Project COPE was a federal funded (FEMA) crisis counseling program activated
in Santa Cruz, California, in response to the October 17, 1989 Loma Prieta
Earthquake. The project provided individual, family and group counseling,
agency debriefing services and a school intervention program. Over the
course of 16 months, the project provided services to more than 25,000
individuals.
The model was developed by a group of Project COPE Clinicians during
the spring and summer of 1990. Nine classrooms with a total of 300 students
from grades two through six were used for the pilot. Some modifications
were added in the fall of 1990.
Peter J. Spofford, M.S. Project COPE Director
A special thank you to Principal Paula Simmons and the students and staff
of Quail Hollow Elementary School, Ben Lomond, California
School Debriefing Using Art
Materials: Oil pastels and two or four 18"
X 24" sheets of paper per student
Introduction: Explanation of how we begin
our first art - our first marks, scribbles, doodles, graffiti and cave
paintings. Students are encouraged to think in terms of "warming-up"
to do art with these exercises.
Scribbles: Students are asked to remember
early scribbling experiences; what and where they scribbled. These stories
are shared in the total group with an emphasis on humor and a reminder
that despite the outcome, their intentions were good and innocent. (3
minutes)
Exercise: On a full sheet of paper, have
students scribble. They are encouraged to try each hand. These are shared
with an emphasis on showing how each student has a different style.
Lines: Progression to lines is explained,
i.e. lines are scribbles with beginning and ends. They have intention
and require more control than scribbles. (about 30
seconds per line)
Exercise:
Select a color that doesn't want to get out of bed in the morning,
and draw a line with that color;
Next select a color that has "it together," that does
want to get going and draw that;
Draw a line that is afraid;
Draw a line that wantd to help other lines.
Students may continue selecting colors for different lines such as
a line that has giggles, has the hiccups, is angry, afraid, having a
bad day, is feeling good, has compassion, loves all the other lines.
Have students share their different lines.
Shapes: Explanation of the developed line
into a shape in which beginning and end meet. This takes more thought,
more meaning and can tell a story or become an image. (About
1 minute per shape)
Exercise: Have students draw four shapes,
coloring each one.
A shape that has never been in an earthquake/disaster;
A shape that has been in an earthquake/disaster;
A shape that likes to help following an earthquake/disaster;
A shape that's prepared for another earthquake/disaster. (Five
minutes)
Exercise: Ask students to get comfortable,
close their eyes, relax, pay attention to their breathing and make their
minds very quiet. In this quiet state, the instructor says "What
comes into your mind when I say earthquake/disaster?" Students
are asked to remain quiet. (15 minutes)
Exercise: On a final sheet of paper, each
student is asked to draw what he/she remembers about the earthquake/disaster
or what came into their minds during the visualization exercise. After
a few minutes, they are reminded to include themselves in the drawing
if that seems appropriate. (One hour)
Exercise: Students meet in small groups
to share drawings and discuss their experiences. After this process,
the students and clinicians return to the classroom for the closure.
Final Personal Empowerment Drawing
After students return to the classroom, they are asked to draw themselves
more prepared for another earthquake/disaster. These drawings can be displayed
in the classroom or brought home to their families.
Note to instructors: Please
refer to the Disaster Connection: Kids to Kids button
on the FEMA for Kids WEB site for information on how to send such artwork
to FEMA for use on the WEB site.
Group Process
The group process begins with the art exercise, then the children are
placed in "sharing groups." This is best done with the classroom
teacher as he/she knows which combination of children will work best together.
Groups should consist of 6 to 10 children and two clinicians. (One therapist
acts as a group leader while the other acts as a support person focusing
on behavioral management issues of children who leave the group.
The group is limited to one hour session. Each child should feel listened
to and validated. Structure, limitations and rules are important so the
children feel secure and respected. Each child should be given the opportunity
to talk. This is not a traditional group therapy, focus on informational
sharing not pathology.
Group rules:
Encourage the children to talk about themselves and their experiences
Listen when someone else is talking
Be respectful of others
No laughing or teasing
One person talks at a time.
Confidentiality: Everything that is said
in this group session must not leave this group. However, as a clinician,
I am required by law to report any cases of child abuse or if you are
thinking of hurting yourself or someone else.
Sharing of pictures
Try to keep the discussion factual. Content responses and/or specific
questions are most helpful in encouraging children to tell their stories
Ask specific questions about drawings for children who are having
difficulty talking
You might then ask exploratory question based on content.
Don't what why questions, ask what or where questions. (Not Why are
you in the picture? But, Where are you in the picture?)
Avoid judgments about drawings of situations.
Help set limits for children who talk a lot
When children are talking about their feelings, the most worthwhile
responses are reflections of feelings and validating feelings.
Reinforce that everyone has their own unique response.
Closure and empowerment are very important.
Identifying At-Risk Children
Signs to look for:
Withdrawn/quiet - holds head down, lack
of eye contact, look of defeat, social isolation
What to do: Respect the child's need to
be quiet; try to find "a way in," consider cultural difference
around eye contact, tell the child it is difficult to hear when their
head id down; ask another child to respond to isolated child.
Overly responsible/parental - caretaking
everyone, doesn't discuss own feelings, straight A student who worries
about F's; latchkey children.
What to do: Give the child permission and
encouragement to play; acknowledge caretaking abilities and ask what
can be done for him/her; identify feelings in group and own or other's
feelings.
Hyper - No focus at all, can't sit still;
distinction between high energy and hyperactivity.
What to do: Child can leave group briefly
to run around the track; give task while in group; child may be removed
and worked with individually.
Edgy, jumpy - Quick to anger, hypervigilant
about others opinions of self, quick to cry
What to do: Reflect child's angry feeling,
model verbalizing feelings, notice and acknowledge anxiety of others'
reactions to self, reflect these feelings to group, allow tears to complete
then ask questions.
Vying for attention - Raises hand at
every question, constantly interrupts others, have name on blackboard
for talking too much.
What to do: Acknowledge child's enthusiasm
and your desire to hear from him/her, explain need to hear others, stop
interruptions in progress, acknowledge importance of child's input.
Flat affect - Attitude of non-caring,
little range in voice tone or volume.
What to do: Be animated, but not too excitable,
speak in animal voices and ask child to do same, talk about how other
people learn to not care
Out of control behavior - Little or no
respect for authority/limits, lashing out at others
What to do: Set clear limits and realistic
consequences, follow through with consequences, give child respect.