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Sheleana Aiyana on Trauma, Abandonment Wounds and Conscious Relationships

Sheleana Aiyana, founder of Rising Woman, shares with Wellspring editor, Kate Durack, how she has learnt to develop conscious, healthy relationships despite early childhood trauma, abuse, addiction and abandonment wounds.

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Website:
https://risingwoman.com/author/sheleana-aiyana
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To read Offspring’s article about Sheleana’s work, click here.

Rising Woman founder Sheleana Aiyana discusses how a spiritual awakening led her on a journey to self-acceptance and how her relationships have evolved along the way.

A conscious couple starts with a conscious individual. This is something that Sheleana Aiyana, founder and visionary of Rising Womanfound out the hard way. After a painful divorce in her early 20s, she was awakened to the traumas in her childhood which contributed to the total breakdown of her relationship. Since then, Sheleana has been committed to her own emotional development so that she can be better serve herself and others. Sheleana is now happily re-married and practises consciousness to make sure it stays that way.

Growing up in and out of foster homes, and without a father-figure present in her life, Sheleana admits that for too long she had no idea what a healthy relationship even looked like, let alone how to be a part of one. This led to a string of interactions with “unsafe partners” before finally letting go of the pain she had long suppressed.

As part of her spiritual transformation, Sheleana initially sought the guidance of a mentor to help resolve her abandonment issues. She was taught how to use inner child, shadow, and ancestral work to reconnect with the damaged parts of herself. Armed with the proper psychological tools, Sheleana was soon able to find peace and reclaim control over her life.

Woman and Child Walking

We are each responsible for our own happiness

After spending four years as an apprentice in transpersonal group-work containers and depth psychology, Sheleana now co-facilitates women’s groups and relationship workshops to help get others on the right track. She is trained in imago couples’ facilitation, tantra, couples work, somatic healing, and is even certified as a full-spectrum birth doula.

Her philosophy is that all relationships must start with the self before they can be extended out to include another. It is only after building a strong foundation of self-acceptance that we can bring someone else into our lives. By piecing together the broken parts of ourselves, we come to realise that we were whole all along, and did not need to be completed by anyone else.

This means that we are each responsible for our own happiness in a relationship – and it does not always have to be romantic. Platonic and professional relationships function in very much the same way. This is called being in a “conscious relationship”.

Happy Couple

Sheleana explains, “Being conscious in a relationship is not a whole lot different than a conventional relationship other than the fact that we no longer see our partner as somebody who is designed to meet all of our needs.” They are there instead as a “partner in life and as an ally in healing … but also act as our spiritual teacher”.

By recognising a partner as an individual, and by supporting their individuality, it becomes possible to ease the burden of responsibility in a relationship. Sheleana suggests we are each responsible for our own emotional needs. Rather than depending solely on a partner to provide a particular feeling – be it happiness, or love, or a sense of worth – all of this you can (and should) provide for yourself.

But this doesn’t mean to say we shouldn’t expect a partner to provide these feelings for us. Rather, it is our responsibility to ensure our own needs are met before giving to another. This helps liberate couples from the unrealistic expectations held in society that they must ‘complete’ one another.

Coffee with Friends

Sheleana uses an argument with her husband as an example of how to practice consciousness. When he “triggers something in me, that’s my opportunity to bring it in a vulnerable way and to invite him to do a healing process with me, or for me to take space to go and process that in myself.” Whereas in a conventional relationship, “If my husband triggers me then there’s something he did wrong and there’s something he needs to do in order to fix me so that I can feel better”.

A fundamental part of practicing relationship consciousness is to witness your own thoughts and behaviour and try to understand where it comes from. If your reactions are rooted in trauma, then it is important to recognise and reflect on them from another perspective so that they can be unlearnt. This is because unresolved trauma can lead to co-dependent relationships.

A co-dependent relationship is a type of dysfunctional relationship where one person doesn’t have self-sufficiency or autonomy. This often translates to one partner taking advantage of the other and is not good for either.

Family at the Beach

We’re not responsible for saving other people

The family systems we were exposed to as children taught us how to form and maintain bonds as adults. While some were able to develop healthy attachments to their caretakers, others might have learned co-dependency as a result of emotional or physical neglect. This can lead to attachment and abandonment issues in adult relationships.

Relationship consciousness actively works against co-dependency by dismantling the patterns of caretaking. Co-dependent people learn to put the wants and needs of others ahead of their own and sacrifice their own feelings in order to maintain these relationships. This is especially problematic in cases where the partner is abusive or suffering from an addiction. Independent people, however, know that it is not selfish to prioritise themselves before others.

Sheleana asserts, “We’re not responsible for saving other people.” Rather, “One of the most beautiful gifts we can give people when they are suffering … is to remind them of their own power” and capacity to heal on their own. To withhold this gift would be to withhold the catalyst for change.

Spiritual Woman

It is possible to provide support to others while maintaining strong boundaries with ourselves. Sheleana says, “This isn’t to say that we don’t want to support people if they’re struggling” but that we need to “put our care and our own primary needs at the forefront as well, otherwise we’re just self-abandoning.” While it may seem selfless, it is actually a destructive coping mechanism to fixate on someone else’s problems and disregard your own.

According to Sheleana, “That’s a great way to distract from our own emotions. If I’m so focused on saving someone, I don’t have to think about my own my own trauma or my own feelings of unworthiness”.

By identifying our own boundaries and setting them firmly with others, we choose not to self-abandon. It is important that we stand up for ourselves. For example, “If we have plans and then we just cancel them because somebody that we are romantically interested in is inviting us out on a date and we just ditch all of our friends,” then we are self-abandoning by prioritising someone else.

It is important to determine what red flags to look out for in a relationship. Setting hard lines make it easier to identify and leave toxic behaviour which might have been normalised in the past. But Sheleana stresses the difference between an unhappy relationship and an abusive one. She says, “In our culture we tend to leave a relationship too early because we’re looking for perfection.” While abuse should never be tolerated, continued bickering and arguments might just be a result of poor communication. Sometimes a couple must learn how to emotionally re-connect with each other before walking away.

Homework

Speaking of how she entered her current relationship, Sheleana says, “We wrote lists, we revealed our traumas to each other, we shared life stories, we qualified what kind of relationship we wanted to build, what we needed, what we were afraid of, and the things that we still need to work on within ourselves. We sat in front of each other and asked, ‘Are you ready to do this work?’ and we both agreed.” This intensive process allowed them to locate and establish other’s boundaries; they started to become ‘conscious’.

Today, more than a decade has passed since Sheleana began spiritual seeking and she uses her relationship experience and knowledge to help guide others. Her uplifting book, Becoming the Oneexplores her own journey to self-acceptance and reveals how to transform pain into power.

Watch the full interview below or on our YouTube channel.

Children and adolescents’ reactions to traumatic experiences can differ from the reactions of adults. During the healing process, it is important they are shown love, support and understanding.

A child looking sad

More than two thirds of children will experience a traumatic event by the age of 16 and, afterwards, distress is almost inevitable. Most need time to calm down and, depending on the child and type of trauma, this could take days, weeks, or months. During this process, it is important that everyone affected is shown love, support and understanding.

A traumatic event could include:

  • Abuse
  • Bullying
  • Witnessing domestic violence
  • Community or school violence
  • Natural disasters
  • National disasters, such as terrorist attacks
  • Loss of a loved one
  • War
  • Car accidents
  • Serious or life-threatening illness

Children and adolescents’ reactions to traumatic experiences can differ from the reactions of adults. This can be influenced by age, development level, previous traumatic experiences and access to a support network.

Children aged 0 to 2

Infants can sense your emotions and will react and behave accordingly. If you are relaxed, your baby will feel calm and secure. If you’re anxious, agitated or overwhelmed, your baby may have trouble sleeping, sleep irregularly, be difficult to soothe or may refuse to eat.

How you can help

  • Though going through a traumatic event can be difficult for everyone affected, try your hardest to remain calm.
  • Help keep your baby’s emotions balanced by showing physical affection, smiling, speaking soothingly and making eye contact.
  • Respond consistently to your baby’s needs.
  • Maintain a routine.
A mother holding her baby

Children aged 3 to 5

After experiencing a traumatic event, preschool and kindergarten-aged children may demonstrate regressive mannerisms or return to behaviours they’ve outgrown, such as bed wetting, tantrums, thumb-sucking or separation anxiety. They may demonstrate uncharacteristic behaviour, such as acting ‘babyish’ or withdrawn.

How you can help

  • Assure your child that the event is over and that they are safe.
  • Acknowledge and listen to your child’s fears.
  • When your child is upset, try to distract them. For example, play a game, read them a book or play with a pet.
  • Help the child to name their feelings, for example “you felt scared when the storm came.”
  • Protect the child from further exposure to the event. This may include footage or pictures of a natural disaster, news programmes, or conversations between other family members.
  • Make allowances for regressive behaviours, such as bedwetting or toileting accidents.
  • Try to maintain a regular bedtime routine.
  • If your child is experiencing nightmares, don’t ignore them. Instead, comfort them until they’re calm enough to go back to sleep.
  • If your child is experiencing separation anxiety, assure them that you are safe. It may be helpful to talk to your child’s preschool teacher, babysitter or other carers about their anxieties.

Children aged 6 to 11

School-aged children react to trauma differently depending on their age and stage of development. Younger school children may not have the appropriate skills to effectively communicate their emotions to those around them. On the other hand, upper primary school children are usually able to articulate their thoughts and communicate distress.

School aged children may become withdrawn or anxious and may fear another traumatic event. They may become angry, moody and irritable, which can lead to fighting with family members and peers. They may also experience stress-related physical symptoms, such as headaches, stomach aches and exhaustion.

Two girls playing

How you can help

  • Reassure your child that they are safe, and that the people around them are safe.
  • Try to maintain a routine. This creates a sense of control and normality.
  • Keep your child busy. Organise playdates with friends, take them on outings, or play outside with them. If normal activities have been interrupted, provide alternate distractions, such as playing with toys or reading books.
  • When it comes to incidences of widespread trauma, such as a natural disaster or terrorist attack, pay attention to any rumours being spread at school. Assure your child that not everything they hear is true and correct any misinformation.
  • Limit a child’s exposure to news covering the event.
  • Avoid exposure to graphic images or footage, as this may magnify the trauma.
  • Talk to your child about the experience and encourage them to ask questions. Children often feel empowered by knowledge.
  • Answer questions honestly. If you don’t know the answer, don’t be afraid to say, “I don’t know.”
  • Talk to your child about your own feelings. For example, “I miss grandma too” or “I was very scared when that happened, how about you?” However, don’t give details about your own fears, as this can be harmful and increase a child’s anxiety.
  • Acknowledge any physical complaints and assure your child that they are completely normal. Encourage them to rest, eat properly and stay hydrated. If these symptoms don’t go away, it is a good idea to check with your doctor.
  • Assure your child that they won’t feel like this forever.
  • If your child experiences feelings of guilt or shame, let them know that it’s normal to feel that way. Assure them that they didn’t cause the event and that nobody thinks it is their fault.

Children aged 12-18

A sad teenage boy

Teenagers may deal with their emotions by isolating from friends and family. They may become more aggressive, fight more with their family and peers, begin taking risks or turn to drugs and alcohol.

How you can help

  • Assure your teen they are safe to express their feelings.
  • Encourage discussion. Often teenagers don’t want to show their emotions. It might be helpful to start a discussion when you’re doing something together, for example, going on a walk, so that the discussion doesn’t feel too confrontational.
  • Help them take action. For example, encourage them to volunteer at a charity or homeless shelter. This may help them regain a sense of control and purpose.
  • Some teens may become involved in risky behaviour such as drinking. Talk to your teen about the dangers of this, and discuss alternative ways of coping, such as going on walks or talking to someone.
  • If your child is having problems at school, talk to their teachers or school counsellor about what has happened. They may be willing to give your child extra time to complete assignments, or extra help if they’re struggling to keep up in class.
  • Suggest healthy ways your teen can get their emotions out. For example, if they’re angry, they might feel letter after going for a run.
  • Like younger children, teenagers may exhibit regressive behaviours such as sleeping with a stuffed toy. Assure them that this is normal and nothing to be ashamed of.
  • If your teen has experienced interpersonal violence, such as an assault, assure them that it wasn’t their fault, and that they aren’t to blame.

Helping children after the death of a loved one

Ages 3 to 5

  • Talk to your child about what the death means. For example, explain that they can’t see them anymore, but can still remember them and look at pictures.
  • Get your child to write them a letter. This is especially helpful if the death was sudden or unexpected, as it
    may help them say goodbye.
  • Stay calm when your child asks questions. Questions are how young children process information.
  • It may be helpful to talk to them about the idea of an afterlife. If your family isn’t religious, you can talk to them about how the person lives on in your memories.
  • Do something to commemorate the loved one. For example, plant a tree or draw a picture.

Ages 6 to 11

  • Share your feelings with your child. This will encourage them to open up.
  • Your child may feel angry, sad, or alone. Let them know that these emotions are normal and let them know you’re there for them.
  • Talk to your child about what impact the death may have on their daily life and routine. For example, ‘I
    have to work more now that daddy isn’t here.’

    A sad little girl
  • Be understanding if the child experiences problems at school after the death. Assure them that this is normal.
  • Understand that their academic performance may be affected.
  • Avoid using vague answers, such as ‘grandma is in a better place’. Most school-aged children have at least a small understanding of what death means, so these phrases may confuse them.
  • Encourage your child to celebrate the loved one’s memory. For example, planting a tree or making a scrapbook.

Ages 12 to 18

Teenagers may have difficulty expressing emotions about death. They may fear showing vulnerability and ignore and deny what has happened. It’s important to:

  • Share your own emotions with them and encourage them to share theirs.
  • Be patient.
  • Be understanding if the death affects their academic performance and assure them that their wellbeing is more important.
  • Celebrate the person’s memory. Your teen may find it helpful to pray for them, look through photo albums or plant a tree in their memory.
A man holding flowers in a graveyard

If these feelings don’t go away

Often people recover from a traumatic experience in the weeks and months that follow. However, some experience long lasting, distressing or worsening symptoms, which may signal the need for professional help.

People who have been through a traumatic experience may develop post-traumatic stress Disorder (PTSD). Those with PTSD experience unwanted thoughts or memories of the event, nightmares, flashbacks and heightened levels of fear and anxiety. They may avoid people, places or activities that remind them of the event.

Symptoms of PTSD may develop immediately after a traumatic event or may not surface until later. PTSD is often accompanied by depression, anxiety, eating disorders, self-harm and substance abuse.

Resources

Kid’s Helpline: 1800 55 1800

Lifeline: 13 11 14

National centre for childhood grief

Phoenix Australia

Find a health service