Background
This case study reflects the work of an experienced Drawing and Talking Practitioner supporting a young child whose father died by suicide. At the time of the loss, the child was in KS1. They are now two years on and has completed two separate 12-week Drawing and Talking programmes with the same Practitioner.
The Practitioner initially worked with the child within a school setting, where a strong, trusting relationship had already been established through other supportive roles. This existing connection was an important factor in the family’s decision to begin Drawing and Talking, particularly as the child was very young and found it difficult to open up verbally. Her mother felt that a non-intrusive, creative approach would be more appropriate than formal/cognitive counselling.
Over time, the Practitioner’s role moved from school-based support to private practice, allowing continuity of care outside school hours. The Practitioner also went on to support the child’s older sibling privately, offering space for the family to process their bereavement in different ways.
Presenting Needs
Following their father’s death, the child was feeling angry and experienced emotional dysregulation. Transitions into the classroom were particularly difficult, often involving hiding, running away, or refusing to enter. The child’s anger could be directed towards peers, and at times, they struggled to remain in lessons.
One consistent strategy to support the child was to give them paper and space to draw quietly. This process helped regulate them enough to return to class. It did not work every day, but it became part clear that a predictable, supportive routine involving drawing could help further.
The First Drawing and Talking Programme
With the circumstances surrounding the child’s Father’s death being complex, silence became an important part of the work. The Practitioner chose to reduce questioning and allow the drawing to do the work the child needed.
Some sessions were taken up entirely by expressions of anger. The Practitioner held the space without trying to fix or redirect. The child never left a session early and always came willingly when collected.
Transitions back to class were carefully managed. Movement, play, and quiet time outdoors helped the child regulate before returning. Over time, these transitions shortened from lengthy periods to around five to ten minutes.
Between Programmes
After the first programme, there was a six-month break during which the Practitioner changed schools. The Practitioner reflected on uncertainty about how the child might respond, including whether they might feel abandoned or angry. In practice, the child was very happy to return, highlighting the strength of the relational foundation.
The Practitioner believes the intervention worked particularly well because the child knew the Practitioner already understood their loss, yet there was no pressure to talk about it.
The Second Drawing and Talking Programme
By the second programme, clear changes were evident. The child now took time before drawing, chatting casually and settling themselves physically.
Notable outcomes
While anger has not disappeared, it is less all-consuming. The child appears more aware of their feelings and more able to stay with them. People have noted that the child now speaks more freely about their Father. External factors, such as stress before the school day, still have an impact, but the child’s capacity to regulate has grown.
Reflections on Practice
Knowing that the child’s father had died by suicide made the Practitioner particularly mindful of pacing, language, and silence. Early on, questions were intentionally minimal. The Practitioner focused on being present and consistent rather than seeking insight or explanation.
At times, the work felt heartbreaking and deeply moving. The Practitioner describes the experience as “beautiful at the same time,” witnessing a young child finding her own way to process overwhelming loss through drawing.
The Practitioner believes the already established relationship was important for the child, this meant they were able to attend Drawing and Talking sessions willingly and consistently, even during periods of intense anger.
Impact on the Practitioner
Working with a child affected by suicide had a significant emotional impact. After sessions, particularly during the first programme, the Practitioner needed time and space to process. Quiet moments, supervision calls, fresh air, and sharing the emotional weight with trusted adults were essential forms of self-care.
The Practitioner reflects on the importance of looking after oneself in order to remain present for the child, noting that silence, containment, and emotional availability require energy and intention.
Closing Reflection
This case highlights the power of Drawing and Talking when offered early, gently, and relationally. The Practitioner believes that allowing the child to lead, resisting the urge to fill silence, and trusting the process were central to the work’s effectiveness.
In cases such as this, the desire to fix, repair and take all the pain away can feel overwhelming for Practitioners. But this is where it’s important to simply hold the space. Trust in the process and in the child themselves – they must led, as only they have access to their internal world and emotions.