This paper examines a case study of Kathy Peters, a seven-year-old girl diagnosed with Post-Traumatic Stress Disorder (PTSD) following the sudden death of her infant sister and the subsequent breakdown of her family. Drawing on a published collection of child and adolescent counseling case studies, the paper traces the therapeutic process used by her counselor, which centered on art and play therapy techniques. It describes how Kathy's fears, grief, and blocked emotions were gradually expressed through drawings, colors, clay, and imaginative play over more than 45 sessions. The paper concludes that art and play therapy are effective interventions for young children who cannot yet verbalize traumatic experiences, and emphasizes the additional importance of family and community support in the healing process.
The paper demonstrates case-based analytical writing, in which the student uses a single detailed case to draw broader conclusions about a treatment modality. Rather than simply summarizing the case, the writer interprets specific behaviors — such as Kathy's choice of colors, her attachment to the teddy bear, and her use of a fictional tunnel — as evidence of the therapeutic mechanisms at work. This technique is common in counseling and psychology courses at the undergraduate level.
The paper opens with a brief definition of PTSD and an introduction to the case. It then presents the background of the client, Kathy Peters, including her trauma history and behavioral changes. The next two sections cover the therapeutic methods employed and their observable outcomes. A penultimate section widens the lens to address family and community support as a missing element in the case. The paper closes with a short conclusion generalizing the findings to other child PTSD cases.
Post-Traumatic Stress Disorder (PTSD) is classified as an emotional illness and an anxiety disorder that develops after a life-threatening, frightening, or highly unsafe experience. People suffering from PTSD typically try to avoid people or places that remind them of the traumatic event. This paper examines a case study of a young girl named Kathy, who experienced the sudden death of her baby sister and was unable to accept the loss. Her parents sought professional help, and she was subsequently diagnosed with PTSD. The purpose of this discussion is to understand and explore the treatment of Post-Traumatic Stress Disorder through art and play therapy.
Kathy Peters, a seven-year-old girl, was referred to a consulting psychotherapist and educator on September 7, 1984, by her parents. The therapist uses imagination, metaphor, myth, and art to promote awareness in his clients. Kathy's eighteen-month-old sister, Kim, had died after being struck while Kathy, her sister, and their babysitter were crossing a street. Kathy witnessed Kim being taken to the hospital and was frightened to learn that her sister would never wake up. In addition to Kim's death, Kathy's parents' marriage broke down and her mother was subsequently hospitalized due to psychiatric problems.
Kathy's behavior began to change noticeably, as reported by her parents. She had previously been a bright student, but after Kim's death she became babyish and disobedient. She refused to express her feelings and grew increasingly distant. She became very fearful when crossing streets and behaved anxiously when hearing siren sounds. The therapist chose play therapy as the first method of intervention. Although Kathy initially showed a very defensive attitude, she gradually began to enjoy the play sessions. Over time she started to promote her feelings and verbalize her experiences.
During the play sessions, Kathy drew various objects such as a flying tree, bluebirds, the house where she lived with her parents, the sun, and flowers. Most of the objects she drew were imbued with magical powers. The therapist observed positive changes after several sessions and slowly guided her out of her trauma, ultimately devoting more than 45 sessions to her treatment.
The therapist used art and play therapy effectively to help Kathy recover. She was described as having a smiling face, blue eyes, and brown hair, and she always enjoyed adult company and had strong verbal skills. The therapist designed a playroom equipped with a string-puppet theatre, a hand-puppet theatre, dolls, a sand tray, a play house, an art table, a marker board, kitchen utensils, and stuffed animals. The art table held crayons, markers, and oil paints.
The initial sessions were devoted to art therapy. The therapist allowed Kathy to move freely around the room, wanting her to feel comfortable in the space. Notably, she developed an attachment to a brown teddy bear and told the therapist she enjoyed playing with teddy bears. The therapist gradually began asking about her interest in drawing and invited her to draw a picture of her family. Kathy selected a set of scented color markers and chose them specifically for their pleasant fragrances.
Meeting once or twice a week, the therapist slowly encouraged Kathy to reveal her fears. During her initial sessions she drew a boy she named Christ and also drew a secret tunnel with a hidden picture. While playing through the secret tunnel, she asked the therapist to pose questions — questions she had written herself, all relating to loneliness and fear. Kathy often answered in a babyish voice, which the therapist interpreted as the voice of Kim. During her drawing sessions she also made critical statements. The boy and the bluebirds she drew reflected her desire not to feel alone. Her use of colors — specifically pink and yellow — allowed her to express her inner conflicts and feelings, and her paintings and drawings often portrayed her in an adult role.
Throughout the therapeutic process, the art materials helped Kathy create narrative story forms, and she discovered her ability to express herself freely. Kathy's mother cooperated as much as possible and informed the therapist that Kathy's trauma was compounded by her mother's absence during a critical period of emotional need. Kathy also sculpted a snowman from clay and constructed an electric basket. During her twelfth session she drew a lonely girl in a house who meets bluebirds. Through drawings and colors, Kathy was able to release her complicated feelings and her anger over losing her baby sister. While recovery was not easy, art and play therapy proved highly effective.
Many children have experienced Post-Traumatic Stress Disorder, and art and play therapy can serve as an excellent healing process for them. Both the therapist and the parents play essential roles in helping children return to normal functioning. It is important to remember that children recovering from trauma need love, attention, and time — as well as patient, consistent support — in order to move beyond frightening experiences and rebuild a sense of safety and wellbeing. Early intervention and appropriate therapeutic modalities, tailored to the developmental stage of the child, are key to successful outcomes.
Morgan, L. J., Spears, L. S., & Kaplan, S. (2003). Making Children a National Priority: A Framework for Community Action. Washington, DC: Child Welfare League of America.
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