Running Head: LEFFINGWELL FINAL SKILL

Final Skill Project

Caitlin Leffingwell
Eastern University

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Child Trauma Assessment Evaluation

For this assessment, I am assuming that the main child in this disaster relief situation is
either preschool or school age. I am also basing my evaluation solely on behaviors observed
during a very short period of time from this recording: https://www.youtube.com/watch?
v=GinuKkyfE1Y

Age

Preschool

Sign/Symptom

Does the child

reenact the
traumatic event
through their play?

Does his/her minds

seem be stuck on a
specific part of the
event

Is he/she more
clingy than before
the traumatic
incident

Observed

Not
Interview
Observed

Notes

Reenacts the disaster through

the garbage picked up on the
scene.

Cant seem to move past the

eventcontinues talking
about it and offering to use her
experience to help responders.

Seems very expressive and

willing to move between
people, but also seems in need
of extra attention.

Has he/she become

passive and quiet

Observed in her sister, who is

hiding underneath the table
and refusing to talk with
anyone else.

Does he/she avoid

new people or
situations because
of fears related to
the trauma

Seems very comfortable

talking with strangers, unlike
her younger sister.

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Is he/she easily
alarmed and
generally more
fearful of being
away from
caregivers

Is he/she strongly
affected by parental
reactions

Does he/she have

problems with
feeding or toileting
when they have not
typically had these
problems in the past

School
Age

Does he/she draw

pictures of the
traumatic event

Although the presence of

parents was unclear, the child
seemed sensitive in general to
adult reactions.

Child did participate in the

visual arts session offered, but
the topic of her drawings was
indiscernible.

Does he/she go
back and forth
between being shy
and withdrawn or
being unusually
aggressive

Consistently outgoing

Does he/she have

sleep problems
(restless sleep,
talking in sleep,
waking up tired)

Child witnessed only during

the day.

X
Does he/she have
problems

Child not witnessed in a

school environment

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concentrating in
school

Does he/she
complain of
stomach aches or
headaches

Does he/she
respond to very
general reminders
of the event, like a
particular color,
smell, or sound

Seeing garbage lying around

reminded the child of the
event.

For additional information on best mental health practices for child trauma victims, please visit
websites for the Center for Child and Family Health and the National Child Traumatic This is based
on: http://www.nccri.org/en/about-child-trauma/recognizing-symptoms-of-trauma.html

Lesson Plan for Children in Areas of Crisis

Lesson Title: Resiliency Resources
Lesson No. 1
Teacher Name: Caitlin Leffingwell
Lesson Overview: In this first lesson, students will participate in various trauma-informed and hope-infused
activities to help them become more aware of their internal and external resources. In future lessons, students will
begin developing ways to use such resources in handling challenging situations both now and in the future. General
ideas for this lesson came from the iDeal site created by War Child Holland.
Goal: This lesson is part of a larger curriculum intended to help children in areas of crisis cope with stressors by
developing greater resiliency, especially through an active awareness of protective factors in the form of I have, I
am, and I can.
Lesson Objectives
1. Increase hope amongst students living in areas of crisis.
2. Lead students to a greater awareness of their personal resources.
Measurable Outcomes:
By the end of this lesson,
1. 80% of students will display (verbally, physically, relationally, etc.) at least two of the Nine Attributes of
Hope (see appendix A).
2. 90% of students will be able to express resources in at least two of the following three categories: I have, I

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can, and I am.

Lesson Breakdown:
1. Opening Ritual: Name and Feeling Song (10 min.)
Immediately after being greeted at the door, students gather into a circle and begin clapping to the
instructors beat. Going around the circle (starting with the instructor, to model and explain how it goes),
each person starts this song (to the tune of Twinkle Little Star or other familiar song). This helps the teacher
assess moods, builds group energy and unity, and starts class on a fun note.
Hello class, my name is ______
Hello ______, welcome to class!
Today I feel oh so ___________ (adds a facial expression if desired)
Oh s/he feels oh so _____________ (copies expression)
And I am also very ____________ (adds a personal descriptor and movement, such as strong, tired,
etc.)
S/he is also very ___________ (copies movement)
2.

Story Time: Oh! The Places You Will Go by Dr. Seuss (10 min)
While the teacher reads a short, inspirational story (see the Materials section for suggestions), students are
encouraged to think about things that help the main character(s) throughout the story and draw these things
on paper provided for them. If feeling insecure about their drawing abilities, students may also draw just a
symbol representing what helps the characters. Be sure to emphasize that these can be both internal and
external sources of help, such as courage or a best friend.

3. Discussion (10 min)

Once the story is finished, lead a discussion based on the following questions:
What did you think about that story?

What were some difficulties that the main character(s) faced?

What were some things that helped the main character overcome those challenges? We are going to
call these resources.
Would anyone like to show the class their drawings and explain what they drew?

4. Class Challenge Activity: Human Knot (30 min)

Students form a circle and join hands with two other people not standing next to them. The group must then
untangle this human knot. Once they have succeeded (or made as much progress as seems possible), have
them let go of each others hands and sit in a circle for a quick discussion:
What made that activity difficult?
What helped make it easier?
Once they have thoroughly discussed the process, ask the group to again form a human knot. This time,
however, they must untangle it without using any of the resources that they discussed as helpful from the
previous time. Or, depending on the complexity of their previous discussion, the group could simply be

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restricted to silence while trying to untie the knot. Again, stop when they seem to reach an impasse and
begin a new discussion.
How did that attempt compare to the previous attempt?
Did any other strategies emerge to help you?
If there is enough time, have students attempt a third knot using the resources discovered during the first
and second attempts.
5. Billboard Activity (15 min)
Students each choose a large piece of colorful construction paper and divide it into six equal sections.
Within the first two sections, ask students to draw or write something to finish the statement I have In
the next two sections, ask students to do the same for I am In the last two sections, have students do
the same for I can Students will use these posters for future lessons as well. Encourage students to help
each other think of resources if anyone is hesitating. When everyone seems satisfied with their work, ask if
anyone would like to share some of their billboards with the class.
6. Conclusion/Summary (10 min):
Just like we were most successful in untying the knot when we were able to use as many resources as
possible, so the resources that we have can help us succeed despite big challenges. During our next class,
we will begin looking at how we can use the many resources that we discussed today to work through
current challenges that we are facing.
7. Closing Ritual (10 min):
The Name Song again, with the teacher noting any changes in mood, expressiveness, connectedness,
confidence, and other related information.
Materials & Supplies
Short story involving characters surmounting challenges. Possibilities include the following
o Oh! The Places You Will Go (Dr. Seuss)
o The Little Engine That Could (Watty Piper)
o Beautiful Oops (Barney Saltzberg)
o Enemy Pie (Derek Munson)
o Put Me In The Zoo (Robert Lopshire)

Colorful construction paper

Markers, colored pencils, crayons, etc.

Assessment methods(s) selected: observe differences between opening and closing rituals, record contributions
and demeanors during class discussions, and note resiliency and hope factors present in billboards.

Appendix A

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Attributes of Hope*

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Examples of responses
Art-related responses
Non-art responses

WILL-POWER
THINKING
Initiating
Future orientation
Intentionality
Positive expectation
WAY-POWER
THINKING
Ability to generate
workable routes to
goals
Realism
Activity
Interconnectedness
(relational behaviors,
willingness to
connect with others)
Transcendence
(Includes the ability
to extend beyond
current situation,
moving from hope
for cure to hope for
fulfillment)
*Compiled from Manifestations of Hope in Music Therapy with Hospitalized Pediatric Patients, a Masters Thesis
by Charissa Tan, Creative Arts in Therapy Program, Drexel University, June 2008.

References

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Bossert, D. (2015). Disaster drill: Assessment: Identifying trauma. ARTS 535 Arts in Social
Services. BuildaBridge International Restorative Arts Online. Retrieved 6/30/15 from
https://sites.google.com/a/buildabridge.org/creative-arts-relief-andrecovery/checklists/identifying-trauma
Tan, C. (2008). Manifestations of hope in music therapy with hospitalized pediatric patients
(masters thesis). Drexel University.
War Child Holland. (n.d.). iDeal. Retrieved on 6/30/15 from http://www.warchildlearning.org/