ABSTRACT
This chapter will focus on the role of physical space in the child’s ability to work through trauma content. Some children need larger spaces in which to do their titration work, and others need smaller, contained spaces. How physical space contributes to a child’s sense of safe or unsafe boundaries will be explored. Additionally, examples will be given of how the therapist becomes a container and of how to be creative in the use of physical containers in trauma work with children. Case examples will elucidate concepts.
