behaviors and outbursts. Common emotional
responses to trauma
include intense fear, helplessness, or horror resulting from the trauma itself, and also from the perceived absence of love, care, and protection (Gil, 2010; Herman, 2015). Billy showed absolutely no interest in talking about his experiences or feelings. The therapist gained a better understanding of his lifestyle in the second phase of therapy as the therapist-client connection strengthened and as Billy revealed more about his life experiences through play.
Through repetitive play, children appear to decrease their
stress of remembering what occurred, allowing themselves to experience what may have felt unbearable and beginning the process of healing
Billy began to explore toys, and he was immediately drawn to ninja creating chaos and destruction. Billy displayed no interest in any direct play focused on feelings. In fact, Billy could not identify feelings he felt
currently or in the past. When asked if he could describe a time he felt safe, Billy presented a blank face and stared at the therapist. Billy could not verbalize a time he felt safe or communicate if he even understood what “safe” meant, indicating there was a high probability he had never felt safe in his life. This is not uncommon for children experiencing trauma, as they may have an altered perception of risk and safety due to how their nervous system experiences the world after trauma (van der Kolk, 2015).
Traumatic Play and Trauma Resolution Billy’s play reflected signs of trauma and traumatic themes, such as chaotic, aggressive, violent, and repetitive play (Kottman, 2011). Billy repetitive play, children appear to decrease their stress of remembering what occurred, allowing themselves to experience what may have felt unbearable and beginning the process of healing (Gil, 2010). He played out themes of danger, violence, chaos, and fear. Billy presented as tense, rigid, and guarded during this play. One day, Billy’s play shifted, demonstrating movement into phases three and four of Adlerian therapy: gaining insight and making changes in thinking, feeling, and behaving.
took the baby to another doll house and would not let the baby out. Billy and rescue the baby. Superman took the baby and placed it on a shelf, surrounding it with trees, rocks, and a fence that encapsulated the baby and the trees. Billy said the fence possessed a special force to protect the baby if the baby was touched. His demeanor had changed; he now presented as calmer and could hold eye contact longer. Billy ended his play by stating, “The baby is safe now.” By telling this story and shifting a metaphor from combative to protective, Billy was able to maintain a safe concepts (Kottman & Meany-Walen, 2018). Billy’s shift in play style and play themes indicated Billy was experiencing trauma resolution.
Telling stories aids in
calming big emotions and integrates both brain hemispheres, allowing a child to understand and process experiences
Billy was able to create something he desperately needed and had not been able to experience: safety. His brain had shifted from a survival could verbalize and process his sense of safety. Healing from traumatic experiences means being able to cease the continued stress response der Kolk, 2015). Billy could not control his early childhood and lack of
6 | PLAYTHERAPY June 2019 |
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