- Problem: TraumaTraumatizing event and consequences
- Choosing ScenarioHow to choose scenario?
- Building DialogStorytelling as a dialog tool
- Gamifying story partsDrawing and gamification tools
- Expected resultsHow this should help?
Problem: Trauma
About the influence of psychological trauma on human life
Choosing Scenario
How to choose a topic and scenario for story drawing
Test 1: What kind of story should you create for your child?
Purpose of the test: To help parents determine the theme of an interactive story for communication with their child, based on the child’s emotional state and needs.
Instructions: Choose the option that best matches your current situation.
Take Test 1
How would you describe your child’s current emotional state?
- a) The child appears upset or scared.
- b) The child shows signs of withdrawal or aggression.
- c) The child seems happy but struggles to accept praise.
- d) The child lacks self-confidence or cannot imagine their future.
What concerns you most about your child’s behavior?
- a) They can’t describe their feelings or emotions.
- b) They don’t respond to support or avoid conversations.
- c) They feel proud but are shy about expressing their achievements.
- d) They are often anxious, fearful, or avoid talking about the future.
Have you observed any significant events that may have affected the child?
- a) The child witnessed conflict or experienced a traumatic event.
- b) Big life changes are expected (e.g., moving, changing schools).
- c) No major events, but the child seems insecure.
- d) The child has recently achieved something important but needs continued motivation.
How would you describe family relationships?
- a) Sometimes there’s a lack of connection or understanding.
- b) There are challenges in daily communication with the child.
- c) The relationship is good, but the child needs emotional support.
- d) The family is harmonious, but you want to continue supporting the child’s successes.
Results:
- Mostly “a” answers: Choose stories from the “Stories as an Explanation of What Was Experienced or Witnessed” category. These will help the child understand difficult situations, cope with traumatic events or grief, and manage their emotions.
- Mostly “b” answers: Stories from the “Emotional Puzzle” category are a good fit. They will help the child deal with fears, unwanted behaviors, aggression, or prepare for major life changes.
- Mostly “c” answers: Create a story from the “Success Story” category. It will help the child accept praise, feel proud of their achievements, overcome shyness, and find motivation for future accomplishments.
- Mostly “d” answers: Stories from the “Disaster” → “Protective Shell” category will help your child build self-confidence, envision their future, and overcome self-devaluation or the devaluation of others.
This approach allows you to automatically select a suitable story category based on your child’s emotional state and developmental needs.
Take Test 2 if your results Test 1 indicate you need to choose a story from the “Stories as an Explanation of What Was Experienced or Witnessed” category.
Test 2: Could your Child Need Support Due to Traumatic Experience?
Purpose of the test: To help determine whether your child has gone through a traumatic situation that may be affecting their emotional or physical well-being, and whether there is a need to seek professional support.
Instructions: Answer the questions that best describe your child’s current situation and condition.
Take Test 2
Part 1: Has your child experienced a traumatic situation?
- Has any of the following occurred in your child’s life? (Select all that apply):
- a) Physical or sexual abuse
- b) Rejection, emotional abuse, or betrayal of trust by a close person
- c) Death, separation, or serious illness of a loved one
- d) Domestic violence witnessed by the child
- e) Car accident, disaster, or natural catastrophe
- f) Bullying, teasing, or harassment at school
- g) Painful medical procedures or threats to health
- h) Witnessing violence (shootings, fights, robberies, etc.)
- i) Police intervention or the arrest of a close family member
- j) War or armed conflict
Part 2: Signs of the Child’s Emotional State
Do you notice obsessive memories or trauma-related reactions in your child?
- a) Yes, they often recall the traumatic event and show strong stress reactions
- b) Sometimes they remember, but without strong emotional responses
- c) No, there are no such memories
Does your child have sleep disturbances?
- a) Constantly — nightmares or trouble falling asleep
- b) Occasionally sleeps poorly after a stressful day
- c) No, sleep is normal
Do you notice physical symptoms without an obvious cause?
- a) Headaches, stomachaches, or lack of appetite are frequent
- b) Rarely, but such complaints have occurred
- c) No, there are no physical complaints
Has your child’s communication with others changed?
- a) Yes, they avoid friends or favorite activities
- b) Their activity has slightly decreased, but interest remains
- c) No, they behave as usual
Part 3: The Child’s Emotional and Behavioral State
Has the child become more irritable or aggressive?
- a) Yes, their behavior has significantly changed in this direction.
- b) They are sometimes irritable.
- c) No, they behave calmly.
Do you notice anxiety or fear in your child without obvious reasons?
- a) They are constantly on edge or frightened.
- b) There are occasional moments of anxiety.
- c) No, they appear calm.
Does the child have difficulty concentrating and learning?
- a) Yes, they struggle to focus and absorb new information.
- b) There are minor difficulties, but nothing significant.
- c) No, their attention and learning ability remain unchanged.
Results
- Part 1: If you selected one or more answers, it is likely that a traumatic situation has affected your child.
- Parts 2 and 3:
- Mostly “a” answers: Your child may be showing signs of Post-Traumatic Stress Disorder (PTSD). It is recommended to consult a psychologist or psychotherapist for a detailed assessment and support.
- Mostly “b” answers: Your child may be experiencing some stress-related symptoms that require your attention. It is important to support your child, create a safe and calm atmosphere at home, and consult a specialist if needed. An interactive story about the past may be helpful if something unpleasant has happened.
- Mostly “c” answers: There are no significant signs of post-traumatic stress. However, it is important to continue monitoring your child’s emotional state and provide them with consistent support. An interactive story about the past may still be useful if the child has experienced something upsetting.
Note: This test is designed to help identify potential consequences of traumatic events and to guide parents in deciding on next steps.
Tips on how to build a dialogue
Storytelling as a dialog tool
How parents can build a dialogue with their child through creating therapeutic stories on a tablet.
- Start by choosing a main character
- Ask the child: “Who will be the main character in our story? Is it you, an animal, or maybe a superhero?”
- Let the child draw the character on the tablet or imagine them in their mind.
- Create the character’s world
- Together, imagine where the character lives: “What is their home like? What surrounds them? Draw what it looks like!”
- Encourage adding details: flowers, the character’s favorite food, their favorite place.
- Describe a normal day
- Begin the story on a positive note: “Tell me what the character does every day. What do they enjoy? What makes them happy?”
- The child can draw scenes separately: morning, playtime, walks.
- Introduce a problem
- Ask: “What might happen to our hero? Maybe they lost something, got lost themselves, or something scared them?”
- Let the child draw this moment and explain how the hero feels.
- Discuss the hero’s emotions
- Say: “What do you think the hero is feeling in this situation? Why do they feel that way?”
- Together, draw what fear, sadness, or surprise might look like for the hero.
- Look for a solution together
- Ask: “What can the hero do to overcome this situation? Who could help them?”
- The child can draw the solution: the hero asking a friend for help, coming up with a plan, or finding something useful.
- End the story with a success
- Summarize: “What does the hero feel now that everything worked out? What did they learn from this adventure?”
- Let the child draw the hero feeling happy in their world.
- Reflect on the story
- Ask: “What do you think this story is like? Has something like that happened to you?”
- The child can share their feelings, and this will help you understand them better.
- Save the story
- Say: “This story is our shared adventure. Let’s save it so we can look at it again or continue it next time.”
- You can print the drawings or save them on the tablet.
- Praise the child
- Always highlight their effort: “You came up with such a great idea! The hero is so strong and clever—just like you!”
10 Rules for Building a Dialogue with a Child
- Listen, don’t just talk Don’t interrupt your child. Let them express themselves, even if it takes time to find the right words.
- Avoid immediate criticism Steer clear of phrases like “That’s wrong!” or “What nonsense!”—this can make the child shut down.
- Open-ended questions For example: “What do you think about that?” or “How do you feel?”
- Show that you’re paying dialog Put down your phone, make eye contact, nod—let your child feel that you’re truly listening.
- Speak calmly Even if the child has done something wrong, explain things without yelling. A calm tone builds trust.
- Don’t judge their feelings Say things like: “I understand that you’re angry” instead of “Don’t be angry.”
- Explain things clearly Use words your child understands and keep sentences short.
- Support the conversation with examples For instance: “That happened to me too when I was little.”
- Praise sincerely Recognize the child’s efforts, even if the result isn’t perfect: “You tried really hard!”
- Be open to any topic Your child should know they can talk to you about anything—without fear.
Test: How Well Do You Communicate with Your Child?
Choose one of three answer options:
- A: Always
- B: Sometimes
- C: Never or rarely
1. Do you allow your child to fully express themselves without interrupting?
- A: I always listen attentively.
- B: I listen, but sometimes interrupt.
- C: I often interrupt or finish sentences for them.
2. Do you ask your child about their feelings and thoughts?
- A: I regularly ask and listen carefully to the answers.
- B: I bring up their feelings from time to time.
- C: I rarely or never ask about their emotions.
3. Do you avoid criticism or judgment when talking with your child?
- A: I always try to speak without judgment.
- B: I sometimes criticize, but not often.
- C: I often criticize or judge.
4. Do you explain your requests or remarks clearly and without aggression?
- A: I always explain calmly and in a way that’s easy to understand.
- B: I explain, but don’t always control my emotions.
- C: I sometimes speak harshly or without explanation.
5. Do you maintain eye contact during conversations with your child?
- A: I always look them in the eyes to show dialog.
- B: I get distracted sometimes, but I try to maintain eye contact.
- C: I often get distracted or don’t maintain eye contact at all.
6. Do you encourage your child to ask questions or express their thoughts?
- A: I always encourage this.
- B: Sometimes, but not consistently.
- C: I rarely encourage it or don’t see it as important.
7. Do you notice and praise your child’s efforts, even for small achievements?
- A: I regularly praise their efforts.
- B: I praise them, but don’t always notice the small things.
- C: I rarely or almost never praise them.
8. Are you able to express dissatisfaction calmly without yelling?
- A: I always try to speak calmly.
- B: Sometimes I raise my voice.
- C: I often yell or express dissatisfaction harshly.
9. Do you show your child that their thoughts are important to you?
- A: I consistently emphasize that their opinion matters.
- B: Sometimes, but not always.
- C: I rarely or never point that out.
10. Do you end conversations with your child on a positive note, even after a conflict?
- A: I always try to reconcile and end positively.
- B: Sometimes I resolve the conflict, but not always positively.
- C: I often leave things unresolved or tense.
Scoring:
- A = 3 points
- B = 2 points
- C = 1 point
Results:
26–30 points:
You are excellent at communicating with your child! Your attentiveness, understanding, and calm demeanor create an atmosphere of trust and support. Keep up the great work!
20–25 points:
Your communication is good, but there is room for improvement. Pay more dialog to truly listening to your child and recognizing their feelings more often.
15–19 points:
Your dialogue with your child needs improvement. You may be easily distracted or express emotions too harshly. Focus on patience and offering consistent support.
Less than 15 points:
There are serious issues in communication with your child. You may be criticizing more than listening or ignoring their emotional needs. Try to create a safe space for open dialogue—start with simple questions and active listening.
Storytelling
What Therapeutic Storytelling Gives a Child
- Emotional release The child can express feelings that are hard to say out loud—such as fear, anger, or sadness.
- Understanding their own experiences Through the story, the child learns to name their emotions and understand how those emotions affect them.
- Relief from difficult experiences By talking about traumatic events, the child reduces internal tension and begins to feel relief.
- A sense of control By telling a story, the child becomes the “author” of their experience, rather than just a victim of events.
- Creating a positive ending The child can find ways to finish the story on a hopeful note, which helps them feel empowered and optimistic.
- Building trust The storytelling process strengthens the bond with the adult who listens and provides support.
- Developing imagination and self-expression Creating a story nurtures creative thinking and gives the child a way to express their experiences in their own language.
- Exploring solutions In a fictional storyline, the child can try out different ways to solve real-life problems.
- Reducing fear Problems feel less scary when they can be talked about through play or storytelling.
- Learning self-reflection skills The child learns to reflect on themselves, understand why they feel certain emotions, and how to live with them.
What Therapeutic Storytelling Gives to Parents
- Better understanding of the child Through storytelling, parents learn what worries their child—their fears, emotions, and dreams.
- Emotional connection Creating a story together strengthens trust and brings parents and children closer.
- A tool for support It offers a way to help the child cope with difficult events without forcing them to talk directly about pain.
- A new perspective on the problem Stories often reveal how the child perceives and experiences a situation.
- A context for conversation Difficult topics are easier to discuss using fictional characters or fairy-tale scenarios.
- A path to conflict resolution Parents can see where the child feels vulnerable and work together to find ways to help.
- Reduced family tension Storytelling allows problems to be voiced in a safe way, lowering emotional stress.
- A sense of involvement in the child’s life Parents become active participants in the process, helping the child feel valued and important.
- A chance to teach through play Parents can help the child learn how to overcome challenges by modeling this in the story.
- A more positive view of parenting Shared creativity reminds parents that their support matters and helps them feel proud of their role in their child’s life.
How to Encourage a Child to Create a Therapeutic Story
- Create a safe environment Have the conversation in a quiet space where the child feels protected and comfortable.
- Start simple Ask an easy question like: “What makes you happy?” or “What was something interesting today?”
- Use playful formats Drawing, storytelling, and making comics help the child express emotions in a natural way.
- Suggest starting with a fictional character For example: “Tell me about a hero who experienced something. What happened to them?”
- Don’t pressure them If the child is silent, that’s okay. Give them time and show that you’re simply there for them.
- Validate any beginning Say things like: “It’s important that you shared that,” even if it was short or simple.
- Name possible emotions For example: “It sounds like that might have been scary for you. Was it?”
- Ask them to describe through images or metaphors “If your feelings were animals or flowers, what would they be?”
- Be patient Storytelling can take time. The child will open up gradually.
- Support the ending of the story If the child talks about something painful, help bring the story to a hopeful close: “What would you like to happen next?”
Rules for Successfully Creating a Therapeutic Story
- Safety and comfort Create a calm and secure environment so the child feels safe and at ease.
- Kind and gentle tone Speak warmly and avoid criticism or judgment.
- Let the child be the main author Don’t impose your ideas—allow the child the freedom to express their own thoughts.
- Use familiar images Incorporate characters or storylines the child knows well: favorite fairy tales, animals, or real-life situations.
- Encourage emotional expression Ask questions like: “What do you think this character was feeling?” or “What did they want to do next?”
- Always end on a positive note Support a hopeful ending so the child feels empowered and uplifted.
- Watch the child’s reactions If the child seems tense or withdrawn, change your approach or take a break.
- Be patient Don’t rush—the story may need time to unfold naturally.
- Consider the child’s age and interests Use simple language and age-appropriate themes the child can easily relate to.
- Help without dominating Offer ideas if the child is hesitant, but let them take the lead.
Story Drawing
The Meaning of Drawing Each Part of a Therapeutic Story on a Separate Sheet
- Separation of stages and focus
- Drawing each stage separately helps the child concentrate on a specific moment in the story. This prevents emotional overload and helps manage details step by step.
- Step-by-step processing of experiences
- Each part of the story reflects a stage of emotional experience. Drawing allows the child to gradually and safely move through difficult situations—from safety to problem-solving.
- Visualization and distancing
- Images allow the child to project their feelings onto paper and look at them from the outside. This reduces emotional intensity and brings better understanding of the situation.
- Symbolization and simplification
- Through drawing, the child can express what’s hard to say with words. Colors, shapes, and imagery become symbols of their thoughts and emotions.
- Creating space for reflection
- Once all the drawings are complete, the child and adult can review them together, discuss changes in the hero’s emotions or events, and highlight positive moments.
- Strengthening the sense of control
- The child sees how the story is built step by step. This gives them a sense of agency and the ability to influence outcomes and solve problems.
- Preserving accomplishments
- Each page becomes part of a complete story. It highlights the value of each step and allows the child to feel proud of their work.
- Flexibility in changing the story
- If the child wants to add or change something in a specific scene, it’s easy to do without affecting the rest of the story.
- Building a sense of closure
- Drawings on separate sheets give the story a clear structure. When all parts are brought together, it creates a feeling of completion and success.
- A reminder for self-reflection
- These drawings can be saved as a reminder of how the child overcame a difficult situation. This strengthens their confidence in their own abilities.
Why It’s Convenient to Draw Therapeutic Stories on a Tablet
- Easy to correct
- If something doesn’t look right, it can be erased or changed effortlessly.
- Many tools available
- Colors, brushes, shapes — everything is in one place.
- Easy to save
- Drawings don’t get lost; they’re stored in one file or folder.
- You can add details
- It’s easy to modify or expand the story at any stage.
- Saves paper
- There’s no need to buy lots of paper or paints — everything is already included.
- Easy to share
- The drawing can quickly be shown to a therapist, teacher, or another adult.
- A modern approach
- For children, the tablet is a familiar tool, so the process feels engaging and natural.
- Ability to add multimedia
- You can add text, sound, or even animation to make the story more vivid and interactive.
Story Structure Template
Thoughts, Emotions, Behaviors, and Physical Sensations in the Story and Dialogue
In Cognitive Behavioral Therapy (CBT), the story-building and dialogue structure follows a systematic approach to exploring how thoughts, emotions, behaviors, and physical sensations interact and influence one another. This method helps individuals — especially children — understand the connection between what they think, feel, do, and how their body responds. Therapists use this framework to help children and adults break down a stressful or upsetting experience into understandable parts. By examining thoughts, emotions, behaviors, and physical sensations separately, clients begin to recognize patterns and understand how their mind and body respond to triggers.
1. Thought (What are we thinking?)
Explanation: This refers to a belief, perception, or interpretation a person has about a situation. It’s important to identify the specific thought or idea that arises in response to an event. Example: If a child sees a dog running toward them, their thought might be: “The dog is going to bite me,” reflecting fear or an expectation of danger.
2. Emotion (What are we feeling?)
Explanation: These are the feelings or emotional states that result from thoughts. In CBT, it's important to clearly identify and understand these emotions. Example: In this situation, the child might feel fear, anxiety, or even panic in response to the thought of being bitten.
3. Behavior (What do we do or say?)
Explanation: These are the actions or verbal expressions that result from the thought and emotional reaction. Behavior often shows how a person expresses or copes with their emotions. Example: The child might scream, run away, or try to hide in an effort to protect themselves from the imagined threat.
4. Physical Sensations (What happens in our body?)
Explanation: These are physical reactions that accompany emotional and cognitive experiences. Physical sensations are often direct responses to emotional states and may include changes in heart rate, muscle tension, sweating, or other stress-related symptoms. Example: The child might feel their heart racing, palms sweating, or a tightness in the chest when experiencing fear.
Process scheme in each block
Drawings gamification
How to apply gamification to drawings with a traumatic event
Purpose
- Used in working with traumatic experiences.
- Acts as a therapeutic ritual that helps a child symbolically release negative emotions.
- Designed to help overcome the feeling of lacking control over one's own memories.
Psychological Effect
- Active engagement with the problem
- Expression of negative emotions that are difficult to verbalize
- Symbolic release from trauma
- Restoration of self-control
- A stimulus for discussion and reflection
Attention!
Be mindful when working with traumatic imagery!
- This is not a professional treatment session.
- Not all methods are equally effective for all children.
- The process should be led by the child, with the support of an adult.
- Encourage the child to try out each method fully and discover what works best for them.
- If a particular method doesn’t work for the child, it is not their fault, and this should be made clear from the start.
Contraindications apply only to the child's condition — if the child is unstable (e.g., in an acute psychotic state), gamification should not be used. The child must be in a stable condition to process trauma. The only exception for using the method in an acute state is when the child needs immediate support after a highly stressful situation. For example, if the child has just experienced shelling or bombing — this is not a mental disorder but an acute psychological state, in which gamification can be effective.
Expected Outcome
The CBT (Cognitive Behavioral Therapy) focus allows for a conscious approach to working with emotions, using imagination as a tool for control. After processing a traumatic memory using the drawing gamification technique, the child will be able to view the situation with detachment, rather than reliving it over and over again. The stressful experience becomes just a memory — the image is no longer vivid, and the level of stress decreases.As a result, the memory no longer affects the child, and they no longer expend energy or emotional resources on it.
Screen Method Using CBT Techniques
Introduction:
This method helps children alter their perception of traumatic imagery through gradual, imagined changes. Cognitive Behavioral Therapy (CBT) techniques aim to restructure negative associations and foster a sense of control.
Attention!
Use a protection tool against destruction 
during the gamification process (e.g., burning, breaking). It is important that the child feels safe and has the option to protect what is important to them. The child must not accidentally destroy themselves, the people they want to protect, or the objects they wish to keep safe within the drawing.
Technique 1: Screen Method
| STEPS | DESCRIPTION |
|---|---|
| STEP 1 | Look at your drawing of the traumatic event. Invite the child to describe the drawing. Ask: "What do you feel when you look at this image?" Psychological effect: Identify the emotions or thoughts triggered by the image. |
| STEP 2 | Turn the drawing black and white. Suggest that the child use the gamification tool in the app to remove the colors, making the drawing black and white. Ask: "Does it feel less scary or stressful when the colors are gone?" Psychological effect: Reduce emotional impact by altering visual perception. |
| STEP 3 | Replay the story. Ask the child to replay the story like scenes in a movie, using the player in the app. Ask: "How do you feel when you just watch these events from the outside, like a viewer?" Psychological effect: To help the child distance themselves from the traumatic experience. |
| STEP 4 | Pause the frame. Ask the child to press the “stop” button in the player and pause the story at the most distressing moment. Ask: "What does the event look like when it’s frozen? Does it now seem less threatening?" Psychological effect: To create a sense of control through “managing” the image. |
| STEPS 5 – 7 | Rewind and play slowly. Suggest that the child rewind the story to the end in the app, then play it again, but slowly. Ask: "How do you feel when the events move in reverse or more slowly?" Psychological effect: To reframe negative associations and add an element of play. |
| STEPS 8 – 10 | Change colors, blur, make the image disappear. Suggest the child modify the drawing using gamification tools: - change the colors (e.g., make the drawing blue or green); - apply a blur effect to make the image less clear; - use blur so that the image gradually disappears. Ask: "What do you feel when the drawing disappears? Does it feel easier?" Psychological effect: To help the child mentally reduce the power of the traumatic memory. |
| STEP 11 | Press the delete button. Invite the child to completely erase the image in the app using the delete button. Ask: "What changed when the image disappeared? How do you feel now?" Psychological effect: To reinforce a sense of closure and control. |
Continue the exercise for a few more minutes so the child can practice modifying different aspects of the image.
Technique 2: Distancing
| STEPS | DESCRIPTION |
|---|---|
| STEP 1 | Look at the drawing of the traumatic event. The child describes the emotions connected to the drawing. Psychological effect: To identify what emotions or thoughts the image evokes. |
| STEP 2 | Move the image away. Suggest that the child use the app to zoom out or shrink the image, making it smaller and smaller. Ask: "What do you feel when the drawing becomes distant and almost disappears?" Psychological effect: To create physical and emotional distance in order to reduce tension. |
Technique 3: The Frame
| STEPS | DESCRIPTION |
|---|---|
| STEP 1 | Draw a frame around the image. Suggest that the child use the app’s gamification tool to place a frame around the drawing. Ask: "How do you feel when the drawing is in a frame? Does it seem less real now?" Psychological effect: To limit the image's influence by turning it into something contained and controllable. |
| STEP 2 | Change the size and position of the image. Invite the child to use the app to make the image within the frame smaller or larger. Ask: "Do your feelings change when the image moves?" Psychological effect: To help the child recognize that they are in control of the process. |
| STEP 3 | Destroy the frame or the image. Offer the child the option to use the app’s gamification tools to break or burn the image inside the frame. Ask: "How do you feel when the image is destroyed?" Psychological effect: To complete the work with the image by transforming it into something insignificant. |
Technique 4: Positive Counter-Images
| STEPS | DESCRIPTION |
|---|---|
| STEP 1 | Draw a positive image. Invite the child to create a new drawing that symbolizes joy, safety, or calmness. Ask: "What do you feel when you look at this new image?" Psychological effect: To shift attention toward positive associations. |
| STEP 2 | Overlay the positive image. Suggest that the child use the app to overlay the new drawing on top of the traumatic image. Ask: "What happens to the negative image when it is covered by the positive one?" Psychological effect: To replace negative perception with a positive experience. |
Technique 5: Hiding the Image
| STEPS | DESCRIPTION |
|---|---|
| STEP 1 | Hide the image. Ask the child to use the gamification tool in the app to roll up the drawing and hide it in a safe place — such as a vault, under a stone, in an imaginary box, or a maze (they can draw this safe place too). Ask: "Do you feel lighter when the image is hidden?" Psychological effect: To help the child symbolically place the image in a “safe space,” reducing its emotional weight. |
Technique 6: Destruction
| STEPS | DESCRIPTION |
|---|---|
| STEP 1 | Destroy the drawing. Invite the child to use gamification tools in the app to burn, break, or tear up the drawing. Ask: "How do you feel when this image disappears?" Psychological effect: To help the child realize they have control over their memories and can reduce their impact. |
The result of working through trauma
What are the benefits of drawing therapeutic stories
How to understand that the story helped the child?
- The story did no harm: Even if the child doesn’t currently need help or if the story isn’t exactly about their own situation, it is still useful and safe.
- The story has a beginning and an end: This helps the child perceive it as complete and leave it in the past.
- The child saw themselves in the hero: They recognized their own feelings or situation in the story and were able to look at it from the outside.
- Emotional engagement: The child actively participated in creating the story — chose the character, invented events, drew illustrations. This made the process meaningful for them.
- Everything is clear and consistent: The plot clearly shows who did what and why.
- A gentle conclusion: The story contains a message or insight that doesn’t make the child feel pressured or irritated.
- Reduction of negative emotions: Talking about the event no longer triggers intense negative emotions.
- Exception: Feelings of sadness or grief over a loss are allowed, as they are natural. For example, after an intense phase of mourning due to the loss of a loved one, there may come an understanding that:
- Emotions can be consciously managed.
- Grief should not be associated with a sense of threat or negative self-beliefs.
- Exception: Feelings of sadness or grief over a loss are allowed, as they are natural. For example, after an intense phase of mourning due to the loss of a loved one, there may come an understanding that:
This approach allows the child not only to process their experiences but also to draw important conclusions that support their psychological growth and the development of resilience.
Signs of a Successfully Created Therapeutic Story
- The child is actively engaged: They independently add characters, situations, or emotions to the story.
- Emotions are expressed: The child begins to talk about the feelings of the characters, which reflect their own experiences.
- A sense of relief appears: You notice that the child becomes calmer or feels better after the story is completed.
- The story contains a solution to the problem: The child finds a way to help the hero overcome difficulties, indicating inner work on the issue.
- The child shows creativity: Their imagination unfolds through new details, ideas, or unconventional solutions.
- A sense of trust: The child willingly shares thoughts and is not afraid to speak about difficult topics.
- Calm and logical plot development: If the story has a clear sequence of events, it reflects the child’s internal organization of thoughts.
- The child wants to continue: They suggest new episodes or continue developing the story on their own.
- A positive ending: The conclusion of the story includes optimism, hope, or resolution of the conflict.
- Strengthening of the relationship: You notice that the child has become more open and trusting in communication.
Expected Outcomes:
Building Trusting Relationships:
- Establishing contact between adults and children.
- Enhancing the intensity and quality of communication.
Understanding Emotions and Thinking:
- Adults gain a better understanding of the child’s thoughts and feelings.
- The child learns about the inner world of the adult.
Communication Development:
- Teaching both adults and children to share their problems.
- Developing the ability to structure events into a story, which helps identify causes and effects, and make decisions based on personal experience.
Formation of Values and Self-Discovery:
- Understanding appropriate and inappropriate behavior, as well as primary and secondary goals through story analysis.
- The child gradually discovers their own abilities and potential.
Personal Safety and Stress Resilience:
- An increased sense of safety through understanding what the child can control and what is beyond their control.
- Developing a realistic perception of self, recognizing mistakes, and building tolerance for disappointment.
- Identifying alternative behavioral patterns.
Value Orientation:
- Stories help form an understanding of life values.
- Prevention of the “story deficit syndrome,” which can lead to dependence on TV, computer games, or the Internet.
Development of Identity and Self-Esteem:
- Boosting self-esteem and shaping personal identity.
Intellectual Development:
- An increase in IQ through awareness of one’s own emotions and understanding the feelings of others.
Communication Skills:
- Learning how to listen, avoid interrupting the conversation partner, and construct structured responses.
Test: Did you manage to create a successful therapeutic story with the child?
Choose one of the three response options:
- A: Yes, completely.
- B: Partially.
- C: No.
1. Was the child interested and actively involved in creating the story?
- A: Yes, they eagerly suggested ideas.
- B: They participated a little but quickly lost interest.
- C: No, they were passive or unwilling to participate.
2. Did the child mention the emotions of the characters that might reflect their own experiences?
- A: Yes, they openly talked about the characters' feelings.
- B: Only mentioned emotions a few times.
- C: No, they paid no attention to this.
3. Did the child’s mood improve after creating the story?
- A: Yes, they looked calmer or happier.
- B: Their mood didn’t change much.
- C: No, they remained tense or upset.
4. Did the child come up with a way for the character to solve their problem?
- A: Yes, she suggested a solution on her own.
- B: She needed my help to find a solution.
- C: No, she wasn’t able to think of a solution.
5. Did the child show creativity in developing the plot (e.g., coming up with interesting ideas)?
- A: Yes, she was very creative.
- B: Her ideas were simple, but she was interested.
- C: No, she showed little initiative.
6. Was the child able to touch on important or difficult topics through the story?
- A: Yes, she spoke about what was bothering her.
- B: Only partially, not very deeply.
- C: No, we stayed on superficial topics.
7. Was the story’s plot logical and coherent?
- A: Yes, it developed smoothly and clearly.
- B: There were some chaotic changes, but overall it worked.
- C: No, the plot was disorganized or fell apart.
8. Did the child show a desire to continue the story or come up with new details?
- A: Yes, she wanted to develop the plot further.
- B: She showed a little interest in continuing.
- C: No, she showed no desire.
9. Did the story end on a positive note?
- A: Yes, we came up with a good ending that brought hope.
- B: The ending was neutral, with no clear resolution.
- C: No, the story ended vaguely or negatively.
10. Did you feel that trust and connection with the child were strengthened after the story?
- A: Yes, we became closer.
- B: There were some positive changes, but minor.
- C: No, I didn’t feel any change.
Scoring:
- A = 3 points
- B = 2 points
- C = 1 point
Results:
- 26–30 points: You created a very successful therapeutic story! It helped the child open up, process their emotions, and strengthen your connection.
- 20–25 points: The story was helpful, but there are areas for improvement — for example, deeper emotional processing or more story development.
- 15–19 points: A moderate result. The child may need more time, support, or engagement with this format.
- Less than 15 points: The story did not achieve its goal. Try adjusting your approach: create a safe environment, use simple images, and show more patience.
Thought Transformation Scheme When Creating a Story
Fear → A Sense of Safety and Confidence
Painful Thoughts:
- I am alone.
- I am in danger. I could die.
- I am incapable of doing anything.
- I am helpless.
- I can’t protect myself.
- I am lost.
Healing Thoughts:
- There is always someone who can help me.
- There is someone who loves me.
- It’s over. I survived.
- I can control the situation.
- I can help myself. I can do something.
- I can (learn to) protect myself.
- I am safe.
Low self-esteem → A sense of self-worth and self-confidence
Painful Thoughts:
- I’m a bad child.
- I’m bad, I’m awful.
- I’m incapable of doing anything.
- I should be ashamed.
- I can’t be loved.
- I’m a failure.
- I’m clumsy / a mess-up.
- I have to be the way X wants me to be.
- I do everything wrong.
- I’m not important to X.
- I don’t deserve to be loved (by X).
- I’m not the way I should be.
- I’m stupid.
- I’m weak.
- ’m nothing (I’m insignificant).
- I don’t deserve to be loved.
- I look terrible. My ... is awful.
Healing Thoughts:
- I am a good child.
- I am okay just the way I am.
- I can learn (something new).
- I am who I am, and that’s a good thing.
- I can be loved.
- I am lucky. I have the right to be happy.
- I can do it.
- I have the right to be myself.
- I have the right to make mistakes.
- I matter to myself.
- I am worthy of love.
- I am just right the way I am.
- I can learn from my mistakes.
- I am strong. I can learn to be stronger.
- I am me. I have the right to be myself.
- I deserve love and I can receive it.
- I’m okay (I’m normal, I’m worthy of love).
Guilt → Acceptance of oneself and one's actions
Painful Thoughts (Guilt): I’m guilty. I should have acted differently. I made a mistake. I hate myself. I can’t trust myself.
Healing Thoughts (Guilt): I did the best I could. I’ve learned from the mistake. I can learn from my mistakes. I can forgive myself. I can love myself. I can trust myself (or learn to trust myself).
Helplessness → Control and Choice
Painful Thoughts: I can’t get what I need. I can’t count on success. I can’t trust anyone. I’m always to blame for everything. I’m alone (I’ve been abandoned). I can’t let this happen. I have to do this. I have to keep doing it.
Healing Thoughts: I can do something on my own. I can be successful. I can choose who to trust. I can choose what I’m responsible for. I can find friends. I can decide whether to allow this or not. I can do it differently. I have a choice.
