Therapeutic Curriculum

Therapeutic Curriculum

3-Week Program

2

Sunday: Goal Setting.............................3

Monday: Listening Skills/Communication....11

Tuesday: Self-Esteem...........................16

Wednesday: Anger Control & Management......21

Thursday: Anxiety/Stress........................26

Friday: Relaxation.............................31 Saturday: Feelings & Emotions.................39

3

GOAL

SETTING

4

Exercise: A Bridge to the Future

Population: children and adolescents

Space Requirements: personal table space with elbow room

Equipments/Materials: 8.5”x11” sheets of paper, markers and/or colored pencils

Size of Group: ideally, 8-12; maximum of 20

Program Goals:

1. To identify negative and positive areas of life, as well as coping strategies

2. To implement creative thinking in the ability to identify life events

Description/Procedure:

1. Introduce group activity.

2. Pass out materials.

3. Follow steps as outlined on attached handout.

4. Hold group discussion and share elements of the bridges.

Leadership Considerations:

1. Prepare an example, in case it is needed for assistance.

2. Prepare an extra activity for after completion (if needed).

Variations:

1. Have group members build a 3-dimensional bridge.

2. Complete activity with goal setting worksheet.

Contributor(s):

1. Art Therapy Bridge Drawing Assessment

2. Hays, R. & Lyons, S. (1981) The Bridge Drawing: A projective technique for assessment in art therapy. Arts in Psychotherapy. (8) pp. 207-217.

3. Casey Harvilla

5

A Bridge to the Future

Introduction:

As you move on in your treatment, you have the opportunity to leave some

things behind that you don‟t want or need in your life. Leave them on one side of the

bridge before you cross. You may cross over the bridge, but take with you only the

ideas and experiences that have value, and are important to you and worth having.

Please draw a bridge from your past to your future. Leave what you don‟t need or

want and take only what is really important for the life you desire.

Purpose:

To identify:

- the negative parts of your life that you want or need to

leave behind

- the positive goals or future plans you are working toward

- the skills and techniques you can use to achieve this

1. List things, people, situations, etc. you do not need or you do not want in your

life.

What do you feel is holding you back from reaching your future goals?

2. List things, people, situations, etc. that you want to work toward.

What are you goals for the future?

3. List actions, skills, and techniques you can use to make your way across the

bridge.

What coping skills can you use?

4. Draw a bridge to your future.

Be sure to include what you are leaving behind, ways to move forward, and

what you are moving toward. (Also consider the type of bridge you are

crossing, if it is over water, road, etc., and if anyone is crossing the bridge

with you.

6

Exercise: Build a Roller Coaster


Space Requirements: personal table space with elbow room

Equipments/Materials: 11”x14” sheets of paper, markers and/or colored pencils, scissors, glue, attached handouts


Program Goals:

1. To become aware of feelings, stressors, obstacles, goals, and relaxation techniques.

2. To identify how different areas of life relate to and affect one another.


1. Introduce group activity; discuss roller coasters and how they relate to life.

2. Hand out worksheet (attached) to be completed first.


4. Discuss and share roller coasters and parts.


1. Prepare an example to share.


Variations:

1. Build or sculpt individual roller coasters.

2. Create a group project, constructing a large roller coaster.

3. Identify feelings that are experienced during each part of roller coaster.

Contributor(s):

1. Safran, Diane Stein. (2002) Art therapy and AD/HD: diagnostic and therapeutic approaches

2. Personal experience

7

Build a Roller Coaster

Everyone has a fun activity they enjoy. Many people enjoy riding roller coasters

because they are fun, exciting, and fun with friends and family. There are many

different types of roller coasters too! On some roller coasters, your feet dangle,

while on others, you sit in a car. Some roller coasters are made of wood, while others

are metal. The possibilities are endless!

Imagine your life as a roller coaster. Think about things that stress you out, obstacles

you face, and goals you want to reach in the future. Also, think about what

people/places/things keep you grounded and what actions or situations calm or relax

you.

Take your time, and draw the roller coaster of your life. Be as detailed as possible.

The following items will help express the daily ups and downs you experience:

Mechanics: What feelings work in your life, and which don‟t work?

Loops: What stresses you out?

Sharp Turns: What obstacles do you face?

Straight-aways: What calms or relaxes you?

High Points: What goals do you set for yourself?

Structure: Who or what do you consider as your foundation? What keeps you

grounded?

For each item, cut out a roller coaster car and label it with the appropriate situation. Feel free to color the cars different colors as you would like!

8

EXAMPLE:

9

Exercise: Chutes & Ladders


Space Requirements: large table or floor space to sit and play game

Equipments/Materials: game board, Play-Doh


Program Goals:

1. To identify a self-identifying item.

2. To become aware of goals in life and obstacles that prevent them.



2. Ask each group member to contribute a goal and an obstacle; fill answers in on game board.

3. Have each member create a personal game piece that represents them.

4. Hold group discussion about working in a group.


1. Prepare game board with enough chutes and ladders for each group member.


Variations:

1. Create personal game boards.

2. Depending on size of group, have members work in teams.

Contributor(s):

1. Chutes and Ladders Board Game

2. Liebmann, Marian. (1986) Art Therapy for Groups: A handbook of themes, games, and exercises. p.143.

3. Casey Harvilla

10

Chutes and Ladders

1. How did it feel to “climb” a ladder and reach your goal? Why do you think you felt this way?

2. How did it feel to hit an obstacle and slide backwards? Why do you think you felt this way?

3. What skills can you use to deal with obstacles in your life?

EXAMPLE:

11

LISTENING SKILLS

and COMMUNICATION

12

Exercise: Roadblocks to Communication


Space Requirements: personal table space

Equipments/Materials: drawing paper, markers and/or crayons and/or colored pencils


Program Goals:

1. To increase awareness of blocks that interfere with successful communication.

2. To improve ability to listen to and follow directions



2. Ask each group member to write a list of 5 “roadblocks” that have affected the success of their communication with others.

3. Have each member draw a road with five detours, which all lead back to the main road. Also, label the bottom as sender and the top as receiver.

4. Discuss each roadblock and an example of each.


1. Provide examples of different types of roadblocks.


Variations:

1. May draw two pictures, illustrating roadblocks by sender and roadblocks by receiver.

2. May assign a theme for roadblocks, such as friends and relationships.

Contributor(s):

1. Theresa M. Connolly, CTRS, Illinois State University.

2. Stumbo, Norma J. (1999) Intervention Activities for At-Risk Youth. pp.105-106.

13

Exercise: Team Puzzle


Space Requirements: table space to spread out puzzle pieces

Equipments/Materials: illustrations cut into 10-piece puzzles


Program Goals:

1. To increase ability to cooperate in groups.

2. To increase positive conversation skills.


1. Introduce group activity, stating the importance of being polite.

2. Mix all puzzle pieces into one large pile.

3. Work together, using positive conversation, to complete all puzzles.

4. Discuss importance of working together and using positive language.


1. Redirect (as necessary) to make sure members use only positive conversation.

2. Prepare puzzles appropriate for various ages.

Variations:

1. Instead of positive conversation, have group use nonverbal means.

2. Group members may make their own puzzles and swap within teams.

Contributor(s):

1. Courtney Stauffer, Illinois State University.

2. Stumbo, Norma J. (1999) Art Intervention Activities for At-Risk Youth. p.121.

14

Exercise: Circular Art


Space Requirements: large table or floor space

Equipments/Materials: construction paper, pencils, markers and/or crayons, radio or CD player


Program Goals:

1. To increase ability to follow directions and stay on task.

2. To increase ability to cooperate with a group to create an art project.



2. Have each member write their name in the corner of a piece of paper.

3. Start music and have group members draw or write whatever they wish, stopping when the music stops.

4. Give directions to pass papers to the left, right, across the table, 2 seats away, etc., following the same procedure until original papers are returned.


1. Tell group member to not criticize anyone‟s work and respect it.

2. Tell group members not to simply scribble on top of the other pictures.

3. Encourage members to be positive in their drawings.

Variations:

1. Instead of positive conversation, have group use nonverbal means.

Contributor(s):

1. Lazheta Thomas, Illinois State University.

2. Stumbo, Norma J. (1999) Intervention Activities for At-Risk Youth. p.137.

15

Exercise: Complete the Line


Space Requirements: large table or floor space

Equipments/Materials: drawing paper, pencils, markers and/or crayons


Program Goals:

1. To facilitate free association of ideas and explore non-verbal expression.

2. To become aware of individual differences.


1. Introduce group activity and draw a simple line or shape on each paper.


3. Group members trace line or shape, then use imagination and creative problem-solving to finish or create a picture.

4. Discuss feelings about the finished product, how they felt during the activity, if they see different shapes.


1. Tell group member to not criticize anyone‟s work and respect it.

2. Tell group members not to simply scribble to complete the picture.

3. Encourage members to be positive in their drawings.

Variations:

1. Suggest a theme, such as fantasy creatures.

2. Can be adjusted to group art, with each member adding a line or shape.

Contributor(s):

1. Stack, Pamela J. (2006) Art therapy activities: a practical guide for teachers, therapists and parents. pp. 80-81.

16

SELF-ESTEEM

17

Exercise: Self as an Animal





Program Goals:

1. To identify properties and qualities of yourself.





3. Group members choose at least one animal that they feel like are like, or draw themselves, adding animal characteristics they feel they share.

4. Discuss feelings about the finished product, sharing why they chose each animal.


1. Prepare an example to share and discuss.

2. Prepare examples/pictures of different animals.

Variations:

1. Suggest a theme, such as fantasy creatures.

2. Group members can sculpt animals instead of drawing.

Contributor(s):

1. New York Zoos & Aquarium website (http://buildyourwildself.com)

18

Self as an Animal

Choose an animal or animals you feel you are most like. Draw or sculpt the animal(s).

-OR-

Think of an animal you are most like. Draw yourself, and then add as many or as little

animal characteristics as you want. (www.buildyourwildself.com)

Discussion Questions:

1. Why did you choose this animal?

2. What behaviors do you associate with this animal?

3. Are these behaviors acceptable or unacceptable?

4. Do you feel as though others also see you as this animal?

EXAMPLE:

19

Exercise: Who Am I?





Program Goals:

1. To identify properties and qualities of yourself.




2. Brainstorm “Why do artists make self-portraits?”

3. Have group members imagine the paper as a mirror, drawing themselves from that point of view.

4. Pay attention to physical characteristics, emotions, personality, attitude, likes & dislikes, and how you dress.

5. Share portraits, discussing how the elements of yourself affect each other and people around you.



2. Prepare examples of different types of self-portraits.

Variations:

1. Make a self-portrait collage.

2. For a more advanced activity, group members can sculpt a self-portrait.

Contributor(s):

1. Personal art experience

2. Casey Harvilla

20

Exercise: Transformational Self-Portrait





Program Goals:

1. To identify properties and qualities of yourself in the past, currently, and in the future.

2. To become aware of changes between the past, present, and future.



2. Think of an event or situation that had a negative impact on you and how you would like to change yourself as a result of that experience.

3. The first self-portrait is yourself in the past and is based upon the experience that negatively impacted your life.

4. The second portrait will reflect yourself as you currently are.

5. The third portrait should depict how you want to be and how you want to change after the negative experience. This should be your ideal future self.

6. Look at the activity as a full portrait with 3 parts. Discuss changes you have made.



2. Tell group members to be respectful of all artwork.

Variations:

1. Make three self-portrait collages, following the same procedure.

Contributor(s):

1. Art Therapy Blog (http://www.arttherapyblog.com)

21

ANGER CONTROL

and ANGER

MANAGEMENT

22

Exercise: Targeting Anger


Space Requirements: homemade target, personal table space and open wall space

Equipments/Materials: drawing paper, markers and/or crayons


Program Goals:

1. To identify what makes you angry.

2. To increase healthy ways to control anger.




3. Have group members make a “disorganized list” of people, situations, etc. that make them angry on a sheet of paper, using as much space as possible.

4. Have each group member share at least one item and fill in words onto the target.

5. Take turns creating “anger balls” and throwing them at the target.


1. Prepare a target with items contributed by the group.

2. Let group members know that there are healthy and unhealthy ways to deal with anger.

Variations:

1. Use activity in accordance with stress relief.

2. Adjust into a group activity by providing group with large ball and pasting anger items onto it.

Contributor(s):

1. Casey Harvilla

23

Exercise: The Mouse, The Monster, and Me



Equipments/Materials: attached worksheet, pencils and/or pens


Program Goals:

1. To improve ability to identify passive, aggressive, and assertive behaviors.

2. To improve understanding of behavior types and appropriateness.



2. Pass out worksheets.

3. Have group members identify situations in which they have been mice (passive), monsters (aggressive), and themselves (assertive).

4. Give group members an opportunity to act out their situations.

5. Discuss the positive effects of limiting acts of mice and monster, and maximizing acts of assertiveness or being yourself.


1. Have knowledge of different types of behaviors.

2. Allow time for role-playing and discussion, and have another activity prepared for group members who do not want to act out a situation.

Variations:

1. Group members choose from already created scenarios.

Contributor(s):

1. Monika Ressel, Illinois State University

2. Stumbo, Norma J. (1999) Intervention Activities for At-Risk Youth. p. 327.

24

The Mouse, The Monster, and Me

The Mouse

The Monster

Me

25

Exercise: Personal Pillows


Space Requirements: large table surface

Equipments/Materials: fleece fabric, pillow forms or stuffing, scissors, fabric markers


Program Goals:

1. To create a “punching pillow,” to control anger in an appropriate way.

2. To increase healthy ways to control anger.




3. Have group members gather materials and identify items that lead to anger. They may choose to write these on the inside of the pillow.

4. Discuss how the activity can improve anger control by being a personal item.


1. Prepare an example to demonstrate to the group.

2. Let group members know that there are healthy and unhealthy ways to deal with anger.

Variations:

1. Use activity in accordance with stress relief.

2. Provide solid fabric and have group members decorate pillows.

Contributor(s):

1. Elizabeth Bailey, Mercyhurst College.

2. Personal art experience.

26

ANXIETY and

STRESS

27

Exercise: Stress-Free Ladder/Stress Balls


Space Requirements: large table surface

Equipments/Materials: attached worksheet, balloons, flour, markers


Program Goals:

1. To improve awareness of stressful situations.

2. To improve ability to identify ways to help reduce or manage stress.



2. Pass out worksheet. Starting at the bottom rung, identify ways to reduce stress in your life. Continue until each rung has a stress management skill.

3. Pass out materials and demonstrate creation of stress balls.

4. Discuss ways to reduce stress and how stress balls can be helpful in stressful situations.


1. Prepare an example to demonstrate to the group.

2. Let group members know that there are healthy and unhealthy ways to deal with stress.

Variations:

1. Use activity in accordance with anger management.

2. Use ladder as a way to identify leisure preferences and barriers.

Contributor(s):

1. Monika Ressel, Illinois State University.

2. Stumbo, Norma J. (1999) Intervention Activities for At-Risk Youth. p.39-40.

3. Personal experience.

28

Stress-Free Ladder/Stress Balls

29

Exercise: Symbols of Wellness



Equipments/Materials: drawing paper, pencils, markers and/or colored pencils


Program Goals:

1. To improve awareness of stresses in the body and mind.

2. To improve ability to identify ways to help reduce or manage physical and emotional stress.



2. Discuss the differences between physical and emotional stress.


4. Create a picture that incorporates images that contribute to your well-being. Feel free to also add elements that are not currently present, but would be beneficial.

5. Discuss how physical and emotional stressors can effect each other.



2. Have knowledge of different types of stress.

Variations:

1. Provide a body illustration and have each member identify physical stress areas.

Contributor(s):

1. Malchiodi, Cathy A. (1998) The Art Therapy Sourcebook. p. 188.

30

Exercise: Scratch the Surface



Equipments/Materials: drawing paper, markers and/or colored pencils, dark crayon or oil pastel, wooden dowels or popsicle sticks


Program Goals:

1. To utilize free association in a stress-free activity.

2. To illustrate how stress affects others.




3. Color the whole paper using markers or colored pencils, and then cover it entirely with dark crayon or oil pastels.

4. Using a wooden dowel or popsicle stick, scratch a design onto the paper, letting the colors show through.

5. Discuss how stress can act as a covering that friends and family must scratch through to find your true self.



2. Prepare a related activity for group members who finish early.

Variations:

1. Create a large group art using the same procedure.

Contributor(s):

1. Liebmann, Marian. (1986) Art Therapy for Groups: A handbook of themes, games, and exercises. p.125.

2. Personal art experience.

31

RELAXATION

32

Exercise: Create A Safe Place



Equipments/Materials: drawing paper, magazines, scissors, glue


Program Goals:

1. To identify a coping skill using visualization.

2. To identify where you feel the safest.



2. Spend at least 5 minutes with guided imagery of safety and sanctuary.

3. Have group members make a list of characteristics of their safe place.

4. Draw (or create a collage) of your safe place, making it as detailed as possible. Imagine yourself there, what is surrounding you?

5. Share and discuss, describing the importance of each element and give examples of situations when your safe place would be helpful.



2. Prepare questions to guide group members during the activity.

Variations:

1. Assign a certain situation and have the group members create a safe place.

Contributor(s):

1. Malchiodi, Cathy A. (1998) The Art Therapy Sourcebook. p. 160.

2. Casey Harvilla

33

Exercise: Music Therapy Relaxation



Equipments/Materials: drawing paper, pencils and/or pens, markers and/or colored pencils, watercolor paints, CD player


Program Goals:

1. To clear the mind, using free association.

2. To identify new ways to deal with anxiety and stress.


1. Introduce group activity, setting clear rules to stay quiet and focused.


3. Have group members draw, sketch, paint, etc. anything they feel while listening to music, keeping the activity unstructured and open-ended.

4. Discuss the benefits of music therapy and ask each group member how they felt during the exercise.


1. Prepare a CD of relaxing, instrumental music.

2. Prepare questions to guide group members during the activity (if needed).

Variations:

1. Try various types of music, with different beats and rhythms.

Contributor(s):

1. Elizabeth Scott, M.S., About.com.

2. Casey Harvilla

34

Music Therapy Relaxation

Music Relaxation: Music and Stress Management With all the ways music affects your body, you can probably already clearly see how music can be used as an effective relaxation and stress management tool. In addition to the many physical changes that music can bring, music is especially helpful in relaxation and stress management because it can be used in the following ways:

Music and Physical Relaxation: Music can promote relaxation of tense muscles, enabling you to easily release some of the tension you carry from a stressful day (or week).

Music as an Aid in Stress Relief Activities: Music can help you get „into the zone‟ when practicing yoga, self hypnosis or guided imagery, can help you feel energized when exercising, help dissolve the stress when you‟re soaking in the tub, and be a helpful part of many other stress relief activities. It can take an effective stress reliever and make it even more effective!

Music and a Meditative State: As mentioned before, music can help your brain get into a meditative state, which carries wonderful stress relief benefits with it. For those who find intimidating, music can be an easier alternative.

Music to Promote a Positive Focus: Music, especially upbeat tunes, can take your mind off what stresses you, and help you feel more optimistic and positive. This helps release stress and can even help you keep from getting as stressed over life‟s little frustrations in the future.

Music and Affirmations: The way you see the world and the type of self talk you habitually use can also have a profound effect on your stress level, which is why positive affirmations that create more positive self talk are so helpful. Music that has affirming lyrics can bring the double benefit of music and positive affirmations, helping you to surround yourself with positive energy and more often look on the bright side, letting stressful events more easily roll off your back.

These are some of the reasons that music relaxation is among the easiest and most effective forms of relaxation available, and music is such a great stress management tool.

http://stress.about.com/od/tensiontamers/p/profileyoga.htm

http://stress.about.com/od/tensiontamers/p/profilehypnosis.htm

http://stress.about.com/od/generaltechniques/p/profileimagery.htm

http://stress.about.com/od/programsandpractices/a/exercise.htm

http://stress.about.com/od/generaltechniques/ht/homespa.htm

http://stress.about.com/od/generaltechniques/ht/homespa.htm

http://stress.about.com/od/tensiontamers/a/stressrelievers.htm

http://stress.about.com/od/tensiontamers/p/profilemeditati.htm


http://stress.about.com/od/optimismspirituality/a/optimismbenefit.htm

http://stress.about.com/od/optimismspirituality/a/positiveselftak.htm

http://stress.about.com/od/optimismspirituality/a/selftalk.htm

http://stress.about.com/od/optimismspirituality/a/selftalk.htm

http://stress.about.com/od/optimismspirituality/a/positiveaffirms.htm

http://stress.about.com/od/optimismspirituality/a/positiveselftak.htm

http://stress.about.com/od/optimismspirituality/a/positiveenergy.htm

35

Music and Your Body: How Music Affects Us and Why Music Therapy Promotes Health

Research has shown that music has a profound effect on your body and psyche. This is

not surprising, as music affects the body and mind in many powerful ways. The

following are some of effects of music, which help to explain the effectiveness of

music therapy:

Brain Waves: Research has shown that music with a strong beat can stimulate brainwaves to resonate in sync with the beat, with faster beats bringing sharper concentration and more alert thinking, and a slower tempo promoting a calm, meditative state. Also, research has found that the change in brainwave activity levels that music can bring can also enable the brain to shift speeds more easily on its own as needed, which means that music can bring lasting benefits to your state of mind, even after you‟ve stopped listening.

Breathing and Heart Rate: With alterations in brainwaves comes changes in other bodily functions. Those governed by the autonomic nervous system, such as breathing and heart rate can also be altered by the changes music can bring. This can mean slower breathing, slower heart rate, and an activation of the relaxation response, among other things. This is why music and music therapy can help counteract or prevent the damaging effects of chronic stress, greatly promoting not only relaxation, but health.

State of Mind: Music can also be used to bring a more positive state of mind, helping to keep depression and anxiety at bay. This can help prevent the stress response from wreaking havoc on the body, and can help keep creativity and optimism levels higher, bringing many other benefits.

Other Benefits: Music has also been found to bring many other benefits, such as lowering blood pressure (which can also reduce the risk of stroke and other health problems over time), boost immunity, ease muscle tension, and more. With so many benefits and such profound physical effects, it‟s no surprise that so many are seeing music as an important tool to help the body in staying (or becoming) healthy.

Using Music On Your Own: While music therapy is an important discipline, you can also achieve benefits from music on your own. This article on music, relaxation and stress management can explain more of how music can be an especially effective tool for stress management, and can be used in daily life.

http://www.stanford.edu/dept/news/pr/2006/pr-brainwave-053106.html


http://www.stanford.edu/dept/news/pr/2006/pr-brainwave-053106.html

http://www.incrediblehorizons.com/psychoacoustics.html

http://stress.about.com/od/stressmanagementglossary/g/relaxationresp.htm

http://stress.about.com/od/stressmanagementglossary/g/relaxationresp.htm

http://stress.about.com/od/stresshealth/a/stresshealth.htm

http://stress.about.com/od/stresshealth/a/jobstress.htm

http://faculty.weber.edu/molpin/healthclasses/1110/bookchapters/musicchapter.htm





http://faculty.weber.edu/molpin/healthclasses/1110/bookchapters/musicchapter.htm

http://stress.about.com/od/tensiontamers/a/musicrelaxation.htm

36

EXAMPLE:

37

Exercise: Sculpt Away Stress


Space Requirements: personal table space with pillows and blankets

Equipments/Materials: Play-Doh or Model Magic, CD player or radio


Program Goals:

1. To relax body and mind while creating an artwork.

2. To improve ability to focus on personal relaxation and awareness.


1. Introduce group activity, setting up rules to stay quiet and focused.

2. Pass out a can of Play-Doh to each group member.

3. Play CD of relaxing, instrumental music.

4. Have group members work with Play-Doh in their hands with eyes closed, becoming aware of the material.

5. At conclusion of group, have each group member share the final shape of their Play-Doh. Discuss difficulties staying quiet and if they were able to relax.


1. Prepare enough Play-Doh for group members.


Variations:

1. Provide a range of materials to switch between every few songs.

Contributor(s):

1. Casey Harvilla

2. Personal experience

38

Exercise: Head In The Clouds



Equipments/Materials: construction paper, glue, scissors, markers, cotton balls, CD player or radio


Program Goals:

1. To utilize visualization techniques as relaxation.

2. To improve awareness of sub-conscious thoughts.


1. Introduce group activity, setting up rules to stay quiet and focused.


3. Play CD of relaxing, instrumental music.

4. Have group members work randomly with cotton balls, tearing them apart and gluing to the construction paper.

5. At conclusion of group, have each group member share what they see in the “clouds” they have made.


1. Prepare enough cotton balls for group members to make a large “sky”.


Variations:

1. Produce a group “sky” scene that includes all of the group member‟s “clouds”.

Contributor(s):

1. Casey Harvilla

2. Charlene Lichtinger, Mercyhurst College

39

FEELINGS and

EMOTIONS

40

Exercise: Mapping Out Feelings



Equipments/Materials: drawing paper, crayons and/or markers and/or colored pencils, glue, scissors, attached handouts


Program Goals:

1. To identify 3 distinct feelings: one they would like to have more, one they wish would leave and never come back, and one they usually keep to themselves.

2. To communicate emotions, examining ways to deal with these feelings.




3. Have each group member fold paper into three sections.

4. First section: identify feelings you wish you experienced more often; second section: feelings you wish would leave and never come back; third section: feelings you keep to yourself.

5. Discuss the feelings and emotions that were chosen, giving an example of at least one from each section.


1. Prepare an example.


Variations:

1. Allow group members to keep the third section personal.

Contributor(s):

1. Casey Harvilla

41

42

43

Exercise: Emotion Freeze Tag


Space Requirements: large, open space

Equipments/Materials: none


Program Goals:

1. To increase awareness of feeling and emotions.

2. To increase awareness of emotional control and emotional expression.



2. Designate one group member as tagger.

3. If a member is being approached by the tagger, they must name an emotion or feeling to avoid being tagged. If they are unable to do so, they must freeze until tapped by another team member.

4. Discuss the importance of expressing and controlling emotions and how it felt to work in teams or in groups.


1. Be aware of safety concerns.

2. Provide examples of feelings and emotions.

Variations:

1. Use for other therapeutic areas, expressing manners, communication, etc.

Contributor(s):

1. Personal experience playing game of Tag (Freeze Tag & TV Tag)

2. Kristen Boys, Illinois State University

3. Stumbo, Norma J. (1999) Intervention Activities for At-Risk Youth. p.44.

44

Exercise: Everything I Ever Wanted to Do But Didn‟t...Because I Was Afraid



Equipments/Materials: attached worksheet, pencils and/or pens, drawing paper, markers and/or colored pencils


Program Goals:

1. To increase ability to identify personal fears and ways to overcome them.

2. To increase ability to acknowledge activities they want to do, but never have.



2. Review worksheet with group members.

3. Have each group member complete the worksheet, identifying why they feared each activity.

4. Have each group member choose one activity from their worksheet. Draw a picture of you doing that activity, expressing how it feels.

5. Discuss and share pictures and reasoning behind them.


1. Give group members enough time to complete worksheet and drawing.

2. Provide a list of ways to cope with fears.

Variations:

1. Work together to produce a group drawing of what fear is.

Contributor(s):

1. Theresa M. Connolly, CTRS, Illinois State University

2. Stumbo, Norma J. (1999) Intervention Activities for At-Risk Youth. p.53-54.

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EXAMPLE:

Documents

Therapeutic Curriculum