Treating Traumatic Stress in Children and Adolescents by Margaret E. Blaustein Kristine M. Kinniburgh

Author:Margaret E. Blaustein, Kristine M. Kinniburgh [E. Blaustein, Margaret, M. Kinniburgh, Kristine]
Language: eng
Format: epub
ISBN: 9781462537099
Publisher: The Guilford Press

Big–small Big–small techniques are used to help children connect all the parts of self through movement (big, medium, small) and to identify appropriate situations for each style. This technique is useful for children who have difficulty with gross motor control and with awareness of self in space.

Description: Help children identify all the ways in which their bodies physically expresses themselves (via voice, movement, speed, posture, etc.).

Start with the child’s preferred way of moving. For instance, for a child who typically runs instead of walks, shouts instead of talks, etc., start with “big.”

Select a day to be “Big Day” in therapy (or a portion of the therapy session). On that day, select an array of ways to move big. For instance, do a body trace on a life-size piece of paper, run and jump, talk loudly, etc. Note: It is often useful to do “Big Day” outdoors or some other place where it is appropriate to talk or move loudly.

During or after Big Day, help children identify places where they usually are “big”—for instance, at a park, at a swimming pool, on the beach, with their friends at recess, etc.

Follow up Big Day with Small Day (this is typically much harder for children). Draw on teeny pieces of paper, talk in a whisper, tiptoe, etc. As with Big Day, identify places where children are typically “small”—for instance, in the library, in a classroom, at night, etc.

Integrate concepts of big, medium, and small into therapy. For instance, if a child typically runs down the hall, cue him or her to “Walk small”; in therapy, shift from moving “small” to “medium” to “big.”

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