The information presented in this case study was submitted by the identified provider and reviewed by the Unyte Clinical Team. Modifications to the text have been made solely for the purpose of enhancing comprehension and clarity for the reader’s benefit, and were carefully applied while ensuring the accuracy and integrity of the original submission. Unyte Health makes every effort to use updated terms and inclusive language, this case study retains the author’s original descriptions to be most sensitive to the client’s identity and preferences.
About the Provider
Name: Heidi Mortensen
Disciplines/credentials: National Board for Certified Counselors (NBCC), Licensed Associate Counselor (LAC)
Modalities: Safe and Sound Protocol (SSP), EMDR, Child-Centered Play Therapy (CCPT), CBT
Client Background
Name: M (pseudonym)
Age and Gender: 10-year-old boy
Program Delivered: Safe and Sound Protocol (SSP) Core (Hours 1-5)
M had extensive trauma history when he met with provider Heidi Mortensen. He had witnessed drug use and domestic abuse throughout his childhood and in 2020 his father died by suicide. With his mother in and out of his life, M’s grandmother was his and his siblings’ caretaker.
M was living on tribal lands that had been severely impacted by the pandemic, and his entire community was struggling with the isolation and trauma caused by COVID. M’s grandmother tried to get him transferred to another school for support. However, M ultimately returned to his original school and met with provider Heidi, a counselor who he had met with before.
Heidi hoped to make school a safe place for M, and suggested the SSP as a way to help M engage both academically and socially. In the classroom, he struggled to complete work. During class time and recess, he was withdrawn and disconnected from his peers. He would often withdraw into his hoodie instead of talking to other children. Heidi was hopeful that using the SSP to improve these facets of his daily life would give M more control and help him cope with instability at home.
Implementation of the Safe and Sound Protocol (SSP)
M and Heidi co-listened to the SSP in person in her office. He chose the classical playlist as his preferred listening. During M’s SSP sessions, he would choose to interact with artistic objects, such as clay, coloring utensils, and sand, as play therapy.
Response
Heidi noticed great results in the main area she was trying to improve: socialization. M began to make friends with his peers, engaging in play during recess and collaboration during class time. Additionally, she noticed that following SSP, M stopped hiding in his hoodie as often indicating an expansion of coping skills. Heidi notes that having “a sensory-type activity [used] in a parallel way while listening to the music” helped M establish a routine in their sessions, allowing him to explore the SSP in a safe environment. From participating in class to going on the playground, M had “improved a lot over the treatment period,” even with family stressors emerging during that time.
Discussion
Heidi was someone who could “be present and safe for [M].” This helped M grow his own personal sense of security during both their sessions and in his daily life. Having a consistent routine provided him with a sense of security, ensuring that he had a space to feel comfortable and relaxed, contrasting the dysregulation that was familiar to him.
© 2024 Unyte Health US Inc.