real life heroestoday we can learn about heroes and learn some tricks from heroes that can help all...

Real Life Heroes

Richard Kagan, Ph.D. Confidential material

distributed for NCTSN research and training

by the author

Copyright 2012 Richard Kagan, Ph.D

Real Life Heroes;Trauma & ResiliencyTrauma & ResiliencyTrauma & ResiliencyTrauma & Resiliency----Focused Treatment for Children with Traumatic StressFocused Treatment for Children with Traumatic StressFocused Treatment for Children with Traumatic StressFocused Treatment for Children with Traumatic Stress

II: Making it Safe to Share the Story

Richard Kagan, Ph.D.Richard Kagan, Ph.D.Richard Kagan, Ph.D.Richard Kagan, Ph.D.

Parsons Child and Family CenterParsons Child and Family CenterParsons Child and Family CenterParsons Child and Family Center

60 Academy Rd.60 Academy Rd.60 Academy Rd.60 Academy Rd.

Albany, NY 12208Albany, NY 12208Albany, NY 12208Albany, NY 12208

[email protected]@[email protected]@parsonscenter.org Copyright 2012 Richard Kagan, Ph.D

Real Life Heroes

Core Curriculum

I:I:I:I: OverviewOverviewOverviewOverview

II: II: II: II: ‘‘‘‘Nuts and Bolts;Nuts and Bolts;Nuts and Bolts;Nuts and Bolts;’’’’ Chapters 1Chapters 1Chapters 1Chapters 1----9999

III: Integrated Assessment, Enrollment, FidelityIII: Integrated Assessment, Enrollment, FidelityIII: Integrated Assessment, Enrollment, FidelityIII: Integrated Assessment, Enrollment, Fidelity

IV: Caregiver Engagement, Power, & ResilienceIV: Caregiver Engagement, Power, & ResilienceIV: Caregiver Engagement, Power, & ResilienceIV: Caregiver Engagement, Power, & Resilience

V: Moving Through the V: Moving Through the V: Moving Through the V: Moving Through the ‘‘‘‘Tough Times:Tough Times:Tough Times:Tough Times:’’’’ Desensitization Desensitization Desensitization Desensitization

Strategies & Developing a FutureStrategies & Developing a FutureStrategies & Developing a FutureStrategies & Developing a Future

VI: Adaptations and Strategies for Challenging VI: Adaptations and Strategies for Challenging VI: Adaptations and Strategies for Challenging VI: Adaptations and Strategies for Challenging

SituationsSituationsSituationsSituations

VII. HEROES Teams & Caregivers WorkshopsVII. HEROES Teams & Caregivers WorkshopsVII. HEROES Teams & Caregivers WorkshopsVII. HEROES Teams & Caregivers Workshops


‘‘‘‘Nuts and BoltsNuts and BoltsNuts and BoltsNuts and Bolts’’’’

Chapters 1: Starting The Journey. Affect Recognition; Chapters 1: Starting The Journey. Affect Recognition; Chapters 1: Starting The Journey. Affect Recognition; Chapters 1: Starting The Journey. Affect Recognition;

SelfSelfSelfSelf---- and Coand Coand Coand Co----regulation regulation regulation regulation

Chapter 2: Restoring Hope and the Courage to Act:Chapter 2: Restoring Hope and the Courage to Act:Chapter 2: Restoring Hope and the Courage to Act:Chapter 2: Restoring Hope and the Courage to Act:

Storytelling and the HEROES metaphorStorytelling and the HEROES metaphorStorytelling and the HEROES metaphorStorytelling and the HEROES metaphor

Trauma Trauma Trauma Trauma PsychoeducationPsychoeducationPsychoeducationPsychoeducation; Power Plans; Power Plans; Power Plans; Power Plans

Chapters 3 & 4: Recovering Memories of CaringChapters 3 & 4: Recovering Memories of CaringChapters 3 & 4: Recovering Memories of CaringChapters 3 & 4: Recovering Memories of Caring

Chapters 5 & 6: The Making of a HeroChapters 5 & 6: The Making of a HeroChapters 5 & 6: The Making of a HeroChapters 5 & 6: The Making of a Hero


Objectives: Objectives: Objectives: Objectives:

1. Participants will know how to implement

affect regulation, psychoeducation, and

personal power components of Real Life

Heroes.

2. Participants will develop confidence to

implement Real Life Heroes.

Learn one thing.

Share one thing.

Have a little fun.


Attachment and ResilienceAttachment and ResilienceAttachment and ResilienceAttachment and Resilience----

building Interventionsbuilding Interventionsbuilding Interventionsbuilding Interventions

Expand the Expand the Expand the Expand the ‘‘‘‘Window of Window of Window of Window of

ToleranceToleranceToleranceTolerance’’’’


““““Therapeutic progress occurs Therapeutic progress occurs Therapeutic progress occurs Therapeutic progress occurs

within the joint activities of cowithin the joint activities of cowithin the joint activities of cowithin the joint activities of co----

regulating affect and coregulating affect and coregulating affect and coregulating affect and co----

creating meaning.creating meaning.creating meaning.creating meaning.””””----Hughes (2006)Hughes (2006)Hughes (2006)Hughes (2006)

Real Life Heroes



by the author


Criteria for involving caring adult in child sessionsCriteria for involving caring adult in child sessionsCriteria for involving caring adult in child sessionsCriteria for involving caring adult in child sessions[1][1][1][1]::::

• Caring adult gives child support and permission to Caring adult gives child support and permission to Caring adult gives child support and permission to Caring adult gives child support and permission to share what they experienced.share what they experienced.share what they experienced.share what they experienced.

• Caring adult has validated childCaring adult has validated childCaring adult has validated childCaring adult has validated child’’’’s experiences s experiences s experiences s experiences including traumas involving adult.including traumas involving adult.including traumas involving adult.including traumas involving adult.

• Caring adult committed to protecting child from Caring adult committed to protecting child from Caring adult committed to protecting child from Caring adult committed to protecting child from anyone, even other family members.anyone, even other family members.anyone, even other family members.anyone, even other family members.

• Caring adult identifies how he/she sees child as Caring adult identifies how he/she sees child as Caring adult identifies how he/she sees child as Caring adult identifies how he/she sees child as special and part of life.special and part of life.special and part of life.special and part of life.

• Caring adult can manage own reactions to trauma Caring adult can manage own reactions to trauma Caring adult can manage own reactions to trauma Caring adult can manage own reactions to trauma without rewithout rewithout rewithout re----traumatizing child, able to face traumatic traumatizing child, able to face traumatic traumatizing child, able to face traumatic traumatizing child, able to face traumatic memories and reminders or rememories and reminders or rememories and reminders or rememories and reminders or re----enactments. Offer enactments. Offer enactments. Offer enactments. Offer individual trauma therapy for parent, if neededindividual trauma therapy for parent, if neededindividual trauma therapy for parent, if neededindividual trauma therapy for parent, if needed


• Caring adult demonstrates commitment to: Caring adult demonstrates commitment to: Caring adult demonstrates commitment to: Caring adult demonstrates commitment to:

protect, provide, and guide (James, 1989)protect, provide, and guide (James, 1989)protect, provide, and guide (James, 1989)protect, provide, and guide (James, 1989)

• Caring adult assures child that they (and the Caring adult assures child that they (and the Caring adult assures child that they (and the Caring adult assures child that they (and the

child) will keep child safe when the child child) will keep child safe when the child child) will keep child safe when the child child) will keep child safe when the child

shares memoriesshares memoriesshares memoriesshares memories. . . .

• Child affirms to therapist in private that child Child affirms to therapist in private that child Child affirms to therapist in private that child Child affirms to therapist in private that child

feels safe to share with caring adult present feels safe to share with caring adult present feels safe to share with caring adult present feels safe to share with caring adult present

and wants caring adult in sessions.and wants caring adult in sessions.and wants caring adult in sessions.and wants caring adult in sessions.

• Therapist modulates how much of sessions Therapist modulates how much of sessions Therapist modulates how much of sessions Therapist modulates how much of sessions

involve child and caregivers.involve child and caregivers.involve child and caregivers.involve child and caregivers.

Copyright 2012 Richard Kagan, Ph.D Copyright 2012 Richard Kagan, Ph.D

Session Structure Incorporates Healing RitualsSession Structure Incorporates Healing RitualsSession Structure Incorporates Healing RitualsSession Structure Incorporates Healing Rituals


HEALING RITUALS AROUND THE WORLD HEALING RITUALS AROUND THE WORLD HEALING RITUALS AROUND THE WORLD HEALING RITUALS AROUND THE WORLD

• ““““Using an interactional process, which may Using an interactional process, which may Using an interactional process, which may Using an interactional process, which may

involve the community, part of the involve the community, part of the involve the community, part of the involve the community, part of the

community, or just a dyad.community, or just a dyad.community, or just a dyad.community, or just a dyad.

• Activating belief systemsActivating belief systemsActivating belief systemsActivating belief systems

• Establishing a narrativeEstablishing a narrativeEstablishing a narrativeEstablishing a narrative

• Providing patterned, repetitive stimulation.Providing patterned, repetitive stimulation.Providing patterned, repetitive stimulation.Providing patterned, repetitive stimulation.””””----Bruce Perry, 1998Bruce Perry, 1998Bruce Perry, 1998Bruce Perry, 1998


REAL LIFE HEROES

SESSION SUMMARY/PROGRESS NOTESESSION SUMMARY/PROGRESS NOTESESSION SUMMARY/PROGRESS NOTESESSION SUMMARY/PROGRESS NOTE

Child: Program: Service Goal (if required): Date: / /____Child: Program: Service Goal (if required): Date: / /____Child: Program: Service Goal (if required): Date: / /____Child: Program: Service Goal (if required): Date: / /____

Adults and other children participating in session: __________Adults and other children participating in session: __________Adults and other children participating in session: __________Adults and other children participating in session: __________

Check off what was completed:Check off what was completed:Check off what was completed:Check off what was completed:

Assessments: Assessments: Assessments: Assessments: UCLA ChildUCLA ChildUCLA ChildUCLA Child: ___; : ___; : ___; : ___; UCLA ParentUCLA ParentUCLA ParentUCLA Parent: ___; : ___; : ___; : ___; DevDevDevDev’’’’llll, Att. , Att. , Att. , Att.

Service PlanService PlanService PlanService Plan: ___; : ___; : ___; : ___; Personal Power PlanPersonal Power PlanPersonal Power PlanPersonal Power Plan: ___: ___: ___: ___

SelfSelfSelfSelf----Check Thermometers (1Check Thermometers (1Check Thermometers (1Check Thermometers (1----10): 10): 10): 10): KnotsKnotsKnotsKnots: ____ ; : ____ ; : ____ ; : ____ ; Personal PowerPersonal PowerPersonal PowerPersonal Power: : : :

________________; MadMadMadMad: ____; : ____; : ____; : ____; SadSadSadSad: ____; : ____; : ____; : ____; GladGladGladGlad: ____; Feel Safe _____: ____; Feel Safe _____: ____; Feel Safe _____: ____; Feel Safe _____

‘‘‘‘Safety FirstSafety FirstSafety FirstSafety First’’’’: safety plans in place; before/during/after reminders : safety plans in place; before/during/after reminders : safety plans in place; before/during/after reminders : safety plans in place; before/during/after reminders

for predictable crises; childfor predictable crises; childfor predictable crises; childfor predictable crises; child’’’’s signal and action plan if s signal and action plan if s signal and action plan if s signal and action plan if Knots Knots Knots Knots

begin to rise or begin to rise or begin to rise or begin to rise or Personal Power Personal Power Personal Power Personal Power falls; plan for practitioner and falls; plan for practitioner and falls; plan for practitioner and falls; plan for practitioner and

caring adult selfcaring adult selfcaring adult selfcaring adult self----carecarecarecare

OpeningsOpeningsOpeningsOpenings: : : : Magical Moment (e.g. herbal tea, cookie, magic trick) Magical Moment (e.g. herbal tea, cookie, magic trick) Magical Moment (e.g. herbal tea, cookie, magic trick) Magical Moment (e.g. herbal tea, cookie, magic trick)

and Centering Activities (Movement, Mindfulness)and Centering Activities (Movement, Mindfulness)and Centering Activities (Movement, Mindfulness)and Centering Activities (Movement, Mindfulness)

Real Life Heroes



by the author


1`1. Safety Signal: When child has

‘no words’ . . .Start first sessions (and as needed) with reminder of

child’s safety signal.

2. Emotional Regulation &

Relationship Check

3. Magic + Centering,

4. Workbook pages +Power Plans

5. Share & Attune

6. Emotional Regulation Re-check

7. Homework

8. Progress Note + Next Session: Show change on thermometers + progress in

workbook

Ask about special things to do next time

Normalize brainwork on healing during week


MAKE YOUR OWN STOP SIGNAL


Magic Starters

George Washington’s Headache

The Power of 6

Rubber Band Magic

710 combination

Chocolate Math

Or: use your Glockenspeil, feather, bubbles . . .


Today we can learn about heroes and learn Today we can learn about heroes and learn Today we can learn about heroes and learn Today we can learn about heroes and learn

some tricks from heroes that can help all of some tricks from heroes that can help all of some tricks from heroes that can help all of some tricks from heroes that can help all of

us.us.us.us.

LetLetLetLet’’’’s start with a simple story.s start with a simple story.s start with a simple story.s start with a simple story.

Parents can help me if you have a dollar you Parents can help me if you have a dollar you Parents can help me if you have a dollar you Parents can help me if you have a dollar you

can hold up and show your child.can hold up and show your child.can hold up and show your child.can hold up and show your child.

This is a story about George Washington, the This is a story about George Washington, the This is a story about George Washington, the This is a story about George Washington, the

first president of the United States. And first president of the United States. And first president of the United States. And first president of the United States. And

this is a story about how he learned an this is a story about how he learned an this is a story about how he learned an this is a story about how he learned an

important lesson about taking care of important lesson about taking care of important lesson about taking care of important lesson about taking care of

himself. himself. himself. himself.


Parents, if you have a dollar with you today, please show your cParents, if you have a dollar with you today, please show your cParents, if you have a dollar with you today, please show your cParents, if you have a dollar with you today, please show your child hild hild hild

GeorgeGeorgeGeorgeGeorge’’’’s lovely picture.s lovely picture.s lovely picture.s lovely picture.


Well, one day, George was very very tired and upset. You see the country was A Mess. A big mess. And since George was the president a lot of people told him. “Mr. President, clean up this mess. Fix this country and FAST.”

Well, thinking about all the problems gave George a very big headache. It felt like an alarm bell was going off in his head—and electric alarm clocks had not even been invented yet, so this was a very big headache.

He hung down his head, it hurt so bad. {Parents please fold dollar forward so George’s face is covered.

Real Life Heroes



by the author


George’s wife, Martha, looked at

George and said, “George, Go to

bed and rest your head.” So,

George went back to his

bedroom. {parents fold the dollar

backwards}.


But he didn’t rest his head. Oh, no, he didn’t. He kept thinking about the mess the country was in. No one was getting along.

Butchers and bakers and candlestick makers were all yelling. And, lots of them seemed to be yelling at George. So George fretted and fumed. He was so worried he began breathing real fast.

Try breathing real realfast and see what happens.

Breathing fast made George feel even more upset.

So he ran out of his room and ran back to Martha.

Parents, now fold the front part to the left.


“Oh , No,” Martha said. “George, let me

see your head.”

So, George lifted his head up. {parents, fold

dollar up.}

“Oh, now,” Martha said, “You’re upside

down, you silly head. How are you going

to lead the country?”

“You’ve got to get yourself right side up to

be president.”

“Now go back and rest your head. And this

time, I want you to practice some ways

to relax.


{How do you relax?}

Take a slow slow breath and count 1 . . . 2 . . . 3 . . . now let it out

3 . . . 2 . . . 1.

“Now you do it George.” Martha said.

Let’s all try it together. Breath in real slow 1 . . . 2 . . . 3 hold it and

let it go 3 . . . 2 . . . 1 . . feel the air sliding out your mouth.


So George slowed down his breathing. And Martha taught him to think of good things like people in his family he loved and how loved him. George thought about fun times. He filled his mind with pictures of happy memories. Climbing cherry trees. Picking cherries. Eating cherries. And giving cherries to his family and friends.

Then George lowered his head again. {parents please fold the dollar forward again.}

And, he went back to his room. {parents please fold dollar backagain.}

And this time he fell asleep and took a good nap. A real presidential nap. . .

{{I you want, Close your eyes and count 1 2 3 and let the air out again 3 2 1 }}


• And when he woke up, George felt

great. His headache was gone.

• So, George went back to Martha.

{parents, please fold the dollar one

more time forwards}

• And he lifted up his head. {parents

lift up the dollar again}

• Martha smiled and cried out.

“Hurray George! You’ve got your

head on right side up.”

Real Life Heroes



by the author


And, George went

on to save the

country as the first

President


But where ever he went. From that day on, he

remembered what Martha taught him. If you

get upset, if you get all irritable and scratchy

inside or feel like you’re about to explode,

take a break, slow down your breathing.

Don’t be a silly head.

Go and rest your head.

And that’s just what he did.


Does the Number 6 Have a Special Power?

Let’s find out . . .

Draw a circle clockwise with your

right foot several times.

Keep drawing circles with your foot.

Now draw the Number 6Number 6Number 6Number 6 in the air

with your right hand.

What happened?


Who wants a hot dog?

Put two fingers together at a distance and slowly bring them toward your eyes..

What happened?What happened?What happened?What happened?


Who Likes Chocolate?

Chocolate math:Chocolate math:Chocolate math:Chocolate math:

1. First of all, pick the number of times a week that you would 1. First of all, pick the number of times a week that you would 1. First of all, pick the number of times a week that you would 1. First of all, pick the number of times a week that you would like tolike tolike tolike to have chocolatehave chocolatehave chocolatehave chocolate (try for more than once, but less than (try for more than once, but less than (try for more than once, but less than (try for more than once, but less than 10).10).10).10).

2. Multiply this number by 2 (just to be bold).2. Multiply this number by 2 (just to be bold).2. Multiply this number by 2 (just to be bold).2. Multiply this number by 2 (just to be bold).

3. Add 53. Add 53. Add 53. Add 5 for Sunday).for Sunday).for Sunday).for Sunday).

4. Multiply it by 50.4. Multiply it by 50.4. Multiply it by 50.4. Multiply it by 50.

5. If you have already had your birthday this year add 1762... I5. If you have already had your birthday this year add 1762... I5. If you have already had your birthday this year add 1762... I5. If you have already had your birthday this year add 1762... If f f f youyouyouyou haven't, add 1761.haven't, add 1761.haven't, add 1761.haven't, add 1761.

6. Now subtract the four digit year that you were born.6. Now subtract the four digit year that you were born.6. Now subtract the four digit year that you were born.6. Now subtract the four digit year that you were born. You You You You should have a three digit number.should have a three digit number.should have a three digit number.should have a three digit number.

The first digit was your original number (orThe first digit was your original number (orThe first digit was your original number (orThe first digit was your original number (or how many times how many times how many times how many times youyouyouyou want to have chocolate each week).want to have chocolate each week).want to have chocolate each week).want to have chocolate each week).

The next two numbers should be your age. The next two numbers should be your age. The next two numbers should be your age. The next two numbers should be your age. {Note:{Note:{Note:{Note: 2013 is the only year this will work as written; add for future 2013 is the only year this will work as written; add for future 2013 is the only year this will work as written; add for future 2013 is the only year this will work as written; add for future yearsyearsyearsyears}}}}

....


Real Life Heroes



by the author


MovementMovementMovementMovement----based Activitiesbased Activitiesbased Activitiesbased Activities

Peacock feather balancingPeacock feather balancingPeacock feather balancingPeacock feather balancing

JugglingJugglingJugglingJuggling

SnapSnapSnapSnap----CrackleCrackleCrackleCrackle----PopPopPopPop

Tossing Ball CountdownTossing Ball CountdownTossing Ball CountdownTossing Ball Countdown

Rhythm and BluesRhythm and BluesRhythm and BluesRhythm and Blues

Coffee can basketballCoffee can basketballCoffee can basketballCoffee can basketball

Coffee can pass from child to caregiver to therapistCoffee can pass from child to caregiver to therapistCoffee can pass from child to caregiver to therapistCoffee can pass from child to caregiver to therapist

Blowing BubblesBlowing BubblesBlowing BubblesBlowing Bubbles

YogaYogaYogaYoga

Walking MeditationWalking MeditationWalking MeditationWalking Meditation


Rhythm, Rap and Movement

“Awake the people,

Show them they been dreamin’

Breathe. Stretch. Shake. Let it go”

-Mase

Siblings in RLH Pilot Study (2003-04) insisted on doing this at start

of each session: first on two feet, then on one foot, then

hopping, with hands out, palms up . . .


Tree & Chair Yoga

Stand, raise arms slowly to sides, as lift knee up to waist.Stand, raise arms slowly to sides, as lift knee up to waist.Stand, raise arms slowly to sides, as lift knee up to waist.Stand, raise arms slowly to sides, as lift knee up to waist.

Life arms to come together over head (tree top) as you lift leg Life arms to come together over head (tree top) as you lift leg Life arms to come together over head (tree top) as you lift leg Life arms to come together over head (tree top) as you lift leg out out out out to side (branch).to side (branch).to side (branch).to side (branch).

Slowly bring it backSlowly bring it backSlowly bring it backSlowly bring it back

********************************

Mountain chair: sit comfortably, feel back support, chair Mountain chair: sit comfortably, feel back support, chair Mountain chair: sit comfortably, feel back support, chair Mountain chair: sit comfortably, feel back support, chair supporting you, wiggle toes in shoes, rock lower legs, slow supporting you, wiggle toes in shoes, rock lower legs, slow supporting you, wiggle toes in shoes, rock lower legs, slow supporting you, wiggle toes in shoes, rock lower legs, slow breathingbreathingbreathingbreathing

Scan over your body.Scan over your body.Scan over your body.Scan over your body.

Breathe in and touch tense places with your breath.Breathe in and touch tense places with your breath.Breathe in and touch tense places with your breath.Breathe in and touch tense places with your breath.

Breathe out and let tension flow out with each breath Breathe out and let tension flow out with each breath Breathe out and let tension flow out with each breath Breathe out and let tension flow out with each breath

************************

Sit forward in chair, back roundedSit forward in chair, back roundedSit forward in chair, back roundedSit forward in chair, back rounded

Slow breathing in as you arch back slow straight, then at count Slow breathing in as you arch back slow straight, then at count Slow breathing in as you arch back slow straight, then at count Slow breathing in as you arch back slow straight, then at count of of of of ‘‘‘‘3,3,3,3,’’’’slowly breath out.slowly breath out.slowly breath out.slowly breath out.

************************************


Mindfulness-centered Activities

BreathingBreathingBreathingBreathing

Body ScanBody ScanBody ScanBody Scan

FoodFoodFoodFood----sensingsensingsensingsensing

ImageryImageryImageryImagery

Meditations: Meditations: Meditations: Meditations: ““““May I be happy. May I be peaceful. May I learn to let May I be happy. May I be peaceful. May I learn to let May I be happy. May I be peaceful. May I learn to let May I be happy. May I be peaceful. May I learn to let

go. May I be filled with go. May I be filled with go. May I be filled with go. May I be filled with lovingkindnesslovingkindnesslovingkindnesslovingkindness....””””

Reference:Reference:Reference:Reference: Siegel, R.D. (2010). The mindfulness solution; Everyday

practices for everyday problems. New York: Guilford Press.


Lotions Alone; gently rub Lotions Alone; gently rub Lotions Alone; gently rub Lotions Alone; gently rub lotion clockwise repeating lotion clockwise repeating lotion clockwise repeating lotion clockwise repeating mindfulness mantra, e.g. mindfulness mantra, e.g. mindfulness mantra, e.g. mindfulness mantra, e.g. May I be at peace. . .May I be at peace. . .May I be at peace. . .May I be at peace. . .

Lotions together: gently rub Lotions together: gently rub Lotions together: gently rub Lotions together: gently rub lotion clockwise repeating lotion clockwise repeating lotion clockwise repeating lotion clockwise repeating shared mantra, e.g. shared mantra, e.g. shared mantra, e.g. shared mantra, e.g. ‘‘‘‘I love I love I love I love you. I care. I will always be you. I care. I will always be you. I care. I will always be you. I care. I will always be there . . .there . . .there . . .there . . .’’’’


Mastery Activities to Counter Shame

Real Life Heroes



by the author


““““Pride is the antidote to shame.Pride is the antidote to shame.Pride is the antidote to shame.Pride is the antidote to shame.””””

––––Judith HermanJudith HermanJudith HermanJudith Herman


Step by Step


Practice

Count off into small groups: 1, Count off into small groups: 1, Count off into small groups: 1, Count off into small groups: 1,

2, 3 . . .2, 3 . . .2, 3 . . .2, 3 . . .

Then within groups, for first Then within groups, for first Then within groups, for first Then within groups, for first

play: play: play: play:

1--Child

2--Caregiver

3-- Therapist

4--Coach

Watch one

Do one

Teach one


ROLE PLAY #1: COACH’S CHEAT SHEET

• Safety Messages: ISafety Messages: ISafety Messages: ISafety Messages: I’’’’m going to count on you to stop me. How do m going to count on you to stop me. How do m going to count on you to stop me. How do m going to count on you to stop me. How do

you let people know when you donyou let people know when you donyou let people know when you donyou let people know when you don’’’’t want to talk?t want to talk?t want to talk?t want to talk?

• Thermometers: Scan over your body, from your toes up to your Thermometers: Scan over your body, from your toes up to your Thermometers: Scan over your body, from your toes up to your Thermometers: Scan over your body, from your toes up to your

head: how would you rate how relaxed or stressed you feel:head: how would you rate how relaxed or stressed you feel:head: how would you rate how relaxed or stressed you feel:head: how would you rate how relaxed or stressed you feel:

– Knots: Knots: Knots: Knots:

– How much control do you feel?How much control do you feel?How much control do you feel?How much control do you feel?

– Mad, Sad, Glad, and Feel SafeMad, Sad, Glad, and Feel SafeMad, Sad, Glad, and Feel SafeMad, Sad, Glad, and Feel Safe

• Circles: Who are the most important people for you? Circle Circles: Who are the most important people for you? Circle Circles: Who are the most important people for you? Circle Circles: Who are the most important people for you? Circle

those you feel you can trust to share the best times you had andthose you feel you can trust to share the best times you had andthose you feel you can trust to share the best times you had andthose you feel you can trust to share the best times you had and

the worstthe worstthe worstthe worst

• Centering: Feathers with 6Centering: Feathers with 6Centering: Feathers with 6Centering: Feathers with 6----Step Breathing and SOSStep Breathing and SOSStep Breathing and SOSStep Breathing and SOS

– Ask Caregiver to count how long child can breathAsk Caregiver to count how long child can breathAsk Caregiver to count how long child can breathAsk Caregiver to count how long child can breath

– Model 6Model 6Model 6Model 6----step breathingstep breathingstep breathingstep breathing

• Magic/Hopefulness: clockwise circles and the #6; hot dog Magic/Hopefulness: clockwise circles and the #6; hot dog Magic/Hopefulness: clockwise circles and the #6; hot dog Magic/Hopefulness: clockwise circles and the #6; hot dog

fingersfingersfingersfingers


Real Life Heroes



by the author



Foster creative expression for each workbook pageFoster creative expression for each workbook pageFoster creative expression for each workbook pageFoster creative expression for each workbook page

• Begin by having the child select a special color to Begin by having the child select a special color to Begin by having the child select a special color to Begin by having the child select a special color to sketch as a free spontaneous and simple image, sketch as a free spontaneous and simple image, sketch as a free spontaneous and simple image, sketch as a free spontaneous and simple image, then accentuate details, e.g. asking the child what then accentuate details, e.g. asking the child what then accentuate details, e.g. asking the child what then accentuate details, e.g. asking the child what the figure reminds them of, and then encouraging the figure reminds them of, and then encouraging the figure reminds them of, and then encouraging the figure reminds them of, and then encouraging the child to accentuate those features, or possibly to the child to accentuate those features, or possibly to the child to accentuate those features, or possibly to the child to accentuate those features, or possibly to shape an initial sketch into a living being, a plant, an shape an initial sketch into a living being, a plant, an shape an initial sketch into a living being, a plant, an shape an initial sketch into a living being, a plant, an animal, or a person. animal, or a person. animal, or a person. animal, or a person.

• Identify tone of voice accompanying this image or Identify tone of voice accompanying this image or Identify tone of voice accompanying this image or Identify tone of voice accompanying this image or encourage child to experiment with different encourage child to experiment with different encourage child to experiment with different encourage child to experiment with different intonations.intonations.intonations.intonations.

• Tap out a rhythm and intensity to match a feeling Tap out a rhythm and intensity to match a feeling Tap out a rhythm and intensity to match a feeling Tap out a rhythm and intensity to match a feeling (e.g., with magic wand or xylophone mallet). (e.g., with magic wand or xylophone mallet). (e.g., with magic wand or xylophone mallet). (e.g., with magic wand or xylophone mallet).


• Match tone of voice with a note from the xylophone Match tone of voice with a note from the xylophone Match tone of voice with a note from the xylophone Match tone of voice with a note from the xylophone or keyboard and, if desired, experiment with other 2or keyboard and, if desired, experiment with other 2or keyboard and, if desired, experiment with other 2or keyboard and, if desired, experiment with other 2----3 other notes that blend with the first note thereby 3 other notes that blend with the first note thereby 3 other notes that blend with the first note thereby 3 other notes that blend with the first note thereby creating a chord selected by the child to match a creating a chord selected by the child to match a creating a chord selected by the child to match a creating a chord selected by the child to match a particular feeling or task from the workbook. Later, particular feeling or task from the workbook. Later, particular feeling or task from the workbook. Later, particular feeling or task from the workbook. Later, this can be expanded to include two notes or a three this can be expanded to include two notes or a three this can be expanded to include two notes or a three this can be expanded to include two notes or a three note chord. Alterations in patterns of the notes note chord. Alterations in patterns of the notes note chord. Alterations in patterns of the notes note chord. Alterations in patterns of the notes within chords can then be utilized to generate within chords can then be utilized to generate within chords can then be utilized to generate within chords can then be utilized to generate simple, short melodies. Repetitions of two or three simple, short melodies. Repetitions of two or three simple, short melodies. Repetitions of two or three simple, short melodies. Repetitions of two or three chords can also be utilized to create a mood or chords can also be utilized to create a mood or chords can also be utilized to create a mood or chords can also be utilized to create a mood or feeling.feeling.feeling.feeling.

• Demonstrate drawing or feelings with Demonstrate drawing or feelings with Demonstrate drawing or feelings with Demonstrate drawing or feelings with Action PoseAction PoseAction PoseAction Poseand promote bodily awareness of each feelingand promote bodily awareness of each feelingand promote bodily awareness of each feelingand promote bodily awareness of each feeling. . . .


• Identify feelings expressed with drawings, rhythm, chords, and Identify feelings expressed with drawings, rhythm, chords, and Identify feelings expressed with drawings, rhythm, chords, and Identify feelings expressed with drawings, rhythm, chords, and

movement using words. movement using words. movement using words. movement using words.

• Invite child to enlarge significant stories from drawings, musicInvite child to enlarge significant stories from drawings, musicInvite child to enlarge significant stories from drawings, musicInvite child to enlarge significant stories from drawings, music, , , ,

or or or or Action PoseAction PoseAction PoseAction Pose to include a Beginning, Middle (the scene to include a Beginning, Middle (the scene to include a Beginning, Middle (the scene to include a Beginning, Middle (the scene

pictured), and Ending. pictured), and Ending. pictured), and Ending. pictured), and Ending.

• Encourage child to add to stories about their drawings, music, Encourage child to add to stories about their drawings, music, Encourage child to add to stories about their drawings, music, Encourage child to add to stories about their drawings, music,

or movements, where possible, with openor movements, where possible, with openor movements, where possible, with openor movements, where possible, with open----ended questions that ended questions that ended questions that ended questions that

enlarge a childenlarge a childenlarge a childenlarge a child’’’’s perspective. s perspective. s perspective. s perspective.

• Highlight positive beliefs stressing strengths and coping with Highlight positive beliefs stressing strengths and coping with Highlight positive beliefs stressing strengths and coping with Highlight positive beliefs stressing strengths and coping with

problems.problems.problems.problems.

• Gently challenge dysfunctional beliefs by building on strengths,Gently challenge dysfunctional beliefs by building on strengths,Gently challenge dysfunctional beliefs by building on strengths,Gently challenge dysfunctional beliefs by building on strengths,

caring for others, normalizing experiencescaring for others, normalizing experiencescaring for others, normalizing experiencescaring for others, normalizing experiences


WHOWHOWHOWHO’’’’S ON YOUR S ON YOUR S ON YOUR S ON YOUR BAND AID?BAND AID?BAND AID?BAND AID?

Think of a personal hero for yourselfThink of a personal hero for yourselfThink of a personal hero for yourselfThink of a personal hero for yourself

Real Life Heroes



by the author


InvictusOut of the night that covers me,Out of the night that covers me,Out of the night that covers me,Out of the night that covers me,Black as the pit from pole to pole,Black as the pit from pole to pole,Black as the pit from pole to pole,Black as the pit from pole to pole,I thank whatever gods may beI thank whatever gods may beI thank whatever gods may beI thank whatever gods may beFor my unconquerable soul.For my unconquerable soul.For my unconquerable soul.For my unconquerable soul.

In the fell clutch of circumstanceIn the fell clutch of circumstanceIn the fell clutch of circumstanceIn the fell clutch of circumstanceI have not winced nor cried aloud.I have not winced nor cried aloud.I have not winced nor cried aloud.I have not winced nor cried aloud.Under the Under the Under the Under the bludgeoningsbludgeoningsbludgeoningsbludgeonings of chanceof chanceof chanceof chanceMy head is bloody, but unbowed.My head is bloody, but unbowed.My head is bloody, but unbowed.My head is bloody, but unbowed.

Beyond this place of wrath and tearsBeyond this place of wrath and tearsBeyond this place of wrath and tearsBeyond this place of wrath and tearsLooms but the horror of the shade,Looms but the horror of the shade,Looms but the horror of the shade,Looms but the horror of the shade,And yet the menace of the yearsAnd yet the menace of the yearsAnd yet the menace of the yearsAnd yet the menace of the yearsFinds and shall find me unafraid.Finds and shall find me unafraid.Finds and shall find me unafraid.Finds and shall find me unafraid.

It matters not how strait the gate,It matters not how strait the gate,It matters not how strait the gate,It matters not how strait the gate,How charged with punishments the scroll,How charged with punishments the scroll,How charged with punishments the scroll,How charged with punishments the scroll,I am the master of my fate:I am the master of my fate:I am the master of my fate:I am the master of my fate:I am the captain of my soul.I am the captain of my soul.I am the captain of my soul.I am the captain of my soul.

----William Ernest HenleyWilliam Ernest HenleyWilliam Ernest HenleyWilliam Ernest Henley


• At the age of 12, Henley fell victim to tuberculosis. At age 25At the age of 12, Henley fell victim to tuberculosis. At age 25At the age of 12, Henley fell victim to tuberculosis. At age 25At the age of 12, Henley fell victim to tuberculosis. At age 25, he was , he was , he was , he was hospitalized. The disease had progressed to his foot, and physichospitalized. The disease had progressed to his foot, and physichospitalized. The disease had progressed to his foot, and physichospitalized. The disease had progressed to his foot, and physicians ians ians ians told him that the only way to save his life was to amputate diretold him that the only way to save his life was to amputate diretold him that the only way to save his life was to amputate diretold him that the only way to save his life was to amputate directly ctly ctly ctly below the knee. He made the choice to save his life. His leg below the knee. He made the choice to save his life. His leg below the knee. He made the choice to save his life. His leg below the knee. He made the choice to save his life. His leg was was was was amputated when he was 25 and he wrote the "amputated when he was 25 and he wrote the "amputated when he was 25 and he wrote the "amputated when he was 25 and he wrote the "InvictusInvictusInvictusInvictus" poem from a " poem from a " poem from a " poem from a hospital bed. It was published in 1875 when Henley was 26 yearshospital bed. It was published in 1875 when Henley was 26 yearshospital bed. It was published in 1875 when Henley was 26 yearshospital bed. It was published in 1875 when Henley was 26 years old. old. old. old. Despite his disability, he survived with one foot intact. He sDespite his disability, he survived with one foot intact. He sDespite his disability, he survived with one foot intact. He sDespite his disability, he survived with one foot intact. He struggled as truggled as truggled as truggled as a poet and was only recognized for his work in his later years. a poet and was only recognized for his work in his later years. a poet and was only recognized for his work in his later years. a poet and was only recognized for his work in his later years. Henley Henley Henley Henley died his death at the age of 53.died his death at the age of 53.died his death at the age of 53.died his death at the age of 53.

• While incarcerated on While incarcerated on While incarcerated on While incarcerated on RobbenRobbenRobbenRobben Island prison, Nelson Mandela recited Island prison, Nelson Mandela recited Island prison, Nelson Mandela recited Island prison, Nelson Mandela recited the poem to other prisoners and was empowered by its message of the poem to other prisoners and was empowered by its message of the poem to other prisoners and was empowered by its message of the poem to other prisoners and was empowered by its message of self mastery. In the movie, self mastery. In the movie, self mastery. In the movie, self mastery. In the movie, InvictusInvictusInvictusInvictus, the poem becomes the , the poem becomes the , the poem becomes the , the poem becomes the inspirational gift from Mandela to the captain of the Springbok inspirational gift from Mandela to the captain of the Springbok inspirational gift from Mandela to the captain of the Springbok inspirational gift from Mandela to the captain of the Springbok rugby rugby rugby rugby team, Francois team, Francois team, Francois team, Francois PienaarPienaarPienaarPienaar. . . .


Step by Step



Pick out a special marker or pen or pencil

Draw your band aid:

Nonverbal

Watch for caregiver—child interaction/interference/safety

Fun

It’s about communication

Tap out a rhythm

Ask Caregiver to copy this

Use rhythm to add music

Ask Caregiver to copy

Share in a movement or gesture

Ask Caregiver to copy

Share story in words



Make into a Three-Chapter Story:

important stories for resilience

relationship stories

rehearse and remember

memorialize with photos, gifts, necklace, etc.


Objectives and StrategiesObjectives and StrategiesObjectives and StrategiesObjectives and Strategies

CHAPTER ONE: BUILDING SAFETY TO SHARE FEELINGSCHAPTER ONE: BUILDING SAFETY TO SHARE FEELINGSCHAPTER ONE: BUILDING SAFETY TO SHARE FEELINGSCHAPTER ONE: BUILDING SAFETY TO SHARE FEELINGS

Objectives:Objectives:Objectives:Objectives:

Begin affect management skill development by helping Begin affect management skill development by helping Begin affect management skill development by helping Begin affect management skill development by helping child to:child to:child to:child to:

• identify and accept feelings in self as normal bodily identify and accept feelings in self as normal bodily identify and accept feelings in self as normal bodily identify and accept feelings in self as normal bodily reactionsreactionsreactionsreactions

• recognize and identify feelings in othersrecognize and identify feelings in othersrecognize and identify feelings in othersrecognize and identify feelings in others

• calm and center sufficiently to work on taskscalm and center sufficiently to work on taskscalm and center sufficiently to work on taskscalm and center sufficiently to work on tasks

• maintain self controlmaintain self controlmaintain self controlmaintain self control

• express feelings with color, drawings, rhythm, express feelings with color, drawings, rhythm, express feelings with color, drawings, rhythm, express feelings with color, drawings, rhythm, tonality, movement, and words.tonality, movement, and words.tonality, movement, and words.tonality, movement, and words.

Real Life Heroes



by the author


Emotions and MovementEmotions and MovementEmotions and MovementEmotions and Movement

““““The brain is an organ of and for movement.The brain is an organ of and for movement.The brain is an organ of and for movement.The brain is an organ of and for movement.””””----Roger Sperry, 1952, p. 298Roger Sperry, 1952, p. 298Roger Sperry, 1952, p. 298Roger Sperry, 1952, p. 298

Emotion is from the Latin, Emotion is from the Latin, Emotion is from the Latin, Emotion is from the Latin, movementmovementmovementmovement....

Emotions: Emotions: Emotions: Emotions:

– serve to elicit movement, to help an animal get out of the serve to elicit movement, to help an animal get out of the serve to elicit movement, to help an animal get out of the serve to elicit movement, to help an animal get out of the

way of harm with negative emotions and moving toward way of harm with negative emotions and moving toward way of harm with negative emotions and moving toward way of harm with negative emotions and moving toward

positive sources with positive emotionspositive sources with positive emotionspositive sources with positive emotionspositive sources with positive emotions

– represent sensory feelings that elicit and guide actionrepresent sensory feelings that elicit and guide actionrepresent sensory feelings that elicit and guide actionrepresent sensory feelings that elicit and guide action


When a child is faced with what appears to be When a child is faced with what appears to be When a child is faced with what appears to be When a child is faced with what appears to be

lifelifelifelife----threatening situation, movement is not threatening situation, movement is not threatening situation, movement is not threatening situation, movement is not

possible. possible. possible. possible.

The Child becomes trapped, seeing no escape, The Child becomes trapped, seeing no escape, The Child becomes trapped, seeing no escape, The Child becomes trapped, seeing no escape,

no future. no future. no future. no future.


In Traumatic Grief, for example, the child is unable to In Traumatic Grief, for example, the child is unable to In Traumatic Grief, for example, the child is unable to In Traumatic Grief, for example, the child is unable to

reminisce about the person lost because of the pain reminisce about the person lost because of the pain reminisce about the person lost because of the pain reminisce about the person lost because of the pain

involved. Being unable to remember blocks involved. Being unable to remember blocks involved. Being unable to remember blocks involved. Being unable to remember blocks

acceptance and normal grief and healing. This can acceptance and normal grief and healing. This can acceptance and normal grief and healing. This can acceptance and normal grief and healing. This can

be especially difficult when memories are tied to be especially difficult when memories are tied to be especially difficult when memories are tied to be especially difficult when memories are tied to

violent events. violent events. violent events. violent events.

* * * ** * * ** * * ** * * *

““““It is difficult for a child to reminisceIt is difficult for a child to reminisceIt is difficult for a child to reminisceIt is difficult for a child to reminisce…………when an when an when an when an

image ofimage ofimage ofimage of…………mutilation is what first comes to mutilation is what first comes to mutilation is what first comes to mutilation is what first comes to

mindmindmindmind”””” (p. 7). This is the essence of the (p. 7). This is the essence of the (p. 7). This is the essence of the (p. 7). This is the essence of the

current concept of childhood traumatic grief.current concept of childhood traumatic grief.current concept of childhood traumatic grief.current concept of childhood traumatic grief.””””Pynoos, R.S. (1992). Grief and trauma in children and adolescents.

Bereavement Care, 11, 2-10.


Traumatic experiences generate intense patterns of Traumatic experiences generate intense patterns of Traumatic experiences generate intense patterns of Traumatic experiences generate intense patterns of somatic responses to reminders, responses that somatic responses to reminders, responses that somatic responses to reminders, responses that somatic responses to reminders, responses that make the individual feel the terror and helplessness make the individual feel the terror and helplessness make the individual feel the terror and helplessness make the individual feel the terror and helplessness of the original event.of the original event.of the original event.of the original event.

Repeated traumas strengthen these patterns and Repeated traumas strengthen these patterns and Repeated traumas strengthen these patterns and Repeated traumas strengthen these patterns and reverberate through families and communitiesreverberate through families and communitiesreverberate through families and communitiesreverberate through families and communitiesOften, the childOften, the childOften, the childOften, the child’’’’s social and emotional development becomes stymied, and cognitivs social and emotional development becomes stymied, and cognitivs social and emotional development becomes stymied, and cognitivs social and emotional development becomes stymied, and cognitive development is e development is e development is e development is

reduced.reduced.reduced.reduced.

Healing means getting emotions Healing means getting emotions Healing means getting emotions Healing means getting emotions movingmovingmovingmoving again, so again, so again, so again, so

the child can the child can the child can the child can movemovemovemove through the trauma to a better through the trauma to a better through the trauma to a better through the trauma to a better time and place.time and place.time and place.time and place.


PTSD = TRAPPED IN TERRORPTSD = TRAPPED IN TERRORPTSD = TRAPPED IN TERRORPTSD = TRAPPED IN TERROR((((HELPLESS TO ESCAPE)HELPLESS TO ESCAPE)HELPLESS TO ESCAPE)HELPLESS TO ESCAPE)

Real Life HeroesReal Life HeroesReal Life HeroesReal Life Heroes engages engages engages engages

family members and family members and family members and family members and

caring adults in the caring adults in the caring adults in the caring adults in the

community to become community to become community to become community to become

stronger together to stronger together to stronger together to stronger together to

escape feeling helpless escape feeling helpless escape feeling helpless escape feeling helpless

and trapped within cycles and trapped within cycles and trapped within cycles and trapped within cycles

of traumatic stress of traumatic stress of traumatic stress of traumatic stress

reactions (crisis after reactions (crisis after reactions (crisis after reactions (crisis after

crisis).crisis).crisis).crisis).


“When I get really upset my brain is When I get really upset my brain is When I get really upset my brain is When I get really upset my brain is

dead. When I am not so upset my dead. When I am not so upset my dead. When I am not so upset my dead. When I am not so upset my

brain comes back.brain comes back.brain comes back.brain comes back.”””” 11 year old 11 year old 11 year old 11 year old

boy severely abused prior to boy severely abused prior to boy severely abused prior to boy severely abused prior to

adoption*adoption*adoption*adoption*

*courtesy J. Henry, 2010

Real Life Heroes



by the author


“I will get stronger.

I will return.”

----Congresswoman Gabby Congresswoman Gabby Congresswoman Gabby Congresswoman Gabby GiffordsGiffordsGiffordsGiffords


Storytelling: Movement ComponentStorytelling: Movement ComponentStorytelling: Movement ComponentStorytelling: Movement Component

Patiently persistently going back to the body, Patiently persistently going back to the body, Patiently persistently going back to the body, Patiently persistently going back to the body,

can lead to wholeness while focusing on can lead to wholeness while focusing on can lead to wholeness while focusing on can lead to wholeness while focusing on

content may not be possible. The childcontent may not be possible. The childcontent may not be possible. The childcontent may not be possible. The child’’’’s s s s

body may be unable to canbody may be unable to canbody may be unable to canbody may be unable to can’’’’t translate t translate t translate t translate

experiences into words but can show with experiences into words but can show with experiences into words but can show with experiences into words but can show with

movement. (Ogden and Roberts) movement. (Ogden and Roberts) movement. (Ogden and Roberts) movement. (Ogden and Roberts)

Experiment with different movesExperiment with different movesExperiment with different movesExperiment with different moves

No wrong movesNo wrong movesNo wrong movesNo wrong moves


Movement and Arousal

Tension is often a precursor to movement.Tension is often a precursor to movement.Tension is often a precursor to movement.Tension is often a precursor to movement.-Pat Ogden

Children with traumatic stress sense of danger in their bodies.Children with traumatic stress sense of danger in their bodies.Children with traumatic stress sense of danger in their bodies.Children with traumatic stress sense of danger in their bodies.

very hard to change, even if adults say very hard to change, even if adults say very hard to change, even if adults say very hard to change, even if adults say ‘‘‘‘itititit’’’’s okays okays okays okay’’’’ now now now now

hard to get prefrontal cortex to calm the limbic system after hard to get prefrontal cortex to calm the limbic system after hard to get prefrontal cortex to calm the limbic system after hard to get prefrontal cortex to calm the limbic system after

activationactivationactivationactivation

Often, this reflect how protective movement was blocked Often, this reflect how protective movement was blocked Often, this reflect how protective movement was blocked Often, this reflect how protective movement was blocked

during traumatic events and continues to be blocked.during traumatic events and continues to be blocked.during traumatic events and continues to be blocked.during traumatic events and continues to be blocked.


Movement activities:Movement activities:Movement activities:Movement activities:

Exaggerate a posture to bring out feelings and Exaggerate a posture to bring out feelings and Exaggerate a posture to bring out feelings and Exaggerate a posture to bring out feelings and

meanings and then share with rhythm and tonalitymeanings and then share with rhythm and tonalitymeanings and then share with rhythm and tonalitymeanings and then share with rhythm and tonality

Try opposite movement to develop Try opposite movement to develop Try opposite movement to develop Try opposite movement to develop

options/resourcesoptions/resourcesoptions/resourcesoptions/resources

Ask child: Ask child: Ask child: Ask child: ‘‘‘‘How does your body want you to move?How does your body want you to move?How does your body want you to move?How does your body want you to move?’’’’

Help client appreciate the wisdom of his/her bodyHelp client appreciate the wisdom of his/her bodyHelp client appreciate the wisdom of his/her bodyHelp client appreciate the wisdom of his/her body

Can explore when child is secure enough: Can explore when child is secure enough: Can explore when child is secure enough: Can explore when child is secure enough: ‘‘‘‘What What What What

would have happened if child had enacted a would have happened if child had enacted a would have happened if child had enacted a would have happened if child had enacted a

different movement/posture during traumatic different movement/posture during traumatic different movement/posture during traumatic different movement/posture during traumatic

events?events?events?events?


Mindful attention to regulate arousal (van Mindful attention to regulate arousal (van Mindful attention to regulate arousal (van Mindful attention to regulate arousal (van derderderder KolkKolkKolkKolk))))

Step by Step:Step by Step:Step by Step:Step by Step:

1.1.1.1. Take clientTake clientTake clientTake client’’’’s movement/posture:s movement/posture:s movement/posture:s movement/posture:

2.2.2.2. Direct awareness to body action:Direct awareness to body action:Direct awareness to body action:Direct awareness to body action:e.g. explore how child takes a breath, grounding, pushing away, e.g. explore how child takes a breath, grounding, pushing away, e.g. explore how child takes a breath, grounding, pushing away, e.g. explore how child takes a breath, grounding, pushing away,

reaching outreaching outreaching outreaching out

3.3.3.3. Normalize typical patterns of response: Normalize typical patterns of response: Normalize typical patterns of response: Normalize typical patterns of response: 1st: try to reach out (social engagement); 1st: try to reach out (social engagement); 1st: try to reach out (social engagement); 1st: try to reach out (social engagement);

2nd: try to cope (fight, flight); 2nd: try to cope (fight, flight); 2nd: try to cope (fight, flight); 2nd: try to cope (fight, flight);

3rd give up, freeze3rd give up, freeze3rd give up, freeze3rd give up, freeze

4.4.4.4. Use our bodies to show us other optionsUse our bodies to show us other optionsUse our bodies to show us other optionsUse our bodies to show us other options


5. Practice options:5. Practice options:5. Practice options:5. Practice options:

Self containment: cross arms, push outward on Self containment: cross arms, push outward on Self containment: cross arms, push outward on Self containment: cross arms, push outward on

knees with knees pushing back; or push from knees with knees pushing back; or push from knees with knees pushing back; or push from knees with knees pushing back; or push from

outside of knees; outside of knees; outside of knees; outside of knees;

Try out different body postures: open arms to try Try out different body postures: open arms to try Try out different body postures: open arms to try Try out different body postures: open arms to try

openness when safeopenness when safeopenness when safeopenness when safe

Tip: Counteract repetitive negative thinking by Tip: Counteract repetitive negative thinking by Tip: Counteract repetitive negative thinking by Tip: Counteract repetitive negative thinking by

focusing on onefocusing on onefocusing on onefocusing on one’’’’s bodys bodys bodys body

Intrusive thoughts lead to Intrusive thoughts lead to Intrusive thoughts lead to Intrusive thoughts lead to dysregulationdysregulationdysregulationdysregulation

Real Life Heroes



by the author


• Decreases urgency to react

• Decreases rage at external sources,

• Decreases blaming

Goal: Increase bodily regulation to a

point where child feels safe to grow,

play, explore, become curious again . . .


Rebuilding Attachments with Movement Rebuilding Attachments with Movement Rebuilding Attachments with Movement Rebuilding Attachments with Movement

ActivitiesActivitiesActivitiesActivities

• Reattach at developmental level of breakdown of Reattach at developmental level of breakdown of Reattach at developmental level of breakdown of Reattach at developmental level of breakdown of

attachmentattachmentattachmentattachment

– Bottles, rocking, sandbox play, storytelling, Bottles, rocking, sandbox play, storytelling, Bottles, rocking, sandbox play, storytelling, Bottles, rocking, sandbox play, storytelling,

lullabieslullabieslullabieslullabies

• Learn to trust that others will help youLearn to trust that others will help youLearn to trust that others will help youLearn to trust that others will help you

• Learn to calm self Learn to calm self Learn to calm self Learn to calm self


Psychoeducation Component

DIFFUSE SHAME AND BLAME WITH DIFFUSE SHAME AND BLAME WITH DIFFUSE SHAME AND BLAME WITH DIFFUSE SHAME AND BLAME WITH EDUCATION ON TRAUMAEDUCATION ON TRAUMAEDUCATION ON TRAUMAEDUCATION ON TRAUMA

•For Children: Traumatic Stress and For Children: Traumatic Stress and For Children: Traumatic Stress and For Children: Traumatic Stress and the HEROES Challengethe HEROES Challengethe HEROES Challengethe HEROES Challenge

•For Adults: Handouts from the For Adults: Handouts from the For Adults: Handouts from the For Adults: Handouts from the Resource Parent CurriculumResource Parent CurriculumResource Parent CurriculumResource Parent Curriculum


TRAUMATIC STRESS

Tough Times start the alarm bells ringing

in our bodies. That’s a good thing.

We feel our stomachs get tighter, our

hearts beating faster, our arms and legs

get ready for action. These are like little

Knots1 that wake us up to start thinking and do something to solve a problem.


Power for heroes means using our whole selves, our whole bodies from the tip of our toes to the thinking power of our brains. Power means self awareness and self control, the ability to use our strength to reach our goals. We call it Personal Power[1] because it's ours, but only if we want to own it and use it. Personal Power is a skill, just like learning to ride a bike or shoot a basket, a skill we can grow stronger and stronger, as strong as the alarm bells that warn us of danger.


Every day, every year, we can grow our Personal Power and become stronger and smarter. Children learn to take control of their bodies and make things better from the time they are born. Babies cry and someone who cares for the child, a mother, a father, a grandpa, a grandma, comes and makes them feel better. The caring adult calms the child down. Later, as the child grows bigger, caring adults and children learn to calm down together. That’s called ‘co-regulation,’ which really means a simple thing, adults who care about a child help a child stay safe and feel better.

Real Life Heroes



by the author


And, when the child grows bigger, the child learns to calm down by him or herself. That’s called ‘self-control’ or ‘self-regulation.’ But, the truth is, no matter whether you are 2 years-old or 22 or 62, ‘people need people.’ Girls and boys, mothers and fathers, grandparents, aunts, uncles, teachers, police officers, even presidents, need other people. It’s just the way it is.


Personal Power also means knowing everyone gets worried sometimes. Worries and fears are natural. They give us energy. With Personal Power, we can think and plan and solve problems. And, we can get help from safe, caring adults and friends. With Personal Power, we can help ourselves and the people we care about.[1] Purdy, M. 2003. Personal Communication.


But, sometimes the tough t imes are so horrib le that our stomachs may start to

ache. Our hearts feel like drums beating

faster and faster until they feel like they

m ight explode; and our arms and legs feel so

tight they may burn. W e may feel stuck,

helpless, no good, or terrified. Things may

seem especia lly horrib le when tough t imes keep happening over and over. Our heads

may hurt and everybody and everything

may seem unfair and rotten. That’s when

our Knots may grow bigger than our Personal Power. The A larm bell seems to grow

and grow and


grow.


All of us, every man, woman, girl, and boy, have alarm systems inside of us. Our brains are made to keep us safe. So, when we sense danger, the inside of our brains starts sending ‘danger’ signals that act like alarm bells. For children and adults who have lived with scary or dangerous things happening, the alarm bells can be very loud and go on for a long time. And, if the scary or dangerous things happen over and over, it may feel like no time is really safe and that the alarm bells will be ringing forever and ever.


When the alarm bells are ringing loud, our brains go into survival mode to keep us alive. The lower part of our brains takes over to help us escape danger in three ways, sometimes called the 3 F’s: Fight, Flee, or Freeze. We may hit or kick (Fight). We may run away (Flee); but if we can’t fight, and, if we can’t run away, we may run away in our minds (Freeze) and feel like we’re not really there. Our bodies may be frozen but in our minds, we may escape what seems too horrible to live through.

Real Life Heroes



by the author


Fleeing, Fighting, or Freezing can help us survive in the short run; but; at the same time; we are so busy fighting, running away with our bodies, or running away in our minds, that we can’t use our whole brains. And, when this happens, we can’t act as smart as we can really be. We also miss out on learning other ways to make things better.


That’s also when it’s easy to ‘Blow your Top,’ ‘Lose your Mind,’ and ‘Get in Trouble,’ even when you don’t want to. It may feel like you can’t turn the alarm off, or the bad memories about what happened, things that may seem too hard to say out loud. And, the only thing you can think to do is to Hit, Kick,

fight someone,

, or if that doesn’t work to Run Away,

or just Freeze and try to forget about everything and everybody .


And, that’s when it’s easy to ‘Blow your

Top,’ ‘Lose your Mind,’ and ‘Get in

Trouble,’ even when you don’t want to. It

may feel like you can’t turn the alarm off, or

the bad memories about what happened,

things that may seem too hard to say out

loud. And, the only thing you can think to

do is to Run Away, or if that doesn’t

work to Hit, Kick, fight someone,

or just Freeze and try to forget

about everything and everybody.


That’s Traumatic Stress.


Traumatic Stress and the Heroes Challenge;

Caregiver Addendum

Use your

understanding

of the brain to

help your child


Trauma Symptoms and the Brain

Secure: Whole brainAlarm Mode: Limbic

Reacting: Limbic- Brain Stem:

Flee, Fight, Freeze-Adapted from Perry, 1995

Real Life Heroes



by the author


SOS for Stress

Heroes know that being hurt is part of real life. Bad things do happen. Sometimes good people get sick or get hurt or lose people they love. Heroes fight to make sure that the bad times don’t take over what is good in our lives, so we don’t have to live with traumatic stress. Heroes learn to use their minds and bodies to think and act, so they can make the world a little better for everyone. Even when tough timesseem horrible impossible to change, heroes keep on trying. Heroes keep on working to find ways to make things better and stop traumatic stress from taking over.


Heroes know that staying calm and in control is a skill that can be learned and improved step by step, day by day, year by year. It’s very much like learning to ride a bike. It may seem hard, or even impossible at first, but then, with a lot of practice, it becomes easy. You can grow your Personal Power and keep traumatic stress from taking over your mind and body by practicing skills using your breathing, your eyes, ears, and other senses, and your mind.

SOS[1] for Stress is one tool you can use to stay in control: three simple steps to reduce stress and make things better:

[1] Adapted from Ford, J. & Russo, E. (2006). A Trauma-Focused, Present-Centered, Emotional Self-Regulation Approach to Integrated Treatment for

Post-Traumatic Stress and Addiction: Trauma Adaptive Recovery Group Education and Therapy (TARGET). American Journal of Psychotherapy.


1.Slow Down

2.Open Your Eyes

3.Seek Help and Help Others


The first step is to learn how to focus your mind and body so you can be in control to do what you want to do, to get where you want to go, and to learn to do this any where you may be.


The second step is to open your eyes to who and what can help you. When bad things happen, it’s easy to miss all the good things and good people that can help at home, at school, night or day, where ever you are.


The third step is to get help when you need it. Heroes know that you don’t succeed very well alone. Heroes get help and give help. Heroes help other heroes.

Real Life Heroes



by the author


Now comes the hard part. Saying it, even writing it down, isn’t enough. You have to do it.

Just like learning to make a winning jump shot or play a guitar, it takes practice. And, sometimes, the more tough times you’ve had, the more practice and help you need. It’s like learning to ride a bike, or shoot a basket. At first, to a little child, it seems very hard. And, even a strong boy or girl may fail if they feel stressed. But then, with a lot of practice and a helpful guide, suddenly, it clicks. You can do it.


So, let’s practice SOS[1]:

Slow Down: Slowly scan over your body from the tip of your toes through your feet, ankles, knees, thighs, hips, stomach, chest, arms, and up your neck to your mouth, and all over your head to the very top. It’s okay whatever your are feeling. If you feel tight or tense anywhere, just notice it. Remember your body is helping you by alerting you when you need to do something to make things better. Now, see what happens when you focus your mind on your breathing. Breathe in and out, slower and slower. Count: 1, 2, 3 as you breathe in. Fill up your whole body from the tip of your toes to the top of your head . . . then let it go. Let the air flow back out as you count backwards: 3 ,2, 1. It’s like a circle. Breathe slowly in through your nose: 1, 2, 3 and then let the air go back out through your mouth: 3, 2, 1. It sometimes helps to imagine the air flowing in warm and gentle (1, 2, 3) until it touches any parts in your body that feel a little tight or tense. Then, when the air flows back out (3, 2, 1) it takes all the tightness away. You can also practice tightening your body as you breathe in (1, 2, 3) and then letting your body relax when you let the air out (3, 2, 1).

[1] Adapted from Ford & Russo, 2006


Practice doing this for twice a day. Watch yourself breathing. The more you practice, the more control you develop to use your mind. It’s mind power. If you find yourself thinking of something else. That’s normal. Just bring your mind back and focus again on your breathing. It may help to think of your thoughts like water going down a river or like cars passing down your street. Thoughts keep on coming. That’s normal. Just notice them and bring your mind gently back to your breathing. Every time you practice this, your mind will grow stronger. And, you’ll be better prepared to keep yourself calmer if things get tough.


Open your eyes: Focus on ‘right now,’in this place. Wiggle your toes. If you are sitting down, feel the chair holding you up. Notice who’s around who could help you. Look for people you like and trust. Then, look for what’s around you that could help, things that could help you stay calm and do what you need to do. Sometimes, it may seem like you are all alone, that no one cares, or no one will help.


Opening your eyes also means opening your mind and remembering people who helped you in the past. People who loved and cared about you. Take a piece of paper and draw a picture of someone who made you feel warm, and good, and cared for. Or, draw a time when remember feeling safe. After you draw this picture, close your eyes and see if you can bring it back into your mind. Try to picture it clearly. Try to remember how you felt in your body, how the people around you looked. Then, next time you practice your breathing, see if you can bring up this picture. See if you can bring that same feeling into your body as you breathe in (1, 2, 3).

Real Life Heroes



by the author


Seek support and support others: Practice asking for help learning something. Ask someone in your family, a teacher, or a friend who knows how to do something you’d like to do better, like making a jump shot, throwing a football, hitting a curve ball, figuring out how use an app, learning to do algebra, or a magic trick. It can be something fun or something for school. Asking for help can make other people feel good. And, you can learn who is able and willing to help you. That way, if things get tough, you’ll know who can help.And, while you are trying this out. Think about some ways you can help the people you care about. Do something that helps someone else. Surprise someone. Then, notice how you feel when you help.] Copyright 2012 Richard Kagan, Ph.D

After youAfter youAfter youAfter you’’’’ve practice ve practice ve practice ve practice SOS for StressSOS for StressSOS for StressSOS for Stressfor several days, you can make for several days, you can make for several days, you can make for several days, you can make your SOS skills even stronger. your SOS skills even stronger. your SOS skills even stronger. your SOS skills even stronger. That will help you stay calmer, even That will help you stay calmer, even That will help you stay calmer, even That will help you stay calmer, even in in in in tough times. Ittough times. Ittough times. Ittough times. It’’’’s all about using s all about using s all about using s all about using your mind and your body. your mind and your body. your mind and your body. your mind and your body.

[


Eyes: Look at a photograph of someone or

something that makes you feel peaceful. Look at

plants or flowers. Find something in every room

and every place you go, that makes you feel good

inside . . .

Ears: Listen to relaxing music, or even the music

in a favorite person’s voice. Sing along with a ‘feel

good’ song. Tap a rhythm or play a an instrument.

. .

Taste buds: Treat yourself to a tasty, soothing

drink (e.g. hot chocolate or herbal tea). Sip

slowly, as slowly as you can, and discover how good

it tastes . . .

Nose: Sniff as you sip or pull out your favorite

perfume. Sniff flowers, a spice, or a favorite

treat . . .

Touch: Smooth a rich peaceful smelling lotion on

your hand. Take a warm bubble bath, pet a

friendly animal, rub a soft piece of fabric . . .

1] Mahoney, K., Ford, J. D., & Cruz, St. Juste, M.C.. (2005). TARGET-A; Trauma Adaptive Recovery Group Education and

Therapy (10+ Session Adolescent Version) Facilitator Guide.. Farmington, CT: University of Connecticut Health Center.


Now, add some action:

Take a walk.

Swim, play a sport, or exercise.

Learn and practice yoga or deep “belly”

breathing.

Don’t forget to get help from someone you trust:

Talk to a friend.

Hug someone.

To remember these steps, write your favorites down on a card

as part of your safety plan and put the card in your wallet,

backpack, or pocket along with names and phone numbers of

people you can call for help:


Remember to keep practicing your breathing and your skills to calm down all five senses. Practice at home, at school, wherever you go.

When tough times happen, it’s easy to forget all the Personal Power you have. To help you remember, make a Power Card that you can put in your pocket to take with you wherever you go. Start by copying your drawing of someone who makes you feel safer and stronger or a special memory of a time when you felt safe.

Then, fold the card in the middle and it’s ready to go[1]. [1] This card can be laminated or made into a magnet.

Real Life Heroes



by the author



Each chapter of this Workbook will give you more ways you can build your Personal Power, find people to help you, find people you can help, and reduce traumatic stress. Step by step, chapter by chapter, you can become stronger by working on the Hero’s Challenge....


THE HERO’S CHALLENGE

It’s hard to face traumatic stress. In many ways, it may seem

easier to stay feeling trapped or stuck, not daring to change.

Heroes muster the courage to heal from their wounds and use

what they learn to help other people who have to face tough times.


Who are your child’s

and caregiver’s

heroes?

Real Life Heroes



by the author


A Relationship-centered approach to heroes

What are their special skills?What are their special skills?What are their special skills?What are their special skills?

How did they learn them?How did they learn them?How did they learn them?How did they learn them?

Who helped them learn? Who helped them learn? Who helped them learn? Who helped them learn?

What are their weaknesses?What are their weaknesses?What are their weaknesses?What are their weaknesses?

Who helped them face challenges?Who helped them face challenges?Who helped them face challenges?Who helped them face challenges?

What gives them courage?What gives them courage?What gives them courage?What gives them courage?

How do they help other people?How do they help other people?How do they help other people?How do they help other people?

What would you ask them if they came to see What would you ask them if they came to see What would you ask them if they came to see What would you ask them if they came to see

you?you?you?you?


LESSONS FROM DOGS; Another Psycho educational Tool

One

Is

a

LonelyNumber

TwoMeans Fun


Hugs Make

You Happy


When youWhen youWhen youWhen you’’’’re feeling downre feeling downre feeling downre feeling down,

Dogs

Come

Around


PetsBringOut Caring


Circle games:

“Pass ball and count

backwards from 100”

Real Life Heroes



by the author


SNAP, CRACKLE, POPSNAP, CRACKLE, POPSNAP, CRACKLE, POPSNAP, CRACKLE, POP

• PRACTICE MOVEMENT WITHOUT WORDS, THEN WITH WORDS, PRACTICE MOVEMENT WITHOUT WORDS, THEN WITH WORDS, PRACTICE MOVEMENT WITHOUT WORDS, THEN WITH WORDS, PRACTICE MOVEMENT WITHOUT WORDS, THEN WITH WORDS,

• WITH DISTRACTORSWITH DISTRACTORSWITH DISTRACTORSWITH DISTRACTORS

• CHANGE TEMPO, POSITION (ON LEFT FOOT, RIGHT FOOT), CHANGE TEMPO, POSITION (ON LEFT FOOT, RIGHT FOOT), CHANGE TEMPO, POSITION (ON LEFT FOOT, RIGHT FOOT), CHANGE TEMPO, POSITION (ON LEFT FOOT, RIGHT FOOT),

AFFECT, MUSICAL BACKGROUNDAFFECT, MUSICAL BACKGROUNDAFFECT, MUSICAL BACKGROUNDAFFECT, MUSICAL BACKGROUND

• USE CALMING CENTERING SKILLSUSE CALMING CENTERING SKILLSUSE CALMING CENTERING SKILLSUSE CALMING CENTERING SKILLS


Team CompetitionTeam CompetitionTeam CompetitionTeam Competition

Pass ball five times to each team Pass ball five times to each team Pass ball five times to each team Pass ball five times to each team

member in shortest timemember in shortest timemember in shortest timemember in shortest time

GoGoGoGo


CHAPTER TWO: HEROESCHAPTER TWO: HEROESCHAPTER TWO: HEROESCHAPTER TWO: HEROES

ObjectivesObjectivesObjectivesObjectives::::

• Develop childDevelop childDevelop childDevelop child’’’’s understanding of heroes by helping s understanding of heroes by helping s understanding of heroes by helping s understanding of heroes by helping child to identify:child to identify:child to identify:child to identify:

– heroes from media, fantasy, books, popular heroes from media, fantasy, books, popular heroes from media, fantasy, books, popular heroes from media, fantasy, books, popular icons.icons.icons.icons.

– attributes and actions of people acting as attributes and actions of people acting as attributes and actions of people acting as attributes and actions of people acting as heroes that appeal to the child.heroes that appeal to the child.heroes that appeal to the child.heroes that appeal to the child.

– how heroes find resources and work together to how heroes find resources and work together to how heroes find resources and work together to how heroes find resources and work together to create safety and overcome adversity.create safety and overcome adversity.create safety and overcome adversity.create safety and overcome adversity.

– real people in their lives who act as heroes.real people in their lives who act as heroes.real people in their lives who act as heroes.real people in their lives who act as heroes.

• Develop childDevelop childDevelop childDevelop child’’’’s affect management skills with tie s affect management skills with tie s affect management skills with tie s affect management skills with tie to heroesto heroesto heroesto heroes’’’’ abilities and need to practice skill abilities and need to practice skill abilities and need to practice skill abilities and need to practice skill developmentdevelopmentdevelopmentdevelopment


With AdolescentsWith AdolescentsWith AdolescentsWith Adolescents

The hero framework can be addressed with a focus on The hero framework can be addressed with a focus on The hero framework can be addressed with a focus on The hero framework can be addressed with a focus on individuation and adolescentsindividuation and adolescentsindividuation and adolescentsindividuation and adolescents’’’’ drive to develop selfdrive to develop selfdrive to develop selfdrive to develop self----respect (Peacock & Hawkins, 2004); e.g. respect (Peacock & Hawkins, 2004); e.g. respect (Peacock & Hawkins, 2004); e.g. respect (Peacock & Hawkins, 2004); e.g. ““““What will What will What will What will it take for you to become a hero?it take for you to become a hero?it take for you to become a hero?it take for you to become a hero?”””” Emphasizing Emphasizing Emphasizing Emphasizing personal goals and choices is very important with personal goals and choices is very important with personal goals and choices is very important with personal goals and choices is very important with adolescents including identification of:adolescents including identification of:adolescents including identification of:adolescents including identification of:

• What has helped you make good choices in the past?What has helped you make good choices in the past?What has helped you make good choices in the past?What has helped you make good choices in the past?

• What has gotten in the way of making good choices? What has gotten in the way of making good choices? What has gotten in the way of making good choices? What has gotten in the way of making good choices?

• Who can you count on to tell you when you are wrong Who can you count on to tell you when you are wrong Who can you count on to tell you when you are wrong Who can you count on to tell you when you are wrong and help to make things better?and help to make things better?and help to make things better?and help to make things better?


• Who helps you make good choices and do the work necessary to succeed?

• What would it take for you to become a person you respect?”

• For individual or group sessions, youths can be asked to make a list or draw people they respect, e.g. “Who I respect and why.” Adolescents could then be asked to discuss: “In what ways are they similar to the people they respect? And, what would it take to become the ‘best possible you’(Peacock & Hawkins, 2004)?


Conversely, youths can be asked to respond to questions about Conversely, youths can be asked to respond to questions about Conversely, youths can be asked to respond to questions about Conversely, youths can be asked to respond to questions about people who give mixed messages, pressure others to get into people who give mixed messages, pressure others to get into people who give mixed messages, pressure others to get into people who give mixed messages, pressure others to get into trouble, or show disrespect to themselves or other people. trouble, or show disrespect to themselves or other people. trouble, or show disrespect to themselves or other people. trouble, or show disrespect to themselves or other people. Discussion questions could include (Peacock & Hawkins, Discussion questions could include (Peacock & Hawkins, Discussion questions could include (Peacock & Hawkins, Discussion questions could include (Peacock & Hawkins, 2004): 2004): 2004): 2004):

• What examples do you see in the news or in movies, stories, What examples do you see in the news or in movies, stories, What examples do you see in the news or in movies, stories, What examples do you see in the news or in movies, stories, etc. about people who say they care but do something very etc. about people who say they care but do something very etc. about people who say they care but do something very etc. about people who say they care but do something very different? different? different? different?

• Are there people in your life who said they cared but then Are there people in your life who said they cared but then Are there people in your life who said they cared but then Are there people in your life who said they cared but then treated you or others disrespectfully or hurt them?treated you or others disrespectfully or hurt them?treated you or others disrespectfully or hurt them?treated you or others disrespectfully or hurt them?

• How can people manage overt disrespect?How can people manage overt disrespect?How can people manage overt disrespect?How can people manage overt disrespect?

• What can help with covert disrespect?What can help with covert disrespect?What can help with covert disrespect?What can help with covert disrespect?

Real Life Heroes



by the author


Strategies:Strategies:Strategies:Strategies:

• Therapist explores characters from books, movies, Therapist explores characters from books, movies, Therapist explores characters from books, movies, Therapist explores characters from books, movies, tvtvtvtvshows, athletes, artists, and other people in the shows, athletes, artists, and other people in the shows, athletes, artists, and other people in the shows, athletes, artists, and other people in the media that child admires.media that child admires.media that child admires.media that child admires.

• Therapist explores childTherapist explores childTherapist explores childTherapist explores child’’’’s understanding of heroic s understanding of heroic s understanding of heroic s understanding of heroic individuals associated with childindividuals associated with childindividuals associated with childindividuals associated with child’’’’s ethnic group and s ethnic group and s ethnic group and s ethnic group and heritage; child offered selection of storybooks heritage; child offered selection of storybooks heritage; child offered selection of storybooks heritage; child offered selection of storybooks including heroic individuals from own ethnic including heroic individuals from own ethnic including heroic individuals from own ethnic including heroic individuals from own ethnic backgroundbackgroundbackgroundbackground

• Highlight how heroes develop skills over time with Highlight how heroes develop skills over time with Highlight how heroes develop skills over time with Highlight how heroes develop skills over time with practice including recognition of heropractice including recognition of heropractice including recognition of heropractice including recognition of hero’’’’s own fears s own fears s own fears s own fears and weaknesses in every story and how heroes work and weaknesses in every story and how heroes work and weaknesses in every story and how heroes work and weaknesses in every story and how heroes work with allies to overcome obstacles and make up for with allies to overcome obstacles and make up for with allies to overcome obstacles and make up for with allies to overcome obstacles and make up for their own transgressions and problems. their own transgressions and problems. their own transgressions and problems. their own transgressions and problems.


• Utilize stories in the media, autobiographies for children, and interviews with prominent athletes, artists, and representativesof a child’s own ethnic group in which these adults share how they overcame adversity, what helped, and what they learned.

• Therapist invites child to consider people in their family and neighborhood who

have helped others.

• Learn from family members and child’s heroes how they overcame difficult

times including getting help and working to develop abilities needed

• Highlight positive beliefs that helped child’s heroes persevere and maintain hope


Personal Power Through Developing Personal Power Through Developing Personal Power Through Developing Personal Power Through Developing

Self Control and SuccessSelf Control and SuccessSelf Control and SuccessSelf Control and Success

Challenge Children:Challenge Children:Challenge Children:Challenge Children:

1.1.1.1. Test safety PlansTest safety PlansTest safety PlansTest safety Plans

2.2.2.2. Build Hero SkillsBuild Hero SkillsBuild Hero SkillsBuild Hero Skills

– Affect Recognition, Affect Recognition, Affect Recognition, Affect Recognition,

Modulation, ExpressionModulation, ExpressionModulation, ExpressionModulation, Expression

– Self Control: Goals, Self Control: Goals, Self Control: Goals, Self Control: Goals,

Planning, ReasoningPlanning, ReasoningPlanning, ReasoningPlanning, Reasoning

– Life Story: From Victim Life Story: From Victim Life Story: From Victim Life Story: From Victim

(victimizer) to Hero (victimizer) to Hero (victimizer) to Hero (victimizer) to Hero

– Grow Positive Self Grow Positive Self Grow Positive Self Grow Positive Self

Image by:Image by:Image by:Image by:

• Helping Others Helping Others Helping Others Helping Others

• Developing SkillsDeveloping SkillsDeveloping SkillsDeveloping Skills Copyright 2012 Richard Kagan, Ph.D

Tough Times

Reminder Distress

Re-Experiencing

Dysregulation

Re-enactment

(old coping)

New Trouble

Trapped

Self-blame

Shame

Depression


Make a New Plan,

A Personal Power Plan

Reminder Distress

‘SOS’

Change the

Game:

Caregivers +

Youths

Personal

Power


When words aren’t working

Complete Personal Complete Personal Complete Personal Complete Personal

Power Plan:Power Plan:Power Plan:Power Plan:One for caring adult One for caring adult One for caring adult One for caring adult

One for childOne for childOne for childOne for child

One for practitionerOne for practitionerOne for practitionerOne for practitioner

Practice the PlanPractice the PlanPractice the PlanPractice the Plan

Real Life Heroes



by the author


Practice

Personal Power means:

Teamwork

‘Action’


Copyright 2012 Richard Kagan, Ph.D*Checklists adapted from Foster Family Programs of Hawaii FFP Respite/School Tool



Real Life Heroes



by the author


*Five Senses Calming Adapted from Ford & Russo, 2006Copyright 2012 Richard Kagan, Ph.D



PARSONS HEROES PROJECT PARSONS HEROES PROJECT PARSONS HEROES PROJECT PARSONS HEROES PROJECT

CAPE ACTIVITYCAPE ACTIVITYCAPE ACTIVITYCAPE ACTIVITY

Objectives:Objectives:Objectives:Objectives:

• Child will explore the qualities that comprise a hero and identify

individuals that they feel

• are heroes. Child will identify their own strengths, interests,

character traits, and

• resiliencies in effort to create a “Hero Cape” and identify

themselves as a hero to

• themselves and others.

Real Life Heroes



by the author


Materials:Materials:Materials:Materials:

• Pencils

• Markers

• Felt

• Scissors (used with supervision/assistance of staff)

• Fabric Glue (used with supervision/assistance of staff)

• Pom-poms

• Ribbon

• Items brought from home (future session)

• Large post-it paper or flip chart

• Drawing paper


Activity StepsActivity StepsActivity StepsActivity Steps:

– Staff member will discuss with child(ren) the concept of heroes and

capture responses on flip chart or post-it paper:• Child(ren) will: Identify heroes (real or fictitious) [Staff need to get both responses]

• Staff will ask: What qualities does each hero mentioned have (real or fictitious)?

• Child(ren) will: After discussion child will brainstorm and identify what makes them a hero

(Staff need to break this into parts: Strengths and Interests...encourage them to get creative

with this, including what helps them to be strong and resilient ie, an activity that they like, a good friend, a pet, a song, story, poem etc. Basically, what makes them uniquely who they

are)

– Once child(ren) have adequately brainstormed these (out loud, on their

own, and in writing), the next step is to introduce them to the concept of a

“hero cape” ...this could be thought of as a tapestry for older children if this could be thought of as a tapestry for older children if this could be thought of as a tapestry for older children if this could be thought of as a tapestry for older children if

needed.needed.needed.needed.


– Staff will show child(ren) the example cape

– Child(ren) will then brainstorm the things that they will put on their cape.

They must draw a basic sketch of what it will include. Staff should assist

individuals as this is done.

– Last step is to create the cape using material measure and cut by staff.

Allow the children to bring in personal items to include in next session.

ACTIVITY SHOULD TAKE PLACE OVER 2 SESSIONS

Real Life Heroes with Caregiver:

• Ask caregiver and child to make capes for each other showing

some of the best things about each



SAFETY PLANS COMPONENTSSAFETY PLANS COMPONENTSSAFETY PLANS COMPONENTSSAFETY PLANS COMPONENTS

Safety plans need to include:Safety plans need to include:Safety plans need to include:Safety plans need to include:

• identification of triggers and indicators leading to past criseidentification of triggers and indicators leading to past criseidentification of triggers and indicators leading to past criseidentification of triggers and indicators leading to past crises,s,s,s,

• strategies prepared in advance to help caring adults and strategies prepared in advance to help caring adults and strategies prepared in advance to help caring adults and strategies prepared in advance to help caring adults and

children stay in control,children stay in control,children stay in control,children stay in control,

• a list of names and phone numbers of safe caring adults child a list of names and phone numbers of safe caring adults child a list of names and phone numbers of safe caring adults child a list of names and phone numbers of safe caring adults child

can contact in every part of childcan contact in every part of childcan contact in every part of childcan contact in every part of child’’’’s day: at school, afterschool s day: at school, afterschool s day: at school, afterschool s day: at school, afterschool

programs, at home, etc.programs, at home, etc.programs, at home, etc.programs, at home, etc.

• what each adult and child can do to prevent another cycle of what each adult and child can do to prevent another cycle of what each adult and child can do to prevent another cycle of what each adult and child can do to prevent another cycle of

violence, violence, violence, violence,

• practice and demonstrations that safety plans will be practice and demonstrations that safety plans will be practice and demonstrations that safety plans will be practice and demonstrations that safety plans will be

implemented implemented implemented implemented ‘‘‘‘


RISKS FOR HEROESRISKS FOR HEROESRISKS FOR HEROESRISKS FOR HEROES

1. PULL TO JOIN THE TRAUMA CYCLE1. PULL TO JOIN THE TRAUMA CYCLE1. PULL TO JOIN THE TRAUMA CYCLE1. PULL TO JOIN THE TRAUMA CYCLE

2. CRISES CAN BECOME ADDICTIVE2. CRISES CAN BECOME ADDICTIVE2. CRISES CAN BECOME ADDICTIVE2. CRISES CAN BECOME ADDICTIVE

Rescuer

VictimPersecutor

Real Life Heroes



by the author


3. The Myth of the Solo Superhero


Risks 4. Unreal expectations

and no tolerance for

our own or other’s

mistakes increases

stress, exhaustion,

and secondary PTSD


CHANGE THE GAME:CHANGE THE GAME:CHANGE THE GAME:CHANGE THE GAME:

End each day at work reEnd each day at work reEnd each day at work reEnd each day at work re----memberingmemberingmemberingmembering three three three three best things that happened.best things that happened.best things that happened.best things that happened.

Before going to sleep, reBefore going to sleep, reBefore going to sleep, reBefore going to sleep, re----member 3 best member 3 best member 3 best member 3 best things from things from things from things from dayskillsdayskillsdayskillsdayskills and attunement and attunement and attunement and attunement can help avoid becoming caught in can help avoid becoming caught in can help avoid becoming caught in can help avoid becoming caught in cycles of focusing each week on the cycles of focusing each week on the cycles of focusing each week on the cycles of focusing each week on the crisis of the day.crisis of the day.crisis of the day.crisis of the day.


There is no such

thing as

a child,only a

child and

someone.-Winnicott


For more information on For more information on For more information on For more information on Real Life HeroesReal Life HeroesReal Life HeroesReal Life Heroes including step by step including step by step including step by step including step by step

guidelines:guidelines:guidelines:guidelines:

– Kagan, R. (2004). Kagan, R. (2004). Kagan, R. (2004). Kagan, R. (2004). Rebuilding attachments with traumatized Rebuilding attachments with traumatized Rebuilding attachments with traumatized Rebuilding attachments with traumatized

children; healing from losses, violence, abuse and neglectchildren; healing from losses, violence, abuse and neglectchildren; healing from losses, violence, abuse and neglectchildren; healing from losses, violence, abuse and neglect . New . New . New . New

York, NY (York, NY (York, NY (York, NY (www.routledgementalhealth.comwww.routledgementalhealth.comwww.routledgementalhealth.comwww.routledgementalhealth.com; ; ; ; www.amazon.comwww.amazon.comwww.amazon.comwww.amazon.com).).).).

– Kagan, R. (2007a). Kagan, R. (2007a). Kagan, R. (2007a). Kagan, R. (2007a). Real life heroes; a life storybook for childrenReal life heroes; a life storybook for childrenReal life heroes; a life storybook for childrenReal life heroes; a life storybook for children. . . .

2nd Edition. New York, NY (2nd Edition. New York, NY (2nd Edition. New York, NY (2nd Edition. New York, NY (www.routledgementalhealth.comwww.routledgementalhealth.comwww.routledgementalhealth.comwww.routledgementalhealth.com; ; ; ;

www.amazon.comwww.amazon.comwww.amazon.comwww.amazon.com).).).).

– ; ; ; ; www.amazon.comwww.amazon.comwww.amazon.comwww.amazon.com).).).).

– Kagan, R. (2007b). Kagan, R. (2007b). Kagan, R. (2007b). Kagan, R. (2007b). Real life heroes practitionerReal life heroes practitionerReal life heroes practitionerReal life heroes practitioner’’’’s manual.s manual.s manual.s manual. New New New New

York, NY (York, NY (York, NY (York, NY (www.routledgementalhealth.comwww.routledgementalhealth.comwww.routledgementalhealth.comwww.routledgementalhealth.com; ; ; ; www.amazon.comwww.amazon.comwww.amazon.comwww.amazon.com; ; ; ;

www.amazon.comwww.amazon.comwww.amazon.comwww.amazon.com).).).).

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