Purpose:
Materials:
Colored pencils/crayons/markers
Blank paper
Give each patient two pieces of paper. Divide each paper into 4 squares. Label the squares 1-8.
State one emotion word. Have the patients draw this emotion (what it means to them, what image they get in their minds when they hear this word, a time when they felt this emotion, etc.) Continue until each square is complete. Try to include both positive and negative emotions words, such as:
Happiness
Peace
Love
Excitement
Accomplishment
Optimistic
Fear
Sorrow
Anger
Worry
Frustration
Boredom
Processing:
Afterwards, go through and have each group member describe one or two of their pictures. Talk about what each emotion means to each person individually and how they are different. Talk about why it is important to understand what each emotion means to each person, so we know how to relate to them.
Submitted by Andrea Call
Friday, October 26, 2012
Tied Together
Purpose: To help patients understand the destructive nature of codependent relationships and encourage them to be more independent in their actions.
Materials:
Rope cut into 24" pieces.
Play-Doh
Tie each of the participant's wrists to another patient. Everyone should have both wrists tied (to two different people). Give each person a container of Play-Doh. Instruct them that they are to use the Play-Doh to make something (i.e. a snowman, a heart, etc.) Time them to see how long it takes.
After they have completed the task--or given up--untie their wrists. Ask them to make the same sculpture with the Play-Doh. Compare the dime difference.
Processing:
Talk about what was different between the two experiences. Explain what a codependent relationship is and how that was represented by having their wrists tied together. Consider the following questions:
- Which scenario was easier? Explain.
- Did you feel frustrated during the activity? How so? What made it so frustrating?
- How can having a codependent relationship impair your success?
- How does this relate to your life, right now? Explain.
Submitted by Andrea Call
Materials:
Rope cut into 24" pieces.
Play-Doh
Tie each of the participant's wrists to another patient. Everyone should have both wrists tied (to two different people). Give each person a container of Play-Doh. Instruct them that they are to use the Play-Doh to make something (i.e. a snowman, a heart, etc.) Time them to see how long it takes.
After they have completed the task--or given up--untie their wrists. Ask them to make the same sculpture with the Play-Doh. Compare the dime difference.
Processing:
Talk about what was different between the two experiences. Explain what a codependent relationship is and how that was represented by having their wrists tied together. Consider the following questions:
- Which scenario was easier? Explain.
- Did you feel frustrated during the activity? How so? What made it so frustrating?
- How can having a codependent relationship impair your success?
- How does this relate to your life, right now? Explain.
Submitted by Andrea Call
52 Reasons
Purpose: To increase patients' self-esteem and help them identify their talents
Materials:
One full deck of cards for each participant
Various art supplies (magazines, newspapers, construction paper, markers, glue etc.)
Hole punch
Ribbon
Hole punch the corner of each card in the deck. Have each patient create a list of 52 reasons they love themselves/positive qualities/talents. Write one reason on each card in the deck. Use the art supplies to decorate the cards. To finish, use the ribbon to tie the cards together.
Processing:
Have patients share some of their favorite cards. Talk about how important it is to recognzie our own self-value and self-worth. Share how it feels to know there are at least 52 reasons why you are special.
Modified from http://littlegrayfox.blogspot.com/2012/02/52-reasons-redux.html by Andrea Call
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| 52 Reasons book |
One full deck of cards for each participant
Various art supplies (magazines, newspapers, construction paper, markers, glue etc.)
Hole punch
Ribbon
Hole punch the corner of each card in the deck. Have each patient create a list of 52 reasons they love themselves/positive qualities/talents. Write one reason on each card in the deck. Use the art supplies to decorate the cards. To finish, use the ribbon to tie the cards together.
Processing:
Have patients share some of their favorite cards. Talk about how important it is to recognzie our own self-value and self-worth. Share how it feels to know there are at least 52 reasons why you are special.
Modified from http://littlegrayfox.blogspot.com/2012/02/52-reasons-redux.html by Andrea Call
Cookie Cutter Art
Purpose: To help patients create something that is uniquely theirs, and to understand their worth and identity.
Materials:
Canvas (or paper) for each person
Cookie Cutters
Paint
Cover the area with newspapers. Let each participant choose a cookie cutter and two colors of paint. Paint one color the background. Pour the other color paint onto a flat surface (i.e. a Styrofoam plate). Dip the cookie cutter into the paint, making sure it is completely covered, and then stamp it onto the canvas. Repeat over and over (make sure to dip it in the paint each time). Afterwards, if you want, you can choose a third color and fill in a final stamp.
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| Finished project |
Processing:
Talk about how it felt to create something. Talk about how we can use common "cookie cutter" experiences to create our own unique experience in life. Talk about how sometimes the world doesn't recognize us for who we truly are, but those who know us and love us will see that.
Ask each participant what made them choose the particular cookie cutter they did (i.e. what does that shape represent for them).
Thursday, October 25, 2012
Bead Jar
Purpose: To help patients understand the destructive nature of codependent relationships and encourage them to be more independent in their decision making.
Materials:
Bead Jar
Paper and Pencil for each participant
Give each patient a pencil and a piece of paper. Show them the jar of beads, letting them hold it and look at it if they wish. Ask each patient to write down how many beads they think are in the jar. them them they are to do this by themselves--there should be no discussion among the group.
Next, have the patients find a partner. Give each partnership a few minutes to agree on the number of beads in the jar. Have them write this agreed upon number underneath the first guess on their sheet of paper.
Have two partnerships join together to form a group of four, and repeat the guessing game. Continue until all the patients are in the same, and they have one group guess of how many beads are in the jar.
For the last round, have each individual make a final individual guess, based on the discussion and previous guesses.
Processing:
Talk about if/how the guesses changed as more people were included in the group. Discuss why this might have happened. Which guess was closest to the actual number of beads in the jar. Consider the following questions:
- In which group was it easiest to make your decision? Explain.
- How was it decided what the correct guess would be for each group?
- What would you change about how the decision was made if we were to do this again?
- Which of your individual guesses was closer to the actual number, the first or the last guess?
- How can we relate this activity to the idea of codependence?
- Are group decisions always the best decision for every person in the group? Explain.
- What does each person need to do when a group decision is being made?
- What should you do if you don't agree with the decision the group is making?
- How does this relate to your life, right now? Explain.
Adaptations:
You can also use a jar filled with candy to do this activity, and then give the jar to the closest guesser, or share the treats among the group.
Modified from "M & M Madness" from Tom Jackson's More Activities That Teach.
Materials:
Bead Jar
Paper and Pencil for each participant
Give each patient a pencil and a piece of paper. Show them the jar of beads, letting them hold it and look at it if they wish. Ask each patient to write down how many beads they think are in the jar. them them they are to do this by themselves--there should be no discussion among the group.
Next, have the patients find a partner. Give each partnership a few minutes to agree on the number of beads in the jar. Have them write this agreed upon number underneath the first guess on their sheet of paper.
Have two partnerships join together to form a group of four, and repeat the guessing game. Continue until all the patients are in the same, and they have one group guess of how many beads are in the jar.
For the last round, have each individual make a final individual guess, based on the discussion and previous guesses.
Processing:
Talk about if/how the guesses changed as more people were included in the group. Discuss why this might have happened. Which guess was closest to the actual number of beads in the jar. Consider the following questions:
- In which group was it easiest to make your decision? Explain.
- How was it decided what the correct guess would be for each group?
- What would you change about how the decision was made if we were to do this again?
- Which of your individual guesses was closer to the actual number, the first or the last guess?
- How can we relate this activity to the idea of codependence?
- Are group decisions always the best decision for every person in the group? Explain.
- What does each person need to do when a group decision is being made?
- What should you do if you don't agree with the decision the group is making?
- How does this relate to your life, right now? Explain.
Adaptations:
You can also use a jar filled with candy to do this activity, and then give the jar to the closest guesser, or share the treats among the group.
Modified from "M & M Madness" from Tom Jackson's More Activities That Teach.
A-Z Emotions
Materials:
A-Z letter magnets or cards
Pass around the letters and have each patient take a few. Starting with the letter A, the patient who holds that letter has to come up with an emotion word that starts with that letter. For example, A could stand for anxious, angry, apprehensive, etc. Ask others in the group if they have more ideas. Continue through all the letters of the alphabet, coming up with as many emotion words as possible.
Process with the group about how there are lots of different emotions, and each emotion is valid. Talk about times when the patients have felt different emotions and how each emotion can be expressed.
Submitted by: Andrea Call
Finger Print ID
Purpose:
Help patients gain a better understanding of their personal identity in order to increase self-esteem
Preparation:
Blow up each patients' fingerprint on a photo copier to make an 8.5" x 11" design
Have each patient trace lines over their fingerprint. Along each of the lines, have them write words or phrases that uniquely describe them.
Process with the group. Talk about how just like a fingerprint is unique, each person is an individual. Talk about the importance of recognizing your strengths and developing self esteem.
Adaptations:
Have patients write their life story on their fingerprint, and talk about how life is a journey.
Have patients write what they've learned in treatment on the fingerprints.
Activity modified from http://www.mydogatemyclassroom.com/?p=151 by Andrea Call
Help patients gain a better understanding of their personal identity in order to increase self-esteem
 |
| Finger print story |
Blow up each patients' fingerprint on a photo copier to make an 8.5" x 11" design
Have each patient trace lines over their fingerprint. Along each of the lines, have them write words or phrases that uniquely describe them.
Process with the group. Talk about how just like a fingerprint is unique, each person is an individual. Talk about the importance of recognizing your strengths and developing self esteem.
Adaptations:
Have patients write their life story on their fingerprint, and talk about how life is a journey.
Have patients write what they've learned in treatment on the fingerprints.
Activity modified from http://www.mydogatemyclassroom.com/?p=151 by Andrea Call
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