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About the Provider
Name: Rachel Schooley
Disciplines/credentials: Occupational therapist, OT Reg. (Ont.), mental health provider
Modalities: Safe and Sound Protocol (SSP), occupational therapy, sensory integration/processing, counseling, sensorimotor psychotherapy
Client Background
Name: Bobby (pseudonym)
Age and Gender: 8-year-old boy
Program Delivered: Safe and Sound Protocol (SSP) Core (Hours 1-5)
Bobby was a young boy who lived at home with his siblings and parents. As an Indigenous family, they often went on the land, hunting and traveling, which Bobby greatly enjoyed.
At a young age, Bobby was diagnosed with attention-deficit/hyperactivity disorder (ADHD). Bobby’s mother worked in the mental health field and ensured that her son was receiving support in a variety of areas: his care team included a pediatrician, speech-language pathologist, and his occupational therapist, Rachel Schooley.
Bobby met with Rachel to address a set of various behaviors. He exhibited low self-esteem and confidence, frequently engaging in negative self-talk. Emotional regulation was difficult for Bobby, resulting in frustration and outbursts at school and at home. In the past, he had acted violently toward his siblings. Additionally, he struggled to stay asleep, often waking up in the middle of the night.
Bobby had been seeing Rachel since 2022, and she first offered the Safe and Sound Protocol (SSP) as a potential treatment for him as soon as she became trained and certified. After a discussion with Bobby’s family, his mother agreed that the SSP could help Bobby with his self-image and regulatory capacity. She was becoming increasingly concerned about his violent behaviors and wanted to help him find other, healthier ways to regulate.
Implementation of the Safe and Sound Protocol (SSP)
Bobby co-listened to the SSP with Rachel in the school’s sensory room. He began with the SSP Connect Wonder playlist, then listened to the Freely playlist during later sessions. They began with five-minute sessions to help Bobby acclimate to the headphones, and gradually worked toward 10- to 15-minute intervals. During listening sessions, Bobby engaged in a number of physical activities, including swinging on a platform swing, building towers out of blocks, participating in obstacle courses and more.
Response
Rachel first noticed significant improvements in Bobby’s self-esteem after beginning the SSP. His confidence increased, as evidenced by his ability to engage in positive self-talk and encouragement. She perceived this as Bobby’s most significant change, noting that, “Bobby, while at times still quiet, has appeared to engage in significantly more positive self-talk where negative self-talk used to be the norm.”
Additionally, Rachel observed a gradual shift in the format of their sessions. Instead of focusing on verbal communication, Bobby became more interested in regulating activities. These included drawing, swinging, building and playing out of a bin of sensory toys. When he did talk to Rachel, he broached larger subjects, such as emotions and relationships. He led these conversations, indicating that he felt both more comfortable and more aware of his feelings.
At home, Bobby’s mother referred to him as “a changed kid.” He had reportedly stopped acting violently toward his siblings. On nights he listened to the SSP, he slept better, only occasionally struggling to stay asleep.
At school, Bobby’s classroom received a new teacher after experiencing staff turnover. Despite the lack of consistency in school, Bobby’s overall improvements helped him stay regulated. His new teacher was “surprised to hear that Bobby ever had issues with emotional regulation in class,” a remarkable shift from before.
To help himself stay grounded, Bobby started bringing a weighted plush to school to wrap around his shoulders. This regulation strategy was initiated entirely by Bobby, demonstrating that he was much more aware of his own needs. Both Bobby’s mother and teacher became advocates for the SSP after witnessing his success with the listening therapy.
Discussion
Rachel attributes Bobby’s success to the flexibility of the SSP. As a passive intervention, Rachel expressed that the different music choices and movement-oriented activities were crucial in helping Bobby. Both allowed Bobby to take more autonomy in his listening sessions, helping him determine what worked specifically for him. The array of activities was paramount for Bobby as “[he] is a child who needs to move, and benefits greatly from proprioceptive and vestibular input.”
By the end of their sessions, Bobby did not always feel compelled to stay in constant motion either, indicating that he associated the SSP with regulation and calm. Offering the SSP with other treatments allows clients to feel empowered, alongside helping develop regulatory capacity.
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