ABSTRACT
Check off (): Self-Check Thermometers (1-10): Knots: ____ Personal Power: ____ Mad: ____ Sad: ____
Glad: ____ Safety First: safety plans in place; before/during/after reminders for predictable crises;
child’s signal and action plan if Knots begin to rise or Personal Power falls; plan for therapist self-care
Openings: Magical Moment: e.g., herbal tea, cookie, magic trick, skills, special rituals, focusing/centering: deep breathing, imagery, balancing, humming, bubbles
Chapter (circled) and pages completed: Pledge/Orientation 1 2 3 4 5 6 7 8 9 Notes/Narrative; pp: ____-____
1st: Nonverbally, select color, sketch image, tap rhythm, try out tone to match, then two to three note (chord improv), enact Action Pose
2nd: Invite child’s thoughts on drawing, rhythm, music, and Action Pose and ask for verbal responses to questions listed on workbook page
3rd: Highlight strengths, coping skills, and positive beliefs about child growing in strength as child shares hardships and grieves losses and challenge dysfunctional beliefs
4th: Invite child to develop a story utilizing different modalities (music, art, movement) or to add photographs, video, or collages
Repeat Self-Check Thermometers (1-10): Knots: ____ Personal Power: ____ Mad: ____ Sad: ____ Glad: ____
Repeat Focusing/Centering exercises if necessary If possible, share child’s work with safe, caring adult in session, or at another time, using tape
recording of music, and drawings; encourage attunement by adult and validation of losses, hardships, adult responsibilities
Reassurance: thoughts or feelings to be expected as normal; how your mind is healing and becoming stronger and stronger; how to utilize bodily sensations as messages or reminders; ways to calm and self-soothe using understanding of trauma and positive self-statements; choices; caring adults to call if distressed (on safety cards); plans with caring adults and children to manage reminders of traumas
Homework: daily practice of self-soothing skills, safe, fun, and relationship-building activi-
ties.
