories behind their behaviors. Kids become more accepting of one another, supporting each other, and creating a sense of trust and family—this has been reported by many teachers and students.

  1. Create an environment that feels safe.

A child who walks into a classroom that is organized, positive, calm, and happy tells the student that the person in charge is ready and capable of taking care of them (they may not feel this at home). Here are some tips speakers gave for helping to create a trauma sensitive classroom:

  1. Keep your room organized (this may be hard for some, recruit teachers or friends to help you). Organization is calming to the nervous system, helping with regulation,
  2. Greet each student as the come into the classroom using their first names,
  3. Seat students in groups of 2-4,
  4. Use all the senses to calm the space in the room such as a diffuser for calming oils (Lavender is a good one), plants, soft music/sounds (singing bowls are a great tool), and keep the air fresh when you can by opening a window when possible.
  5. Using a mindfulness technique and/or breathing technique at the beginning of each class—this will help the kids and you. It literally only takes a minute or two. Have the kids close their eyes and follow their breath as you guide them for 3 or 4 breaths.

Because trauma is so prevalent in our children today, it’s critical that teachers, counselors, and administrators educate themselves and bring as many tools as possible to help their school as they become trauma informed. A child needs social emotional support to learn and grow, without it they are more likely to fail. Look for regulation and dysregulation—have options that will help reregulate a student. You may have to try more than one trick to support students—something that helps one student may not help another. If you would like more information about stress and trauma in kids, read The Imagine Project: Empowering Kids to Rise Above, Drama, Trauma, and Stress (Yampa Valley Publishing). Download The Imagine Project Journals to begin helping your students regulate and create a sense of community in your classrooms.

Thank you!

Dianne Maroney, RN, MSN

The Imagine Project, Inc., a nonprofit organization that helps kids, teens, and adults overcome challenging life circumstances through expressive writing. Dianne is a thought leader in the area of stress and trauma in children. Her simple, yet profound 7-step writing tool, now used by schools across the US, gives kids and teens the opportunity to rewrite a challenging personal story and Imagine new possibilities in its place.

School Shootings: How The Imagine Project Can Make a Difference

Sadly, anyone with a child, friend, or relative in a school today worries if they will be safe. Unfortunately, the fear of a student being hurt by gun violence has become very real and prevalent. After picking ourselves up from yet another school shooting we have to seriously look at what we can do to help dissolve this horrific issue.

Profiles of School Shooters

What is it that causes a school shooter to do such an unthinkable act? Research has shown many common problems and characteristics of those who commit this violent act. School shooters often harbor anger and delusions about themselves and those around them. They frequently have abuse in their backgrounds and/or ineffective parenting. They experience low self-esteem, feelings of powerlessness, lack of empathy, and difficultly establishing and maintaining friends. Many have shown previous violence to others and/or animals and are obsessed with violent video games and previous school shootings. They also seem “troubled” and have varying degrees of mental illness.

How can we help?

Imagine being able to deter these kids (most often boys) from going down the path of violence? Helping them express and work through their emotions (as early as possible), process any past or current trauma, teach them empathy for others, empower them, and watch for possible mental health issues can make a difference. One tool that supports improving all of these issues/concerns is The Imagine Project, an expressive writing activity for students in schools, youth organizations, or even at home.

The Imagine Project is a simple yet profound 7-step process that helps kids write and talk about difficult life experiences. In a classroom, group, or even on their own, a student writes their story using The Imagine Journal, where every sentence begins with the word Imagine… It’s a powerful process that gives kids an opportunity to express what’s in their hearts, work through how they feel, process their experiences, and imagine a new story in its place. There are 4 journals for kids K-12 and adults; all are available to download for free at www.theimagineproject.org.

After using the journaling process with thousands of kids, many kids tell us they love being able to express themselves and speak what’s in their hearts. “I put my anger on paper instead of keeping it inside,” said a very articulate 6th grader. “It was hard to write about my emotions but it was worth it, it’s important to tell your story,” said Emily, 10th grade. The Imagine Project is a healthy, life-long tool that kids (and adults) can use to work through emotions, difficult life challenges, and in turn empower them to believe in themselves and new possibilities in their lives. Sadly, there are very few acceptable tools kids are taught to kids, to help them work through difficult life experiences, talk about emotions, and feel empowered. Most often emotions and tools are not even talked about in classrooms. It’s time to talk about it. The Imagine Project journaling process is a simple and free activity kids can use every day to help them when they are feeling overwhelmed and/or upset about life.

Teachers also tell us that using The Imagine Project promotes and teaches empathy and camaraderie in a classroom or within a group of kids. Many students have reported back to their teachers, and to me, that listening to the other kids read their stories out loud helped them realize that the other student is human too; they act the way they do because of their own experiences. Hearing other kid’s stories brings intense compassion and empathy for those reading. It brings students closer, helps form new friendships, trust, and “a family like feeling” in schools. It’s a perfect opportunity for teachers or youth leaders to teach the kids about compassion and empathy—some come by these traits naturally—but many need help learning them depending upon what they are taught at home.

Sam’s story

In one 5th grade classroom a boy named Sam read his Imagine story out loud to the rest of the class (this is encouraged). He talked about moving 6 times in 3 years and losing his dad when he was young. He was new to this school and was having a hard time finding friends. When the other kids heard his story they were shocked, they had no idea that was why he was so quiet and hard to play with. When they heard his story they purposefully made friends with him. The friendships didn’t last for a week, but for the rest of the year! We will never know how this might have changed the trajectory of his life, but it certainly made a positive impact.

Help for those that have been affected by a School Shooting or fear one in their future.

If a child, teacher, administration, parent, or anyone directly or indirectly has experienced a school shooting, it can be devastating. The Imagine Project can be utilized by teachers, counselors, or any other appropriate staff member who works with students. Imagine journaling is an opportunity to express their emotions, find comfort in others who feel the same, and join together to imagine a better future. For those students and educators who live in fear of a shooting happening in their school in can be helpful to write and find comfort in others who feel the same.

We are currently researching The Imagine Project, our experience thus far—after working with thousands of kids—shows that students are positively impacted by expressing emotion, having a deeper understanding of what’s happened in their lives, learn compassion and empathy, and realize there are better possibilities in their future. Teachers and youth leaders also learn more about a child’s story and will know when to refer them for mental health services.

A school shooting is a complicated, multifaceted issue that is far too prevalent in our society today. We need to look carefully at all aspects of causes and solutions. Providing an outlet for emotion, a voice for what’s in a child’s heart, empowering new hope and possibility, and teaching youth compassion and empathy through The Imagine Project just might change the trajectory of a troubled child’s life, help those who are impacted by a school shooting, and bring a useful tool to those who fear what is happening with our kids in the world today.

Thank you,

Dianne

The Imagine Project, Inc., a nonprofit organization that helps kids, teens, and adults overcome challenging life circumstances through expressive writing. Dianne is a thought leader in the area of stress and trauma in children. Her simple, yet profound 7-step writing tool, now used by schools across the US, gives kids and teens the opportunity to rewrite a challenging personal story and Imagine new possibilities in its place.