1.
Emotions are like neon signs, telling your brain
‘Remember this!’
- Trauma Preventive Activity List With Positive Effect On The
Brain

2.
Table of Contents
Introduction.................................................................................................................................................. 1
Objective................................................................................................................................................... 3
Mind Chart............................................................................................................................................ 4
Brain Activities.............................................................................................................................................. 5
Brain Stem................................................................................................................................................. 5
Diencephalon........................................................................................................................................ 9
Limbic System…………………………………………………………………………………………………………………………..14
Cortex………………………………………………………………………………………………………………………………..…19
Tips for CASA…………………………………………………………………………………………………………………………………………22
References…………………………………………………………………………………………………………………………………………….23

3.
Introduction
During my five month internship at Court Appointed Special Advocates (CASA) in
Orange County, I was hoping to put together a list with activities that help to reduce the
consequences of complex trauma on the brain. And here it is. Fortunately, I was able to
talk to wonderful experts such as from the Child Trauma Academy and the National
Child Traumatic Stress Network who helped me to explain how trauma impacts the
brain and how to mitigate these consequences through specific activities. I am very
pleased about this internship, because I was able to identify possibilities for children
suffering from complex trauma, to recover
The most important aspect I learned during my research is the brain’s bottom up
development. As stated by Bruce Perry ‘the brain develops bottom up’. To say it simply,
when a child is first developing, regulatory functions such as breathing and swallowing,
are the core of development. Later in time as an adult, he or she is able to create or to
engage in complex thinking as well as to organize thoughts. But when a child has never
learned to regulate himself/herself then complex functions are a challenge.
Bruce Perry divides the brain into four different, yet interconnected regions. These are
consisting of the brain stem, the diencephalon, the limbic system and the cortical
regions (see brain map). The brain stem develops first and is responsible for basic
functions such as breathing or swallowing. The diencephalon is responsible for core
regulatory functions such as coordination and balance. Later, the limbic system
develops that is responsible for emotional regulations. Lastly, the cortical regions
develop. These regions are responsible for analytical thinking, language or other
complex tasks.
As further explained by Zohreh Zarnegar a pediatric psychologist, and Child Trauma
Academy Fellow, Infant-Early Childhood and Family Mental Health Specialist, Multi-
disciplinary Reflective Practice and is certified Baby Massage Instructor) In a child with
complex trauma, based on Bruce Perry’s model, the damage may have happened in
any of the four brain regions. Trauma impacts these regions in a way that primary
regions such as the brainstem and diencephalon, responsible for the controlling
somatosensory, regulatory system functions and relational and emotional functions are
impaired. The child’s ability to function on other structure level of the brain such as
limbic system and cortical system are also impacted. And the order to which information
is coming down is also broken.
Because of the brainstem’s function to early modulate and regulate upper functions in
the brain, maltreatment can lead to a dysfunctional development. As described in Perry
(2009), this can result in a ‘cascade of dysfunctions of lower brain regions to all upper
brain regions’. The more disorganized the lower brain regions are, the more present will

4.
be a reflection of an abnormal organization in the higher brain regions through abnormal
behaviors (Perry, 2009)
As illustrated by Diane Vines ( Child Trauma Fellow and staff therapist in the Therapy
and Psychological Services Department at The Children’s Assessment Center (CAC) in
Houston, Texas, 2015)”“If it is a brainstem problem, they might dissociate a lot, they
might rage instead. They will use the fight, flight or freeze response. They might also
have asthma, a high heart rate, or slow eye blink rates. These symptoms might also
impact the diencephalon. As you move up in the limbic system, they have problems
controlling and responding to their emotions. They might rage or they might be very
quiet. This can be overlapping to other brain regions. If you move up to the cortex, they
fall behind in school. They have problems speaking, or they may have problems
understanding what you said. They may have problems sitting still.”
Luckily research could show that these consequences of the brain can be prevented.
Experts advised to use constant, patterned, and relational activities. The integration of
music into activities would have additional calming effects. Also advised were engaging
activities that require regulatory functions such as sports. Sport does not only help to
regulate, it further releases important hormones such as oxytocin. According to
Reynolds (New York Times, 2012) “ Oxytocin promotes positive inter-social relations
and it is believed to promote bonding between mother and infant”.
Enjoy doing the fun activities listed below and even more, helping your CASA
child/youth potentially heal his/her brain also. The activities I listed are suggestions, but
please feel free to use your imagination and creativity. The most important thing is to
have fun.

5.
Objective
CASA (Court Appointed Special Advocates) has a desire to use simple activities
implemented by advocates not trained in therapy in order to facilitate trauma recovery in
a creative and easy way. These activities provide a foundation that offer brain centered
healing. All of these activities have been researched by experts in the field and are
useful and helpful when done in the context of a trusting relationship
Three basic objectives:
1. Self-Regulation and Self-Awareness ( individually and collectively)
2. Emotional Regulation-knowing and managing emotions
3. Interpersonal skills-communicating and connection with others in a healthy way
All the activities address at least one of these objectives
Emotional Regulation-When one has experienced something traumatic or lives daily in
a traumatic environment, it is often difficult to identify feelings in everyday life. Emotions
are either shut off or become overwhelming. Emotional regulation is an important skill
to learn.
Self-Awareness-understanding ourselves becomes difficult when we experience
trauma. We can feel judged, abandoned, unsafe and scared. All of these are
connected to self-awareness and the need to have a cohesive sense of self to deal with
trauma.
Interpersonal Skills-when effected by trauma, one may withdraw physically and
emotionally from others creating isolation that then leads to depression, anger, anxiety
and a host of physical problems. Learning to how trust and be trusted is an important
life skill damaged by trauma. It is the essence of being human and needs to be
repaired.
Without emotional regulation and a sense of self, it is difficult to form healthy
relationships. Hence, all skills mentioned above are skills that are required to be able to
cope with trauma.
These activities demonstrate how to incorporate safe, healthy and enjoyable skills which
can be used in daily life to help diminish common effects of trauma. Research has
shown that utilizing repetitive and patterned activities can result in healthier brain
functioning and therefore, the traumatized child might be less likely to engage in risk
taking behaviors and will enable the child to make healthier choices. You might see the
child with improved school performances, healthy habits and the ability to self-manage.

6.
Mind-Chart1
The a mind-chart below provides you with an overview of the functions of different brain
regions and occurring symptoms that can be associated with underdeveloped brain
regions as the consequence of trauma.
Source: Bruce Perry, www.Child Trauma.org, Ann-Cathrin Joest, Research Report (2015)
1
Please always consider, that the brain itself is not divided into four different regions that work
individual. The brain consists of an interconnectedness between these different regions. This
means that for the majority, these regions will work together, while one region might be much
more triggered than another. Yet, if the integration of these regions does not take place,
problems as pervious mentioned take place.

7.
Brainstem2
The brain stem is responsible for the regulation of core body functions, such as
breathing, heart rate, digestion or swallowing. A child with dysregulation in this region
might have difficulties in balancing, sitting or it might have breathing difficulties.
Because the brainstem is involved in integrating sensory input, activities with different
sensory input can help the child to regulate itself again, such as through rocking or
drumming.
Six-Count Breath
Sway from side to side while singing “1,2,3,4,6,6,” then “6,5,4,3,2,1.” Inhale for six
counts while allowing arms to rise overhead. Exhale and let arms slowly fall back down
to the sides.
Lion’s Breath
Ask the child to open his or her mouth wide. While exhaling, have the child extend the
tongue outward, stretching the tongue toward the chin and saying, “Haaah,” like a lion’s
roar. This basic jaw stretch eases tension in the face.
Square Breath
Have the child breath in slowly through the nose to the count of four. Ask the child to
hold his or her breath for four seconds before opening the mouth slightly to exhale to a
count of four. Repeat for four minutes. Ask the child to concentrate on his or her belly,
noticing how it moves while inhaling and exhaling.
Blowing Bubbles
Use soap bubbles and a wand to foster belly breathing. Begin by asking the child what
happens if it blows too hard, when trying to blow bubbles. Then invite it to participate in
the activity, either real or imagined, of softly and slowly blowing bubbles.
2
This information are taken form the book Doodles, Dances and Ditties, - A somatosensory handbook, published
by the Mount Saint Vincent Creative Arts Therapy Department

8.
Sensory Integration Functional Domain3
Rocking
Twist, Squish, jump or stomp on
bubble warp
Suck on candy
Yoga: bridge and candle pose
Play hair dresser with a doll and
very slow and gentle movements
Shoveling, Raking and Baking
Paper Mache
Swinging
Buried Treasure, hide objectives
in sand and find them
Drumming
Knee touch, Food Touch
Lavender Rice
Add 2-3 cups of rice to a tin pan. Add purple dye (food coloring or gel dye) and
lavender essential oil to the water. Add the liquid mixture to the rice. Add small amounts
of water (5 Tbsp) and dye to reach desired color. Mix all ingredients together well. It
should be a soft purple color, with a gentle lavender smell. Spread rice out over
newspaper or cardboard and allow to dry overnight. Once dry, return to tin pan and add
tools and toys to play with in the rice.
Super Scents
Find a quiet place and turn on some calming music. Smell each of these essential oils
and pick your favorite. Place a cotton ball in a small plastic container or bag. Place a
couple drops of your favorite scent tonto the cotton ball. You can combine a few of your
favorite oils to create your own scent.
Sensory Diet4
Calming Vestibular Activities
The vestibular system affects balance, muscle tone, equilibrium responses, the ability to
use both sides of the body together, coordination of the head, neck and eye movements,
auditory language, and plays a role in arousal.
Rock in rocking chair
Walk
Stretch/shake body
Rolling
Swinging
3
All activities of the Sensory Integration Functional Domain are taken from Hull Services ‘Brain Boosters Activity
Cards’.
4
Following sensory diet information are copied from Christy E. Yee of the Autism Society of Michigan.
Climbing up and down steps
Bouncing
Ball Bounce
Lay down with head straight
Head-Movement

9.
Tactile Activities
The tactile system is designed to alert us to threats, gives us body boundaries, and combined
with proprioception, gives us our basis for body image.
Find hidden shapes and objects
(i.e. small game pieces, coins,
buttons) in dry beans or rice in a
tub or container
Blowing bubbles and "popping
them".
Sandbox play5
Play Dough
Coloring with crayons on
sandpaper
Sensory Activities at the Beach
Engage in imaginative play- Try
cooking, baking and creating with
sand such as sand pies
Take a walk, climb on rocks,
jump off sand
Take a footprint picture to
remember your trip
Draw or write in the sand
Bury some body parts in the sand
like your feet
Close your eyes and feel the
energy of the ocean or air.
Look for rocks to paint
Stamp the sand using feet, cups,
hands , buckets, sticks and shells
Have a crab walk race
5
Image Source: http://myenglishimages.com/wp-
content/uploads/2015/03/sandbox.jpg

10.
Oral Motor Activities
Oral motor skills are used to regulate state of arousal. Infant and toddlers use sucking
as a way to fall asleep or calm down; children and adults may use the oral motor area
to concentrate (chew gum, suck through straw or bite nails), and comfort (foods).
Blowing bubbles
Blow a ball with a straw.
Blow toys, i.e. windmills,
whistles
Blow up balloons
Chewing gum
Resistive sucking- i.e. sports
bottle, drink boxes, straw,
crazy-straws, thicker liquids
Chew on coffee swizzle
sticks
Suck on sugarless hard
candy, gummy candy,
jawbreakers
Slow, deep breaths; about
twenty

11.
Diencephalon
In the diencephalon visual information that are entering the brain are processed to other
upper brain regions. The diencephalon is also responsible for the fight or flight response
as well as related physical expressions of behavior resulting through sensory input. In
children with trauma, you will often see a tendency to over react, to be clumsy, or to
have difficulties walking, or focusing. Due to the release of specific hormones with
calming effects, heavy exercises appear to be the most beneficial for children with over-
reactivity and developmental delays in the midbrain. At the same time relaxing activities
such as yoga benefit from their calming effects as well.
PROPRIOCEPTIVE ACTIVITIES6
The proprioceptive system gives the nervous system input on the position of muscles,
joints and tendons. This is important as it provides the person with information on how
far to reach, how much pressure, where we are in space, and what our body scheme is.
Proprioceptive stimulus involves movement, compression, or stretching at a joint.
Play catch with ball
Sand angel
Hand pressed together
Table pushes
Chair pushups
Chair pushes
Wall pushes with shoulders
Wall push with back
Wall push with arms
Heavy work activities
Pushing or carrying heavy
Frog jump
Kangaroo jump
Crab walk
Car wash
Wash table, chairs, blackboard
Jump up and down in place.
Crawling
Pushups
Squeeze toys
Tap toe, heel, foot, in sitting
Painting finger nail
Other
Trampoline
Walking or Hiking
Beach Walk
Kayaking
Climbing
Basketball
6
Source for proprioceptive activities: Christy E. Yee of the Autism Society of Michigan
Jump Rope
Horseback-riding
Soccer
Baseball
Volleyball
Martial Arts

12.
Skateboarding
Frisbee
Strength Training
Jogging
Basketball
Football
Swimming
Inline Skating
Push ups
Tennis
Gymnastics
Self-Regulation Functional Domain7
Spinning, Jumping, Twirling
Twister with a Twist
Meditation, mobile app:
www.smilingmind.com.au
Animal Walks
Bubble Tag
Egg and Spoon Walk
Walking on the sidewalk chalk
Book Bowling
Medicine Bowl Curling and Shot
Put
Dreamland8
In this exercise you put your CASA child/youth into a dreamland. Let it relax and
come up with a fantastic imaginary story. The places chosen on the way to
dreamland can be altered to whatever the child/youth
is interested in (e.g. dragons, Lego, candy, etc.)
“Why don’t we meet in dreamland tonight? But first,
why don’t we first meet in cotton candy land?
There are all different colors of fluffy, sweet cotton
candy all over. The trees are full and delicious and
the grass is soft and yummi. We will eat as much
cotton candy as we want and never get a belly
ache! Next, we will head over to princess land.
In princess land, there is a giant, beautiful castles
with big draw bridges and bright flowers. The sky
is bright blue and the sun is shining (….)”
Bunny Breath
Sit or stand up tall. Imagine that you are a bunny sniffling around for some yummi
carrots. Take 3-5 quick sniffs in through your nose. Pause. Exhale out through
your mouth with long, slow, audible sound. Repeat 4-5 times.
7
All activities of the Self-Regulation Functional Domain are taken from Hull Services ‘Brain Boosters Activity Cards’.
8
Image Source: http://images.vector-images.com/clipart/xl/176/tree_shlp5.jpg

13.
Act the Song (youth’s preference)
Together with the youth, create body movements that match descriptive words as
if in a silent movie (e.g. using your hand as a phone, bending to the floor on the
word “down” and jumping towards the ceiling on the word “up”, making a heart
with your pointer finger and thumb to match the world love, etc.)
Weighed Down
Do your favorite activity (e.g. walk, dance, cook, play piano) with ankle or wrist
weight on.
Build a Bottle
Fill a water bottle with water and glitter and glue it. You can also add beans, or
rice and add different objectives, letters or numbers in it. Shake it and let it rest,
watch the glitter moving in the water. You could do this 2-5 minutes long
Other
Yoga9
Trauma Sensitive Yoga:
http://www.traumacenter.org/prod
ucts/yoga_DVD.php
Ballet
Jazz
Hip Hop
Breakdance
Zumba
Aerobic
Pilates
Drumming
Drumming with paint
Tip: You could make your own music
instrument out of material that can be recycled.
You could use some kitchen utilities and
drum on them (like drumming on an empty can).
You could also decorate your music
instruments with cool slogans or images.
9
Image Source: http://alina_stefanescu.typepad.com/
.a/6a00d8341ce39f53ef017ee900e45c970d-pi

14.
Arts and Craft
Zipblock Painting
Material: Large zip block, freezer bags, Paints, Green, Tape
With the large zip lock freezer bag, drop different colors of paint (I use 3, usually
red, yellow and blue, Seal large freezer bag, Tape zip block bag on table (use
green tape, more visual). After completing those steps, play with the paint and
mix them together. It is visually stimulating and mess free! You can also combine
different colors and make finger paint art out of it. Before you could simply just
squeeze the begs ( 5 minutes long).
Crayon ‘Stained Glass’
Material: wax paper, crayons, pencil sharpener, iron, black construction paper
Sharpen different colored crayons, making sure to separate the different colored
shavings. Put the shavings in between 2 pieces of wax paper (putting like colors
together, so they don't just all blend in with one another) Iron the top wax paper.
It should melt the crayon shavings. Cut out a design in the middle of a black
piece of construction paper. Do the same design on another piece of construction
paper. Put the wax paper with the melted crayon shavings in between the 2
pieces of construction paper. Looks great in a window!
Salt Art
Material: Salt, colored chalk, glue, printouts of whatever theme preferred.
Beforehand, use different colored chalks to color salt by rubbing the chalk into
the salt. Put each color in a separate bowl with a spoon. Obtain a printout of
whatever picture you want. It can be a large flower for a horticulture group or an
animal. Have the child apply glue to the picture one section at a time. The child
then gets some colored salt on the spoon and sprinkle it on the glue. It can also
use fingers to pinch some salt and sprinkle it. This is done until each section of
the picture is finished.
Marble Painting
Material: Shoe box lids, water based paint, marbles, construction paper, tape
Tape construction paper to inside of shoe box lid. Drop beads of paint in various
spots on the paper. Place a marble inside the box and encourage clients to roll
marble through the paint by tilting the box. Clients will be thrilled at the graphic
designs they create! Remove from box and add to art gallery.

15.
Clip Art Painting
Material: water colors, paint brushes, clip art from computer
Description: Choose black and white clip art from computer. May use clip art
according to holiday. Flowers work best. Enlarge clip art up to fit size of paper.
Have CASA child paint picture. The thick black lines will make it easier for the
CASA child to see and they will be more successful..
Pudding Painting
Material: Instant pudding-different flavors, large sheets of paper, Raisins, cheerios,
gumdrops, marshmallows, etc.
Make pudding according to directions on box. Make sure your CASA child washes
their hands before starting this activity. Let the CASA child finger paint with the
pudding and use the other items to decorate their pictures however they want. The
cool part about this activity is that everything is edible so eating the art is half as
much fun as creating it! This activity works very well with younger kids or with kids
who will benefit from sensory activities.
Other
Rock Painting
Paint to Music
Egg art
Make your own doll
Knitting

16.
Limbic System
The limbic system is involved in motivations and emotions that are related to survival.
Most of these emotions are related to fear, anger and sexual behavior. The limbic
system is also involved in positive feelings such as pleasure related to survival based
on experiences such as eating or touch. In children with trauma, you will see these
having difficulties with ‘attachment, attunement, reward and related emotional regulation
functions’ (Hull Service, Brain Booster Activity Cards). However, some activities require
more cognitive functions (cortex), such as when specifically thinking about emotions
and put them into words. This might be difficult for traumatized children who face
difficulties expressing themselves.
Animal petting or feeding
Going to the zoo
Meditation
Smile for a minute
Press your hands straight on
each other and compare the size
Draw along each other’s hand
lines
Hand clap games
Imitate animals
Play with finger puppets
Read a book
Go to perfumery or tea shop and
smell different scents
Write together or separately
Make a mood diary with simple
comic faces or simple colors
Color out mood faces
Make a drawing of the things you
would like to do together
Draw your favorite experiences
together and frame the picture
Tell each other a little secret
Paint each other’s finger naill
Mandalas10 11
Many workbooks of pre-drawn mandalas are available, which can be photocopied and
offered as coloring sheets (Fincher, 2009). Mandalas have historically been used as a
meditative tool in many spiritual traditions, providing an image for centering and
integration. The process of coloring a complex geometric form may provide children with
an opportunity to quiet their thoughts, engaging with a simple and potentially satisfying
task.
10
This source is taken form the book Doodles, Dances and Ditties, - A somatosensory handbook, published by the
Mount Saint Vincent Creative Arts Therapy Department
11
Image Source: www.bambinis.net, www.azcoloring.com, www.pinterest.com

17.
Relational Functional Domain12
Copy Cat
With your CASA mirror each other’s movements and echo their voice. Take turns being
the leader and get creative. Try clapping, humming, clicking your tongue, tapping,
snapping, stomping, twisting, animal sounds or making extreme/silly faces.
Rock, Paper, Scissor
Instead of as occasionally using your hands to imitate rock, paper and scissor, use your
entire body. Rock – crouch down towards the ground. Paper – arms in the air spread
wide, legs spread shoulder- width apart as if flattened between two walls. Scissors – left
arm and leg forward and right arm and leg backwards (vice versa).
Cotton Ball Soccer
Make a field on the floor, using tape. Using one cotton ball, each person uses a straw to
blow the cotton ball around the field. Attempt to score a goal on one another. You can
also do that with breath
Giant Puzzle
You can work together and draw a picture or design on a paper. Cut it into a puzzle and
puzzle it together.
Back-to-Back Breathing
Two people sit back to back with legs crossed in front of them, leaning against each
other. Notice the warm and peaceful feeling this brings. Breathe in slowly through your
nose, fillign up your belly and chest. Slowly exhale and feel the air escape from your
nose. Repeat for several breaths to feel a sense of calm and connectedness.
12
All activities of the Relational Functional Domain are taken from Hull Services ‘Brain Boosters Activity Cards’

18.
Image Source: hpshplaidline.org
Art therapies
Throughout my readings and wonderful conversations with therapist, neurologist and other experts in
the field of mental health I learned that one of the most wonderful ways to overcome trauma and to
build self-esteem is through arts. This does not mean that you have to be a certified art therapist, but it
means that art can help you to build the self-esteem of your CASA child. I don’t know your CASA child,
but you do. That means you might know what kind of exercise might be appropriate or not.
Eventually you might also focus your arts on nature, since we humans feel very connected to it 

19.
Mandala13 Coloring
Make a mandala
Draw/paint to music
Emotion wheel (describe)
Art Journal
Paint a mountain and a valley
Make a scribble drawing
Finger paint
Make a mandala
Draw something HUGE.
Only use colors that calm you
Draw in sand
Color in a design.
Draw outside
Collage your vision of a perfect
day
Take photographs of things you
think are beautiful
Make a stuffed animal
Document an experience where
you did something you didn't
think you could do
Think up a wild invention
Create future self-portrait.
Create a body image sketch.
Draw yourself as a superhero.
Draw a place where you feel safe
Create a motivational collage
Write poems
Write a poem together
Create a face collage on a mask
Create a calming collage
Draw images of your good traits
Draw yourself as an animal.
Put together a jungle animal
collage
Draw three positive and negative
traits of yourself
Make art with your fingerprints
Draw a comic strip about a funny
moment in your life
Create a box of values
Paint a rock or shell
Paint a shell
Write and illustrate a fairy tale
about yourself
Document your gratitude visually
Make something for someone
else
Write on leaves to create a
gratitude tree
Create a snowflake out of paper
Make a dream catcher
Make art out of recycled items
Make crayon stained glass
Make anchor art
Draw all the positive things in
your life
13
Image Source: www.weltycenter.org

20.
Hand puppets
Material: White paper, pencils, gloves (no need to be matched pairs. Wool or
cotton is preferable and can be found for very little money at Salvation Army
Stores, or for free in lost and found boxes in schools and hospitals). BE AWARE
OF ANY ALLERGIES among the kid and have options available e.g. rubber or
latex gloves. Assorted fabrics, needles and thread or fabric glue, yarn, buttons,
sense of humor, fabric markers Link:http://www.arttherapyblog.com/art-therapy-
activities/making-hand-glove-puppets-for-kids-groups/#.VUFi7SHtmko
Finger-paint ‘therapy’ 14
Material: finger paint, large white paper, markers, maybe copies of inspirational
quotes (can be from anything/anyone). Using the finger paint, have child make a
print of each hand on the white paper. On one hand, have it write 5 positive
things about it- self (one for each finger), on the other hand, have the child help
fill in the last 5 fingers with a positive about another group member. Finally, hand
out the inspirational quotes and let them choose one to write on the top or bottom
of the paper, or help them create their own.
14
Image Source: http://www.craftychild.com/image-files/finger-painting-2.jpg

21.
Cortex
The most complex part in the brain is the cortex. It allows the development of language,
speech, complex sensory processing, the acquisition of complex skills, the creation of
tools and the ability to engage with other groups in the environment. Children with
trauma might have problems reading, they might not be able to memorize or to express
themselves. They might also have difficulties naming objectives or describing their
feelings.
Targeting Cognition15
How Big is your Hurt?
Once you have developed a relationship with your CASA child, ask the child, “How big
is your hurt today?”. To measure, ask the child to stretch out his or her arms as wide as
the hurt is big. Take a ribbon, measure the length of the child’s arm (that equals the
hurt) and cut the ribbon. Put the ribbon in the envelope and decide together where to
keep it safe. You can repeat this activity and compare ribbon lengths. Reflect to the
child that we all feel hurt (big or small) sometimes, hurt does not stay forever, it is OK to
feel and express hurt, etc.
Name the Tune
Hum a familiar song and have children try to guess it. Examples of familiar songs
include Mary Had a Little Lamp, Twinkle Twinkle, Row Your Boat, Itsy Bitsy Spider,
Jingle Bells, Take me Out to the Ball Game, You Are My Sunshine, Yankee Doodle, and
We Will Rock You.
Inside/Outside Box
This is an appropriate intervention for older children who may be exploring identity
issues or developing an awareness of their inner and outer selves. Using a box or mask
of any size, children can explore the differences between what they present to the
outside world, and how they feel on the inside, decorating the box or mask accordingly,
both inside and out. If using boxes, it is helpful to provide a box with a lid that can be
closed, allowing the child to control how much of their ‘inside self’ is left open and
accessible or closed and private.
Maps/Timelines
Maps and timelines provide a way to gain distance from events or emotional states,
creating a coherent narrative or structure. The child can create a timeline, using line
quality to depict life experiences over a course of time. Using paper and pencil, a
timeline can be created to depict the course of a day or a week, as a way to track and
self-monitor mood, energy or the day’s events. “Brain maps” or “body maps” can be
15
This information are taken form the book Doodles, Dances and Ditties, - A somatosensory handbook, published
by the Mount Saint Vincent Creative Arts Therapy Department

22.
created to give a child a concrete image to describe thoughts, feelings, and sensations.
For example, an “anger body map” can be created by offering a pre-drawn outline of a
human figure, then allowing the child to color or draw what anger feels like in their body,
and where it is located. “Brain maps” can similarly allow a child to create a visual
representation of what they think about.
Cognitive Functional Domain16
Cup Stacking
Using blocks or plastic cups, challenge your CASA kid to stack them in different
configurations as fast as it your you two can (e.g. 2 high, pyramid shape, etc.)
Name That Tune
Play the first 20 seconds of a song and have the other person try and guess
which song it is
Cube It
Find a free printable cube template on the internet. Identify an area for growth for
the youth. This will be the goal for the youth. Title one side of the cube with this
goal. For example, calming strategies. On the other five sides of the cue write
helpful tips that relate to the chosen goal. For example, on a calming strategies
cube you could write take a deep breaths, eat a piece of fruit, go for a walk, talk
to a friend, and write it down. Other cube ideas: When I’m
feeling…sad/bored/hyper/grumpy/happy/excited, when I miss someone, how to
be a good friend, study tips.
Graphic Story17
Use a story template to create a graphic novel using 3-4 frames to depict a well-
known story or fairytale. Be sure the frames show a beginning, middle and end to
the story. You can also use additional frames.
16
All activities of the Cognitive Functional Domain are taken from Hull Services ‘Brain Boosters Activity Cards’
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Image Source: https://6thextinctioninmotion.files.wordpress.com/2012/11/storyboard1.jpg

23.
Just think about how wonderful it is, that simple activities such as clapping hands,
walking, or playing with dough do have wonderful effects on the brain. All these
activities are just a few of many suggestions. In our CASA office we do have a box full
of brain activities and other trauma informed activities. You can also look into our
resource library. But even better: There is always room for your own creativity and the
creativity of your CASA child. Luckily with all these we are able to regulate emotions, to
develop interpersonal skills and to self-regulate.
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24.
Tips for CASAs
A picture book that includes the activities and the time you spent together with your child or youth
has been found to be very valuable for the child. According to Bruce Perry, taking pictures of the
significant other shows that the other is important to you. Looking back to all the fun and
enriching activities, might help the child or youth to remember significant positive moments in
their life, that they have shared with their CASA. This may also help them to stay focused on
healthy decision making.
Often traumatized children have not had a choice or say in what was happening to them. CASAs
need to be aware that these children or youth may be constantly in an alarmed stage, ready to
fight, flight or freeze. To help them to avoid this response, it is beneficial to inform them
sufficiently about what you are going to do and if this is okay to them. This is especially important
for sensory related activities.
Creating something: Nothing is more empowering and self-esteem boosting.
The more you use all senses, the greater is the learning effect/ the experience.
Image Source: http://www.youwall.com/papel/happy_child_wallpaper_7cbac.jpg
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Image Source: http://www.yourldsblog.com/wp-content/uploads/2014/06/thank-you-kids.jpg

25.
References
Ann-Cathrin Joest (2015). Research Report
ADD&ADHD Health Center (n.d.). Retrieved from: http://www.webmd.com/add-
adhd/guide/adhd-symptoms?page=2
Anxiety & Panic Disorder Health Center (n.d.). Retrieved from: http://www.webmd.com/anxiety-
panic/guide/mental-health-anxiety-disorders
Bailey, R. (2015). Diencephalon. Retrieved form:
http://biology.about.com/od/anatomy/p/diencephalon.htm
Bouchez, C. (2015). 10 Signs of an Alaign Mind. Retrieved from:
http://www.webmd.com/mental-health/features/10-signs-ailing-mind
Brain - The brain stem, The diencephalon, The cerebrum, The cerebellum, Studying the brain
(2015). Retrieved from: http://psychology.jrank.org/pages/92/Brain.html
Carnethon, M. R., Craft, L. L, (2008). Autonomic Regulation of the Association Between
Exercise and Diabetes. Exercise Sport Science Review. 36(1).12-18.
Child Welfare Information Gateway. (2013). Long-term consequences of child abuse and
neglect. Washington, DC: U.S. Department of Health and Human Services, Children’s Bureau.
Effects of Child Abuse and Neglect (n.d.). Retrieved from:
http://www.joyfulheartfoundation.org/learn/child-abuse-neglect/effects-child-abuse-neglect
Emotional Abuse. Signs, Symptoms and Effects (n.d.). Retrieved from:
http://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/emotional-abuse/emotional-
abuse-signs-symptoms-effects/
Expressive Art Inspiration (n.d.). Retrieved from:
http://intuitivecreativity.typepad.com/expressiveartinspirations/100-art-therapy-exercises.html
Hanson, D. (2009). Hearing Voices – Underpinnings of Auditory Hallucinations. BrainBloggers.
Retrieved from: http://brainblogger.com/2009/09/22/hearing-voices-underpinnings-of-auditory-
hallucinations/
Hiebert, M., Platt, J., Schpok, k., Whitesel, J. (2013). Doodles, Dances and Ditties. Denver,
Colorado: Mount Saint Vincent Creative Arts Therapy Department
Smith, A. B. (2015). Vestibular Activities for Sensory Integration Disorder. Retrieved from:
http://www.livestrong.com/article/104180-vestibular-activities-sensory-integration-disorder/
The Sensory World of Autism (2015). Retrieved from: http://www.autism.org.uk/sensory
Title Image. http://cdn2.hubspot.net/hub/53/file-24263957-jpg/blog/images/emotion-brain-image-resized-
600.jpg?t=1433174481862
Trauma the Neurochemie of Stress ( n.d). Retrieved from:
http://www.metrodirect.net/traumasurvivorssupport/neurochem1.htm

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Yee, E. C. (n.d.). Sensory Diet. Retrieved from: http://www.autism-
mi.org/portals/0/documents/resources/sensory/sensory%20diet.pdf