Children with sensory superpowers live life out loud! They have a vivid experience of themselves and the world around them that adds richness to life. Pain sensitivity does not have to be a vulnerability. This chapter is about reframing visceral hypersensitivity as an asset that contributes to three specific superpowers. First, children with visceral sensitivity have spell-binding powers of perception. Because of their history of pain, children may become hyper-vigilant and scared of all the sensations they notice. As they become FBI agents, children learn to harness this perception and use playfulness and curiosity to detect body clues and investigate body mysteries. Second, children with visceral hypersensitivity have awe-inspiring self-awareness. Readers learn about the function, power, and experience of emotions. The intensity with which children feel their bodies runs parallel to strong emotions that can provide vital information to help them get to know and trust themselves. Finally, children with sensory superpowers have faster-than-lightening intuitive decision-making capacities. We explore how sensitivity to physical sensations in the gut can translate to strong feelings that help one “go with their gut” reaction. This chapter links how the tools of the FBI intervention are designed to harness and build each of these superpowers.

Functional abdominal pain (FAP) is one of the most common medical complaints children present to their pediatricians. Despite the prevalence of FAP as well as its early onset, treatments for young children are particularly rare. Young children are just beginning to learn about the complex messages that their body communicates. Yet, pain can contribute to a fear of the body and an attempt to avoid these important signals. This chapter describes the background and rationale for a new approach to pain for young children, one that conceptualizes the sensitivity to pain and other experiences of the body as a superpower rather than a vulnerability - “sensory superpowers!” We train children to be Feeling and Body Investigators (FBI), individuals who have awe-inspiring curiosity and responsivity towards the many wise communications from their bodies and who respond to these messages with dexterity and skill. The end result is children who are not only fearless about pain, but also who are adept at emotion awareness and regulation. They are Feeling and Body Investigators!

This chapter is where the action starts! We provide a step-by-step guide for clinicians to lead the introductory session for FBI including sample dialogues and examples of how to integrate the therapeutic materials provided (e.g. parent/child workbooks, worksheets, and coloring pages). Therapists are given accessible language to present the case formulation of visceral hypersensitivity as a collection of sensory superpowers that enable children to experience the world and their bodies through a lens of curiosity and excitement rather than fear. Children and parents begin their training as body detectives, Feeling and Body Investigators that harness these superpowers. Children create a “Body Map” a tracing of the child’s body that summarizes the many wisdoms of the body. Children are introduced to their first body characters. Examples include Henry Heartbeat, Samantha Sweat, and Gassy Gus. Children perform their first Body Investigation, a Henry Heartbeat exploration in which they compare strategies to raise and lower their heartbeat. A resulting body wisdom might be: my heart is smart- it knows to beat faster or slower depending on what I need. Body Brainstorms worksheets facilitate generalization of new learning to the outside world. Families are given home-based practices and worksheets to reinforce what they learn.

This chapter provides a basic introduction to the relationship between thoughts, feelings, and behaviors, and introduces our cognitive-behavioral model of ARFID.Wereturn to the case examples from Chapter 1 to illustrate a cognitive-behavioral understanding of sensory sensitivity, fear of aversive consequences, and lack of interest in eating or food.

This chapter describes the primary interventions for the sensory sensitivity presentation of ARFID, including:

• Choosing five new foods to learn about each week

• Setting aside a dedicated time to learn about these five foods using theFive Steps of learning (see, touch, smell, taste, chew)

• Identifying at least some of these new foods for repeated practice in the upcoming week

• Strategies for incorporating larger portions new foods into regular meals and snacks after small portions have been tasted several times