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302 b Carst presentation



Expression without Holding Back

Expression without Holding Back



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302 b Carst presentation 302 b Carst presentation Presentation Transcript

  • Expression without holding back
    Using sandplay and drumming in a children’s bereavement program
  • Presentation at The National Alliance for Grieving Children Cleveland, Ohio June 24, 2010
    Nancy Carst, LISW-S, CT
    Akron Children’s Hospital
    Haslinger Family Pediatric Palliative Care Center
    Bereavement Coordinator
    Sandplay Therapist
    Carol Stanley, LPCC-S, RPT
  • Good Mourning
    Six week series for children age 5 to 18 years
    Child has experienced the death of a loved one
    A variety of expressive therapies used including storytelling, art, music, crafts, writing, games and SANDPLAY AND DRUMMING
    Light dinner provided
    Parent/caregiver support offered
    View slide
  • Children’s grief theory
    Good Grief: Helping Groups of Children when a friend dies by Sandra Sutherland Fox
    Reinvesting in life
    View slide
  • Good Mourning – Session 1
    Getting to know each other
    Setting of group guidelines
    Introducing their loved one who died
    My family – representation through art
    Story: “Lifetimes” / Fire in My Heart, Ice in my Veins journal
    Worry bags
  • Good Mourning – Session 2
    Discussing the funeral or memorial experience – burial or cremation
    “the weather at the funeral service” drawing
    Change activities – i.e. play doh
    “When Dinosaurs Die”, “I Had a Friend Named Peter”
    Words they don’t understand
  • Good Mourning – Session 3
    Exploration of the many feelings in grief
    DVD: “Lessons of the Lions”
    Craft: painting pillow cases, painting masks
    Activity: puppetry, board game, Haiku
    “The Tenth Good Thing about Barney”/ “Tear Soup”
  • Good Mourning – Session 4
    Coping with difficult feelings like anger and ways to handle our behavior/reactions
    “How to Get Rid of Bad Dreams”/Everett Anderson’s Good-bye”/ “Double Dip Feelings”/ “Mad Isn’t Bad”
    Activities: physical release like stomping, tearing up phone books, bubbles, body tracing
    Pain issues: school performance
  • Good Mourning – Session 5
    Commemorating – preserving memories
    Activities: collages, beading, Memory boxes, group card game (Creative Interventions book), writing – I Am …
    “A Quilt for Elizabeth”
    Coping with special days
    Music: helpful songs
  • Good Mourning – Session 6
    It is okay to reinvest in life
    You will have good and bad days – grief is unique for each of us
    Your support system
    Who am I? How do I care for myself?
    Closing ritual: plant, balloon release, candle making – linking object
  • Good Mourning – Parent Series
    Telling their story
    Children’s development stages and reactions to death
    What Bereaved Children want Adults to Know by Alan Wolfelt, Ph.D.
    Lessons Learned from Grieving Children by Geraldine L. Haggard
    Healing Rituals
  • Sand Play
    Using symbols in a safe, comfortable environment
    Less threatening than talking
    Increases expression without having to depend upon words
    Reveals each child’s unique story
  • Drumming
    Facilitating community connection
    Rhythm promoting healing and self-expression
    Circle provides a sense of connectiveness with others and interpersonal support
    Creative and fun activity
    Drums allow for the expression of emotions
  • Sandplay
    Equipment and Supplies
    Tables/shelves for figures
    Sand trays: wet and dry sand available, rectangular, blue or clear
    Tools for sand: sculpting, digging and moving sand around – shovels, rakes, spoons, paint brushes
  • Sandplay – The Handbook of Sandplay Therapy
    The Collection
    Deep symbolic connections – hope to have representation of all parts of life and fantasy
    Deep symbolic connections – hope to have representation of all parts of life and fantasy
    Babies, children, adults
    Different ethnicity
    Young and old
    People in action, doing various tasks
    Police, fire and rescue workers
  • Sandplay
    Household furnishings
    Common household items
    • Architecture
    • houses, towers, churches
    • temples, shops
    • old and new
  • Sandplay
    Land, air, water
    Old and new
    Rescue and helper
    Military: soldiers, weapons
    • Animals
    • land, sea, air
    • wild, domestic
  • Sandplay
    Magical creatures
    Magicians, fairies, wizards
    Fairy tale, cartoon characters
    Super heroes and villains
    Ancient creatures
    Archetypal figures
    People: king, queen, prince, princess
    Shapes: cube, sphere circle, square, triangle, pyramid, sun, moon, stars
    Jewels: glass marbles, beads, gold chains, treasure gifts
  • Sandplay
    Shadow and death figures
    Skeletons, gravestones, coffins
    Bones, monsters, dark, scary figures
    Religious and spiritual figures
    People and artifacts from different traditions, eastern and western
    fire, ice, windmill, well, balloon, flag, shovel
  • Sandplay
    Items from nature
    Rocks, shells, wood, trees, shrubs, flowers, greenery, fruits and vegetables
    • Connectors and Dividers
    • Fencing, bridges, road and traffic signs, telephone, computer
    • Building and Craft Materials
    • Tiles, sticks, clay, paper, string
  • Sandplay
    Room preparation
    A sacred place that is apart from ordinary time and space
    “Let me show you how we do sandplay”
    The tray
    Moving the sand around
    Go to the tables and pick out whatever grabs your attention and put in in the tray
    You can have an idea about what you want to make, or not
    This is a way of allowing what is inside of us, the stuff that doesn’t always have words, find expression
  • Sandplay
    Working with children
    Frequently the children are playing in the sand before the facilitator tells them!
    Play and images are natural to children
    You can use any of the toys to make a picture in the sand – making your own world
  • Sandplay
    Working with adolescents
    Primary concern is to overcome any suspicions they might have about it being infantile or child’s play
    This is a good way to do our work without talking or having to understand what is going on
  • Sandplay
    During the SandplaySession
    Must remain quiet
    Facilitator to remain still in the presence of the unfolding process of the child’s work
    After the Sandplay Session
    Tell me a story about your world.
    Tell me what is happening. Tell me what’s going to happen.
    Are you anywhere? Where are you?
    What happened before this scene?
    If you could change anything about this scene, what would you change?
    Take a picture of the child’s work
  • Drumming
    Drum circle principles
    Everyone is a part of the musical experience
    Music is improvised in the moment
    There is no right or wrong
    The facilitator helps build the musicality of the group while also building the sense of community and connection
    There is no plan except the importance of supporting the music and community connection
  • Drumming
    The benefit of being a part of a drum circle
    Stress reduction
    Social interaction and community building
    Exercise for mind, body and spirit
  • Drumming
    The instruments
    The real instruments are the people
    The drums become their voices
    The acoustic landscape
    drums: bass, hand, and mallet
    shakers, wood sounds, maracas
    metal sounds: cowbell, tambourine
    body percussion: clap, snap, stamp
    ambient instruments: ocean drum, thunder tube, rain stick, chimes
    We are born with our voice and rhythm within our hearts
  • Drumming
    Like a coach – serving to inspire, direct, conduct, and lead a group of people through the discovery of rhythm that has been waiting inside them all along
    Cues: successful cues must be clear, consistent and cool
    Be authentic. Show you care. When you offer your joy and your heart, it will come back to you magnified
  • Drumming
    Tips for working with children
    Mallets up: teach kids the way to stop all together by curing “mallets up” to indicate putting their mallets or hands in the air
    Pace the instruments: start with one instrument group and add on others
    Consider separating boys and girls
  • Drumming
    “When I Drum” by 12 year old boy
    When I drum I can hear my heart beat
    I feel excitement from my head to my feet
    It takes away my pain and worry
    I don’t feel like I’m in such a hurry.
    When I am drumming I feel free
    My troubles fly away from me
    And in comes all the peace and love
    My spirit soars just like a dove.
    When I am drumming with my friends
    I feel like we are family
    And when we drum we sound like one
    One heart, one soul, one mind.
  • Drumming
    Closing the circle
    At the end, ask people to think of one word to describe their experience
    Music helps you get along with others
    Music helps you listen carefully
    Music is fun!
    Music helps you tune into your heart
    Music offers opportunities for communication without using words