Here's the handout from the Counselor Camp workshop. I'll have directions for activities sometime soon!
THE THERAPEUTIC BACKPACK: The Use of Experiential Activities with Substance Abusing Teens
Presented by David Flack
Backpack Contents
• Tossables. 8-10 objects such as Koosh Balls and stuffed toys.
• Chiji Processing Cards. Set of 48 cards, each with a different image.
• Poly Spots. 12 durable vinyl spots, 9” in diameter.
• Human Handcuffs. 10 sets.
• Bandanas. One for every 2 people in a typically sized group, plus extras.
• Sharpie markers. Why Sharpies specifically? Because they don’t smudge on balloons. One per person in a typically sized group, plus extras.
• Coin. I use a sobriety coin, but a quarter works just fine.
• Tubular webbing. 12-15 feet long each; I have 3 in my Backpack.
• A bag of some sort. A stuff sack about 12” deep by 6” inches in diameter.
• Mousetraps. 6-8 (or more) never-used-before wooden mousetraps.
• A rubber chicken.
• A rubber pig.
• A plastic puffer fish.
• Scissors.
• A ball of yarn.
• Playing cards. 2 decks.
• Masking tape. 4 rolls.
• Index cards. 4 packages.
• Balloons. About 100 total, various sizes and shapes.
Experiential Activities in Clinical Settings
When I use experiential learning in clinical settings, I usually have one of three therapeutic objectives in mind. They are:
• Creating connectedness. In clinical settings, teambuilding activities might not be the best use of time. However, a sense of connectedness is vital for effective group work. Shared fun experiences + Trust = Connectedness
• Exploring new skills. Practicing a new skill in a safe environment, even in metaphorical or symbolic ways, significantly increases the likelihood of someone using that skill in the Real World.
• Fostering self-efficacy. Self-efficacy is the belief that you are capable of being successful. A strong sense of self-efficacy is vital for successful change.
What is connectedness? It is a sense of being a part of something larger than oneself. It is a sense of belonging, or a sense of accompaniment. It is that feeling in your bones that you are not alone. It is a sense that, no matter how scary things may become, there is a hand for you in the dark. While ambition drives us to achieve, connectedness is my word for the force that urges us to ally, to affiliate, to enter into mutual relationships, to take strength and to grow through cooperative behavior.
~ Edward M. Hallowell, Finding the Heart of the Child
Processing in Clinical Settings
• Processing involves creating connections between an experiential activity and the Real World.
• These connections help assure transfer of learning and lasting change. As such, I believe this is a vital part of using experiential approaches in treatment settings.
• Many people think of processing as a discussion or Q&A session.
• These approaches may not be especially effective with teens in treatment.
Obstacles to Effective Processing
• Being insightful is a skill that requires practice. In many cases, teens have had little or no prior opportunities to practice this skill.
• Processing seems risky. Despite all you may have heard, most teens are risk-adverse, at least when the risk is interpersonal in nature.
• Many teen participants are mandated. These youth often have no desire to engage. Now they’re faced with an adult stranger trying to get them to talk about how they feel. Of course they’re resistant!
Alternatives to Q&A Processing
• Discussion Starters. Using objects or activities as a prompt is often more effective than simply asking a question. The Chiji Cards, included in the Backpack, is a good example.
• Random Questioning. The pressure to respond can get in the way of responding! Tossing an object around a circle is one way to make answering random and help reduce that pressure.
• Action Processing. The amygdala is the brain’s Fear Center. However, if the brain is busy with a cognitive task, the amygdala doesn’t have time to sense fear. So, keep those brains busy!
Thursday, September 23, 2010
Sunday, September 12, 2010
A Favorite Activity: Balloon Tower
From time to time, I plan to post directions for a favorite activity. First up is Balloon Tower.
Supplies
* 10-12 balloons per participant; ideally various sizes and shapes.
* 1 Sharpie marker per participant.
* 1 roll of masking tape for every 3-4 participants.
* A few small balloon pumps; optional but nice.
The Activity
PART ONE - Distribute 10-12 balloons to each participant, with the instruction to inflate them. It isn't necessary for participants to keep track of their balloons. Just add them to the collective stash of blown-up balloons. As the facilitator, blow up some additional balloons. The inflating of the balloons can take a little time, so you might want to plan a discussion or didactic talk during this part, ideally something related to the purpose of the activity.
Once all the balloons are inflated, distribute a Sharpie marker to each participant, with the instruction to write a trigger for using on each balloon. Encourage them to use triggers that are real for them, but if they run out they can use “general triggers.” Continue until all balloons are labeled. (If you don't work in a substance abuse treatment setting, see the notes below for alternative framing ideas for this activity.) Participants don't need to keep track of the balloons they labeled. Just add them to the collective stash of labeled balloons.
When all the balloons are labeled, explain that the group is going to “practice managing their triggers” by making the balloons into the tallest possible free-standing tower using nothing but the balloons and masking tape. Give a roll of masking tape to every third person, set a time frame (I usually give 15-20 minutes), and have them get to work.
If the group is large enough, I suggest splitting into teams of 4-5 participants each, and have the teams compete to make the tallest free-standing tower within the given time frame. Once the time is up, declare a winner and process the activity thus far. Use lots of metaphoric language related to controlling/managing triggers.
PART TWO - Instruct participants to find one balloon labeled with a trigger that they did not write, but is true for them, and then pull the balloon out of the tower causing the least harm possible. When everyone has a balloon, sit in a circle. Ask a participant to share the trigger/balloon selected, why, and something he/she could do to make the trigger less triggering. Encourage feedback from other group members as appropriate.
One the participant has a plan for managing the trigger, instruct her/him to pop the balloon. I usually say something such as, “Now that you have a way to control this trigger, instead of it controlling you, go ahead and pop that balloon. Continue around the circle until everyone has shared his/her trigger, described a strategy, and popped the balloon. Once everyone has done so, allow the participants to pop all the balloons… and then clean up the mess!
Processing
The majority of the processing for this activity occurs at the end of Part One, since Part Two is basically a discussion. As such, I almost never do any significant post-activity processing with this activity. Often, though, I’ll follow the activity with a discussion about the difference between managing balloons with masking tape and strategies for dealing with Real World triggers. I typically start that discussion with a question such as, “In this activity, we managed triggers with masking tape, but is it that easy in the Real World?”
Notes
As written, this activity is meant for substance abuse treatment groups. However, I believe you could easily adapt it to other settings. Anger management and stress reduction are obvious examples of other clinical contexts. Instead of “triggers,” you could have participants label balloons with obstacles relevant to the setting. And, you could forgo the labeling (and the entire clinically focused Part Two), and simply have this be a tower building activity.
Supplies
* 10-12 balloons per participant; ideally various sizes and shapes.
* 1 Sharpie marker per participant.
* 1 roll of masking tape for every 3-4 participants.
* A few small balloon pumps; optional but nice.
The Activity
PART ONE - Distribute 10-12 balloons to each participant, with the instruction to inflate them. It isn't necessary for participants to keep track of their balloons. Just add them to the collective stash of blown-up balloons. As the facilitator, blow up some additional balloons. The inflating of the balloons can take a little time, so you might want to plan a discussion or didactic talk during this part, ideally something related to the purpose of the activity.
Once all the balloons are inflated, distribute a Sharpie marker to each participant, with the instruction to write a trigger for using on each balloon. Encourage them to use triggers that are real for them, but if they run out they can use “general triggers.” Continue until all balloons are labeled. (If you don't work in a substance abuse treatment setting, see the notes below for alternative framing ideas for this activity.) Participants don't need to keep track of the balloons they labeled. Just add them to the collective stash of labeled balloons.
When all the balloons are labeled, explain that the group is going to “practice managing their triggers” by making the balloons into the tallest possible free-standing tower using nothing but the balloons and masking tape. Give a roll of masking tape to every third person, set a time frame (I usually give 15-20 minutes), and have them get to work.
If the group is large enough, I suggest splitting into teams of 4-5 participants each, and have the teams compete to make the tallest free-standing tower within the given time frame. Once the time is up, declare a winner and process the activity thus far. Use lots of metaphoric language related to controlling/managing triggers.
PART TWO - Instruct participants to find one balloon labeled with a trigger that they did not write, but is true for them, and then pull the balloon out of the tower causing the least harm possible. When everyone has a balloon, sit in a circle. Ask a participant to share the trigger/balloon selected, why, and something he/she could do to make the trigger less triggering. Encourage feedback from other group members as appropriate.
One the participant has a plan for managing the trigger, instruct her/him to pop the balloon. I usually say something such as, “Now that you have a way to control this trigger, instead of it controlling you, go ahead and pop that balloon. Continue around the circle until everyone has shared his/her trigger, described a strategy, and popped the balloon. Once everyone has done so, allow the participants to pop all the balloons… and then clean up the mess!
Processing
The majority of the processing for this activity occurs at the end of Part One, since Part Two is basically a discussion. As such, I almost never do any significant post-activity processing with this activity. Often, though, I’ll follow the activity with a discussion about the difference between managing balloons with masking tape and strategies for dealing with Real World triggers. I typically start that discussion with a question such as, “In this activity, we managed triggers with masking tape, but is it that easy in the Real World?”
Notes
As written, this activity is meant for substance abuse treatment groups. However, I believe you could easily adapt it to other settings. Anger management and stress reduction are obvious examples of other clinical contexts. Instead of “triggers,” you could have participants label balloons with obstacles relevant to the setting. And, you could forgo the labeling (and the entire clinically focused Part Two), and simply have this be a tower building activity.
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