TREATMENT SESSIONS: FACILITATIONS, AND PROTOCOLS
TREATMENT
SESSION: Facilitate one session utilizing one type of
Recreation Therapy treatment intervention.
Angelina
Jonathan
04/19/15
197
Brain Gym
Session Protocol
1.
Session Title: Brain Gym
2.
Rationale/Justification:
●
Brain gym activities are beneficial to people with a variety
of cognitive and physical disorders. Some examples would include depression,
dementia, stroke recoverers, parkinson’s patients, memory loss, and many other
diagnoses. Brain gym can also be directed towards children with learning
disabilities, such as dyslexia. Even though brain gym helps all of these
population, it is beneficial to anyone.
3.
Anticipated Outcomes and Goals:
●
Clients will identify the connection between mind and body.
●
Clients will learn brain gym exercises.
●
Clients will learn about how much water is necessary to keep
the nerve network alert and optimal for learning.
●
Clients will feel a change in mood at the end of the brain
gym session.
4.
ICF CODES:
●
d163 Thinking: Formulating and manipulating ideas,
concepts, and images, whether goal-oriented or not, either alone or with
others, such as creating fiction, proving a theorem, playing with ideas,
brainstorming, meditating, pondering, speculating, or reflecting.
●
d710 Basic interpersonal interactions: Interacting
with people in a contextually and socially appropriate manner, such as by
showing consideration and esteem when appropriate, or responding to the
feelings of others.
●
b4550 General Physical Endurance: functions related
to the general level of tolerance of physical exercise or stamina.
●
b1643 Cognitive Flexibility: Mental functions of
changing strategies, or shifting mental sets, especially as involved in problem
solving.
●
d410 Changing Basic Body Position: Getting into and
out of a body position and moving from one location to another, such as getting
up out of a chair to lie down on a bed, and getting into and out of positions
of kneeling or squatting.
5. Who:
○
People with depression can benefit from participating in
group exercises encouraging socialization
○
People with dementia can improve memory, repetition, and
overall mood through the brain power exercises.
○
People with physical impairments, such as stroke recoverers
and parkinson’s patients can help improve their motions through repetitions of
exercise, as well as improve memory and cognitive functions.
○
Brain gym can help benefit anyone by boosting brain power
and increasing the connection between mind and body.
6. Group size: Anywhere from 2-25 people would be the
recommended group size for this treatment.
7. Materials / Equipment:
●
Case of water bottles
●
Brain gym descriptions
●
Ties for water bottles
●
Writing utensils (2 for each client)
●
Paper for each client
●
Chairs
●
Whiteboard
●
Dry erase whiteboard markers
8. Environment / Setting the
tone:
a.
Certain actions/information towards which we will pay attention:
●
We will pay attention to the clients’ actions during the
exercises, and provide feedback. We will also maintain eye contact and be
attentive to clients’ nonverbal communication.
b.
Voice tone:
●
During the facilitation we will sustain a calm, relaxed, and
professional voice tone in order to make our clients feel comfortable.
c.
Setup of the room and group:
●
Appropriate lighting; not too bright nor too dim
●
Group will sit in chairs which will be in a circle formation
●
Underneath chairs will be a water bottle with brain gym
description attached, paper, and two pen colors.
d.
Where we will be:
●
Classroom setting
e.
Why we will do it this way:
●
We will facilitate the session in this ideal environment in
order to create a positive and comfortable ambiance that can foster
participation and treatment outcomes.
9. Evidenced based practice:
●
A study was done to examine the effects of Brain Gym on
academic engagement for children with developmental disabilities. The study was
done to see the benefits on these children with Brain Gym being implemented in
their schools. Brain Gym was compared to a similar intervention of physical
exercises.
Watson, A., & Kelso, G. L.
(2014). THE EFFECT OF BRAIN GYM ON ACADEMIC ENGAGEMENT FOR CHILDREN WITH
DEVELOPMENTAL DISABILITIES. International
Journal Of Special Education, 29(2),
75-83.
●
The article is about the aging process our brains go through
and memory loss associated. The article gives a suggestion that exercising the
brain with cognitive games may lower the risk of Alzheimer’s disease.
Larson, C. (2008). KEEPING YOUR
BRAIN FIT. (Cover story). U.S. News &
World Report, 144(4), 41-49.
10. Logistics and Setting the
Tone: We will address the following rules: This is challenge by choice. We
would like for you to participate in all we have to offer, but it is your
decision.
●
Overall intended outcome: Clients will feel a change in mood
at the completion of the session, shown through the mood scale assessment.
●
We will initially thank everyone for taking time out of
their day to be present.
●
We will then introduce ourselves to the class.
●
We will grab clients’ attention by asking them to raise
their hand if they have ever heard of Brain Gym before. Then have someone reach
under their desk to grab the water bottle and read off the description of brain
gym tied around it.
●
We will then discuss the rest of the definition of Brain Gym
to the class.
●
We will then explain the importance of water for this
session. Everytime we say PAUSE, the class is invited to take a sip of water.
11. Directed Education:
Brain Gym
Treatment Session Plan
Content
|
Time- minutes
|
Notes
|
Setting the tone
-Introduce Ourselves
-Challenge by Choice
-Start assessment
|
0-1 minute
|
- Speak at appropriate volume
- Appropriate body language
- Make sure to make clients feel
comfortable and safe
-Instruct everyone to start
assessment that is underneath their chair. When completed sit and wait for
instruction.
|
Opening Question
-Raise your hand if you have ever
heard of Brain Gym.
|
2-3 minutes
|
-Clients will share
- Clients will then be directed to
look under their chair for the Brain Gym description. Then have someone read
it aloud.
|
(Activity #1)
Brain Gym Definition
- What is it Brain Gym?
●
Facilitators Define
-Water importance
|
1-2 minutes
|
-Read the definition from our
protocol.
-Explain importance of water
-Explain water “PAUSE” rules for
session. “When we say PAUSE any time during the session, we invite you to
pause and take a water break.”
|
Activity Starts
-Exercises begin
|
20 minutes
|
-Have someone pick a paper from
the bowl of exercises. -Have them read the exercise aloud to the class.
-Facilitators then describe
importance of the exercise and what it helps with.
-Facilitators then start the
exercise.
-One person demonstrating while
the other talks step by step. The whole class should be following.
-Do the exercise as many times or
as long as stated on the paper.
-Have the next student pick an
exercise and repeat again until 20 minutes is up.
|
If
double doodler is picked...
|
5 minutes
|
-Have students reach under chair
to grab paper and pens, find an open desk spot around them. Then instructions
will be given.
-Bring it back to circle after
|
Closure
|
5-10 minutes
|
-Have everyone circle back up.
-Complete ending assessment that
will be handed out
|
Sharing
|
5-10 Minutes
|
-Ask: Did anyone’s results
different on the mood scale after the Brain Gym session? How did the results
differ?
-Have everyone share how they feel
after session.
-Thank everyone for participating.
|
12. Debriefing Questions:
1. Did your mood change from start
to end?
2. How do you feel after the
session?
3.What did you learn today?
4. Would you continue to use Brain
Gym in the future?
BRAIN BUTTONS
Benefits: Increases blood flow to the brain,
water and extra blood flow turns the brain “ON” and improves attention for
tasks
ARM ACTIVATION
Benefits: increases blood flow to arms,
stretches out chest
CROSS CRAWL
Benefits: Helps with spelling, writing,
listening, reading and comprehension by coordinating the left and right brain.
LAZY 8’S
Benefits: Improves visual attention and eye
mobility needed for reading.
HOOK UPS
Benefits: Improvement of mood and lessening of
anxiety.
THINKING CAPS
Benefits: Helps with spelling, short-term
memory, listening ability and abstract thinking.
THE ELEPHANT
Benefits: Activates all areas of the mind/body
system.
ENERGY YAWN
Benefits: Relieves stress that interferes with learning
and performance.
CALF PUMPS
Benefits: improve concentration, attention,
comprehension, and endurance
POSITIVE POINTS
Benefits: relieves emotional stress and improves
memory
DOUBLE DOODLE
Benefits: improves coordination of both hands, hand-eye coordination, and
spatial awareness
THINK OF AN X
Benefits: strengthens
neural connections between left and right hemispheres of the brain
Brain Buttons-index
and middle finger over carotid arteries, other hand on navel
Stimulating the carotid arteries to supply
fresh oxygenated blood to brain. >>The
motion helps reestablish directional
messages from parts of the body to the brain and the visual system, helping to improve the body to brain
communication for reading, writing, speaking and following directions.
Arm Activation- Reach your right arm straight up toward the ceiling. Place your left hand
above your right shoulder on the arm muscles. Slowly and gently exhale through
your mouth while pressing your right arm against your left hand for about eight
seconds. Exhale as you squeeze arm. Inhale as you relax the pressure. Repeat toward
the ear, away from the ear, and to the rear of the ear.
>>This exercise lengthens the muscles of the upper chest
and shoulders. Gross and fine motor movements originate in these regions of
the body. This exercise relaxes and
coordinates the shoulder and arm muscles to prepare for handwriting,
spelling, and typing.
Calf Pumps- Put
your hands behind your back and extend your left leg straight out behind you so
that the ball of your foot is on the floor and your heel is off the floor. Your
body should be slanted at a 45 degree angle. Exhale and lean forward while
pressing your left heel against the floor. The more you bend your front knee,
the more lengthening you will feel in the back left calf. Inhale and raise
yourself back up. DO THIS THREE TIMES, then alternate to the other leg.
>>This exercise causes
the muscle fibers in your calf to
elongate. Stretching the calf helps realign
any disorganized fibers in the direction of the tension. The more these
muscle fibers are stretched, the greater the length developed by the stretched
muscle. The calf pump also improves concentration, attention, and
comprehension.
Positive Points-
The positive points are located right above the center of each eyebrow halfway
to the hairline. You may find a slight bulge at each point. Once you find the
points, place three fingers of each hand on these points. Close your eyes and hold the points lightly for the course of six to
ten slow, complete breaths.
>>These positive points
help improve blood flow to the head,
relieve headaches, and release emotional stress. Touching these points brings the brain response of stress from the mid brain to the pre frontal cortex, allowing for a more rational response.
Think of an X- Close
your eyes and visualize the letter X. Notice how your vision is like the X.
Your eyes coordinate to connect the left, right, upper, and lower visual fields
around a point of focus. Notice how the X is symmetric and relates to the
organization of your body, just like how each hip coordinates with the opposite
shoulder.
>>The X represents the
ability to cross the midline connecting
the right and left visual fields, right and left sides of the body for movement,
and both hemispheres of the brain for thought processes. The X is a reminder to use both eyes and both
sides of the body. This exercise reinforces the whole-brain and improves
your coordination and nerve communication between the different areas of the
brain.
_________________________________________________________________________________
PROTOCOL
– Aromatherapy Treatment Session
By Brittany and Caitlin
1.
Title: Aromatherapy
Treatment Session
2. Rationale/Justification for
facilitating this session:
Aromatherapy is an alternative medicine which utilizes
essential oils in order to improve a person’s health whether it be physically
or mentally. The brain is heavily connected to the sense of smell otherwise
known as the olfactory system. When we smell something, the limbic system part
of the brain triggers emotions and memories. It is through this facilitation,
that the clients will learn more about the healing effects of aromatherapy and
possibly use it as an option to help cope with emotional stress.
3. Anticipated Outcome:
The anticipated outcome of this treatment session is to have
participants experience aromatherapy through the most common avenue: smell. As
well as to understand how aromatherapy can help manage emotions and stress. It
is also desired that participants learn about how different effects can be
achieved from varying essential oils.
4. ICF CODE(s):
The three targeted ICF codes that help to explain the
functional change and skill development outcomes of this treatment session are
handling stress and other psychological demands (d240), looking after one’s
health (d570), and retrieval of memory (b1442) :
●
d240 Handling
stress and other psychological demands: Carrying out simple or complex and
coordinated actions to manage and control the psychological demands required to
carry out tasks demanding significant responsibilities and involving stress,
distraction, or crises, such as driving a vehicle during heavy traffic or
taking care of many children.
●
d570 Looking
after one's health: Ensuring physical comfort, health and physical and mental well-being, such as by maintaining a balanced
diet, and an appropriate level of physical activity, keeping warm or cool,
avoiding harms to health, following safe sex practices, including using
condoms, getting immunizations and regular physical examinations.
●
b1442 Retrieval
of memory: Specific mental functions of recalling information stored in
long-term memory and bringing it into awareness.
5. Goal:
The group will:
●
Learn more about aromatherapy and how to use it
● Experience four different types of
essential oils and the effects it has on the body/mind
● Learning how to use natural oils
rather than pills to help get rid of pain
6. Who:
The people who would most benefit from this treatment
session are:
●
Those who wish to deal with stress and difficult emotions in
an alternative way
●
People who have depression, anxiety, and stress can benefit
from aromatherapy and can learn about
options other than medication to manage their symptoms.
●
Future professionals who are interested in using alternative
medicine in their practice of helping others. Also, overall to inform more on
the positive benefits of holistic practices.
7. Group size:
The recommended group size for this treatment session would
be 1 to 18 people. Aromatherapy can be used on an individual basis or
administered to a large group; mainly depends on time allowed during session.
8. Materials/equipment needed.
●
Aromatherapy handout to fill out experience of each scent
●
Diffuser or other method to administer essential oils in a
safe manner. In this session the essential oils will be directly applied to the
skin and then inhaled.
●
At least four different types of essential oils with varying
effects and uses to treat different types of emotional problems.
1. Environment:
Actions/information given:
● Physical safety addressed by asking
if anyone has allergies or issues by inhaling and applying essential oils.
● Emotional safety addressed by
informing everyone that everything said is confidential and will not be said
outside of the session. Also, reminding the group to ask questions at any time,
especially if they are unsure of what to do. Say the following to facilitate
sharing:
“I encourage everyone
to be open and share as much as they are comfortable. To get the most out of this experience try to
be open with yourself and others. Everything that is said in this group today,
will not leave this room.”
1.
Facilitator Tone: Both facilitators will maintain a
non-threatening, clear, calming tone. The facilitators will be approachable and
open in order to encourage full participation and disclosure.
2.
Room/Environment: This treatment is best done in an
environment indoors, preferably in a closed room to ensure that the scents are
not confused with other scents in the air.
3. Facilitator: Both facilitators will
be seated in the circle with group during instructions and sharing. Once
aromatherapy is administered, facilitators will go around the group to make
sure that everyone is clear on what is going on.
4. The above actions will be completed
to facilitate an open sharing environment
10. Evidenced Based Practice:
Most of the basic information about aromatherapy that was
used in this session came from the National Institutes of Health. This therapy
uses essential oils from plants to help balance the body, mind, and soul. There
are many types of essential oils that can be used to help sleep, depression,
headaches, energize you, calm you, and among other body pains. These oils are made within the plant cells
usually within the leaves, under bark, or peels. When the plants are crushed
the scents of their oils comes out. When
these smells are inhaled they can heal the body mentally and physically. The
main types of essentials oils used are chamomile, lavender, tree oil, rose oil,
and mint. http://www.cancer.gov/cancertopics/pdq/cam/aromatherapy/patient/page2
An article titled Meaning
of Aromatherapy massage in mental health (Domingos, Sylvia; Braga, Eliana
2014), demonstrated research that aromatherapy is an effective method for
helping emotional stress. The study conducted was at a psychiatric unit in a general
hospital and the participants were patients who had personality disorder. The
results found that the intervention had success in lowering the patients’
anxiety and improved their ability to cope with their illness.
11. Directed Education:
Content
|
Time –
Mins
|
Notes
|
1.
Logistics
A. Taking care of "business"
i. State the session subject:
Aromatherapy
ii. 2 learning outcomes written
with behavioral objectives:
- Learn the benefits of
Aromatherapy
- Learn how to use aromatherapy
for emotional stress
B.
Agenda:
Logistics
& Safety:
-Introduce ourselves
1.
Emotional
safety is discussed by remind everyone that this is a safe place
for sharing and disclosure.
2.
Physical
safety is discussed by asking if anyone has allergies to
essential oils.
Warm
up questions:
-Ask a few questions to warm up
before treatment:
1.
Raise your hands if you feel
overwhelmed with work, school, personal life?
2.
Raise your hands if you have
difficulty managing stress?
3.
Raise your hands if there has ever
been a time when smell has triggered a memory or brought some kind of deja
vu?
Background
- Inform on some uses of
aromatherapy:
1.
Aromatherapy can be used in daily
life for the body, mind, and spirit. List some benefits.
|
5
|
C:
Thank you for coming to our treatment session today. My name is Caitlin
B:
And my name is Brittany. We will be treating through Aromatherapy today.
C:
We just want to let everyone know that this is challenge by choice.
Everything that is said here will not leave this room. Also, if you have any
allergies to oils please let us know since you will be applying it to your
skin.
B: We have a few questions before starting treatment,
please raise your hand if any of these statements apply to you. (Read
questions)
B:
Aromatherapy has many uses whether it is for managing emotional health or
relieving physical pain such as headaches, joint soreness, has even been used
to help patients with their symptoms from cancer. Different essential oils
can produce different desired effects. However, multiple essential oils can
do similar things such as relieving anxiety or stress.
|
2.
Treatment with essential oils
A.
In following order: Frankincense,
Lavender, Rose, Pine.
Directions:
-Tell everyone what we will be
doing.
1. Everyone fills out worksheet under
“scent 1” with how they are feeling before treatment when thinking of a
stressful situation.
2. Let them know that
after the first scent they need to write down how they are feeling after.
Application:
1. Pass around essential oil and ask
that everyone take a little bit and apply it to their wrist and then breathe
deeply.
2. Once
3 minutes have passed, ask everyone to write down on the sheet how they are feeling
after.
(Repeat with each oil)
|
20
mins.
(5
mins. each, 1 min. for directions 1 min. for filling out sheet.)
|
Tell group:
B: Now we are going to go into our activity.
There are 4 essential oils that you are all going to sample today
B:
Before we start with the first oil think of something that has stressed you
out today
B:Record
the feeling on the paper
C:Pass
the bottle around and put a small drop on your wrist. Rub the oil in
C:As
you are breathing in the smell take notice of what your body is doing
C:Also
what are you thinking about when inhaling the scent
(After
time is up from inhaling oil)
B:Please
record your thoughts and feelings on the paper given to you
Repeat
with all the other oils
B:
Second oil- Think of a time when you were really nervous about something or
when you had a sleepless night
B:
Third oil- Think of a time when you were at a low point in your life and you
had trouble being happy
B:
Fourth oil- Think of how daily life wears you out and how your body can feel
heavy or tired
|
|
|
After each time the group fills
out their sheet tell them which essential oil it was and some benefits.
1.
Benefits of Frankincense:
Very effective sedative that induces a feeling of mental peace,
relaxation, and satisfaction, and helps relieve anxiety, anger, and stress.
2. Benefits of Lavender:
Lavender essential oil induces sleep which has made it a
common recommendation for an alternative treatment of insomnia. Also treats
anxiety, migraines, nervous tension, and emotional stress.
3. Benefits of rose oil:
Natural antidepressant, helps balance hormones, reduces
anxiety
4. Benefits of pine oil:
Stimulates the body and mind, and
has an energizing effect on the overall person
|
3.
Discussion
A. Share thoughts to the whole group
|
10
mins.
|
1.
Please share what you thought
about the different scents and anything you felt after inhaling them.
2.
Did you notice a difference in
feelings or thoughts before and after experiencing the scents?
3.
Did any of the scents trigger
memories?
|
4. Closure
|
5
mins.
|
1.
What did you think about this
session and aromatherapy?
|
|
|
|
Total Time Allotted
|
40
mins
|
|
Aromatherapy
Session
Scent 1
Before feelings/memories:
After feelings/memories:
Scent 2
Before feelings/memories:
After feelings/memories:
Scent 3
Before feelings/memories:
After feelings/memories
Scent 4
Before feelings/thoughts:
After feelings/memories:
_________________________________________________________________________________
PROTOCOL –Treatment Session
By Donald and Stephanie
1.
Title: Drama
Therapy
2.
Rationale/Justification for facilitating this session:
Drama therapy is the intentional use of drama and/or theater processes
to achieve therapeutic goals. Drama therapy is active and experiential.
This approach can provide the allow participants to tell their stories, set
goals and solve problems, express feelings, or achieve catharsis. Through
drama, participants can heal from within through introspection as well as improve
their social skills.
3.
Anticipated
Outcome:
The anticipated
outcome of this treatment session is to have participants achieve catharsis and
learn how to problem solve by reliving and acting out an event in their lives.
4.
ICF
CODE(s):
The three targeted
ICF codes that help to explain the functional change and skill development
outcomes of this treatment session are complex
interpersonal interactions (d720), confidence (b1266), and insight (b1644).
·
Complex
interpersonal interactions (d720): Maintaining and
managing interactions with other people, in a contextually and socially
appropriate manner, such as by regulating emotions and impulses, controlling
verbal and physical aggression, acting independently in social interactions, and acting in accordance with
social rules and conventions.
·
Confidence
(b1266): Mental
functions that produce a personal disposition that is self-assured, bold and
assertive, as contrasted to being timid, insecure and self-effacing.
·
Insight (b1644): Mental functions of awareness and
understanding of oneself and one’s behavior.
5.
Goal:
The group will:
·
Learn one technique of drama therapy
that they can apply to their own lives.
·
Be
able to express their feelings out loud in a verbal manner along with body
language.
6.
Who:
The people who would
most benefit from this treatment session are:
·
Those who lack skills in the expression
of their feelings, assertiveness, and self-confidence. However, everyone could benefit from learning
these techniques to build more successful relationships with others.
·
(Future) Professionals, who work to
improve others’ quality of life, would also benefit from learning these
techniques to have stronger relationships with their clients as well as
developing the skills to better facilitate their clients.
7.
Group
size:
The recommended group size for this treatment
session would be 10 to 15 people. The
techniques facilitated in this session are organized in a way so that they can
be done individually.
8.
Materials/equipment
needed.
·
15 red sheets of paper
·
15 green sheets of paper
·
A chair
·
Two printouts of a faceless man and a
faceless woman
·
15 small pieces of paper
9.
Environment:
Actions/information
given:
·
Physical safety addressed by assuring
that if whatever is shared in the session does not leave the room and is
confidential.
·
Emotional safety addressed assuring that
the participants can choose to participate and stop participating at any point
they wish because it is challenge by choice.
a. Facilitator Tone: Non-threatening, clear, calming, light
b. Room/Environment: This treatment
session is best facilitated in a classroom setting with members seated in a
circle facing one another.
c. Facilitator: will be seated in the circle with group.
d. The
above actions will be completed to facilitate an open sharing environment
10. Evidence Based Practice:
The literature reviewed to create this treatment
came from the North American Drama Therapy Association’s online database. This
organization has been working alongside professional therapists who specialize
in art, music, dance, and poetry since the late 1970s. It establishes
credibility and maintains professional standards and ethics for drama
therapists (North American Drama Therapy Association, 2015).
11. Directed Education:
Indigenous Healing Techniques-Treatment Session
Plan
Content
|
Time
–
Mins
|
Notes
|
1. Logistics
|
2
|
A.
Taking care of "business"
i.
State the session subject : Drama
Therapy
ii.Safety
issues:
·
Physical
safety addressed by assuring all that is shared is confidential.
·
Emotional
safety addressed assuring that the participants can
choose to participate and stop participating at any point they wish. (Challenge
by choice)
iii.Other
logistics: This
treatment session is best facilitated in a classroom setting with members
seated in a circle facing one another.
iv.Ensure that questions participants have
are allowed throughout.
|
2. Grounding Activity
|
3
|
A. Tell group:
·
To write on the small piece of
paper, on a scale of 1-10, with 1 being not great all and 10 being pretty
great, how they are doing at that exact moment.
·
Afterwards, fold the piece of
paper and put it away.
|
3. Experiential Learning: Reliving
a past event
|
16
|
A. Facilitate reliving past event activity:
1.
Prompt participants with the first question, "Have you ever made plans
with someone who canceled on you at the last minute?"
2.
Follow up with the second question, "How many of you, in that situation,
at least once responded to the other person with something that basically
meant 'It's okay' or 'Don't worry about it'?"
·
Why did the participants respond
this way?
·
When an agreement is made and one
person breaks it, is it really okay?
3.
Explain to the participants that the red piece of paper is for them to write
about what they actually said in that situation in response to the other
person while the green card is what they really wanted to say to the person
instead. The participants are informed that they will have the choice to
share what is on their red card, but will be required to act out the green card
to a chair with a faceless person on it (male or female option is provided),
representing the person who canceled on them.
4.
Facilitators will provide a quick demonstration of the activity.
5. Then, it is the participants' turn to each act out their green
cards and/or share their red cards.
|
4. Processing
|
16
|
A.
Ask for a volunteer to start off responding to the prompt.
·
Ask
the participants, "What was it like to go through that part of your life
again, but this time, doing it the way you wanted to?"
·
Have
every participant share, unless they choose not to.
|
6. Conclusion
|
3
|
a.
Facilitators conclude: Have the participants pull out the piece of
paper at the beginning of the session with how they rated how they were
feeling prior to the treatment session. Then, have them write down the number
they feel they are at after the session. Have them go around sharing these
two numbers.
d.Thank the group and congratulate them for participating.
|
Total Time Allotted
|
40
mins
|
|
Reference
North American Drama Therapy Association. (2015). What is drama therapy? Retrieved from http://www.nadta.org/what-is-drama-therapy.html
_________________________________________________________________________________
Treatment PROTOCOL
– Art Therapy
By: Ciarra and Ben
1. Title: ‘Happy Mind, Worried Mind’ Art Therapy
Treatment Session
2.
Rationale/Justification for facilitating this session:
Every day, each
person will experience stressors, some which will manifest as worries, like
failing an exam and some manifest as happiness such as riding a roller coaster.
Through tools such as ‘Happy Brain, Worried Brain,’ people can utilize art
therapy in order to explore, organize, and express emotions in a positive
fashion. By doing so, participants can be more aware of themselves, what they
experience on a day to day basis. and more capable of positive expression.
3.
Anticipated Outcome: The anticipated outcome of this treatment
session is to have participants experience exploring their thoughts and
feelings, while providing them with a tool to organize and express those
feelings in a positive and revealing fashion through art.
4. ICF CODE(s): The three targeted ICF codes that help will support the functional
change and skill development outcomes of this treatment session are:
Intellectual
Functions (b117): General mental functions, required to understand and
constructively integrate the various mental functions, including all cognitive
functions and their development over the life span.
Higher-level
Cognitive Functions (b164): Specific mental functions especially dependent on
the frontal lobes of the brain, including complex goal-directed behaviors such
as decision-making, abstract thinking, planning and carrying out plans, mental
flexibility, and deciding which behaviors are appropriate under what
circumstances; often called executive functions.
Openness
to Experience (b1264): Mental functions that produce a personal disposition
that is curious, imaginative, inquisitive and experience-seeking, as contrasted
to being stagnant, inattentive and emotionally inexpressive.
5. Goal: The group will:
1. Learn a basic art therapy technique “Happy brain
worried brain”
2. Learn to explore and understand emotions
3. Learn how to properly organize and express these
emotions in a positive, non-stressing manner.
6. Who: The people who would most benefit from this
treatment session are:
Those who experience stress, depression, and
anxiety in their lives and wish to experience positive change of these
symptoms. Additionally, clientele as well as the average person can benefit the
holistic effect of not only feeling in touch with one self’s emotions, but also
the healthy expression of those feelings in an artistic fashion, rather than
experiencing the effects of their emotion as stress and/or anxiety.
7. Group size: This Art Therapy facilitation
is done best in a group of nine to twelve
people, so the therapist have time to allow each participant to share and to
really discuss the content.
Our group consisted of eighteen people and took 1
hour and 20 minutes. If the group
size were smaller there would be a similar outcome in less time. It is important that there is a group larger
than six people. Nine participants would be ideal (to guarantee groups of
three) for making the posters, sharing posters, and discussing thoughts and
feelings with.
8.
Materials/equipment needed:
We used:
Supplies
list:
1. Poster sized paper: for the collages
2. Pens/coloring pencils (for tracing
heads and coloring)
3. flash lights: to trace heads
4. tape (glue works as well) for the
pictures
5. a deck of playing cards, for ‘52 card
pick up’
9. Environment:
1. For our art facilitation we made the room more
comfortable and user friendly, to do this we focused on the:
a.
Facilitator’s Tone: Even, low, light, we laughed and smiled, and spoke at the
level of the participants in a manner they would understand and be able to relate
to.
b.
Lighting: To make the environment relaxing we only used half of the lights in
the room. The room is very large with
very bright lighting and white blank walls.
By making the lighting low we took advantage of the sun filtering
through the windows making an easy to focus, easy to concentrate, and mellow
environment.
c.
Room/Environment: The room we were conducting our art therapy session in is
located on the second floor, in the corner, with one class room next door. We closed the doors to allow privacy. In the
front center location of the room we assembled eighteen chairs in a circle
facing one another. This allowed our
participants to view us and view one another easily. We also put all the extra chairs near the
tables, situated away from the walls, so we could hang the paper for the art
project on the walls. In the corner were two tables with all the art supplies,
away from the tables where the participants would need privacy to make their
own posters.
d.
Facilitator: Both Ben and Ciarra were
positioned in the circle side-by-side.
The Circle allowed the participants to see and hear both facilitators
and one another.
10. Evidenced
Based Practice:
There is not enough funding to research Art Therapy
as evidence based practice. Although,
evidence based practices (EBP) are uniform by government standards EBP’s have
adopted many non-orthodox practices, such as art therapy, because art therapy
is effective, has positive results, is commonly practiced, and is widely
accepted.
Coiner,
Jordan, and Kyung Hee Kim.",by Gilroy, A." Journal of Creativity in
Mental Health 6.3 (2011): 249-54. Web.
11. Directed Education:
Content:
|
Time in minutes:
|
Comments:
|
Introduction: Challenge by Choice speech
(done by Ciarra)
followed by:
and attention
getter
‘52 card pickup’
(done by Ben)
|
4 minutes
|
52 Card pickup:
●
Choose two volunteers to ’play a
game’
●
Say’ This game is 52 card pick
up,’ have volunteers pick up cards.
●
Compare stack of cards to happy
brain, collected thoughts. Compare scattered cards to scattered thoughts or
‘worries.’
|
Lead in-
(Done by: Ciarra)
|
1 minutes
|
Explain: We all have stressors some manifest as worries,
like failing an exam and some manifest as happiness such as riding a roller
coaster, today we will be exploring our thoughts and feelings through an
activity called ‘Happy Brain, Worried Brain’....
|
Introduce project/show participants how it’s done
(Done by Ciarra and Ben)
|
2 minutes
|
●
Have group face the front
whiteboard
●
have pre-taped blank poster
ready.
●
Using flashlight marker trace partners head
(while explaining how project is done)
●
Ask group if they have any
questions when finished
●
break people into groups of
three (a tracer, a light holder, an a model)
|
Participants make their own
|
Tell the participants they have ‘13 minutes’
|
(groups of three)
|
Show and Tell
|
15 minutes
|
Have clients show and tell their posters, this could
take longer because the therapists can conduct therapy as we go around the
circle.
|
Closure
|
5 minutes
|
Ciarra-closure
●
Sit silently for thirty seconds
●
Take a deep breath
●
‘In own word tell us what you
learned about yourself from this session.’
|
Directions:
1. Show clients how to trace their heads using a flashlight,
a pen, and a large poster paper. We did this in groups of three but it can be
demonstrated with two people.
Three roles:
A model, a tracer, and a flashlight holder (each person
switches roles until all three people have their own poster)
2. Write ‘Happy’ on one head and ‘Worried’ on the other.
Tell the clients to fill in one side with what makes the happy and the other
side with what makes them worry.
3. Ask clients if they have any questions or need
clarification.
4. Allow clients to make their own
_________________________________________________________________________________
Treatment Session Protocol
By Adriana and Elsie
1. Title: Mask Making (Art Therapy)
2. Rationale and Justification
for facilitating this session:
Mask Making is a traditional and
expressive form of therapeutic art. The history of mask making dates back to
several centuries ago when they were used for rituals and ceremonies. Today,
masks are made in different ways and may be used for entertainment, disguise,
protection, or ritual practices. Nevertheless, masks in therapy have been used
as a tool for clients to reflect their experiences onto. By facilitating a
session on outside and inside masks, clients will become more aware of the
person people think they are or how they show themselves to others versus who
they really are inside.
3. Anticipated Outcome:
The anticipated outcome of this treatment session is to have
clients increase their self-awareness and self-acceptance. Clients will be able
practice healthy communication by sharing how they are actually feeling, or by
exploring issues in a nonverbal manner.
4. ICF CODES:
Two ICF codes, b11420 orientation to self and b1644 insight,
were targeted to justify the outcomes and functional change of this treatment
session.
●
b11420 Orientation to self: mental functions that
produce awareness of one's own identity.
●
b1644 Insight: Mental functions of awareness and
understanding of oneself and one's behavior.
5. Goal:
The group will:
●
Learn the technique and concepts of mask making.
●
Experience the benefits of mask making.
●
Learn to accept and show their true identities.
●
Gain a new perspective on issues and experiences.
●
Express emotions that are difficult to identify and
verbalize.
6. Who:
The people who would most benefit from this treatment
session are:
●
Those who are experiencing grief and loss, trauma, abuse
such as sexual or domestic abuse, anxiety, and depression.
●
Those who need help revealing themselves and in trying new
attitudes and behaviors.
●
Those who have difficulty with verbal communication.
●
This treatment session, however, is open to anyone because
it helps to increase self-understanding and healing.
●
Future professionals can further benefit from mask making as
well because they can learn to gain a sense of their own different identities
that may interfere with treating clients.
7. Group size:
The recommended group size for this treatment session would
be 10 to 16 clients. The treatment session is facilitated in a manner that
allows clients to work on the treatment activity individually.
8. Materials and equipment needed:
●
16 masks
●
16 paper plates
●
Tape
●
Construction paper
●
Markers
●
Scissors
●
Other art materials (e.g. ribbons, tissue paper, feathers,
etc.)
●
Laptop and/or speaker for instrumental music
9. Environment:
Actions and information given:
●
Physical safety will be addressed by making sure the room is
set to an appropriate brightness level, to ensure individuals feel comfortable.
●
Emotional safety will be addressed by ensuring that the
environment is a nonjudgmental and closed-environment:
“We
encourage everyone to share today, but we do remind everyone that this is challenge by choice, therefore there is no
obligation to share. We want everyone to feel
comfortable and safe.”
a.
Facilitators' Tone: clear, calm, and inviting.
b.
Room and Environment: This treatment session is best
facilitated when clients all sit in chairs and form a circle
c.
Facilitator: The facilitators will also be seated in the
circle with the group.
d.
We will facilitate the treatment session through the above
actions in order to create an environment that is comfortable enough to foster
sharing and learning.
10. Evidenced
Based Practice:
●
An Expressive Mask
Making for Teens group was created for adolescents with anxiety, and
depression, and for those who have gone through trauma, abuse, and loss. Each
individual made three masks that would represent their past, present, and
future self. Through mask making, the adolescents were not only surprised by
their own artistic skills, but they most importantly were able to address the
age appropriate developmental task of identity formation.
Brumleve
E. (2010). Expressive mask making for teens: Beginning insights. American Art Therapy Association, Inc., 1-3. Retrieved from
http://www.arttherapy.org/upload/News&Info/ExpressiveMaskMakingForTeens.pdf
●
Mask making has proven to be an alternative method nurses
can use in the care of chronically and terminally ill children because it
offers those children a chance to heal themselves and acquire control over
their environment. In addition, mask making has shown to facilitate a nurse’s
ability to attend to the concerns and feelings of the children because a masks
reveals a lot about the individual who made it and it allows the nurse to be
sensitive to the children’s experiences and cultures.
Driessnack,
M. (2004). Remember me: Mask making with chronically and terminally ill
children. Holistic Nursing Practice, 18(4), 211-214. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=2004136809&site=ehost-live
11. Directed Education:
Mask Making - Treatment Session Plan
Content
|
Time - Minutes
|
Notes
|
1. Logistics
|
1 minute
|
A. Taking Care of
Business
i. State
the session subject: Mask Making - A Technique of Art Therapy
ii. Safety
issues:
·
Physical Safety will be addressed by making
sure the room is set to an appropriate brightness level, to ensure
individuals feel comfortable.
·
Emotional Safety will be addressed by ensuring
that this is a nonjudgmental, and closed- environment:
“ We encourage everyone to share
today, but we do remind everyone that this is challenge by choice, therefore
there is no obligation to share. We want everyone to feel comfortable and
safe.”
iii. Other
logistics: This treatment is best facilitated when clients all sit in
chairs and form a circle.
iv. Ensure that clients are invited to ask
questions throughout treatment.
|
2. Define Mask Making Technique
|
1-2 minutes
|
A. Tell group:
·
Attention grabber: Raise your hand if you have
ever portrayed yourself as someone you are not?
·
Raise your hand if you have ever hidden your
true feelings by acting a different way?
B. Key Concepts and Teachings
·
On a daily basis, people disguise themselves
by putting on different masks to protect who they really are or hide what
they are feeling.
·
This metaphor comes from the idea of actual
mask making which dates back to ancient times.
·
Masks were made for many reasons such as for
religious rituals, and today they are also used for entertainment, as a
disguise, for protection, and for counseling.
|
3. Experiential Learning: Mask Making
|
1-2 minutes
15 minutes
|
A. Facilitate
Mask Making
·
Look under your chair, you will find two
objects.
·
You will have the option of using the mask or
the paper plate.
·
When you have chosen which one you are going
to use, we invite you to decorate the outside of the mask or plate in a way
that represents the person who people think you are or how you show yourself
to others.
·
On the other side of the plate or the inside
of the mask, we encourage you to decorate it in a way that shows who you
really are or your hidden feelings.
·
Facilitators will provide their own examples
on a mask and a paper plate.
B. Activity
·
Clients spread themselves out and begin mask
making.
·
Ensure that clients can ask facilitators for
help.
·
Facilitators will play relaxing, instrumental
music.
|
4. Debriefing
|
15 minutes
|
A. Learning
Prompt:
Have the clients go back in a circle.
·
Facilitators will encourage clients to share
their outside and inside masks.
·
Facilitators will remind clients that it is up
to them to decide how much they are willing to share.
·
Clients may also pass.
|
5. Closure
|
5 minutes
|
A. Conclusion
·
Before we end treatment, we would like to go
around the circle and have everyone share a phrase on what you saw about
yourself in the overall process of mask making?
·
What was it like for you?
·
What will you take away from today?
B. Thank the
group
·
Facilitators will thank clients for being here
today.
|
Total Time
Allotted
|
40 minutes
|
|
_________________________________________________________________________________
Claudia & Mayra
4/27/15
RECL 197: RECREATION
THERAPY TREATMENT SESSION
1. Title: Dance/Movement Therapy
2. Rationale/Justification for facilitating this
session: Participants are able to express patterns of thinking and
feeling through movement. Encouraging participants to engage in creativity, can
further their emotional, cognitive, physical and social integration. Participants
are encouraged to express their own feelings with an alternative outlet.
Encouraging self-expression relating to our emotions is a tool that is
important to use as part of our daily functioning and knowing how to express
emotions, creates emotional stability throughout one’s lifespan.
3. Anticipated Outcome(s): By providing a safe
environment, we will encourage self-expression, creative movements and social
interaction. Develop and practice strategies that can be used to identify and
express one’s own emotions.
4. ICF CODE(s):
- d3551 Discussion with many people: Initiating,
maintaining, shaping, or terminating and argument or debate with more than
one individual.
- b760 control of voluntary movement functions -
functions associated with control over and coordination of voluntary
movements.
- d115 Listening - Using the sense of hearing
intentionally to experience auditory stimuli, such as listening to a
radio, music or a lecture.
- d3150 Communicating with - receiving- body
gestures -Comprehending the meaning conveyed by facial expressions, hand
movements or signs, body postures, and other forms of body language.
5. Goal(s):
- By
the end of this session, clients will be able to identify different
emotions
- Clients
will be able to recognize areas where differentiating self expression in
movements can be improved and be able to discuss the topic in pairs and
small groups.
- Clients
will learn alternative outlet for emotional expression.
6. Who:
- Parkinson’s Disease – this facilitation would
work well because individuals with Parkinson’s struggle with coordination.
- Alzheimer’s (Dementia) – with Dementia,
dance movement helps them feel more connected internally or externally,
looking for shifts in use of energy and affect.
- PTSD – with dance movement it is used as the
primary means of assessment and communication, the body is not merely
addressed in therapy but actually given a voice.
7. Group size: 4-18
8. Materials/equipment needed.
·
Chairs
·
Radio/ speakers for music
9. Environment: Description of the characteristics of
the ideal environment.
- Are
there certain actions/information towards which you will pay attention?
- We will observe
body language and nonverbal communication in response to the music.
- What
will your voice tone be?
- Our tone of
voice will be calm and professional. We want to keep an open mind and
have safety as our number 1 priority.
- The
setup of the room? The setup of the group?
- Open area
with chairs in a circle to be used for beginning of treatment. After
early discussion, an open area is needed to allow participants to move
freely around the room.
- We will
walk around the classroom as the treatment is going on and check in with
participants as well as provide feedback and positive reinforcement.
- Why
will you do it this way?
- We will do
the things we do during this session to provide safety, awareness, and a
positive learning environment as well as provide a sense of ease and
comfort so participants can have a better experience.
10. Evidenced based practice.
- Karkou
V, Meekums B. Dance movement therapy for dementia (Protocol). Cochrane
Database of Systematic Reviews 2014, Issue 3. Art. No.: CD011022. DOI:
10.1002/14651858.CD011022.
11. Directed Education
- Logistics:
- Address
safety issues
- Review
basic agenda
- Set
the tone:
- Provide
instructions for the treatment
- Ask
questions
- Break
into a big group where they have their own space to move around, come
back into the circle as a big group and share
Facilitate Learning: Setting the tone- How are you feeling
today?
a. Create a Content/Process Spreadsheet –:
Content
|
Time - Minutes
|
Notes
|
Setting the tone
· Introduce names
· Safety
·
|
0-2
mins
|
- Speak
with a great enough volume for everyone to hear, while keeping a warm
and welcoming tone and smiling warmly
- “Welcome to today’s session, I want to
thank you for taking the time to attend today and participate in the
activities we have for you today. Before we begin I would like to remind
everyone that participation is challenge by choice and we do encourage
everyone to participate to benefit from the activities we have for you
today. If at any time you need assistance, clarification or have questions,
please feel free to ask. Either Mayra or I will be glad to help. Also if
at any time you feel uncomfortable and feel that you need to step out,
that is okay we will check on you.”
|
⇒ Topic : Dance/
Movement Therapy
Movements are able to reflect the pattern of how an individual thinks
and feels.
Using Movement and Dance allows individuals to engage creatively to
further their emotional, cognitive, physical and social integration.
|
2-4
mins
|
1) “Today we’ll be talking about Dance and Movement
Therapy.. Where movements are able to reflect the pattern of how an
individual thinks and feels.”
|
Opening question: How are you feeling today?
|
3-5
mins
|
“As we begin,
1) I want you to take a few minutes to think about how you’re
feeling at this moment. Try to pick an emotion.”
|
Activity #1
Hand/Body movement expression and mirroring
1)*Facilitators
will have participants pair up and provide specific instructions of activity*
2) Participants will switch partners once or twice and express a new emotion
with new partner.
|
5-15 mins
|
1) “ Now we would like you to pair up with the person directly
across from you and thinking of the emotion you picked earlier.
2) You will take turns expressing that emotion in a movement and
you will mirror the expression. So while one individual is expressing their
emotion either with just a hand or body movement, the other individual will
attempt to mirror that movement.”
* SHOW DEMONSTRATION*
Things to say while they are doing activity
1) Keep in mind that you may use your hands or any part of your
body.
2) Remember you’re trying to express the emotion you feel right
now to your partner.
|
-SHARING
1) Bring pairs back into one circle (while standing)
*turn off music prior to sharing if it
is playing*
|
2-3
|
*Before sharing, have individuals take deep breaths 2-3x*
1) will go around circle and every individual will share the
emotion they were expressing and the movement they used.
2) Everyone
will do the movement the individual has shared. This will ensure comfort and
inclusion.
**follow up questions**
*thank everyone for sharing and state something about why
activity was done*
“you were able to experience a different way of expressing your
feelings and emotions other than using words and you were able to be creative
and attempt to push the envelope by doing something different”
|
Activity #2
Dance Movement Therapy with Music
*Music will be played after
instructions
|
5-8
|
1)“ Now we will do an activity that will give you a greater
sense of identifying your emotions and expressing your feelings through
movement”
2)We will be playing a series of music and you will have the
chance to move and express the emotion the music is evoking.
*give demonstration*
1) 3- 4 volunteers enter the circle and
will move along with facilitator and music.
2) have entire group move along with
the movements the facilitator presents.
Things to say as they begin to move
-so now feel free to roam around the room and try to paint a
picture using your body as a whole
-keep in mind how much space you’re using and how it relates to
your emotions.
-If you’re having a hard time, maybe start by moving certain
body parts and progress to moving your entire body.
- as you’re moving, feel free to go high, low, be loud,
move quick or slow.
MIDDLE OF ACTIVITY
-Check in with yourself, how are you feeling at this moment, pay
attention to your breathing….
*Few minutes pass*
- Now pay attention to your space
-- How much space are you taking up?
-- Are you moving aggressive or gentle?
-- If you’re not taking up a lot of space, try it…..
-- You decide if you want to go into the space of others or not
--Make your body heavy now like a feather
|
→ Individuals will get back into the circle
Process the experience:
|
3
|
Go around circle and have everyone share
* What did you
notice about yourself?*
à Ask follow up questions when
appropriate
|
Closure:
1) How did it feel to express your emotion in a movement?
2) How does this relate to real life?
3)How can you use this outside of the class?
|
3
|
Thank participants
|
b. Debriefing Questions: List 8-10 questions to help the
client process their experiences. See above guide for help.
1. What did you
notice about yourself?
2. How does this
relate to real life?
3. How can you use
this outside of the class?
4. What is one of the
strategies that you can take from this session?
5. What did you think
about today?
6. How is this
helpful to you?
3. How did you feel
after reevaluating gestures in connection to your feelings?
4. What did you learn
after completing the 1st activity?
5. What did you learn
after completing the 2nd activity?
6. What does emotions
identification mean to you after this session?
7. Have you
identified areas where you would need improvement in recognizing different
emotions after this session? What are they?
8. What is one strategy that you can take away about learning to
identify which feelings you are having after this session? What is it?
c. Considerations:
- We
will have music, participants will have to be open minded to portray
movements and express how they are feeling through the music
12. Disembark/Closure –
“It is time for our session to end, we hope you have gained a
greater understanding on the benefits of dance movement and you can incorporate
it in your daily lives”
We ask them these questions:
_________________________________________________________________________________
1. Title: Out
with the Old in with the New
2.
Rationale/Justification: This is
important because it will help you understand the different ways that we react
sometimes and allows us to look back and find alternative healthier choices to
our actions.
3. Anticipated
Outcome: After the facilitation you
will be able to have a practical
personality profile for yourself and others that can be applied to
understanding your good days and bad.
4. ICF CODE(s):
d198
Learning and applying knowledge, other specified
e425
Individual attitudes of acquaintances, peers, colleagues, neighbours and
community members
e460
Societal attitudes
e325
Acquaintances, peers, colleagues, neighbours and community members
b11420
Orientation to self
b180
Experience of Self and time functions
5. Goals:
-
Clients will became self- aware about their negative/ past
habits
-
Clients will maximize
their potential for success
-
Clients will be aware of the negative habits and be able to
change them
6. Who: This can benefit everyone. In a clinical or
community setting this can be highly recommended for patients that struggle
with the lack of understanding of personal growth including mind, body and
spirit.
7. Group size: The ideal group size would be to 5-20
participants. It is ideal to have at
least five participants in order to
discuss and complete the sharing squares and the concepts of the treatment in
order to get the best outcomes.
8. Materials/equipment
needed:
new
|
old
|
old
|
new
|
new
|
old
|
old
|
old
|
new
|
old
|
old
|
old
|
old
|
new
|
new
|
old
|
new
|
new
|
new
|
old
|
old
|
new
|
old
|
new
|
old
|
old
|
old
|
old
|
old
|
new
|
old
|
new
|
old
|
old
|
new
|
old
|
Content
|
Time-minutes
|
Logistics:
Shannel “Before we begin I would like everyone to adjust the
circle.
*wait
until circle is perfect*
Ok thank you everyone, My name is
Shannel,
Diana:
“And my name is Diana”
Shannel: “And thank you for coming to our treatment session about
old ways and new ways.”
Diana:
“Just a reminder this exercise is challenge by choice so we highly encourage
you to participate, we ask you to try
to be honest and open with yourself in order to get the best
experience form from this treatment.
Shannel: Just a reminder this room is a safe place
so anything said during this treatment session cannot leave this room. We ask
everyone to respect each other's privacy by keeping everything said here
private.”
Set The Tone:
Shannel: Raise your hand
if you ever regretted acting a certain way and wished that you could of done
something different.
*Wait
until participants raise hands any make some sort of comment like, ‘oh ok,
that’s a lot ‘
Diana:
now we would like you to think of
specific situations where you wish you could have reacted in a
different manner for the best.
we ask you to be honest with
yourself and on the left column we ask you to write as many old habits you
are trying to improve on that had lead you to a negative outcome. Then on the
right column you would write new ways to change those old ways.
Shannel: ex: on the left column i would
add: at work I tend to take charge of my coworkers duties when I know they
aren’t doing it the right way.So my new ways is to change that bad habit by
letting them fail and then teaching them the right of doing things, that why
they can learn from their mistakes.
** look up when you are done**
Diana:
Now that everyone is done we will be sharing, as we mentioned before, this is
challenge by choice but we would like
to encourage everyone to participate in our sharing squares.
Activity
Shannel: If everyone can stand up and walk to that side of the
square. This is called Old ways, New ways grid. One person is going to come
onto the grid one by one. And the goal
is to get to this side of the grid by
following the “New Way path”. The participant will step on a square and we
will tell you if it is a new way or old way. We have a pre determined path
already. After we tell you if the square you step on is a new or old way you
will tell us one item on your list.
Here is a hint: if you need help
on making a decision on where to go you can ask for help, if needed.
Diana:
you will have 10 pieces of paper to place in each square in order to keep
track of where you are going to. Once you reach an old way or dead end you
will have to go back the same way you came in and collect the pieces of
paper, then the next person will try.
**Any Questions?**
Shannel: Thank you all for participating. If we can all regroup
and come back to the circle.
Discussion :
Diana: If
we can take a couple of seconds to collect our thoughts.
Shannel: Now take a deep breath in and deep breath out. We want to
hear your experience when you got onto the Old way and New way grid. Did you
learn anything about yourself or did this treatment session have any life
changing experience.
** with follow up questions**
Diana:
If everyone can say one word to describe how you feel now?
Closure:
Shannel: Thank you all for
participating in our treatment. I can tell
that you all had major life changing shifts.
Diana: now if you are ever in a situation that you
reacted a way that you wish you didn't, you have a tool to be aware of it and
have a skill to change the bad habit. Remember, the motivation quote is out
with the old and in with the new.
|
0-4 min
2min
5-10 min
5-10 min
15mins
|
12.
Closure – we hope you all became self- aware or the bad
habits that we tend to do and allows us to think or alternative ways to react
to certain situations in order to maximize your potential for success.
Closure question:
-
Did you learn
anything about yourself or did this treatment session have any life changing
experience?
-
If everyone can say one word to describe how you feel now?
