Research

The idea behind Safetystories is developed from research on trauma treatment for children
that is ongoing around the world. Safetystories is based on research, theories and methods
developed by:

• Bessel van der Kolk, author of the book The Body Keeps the Score,
  where he clearly describes what happens in the brain and body when we experience trauma.
• Stephen Porges, whose research has provided insights into
  the social engagement system and the importance of feeling safe in order to
  process traumatic experiences.
• Daniel Siegel, Sue Gerhardt and James Coan, all of whom have studied
  the importance of secure attachment between children and secure adults.
• Michael White and many other narrative therapists,
  including Margot Sunderland, who have developed methods for
  working with narrative therapy for both children and adults.
• Linda Chapman, who developed
  Chapman Art Therapy Treatment Intervention (CATTI),
  a trauma therapy method in which the child expresses himself through drawings.
• Pat Ogden, who has developed
  Sensorimotor Psychotherapy, a method that helps release
  trauma reactions trapped in the body.
• Peggy Pace, who has developed Lifespan Integration,
  and Catherine Thorpe, who has developed The Healing Timeline.
  Both are visualization methods where safe people are brought into a trauma memory,
  and where a timeline of what happened after the traumatic event is read out.
• Peter Levine, who has studied the bodily reactions of adults and children
  who have experienced trauma and developed Somatic Experiencing – a method that allows
  the body to tell the trauma story and use up the traumatic energy.

Summary of the research

A summary of the research and work of the professionals mentioned above is that
in order to process trauma, children need:

• be close to adults they feel safe with
• explore with a safe person what has happened and do it in their
  own language – which often consists more of play, stories, pictures and movement than words
• not be forced to talk
• get help to be grounded when trauma memories become overwhelming, by using
  the body, taking in with all the senses what is happening here and now, and listening to the story
  of what has happened after the traumatic event
• invite a safe person or figure into the trauma memory in the imagination – someone who is
  there for the child, sees and hears the child, supports and protects the child. If safety is not
  introduced into the trauma story, the story can easily retraumatize the child. When safety is
  introduced, the brain believes in the new story.
• integrate the trauma memory into the child’s life story. This is done by retelling the story
  but also by including what happened just before the traumatic
  event and what has happened afterwards. It is helpful to add at least about
  15 memories of things that happened after the trauma, along with the phrase:
  “This is over!”
• process the trauma in the body, as trauma is stored in the body. The traumatic
  energy built up during the event needs to leave the body, which often happens
  naturally through shaking and other bodily reactions, if the child feels
  safe, is not interrupted and receives confirmation that the reactions are normal.
• complete unfinished body movements, for example lifting an arm to protect
  themselves. This can be done in the imagination or through role play. If this does not happen, pain and
  other problems can occur in the body part where the movement was interrupted.
• become aware of what is going on in their bodies
• hear the trauma story retold, with the new reassurance included, in a
  safe way and with messages such as:
  “You did the best you could.”
  “You shouldn’t have had to go through this.”
  “You did nothing wrong.”
  “Your reactions were and are normal.”
  “You are beautiful, loved and valuable.”
  “There is a future.”
• pay attention to the losses that came with the traumatic event. The grieving process
  is different from trauma processing, and it is therefore important to set aside time to
  mourn the losses.
• express the so-called ‘act of triumph ‘ – what the child wants
  to do, or wants someone else to do, to regain power and control – and
  develop strategies that can help in similar situations should something similar
  happen again.

Ulrika Ernvik