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!
