I.

Introduction

I chose to work with the population of Shanksville-Stoney Creek Elementary School

whose community was shaken twenty years ago by the tragic events of 9/11. Near their town in

Somerset, PA, Flight 93 crashed, killing 40 people including passengers and crew but saved a

countless amount. To honor the courage of the passengers and crew I wanted to design a program

that would be informative but healing to families still dealing with emotional trauma. Though

these children were not born during that time many of their parents and grandparents still

remember the day that it happened. My own mother remembers exactly where she was and what

she was doing when it happened and that’s a true statement for many. The first step is to assess

what the community needs, “What the community needs now is mental stability: this is a

community of people coming from terrible, tough war experiences and they need mental

support” (Saul, 2013, p. 151).It is a delicate subject matter that should be approached with

caution and care. I am proposing a memorial event to be held in the auditorium and partially

outside that will be respectful but also a celebration of life, and hope, courage, and everyday

heroes.

II. Overall Setting

I would like to place this event in the elementary school as a familiar setting and easy

way to place the community art project. I feel like schools are a good place for communities to

gather signifying hope for the future and new knowledge. We would utilize both the parking lot

and the gymnasium for activities where in the parking lot families can meet and talk to local

firefighters and learn about their important role and tour the trucks, get food, and get a breath of

air. Inside would be the main art activities making origami cranes and the Peace Chain as well as
a charity raffle, with baskets donated by local businesses and families and put together by the

different classes. All of these proceeds will go to the Friends of Flight 93 National Memorial.

III. Structure Summary

The event would be an open studio at a long table with a few volunteers and myself at a

long table facilitating and explaining the process. The Peace Chain itself will be at the center of it

all. Children and their families can write a name of someone they lost, a memory, a good deed

they witnessed or something they are grateful for on a piece of paper which will then be added to

the chain and at the end of the event it will be strung up throughout the school to remind them of

the good they have seen and the things they want to remember.

IV. Theoretical Rationale

A. Trauma is different for each person, the teachers and families of the students are impacted

heavily while the children may not fully understand the gravity of the event. Children do

not need to know the full extent of 9/11 or go in depth about terrorism as that could lead

to more trauma. In 1945, children of Holocaust survivors were impacted through second

hand trauma, “Survivors often feared that they had been emotionally scarred by what they

had experienced in the camps and that somehow this would damage their children” (Saul,

2013, p. 23). Trauma is defined as a deeply distressing and or disturbing experience with

long term effects after experiencing it. A small town such as Somerset and Shanksville

could never have predicted that an event of such magnitude could affect them,

"Traumatic Events are extraordinary not because they rarely occur but rather because

they overwhelm the ordinary human adaptations to life” (Herman, 2015, 33). To work

with a trauma informed perspective is to assume that more than likely the person you are

working with has trauma and that can manifest in different ways so you should always be
 mindful of how you approach certain subjects. “Does the nation have unhealed wounds

that prevent it from fully accepting the responsibility of taking care of its military family

members?” (Delucia, 2016, p. 5). These wounds are still present and manifest in many

different ways and we need to be mindful of that when working with this community.

B. Resilience is the ability to recover from experiences. The dictionary adds the word

‘quickly’ into that definition but I think it’s unfair to put a time limit on recovery. You

build resilience overtime and first meet them where they are at, “The first step of working

with clients with trauma is to assess their level of safety to experience affect and to

connect the sense of body inwardly” (Rappaport, 2009, p. 188). Art making offers a sense

of belonging and purpose which builds confidence and provides hope and an outlet for

those dealing with certain traumas. Art creates conversation, When communities make art

together it builds that relationship of the community. Those dealing with trauma can

support each other in the future.

C. Safety is of utmost importance when creating an event like this. Security of course will be

utilized but things may come up mentally for people and triggers are likely to happen.

Myself and counselors would be on standby and guests should be notified that we are

available either through announcement or sign postings at the activity tables.

V. Objectives and Strategies

My two goals for this process is to establish a sense of community and to create a

celebration of life, hope, humanity, and everyday heroes and acts of kindness. I want the

community to be able to connect and be able to better discuss with their children what happened

that day without traumatizing the young students, “Help your children recognize how their own

compassion can prevent future acts of intolerance and violence by reminding them to express
their ideas respectfully and to treat people who are different from themselves with kindness”

(Talking to Children about Terrorism 2021).

VI. Leadership

My role is a facilitator. I design and run the program but how successful it is and what

people get out of it is up to them. As a support system I would check in on and oversee the

materials being used correctly and of course check in on people periodically to assess how they

are doing emotionally and field out any concerns they may have. The great thing about this art

process is that it is what they make of it. They can draw, write and create their own unique link in

the chain that will be up for the foreseeable future. The chain itself is a symbol of the community

with each person represented by a piece of paper.

VII. Outcome Evaluations

To assess the success of this project would be difficult. The chain itself and the length of

it would be an indicator but people process grief and trauma in their own way which is why the

backup project includes another paper craft, origami. I think the kids will definitely enjoy

creating the paper chains but the adults may have a difficult time but also some could find it to be

an exercise in gratitude.

VIII. Cultural Considerations

Making sure to not discuss the details of terrorism and religious war and race will be

huge. After 9/11 Muslims in America were targets of hate crimes and kids this young do not need

to be exposed to that. I want this event to emphasise hope above all else in this process and event

and impart on them that they are safe and that there is still good and to see that good. Which in

turn builds resilience.

My hope is to bring the community together as a whole by way of honoring the

passengers of Flight 93 and paying tribute to the heroes in our everyday lives. I do hope that

adults and children will benefit and gain some form of emotional healing through the Peace

Chain and gain a better understanding of what occurred that day and that parents have the

courage to discuss what happened on that day while providing resources for them to discuss in a

safe environment.

X. References

DeLucia, J. (2016). Art therapy services to support veterans' transition to civilian life: The
studio and the gallery. Art Therapy, 33 (1) 4-12. DOI: 10.1080/07421656.2016.1127113

Hovitz, H. (2020, September 10). 'What was it like?' Here's how to answer kids' questions about

9/11. TODAY.com.
https://www.today.com/parents/9-11-answering-children-s-questions-about-attacks-t1160
12.

Herman, J. (2015). Trauma and recovery: The aftermath of violence – from domestic abuse to political terror.
New York, NY: Basic Books.

National September 11 Memorial & Museum. (2021). Talking to Children about Terrorism.
National September 11 Memorial &
Museum.https://www.911memorial.org/learn/youth-and-families/talking-children-about-t
errorism.
Rappaport, L. (2009). Focusing-oriented art therapy: Accessing the body’s wisdom and
creative intelligence.Jessica Kingsley.
Saul, J. (2013). Collective trauma, collective healing: Promoting community resilience in the aftermath of
disaster. Routledge.