Group Leadership Plan

Group Leaders: Lauren Devall and Mariann Gonzalez

Group Title: Craft group #1
Supplies:
Ball
Chairs (rolling stools can be used for students)
Magazines
Scissors
Stickers
Pasta
Beans
Paint
Paintbrushes
Stamps
Buttons
Glue sticks
Glue bottles
Markers
Patterned craft paper
Construction paper
Frame of Reference: Model of Human Occupation
Our treatment plan follows the structure of a MOHO group
(Orientation and introduction, warm-up activities, selected
activities, and wrap-up)
MOHO also advocates structuring groups around abilities and
social roles rather than diagnoses. While we are grading the
activity to fit the needs of each client, the client goals are based
much more on developing social skills and appropriate roles
within the group
The role of the therapist in this intervention will align strongly
with MOHO principles. The students will act as guides during the
intervention by advising the clients and only stepping in to assist
when it is necessary. The goal is for the art that is created to be
the stand-alone work of the client.
Purpose:
To introduce the clients to how group sessions will be run. To give them
an opportunity to express themselves through visual art and show us
how they see themselves. The activity will also address fine motor
coordination, bilateral integration, visual motor integration, and motor
control.
Description of Group Members:

Group will consist of six adult clients with various physical and
cognitive disabilities. All group members have been assessed using the
ACLS and scores ranged from 3.2-4.2. The focus of the group alternates
between crafts and life skills.
Group Goals:
a.
Group members will engage in appropriate, positive social
interactions during
the session as evidenced by listening while
others are sharing, providing positive feedback on others projects,
sharing appropriately, and engaging in
parallel group work.
b.
Group members will practice motor coordination, bilateral
integration, visual
motor integration, and motor control by
completing a multimedia art activity by the end of the session.
c.
Group members will practice sharing their work as a way to build
confidence and learn how to take on the active group role of initiatorcontributor.
1. Introduction/Warm Up (5-10 minutes):
Group members will be greeted and form a seated circle. Chairs
will be used so that all members will be at eye level with each
other.
Group leader will greet the group and introduce the first activity.
Members will pass a ball between them and be asked questions
about themselves (what is your favorite color, what is your
favorite food, what is your favorite animal, etc.)
Group leader will tie this to the next activity by explaining that
now that the members have told us about themselves, we want
them to show us what they think of themselves
2. Method/Activity(20 minutes):
Clients will be asked to create a visual art piece that represents
how they see themselves. This does not have to be a self-portrait
but should say something about who they are. Various mediums
will be available for clients to cut, glue, and draw with.
Clients will be informed at the beginning of the activity that they
will be required to share their piece with the group.
Students will assist the clients as needed while being aware of
allowing the group members to create the art as they choose.
Clients will be given a one minute warning at the end of this
activity to allow for time to clean up
Plan to grade up/down:
Clients will have the ability to choose between various mediums,
allowing for gradation within the activity.

Some clients who are working on truck or UE strengthening will

have their papers placed on a vertical surface such as the wall to
aid in these goals.

Discussion Questions/Prompts to support the following steps:

Students will monitor the clients progress and provide
assistance as needed with cutting, gluing, etc. Students will first
attempt to aid using min-max assistance or HOH assistance
rather than doing any part of the project for the client.
3.

Sharing (5 minutes):
Clients will return to the circle to share their projects with the
group. Group members will be encouraged to listen while others
are sharing and to provide positive feedback. Students will
encourage this by asking questions such as, _____, what do you
think of ____s project.
Group leader will share with the members that their art will be
displayed in the room during future group sessions. This will
provide the sense that the group members have ownership of
this area and are active participants in creating the space.

4.

5.

6.

7.

Processing feelings (5 minutes):

After the clients have had the opportunity to share their art, the
group leader can begin to ask questions aimed at gathering
feedback from the clients about their feelings regarding the
activity. _____, how did you feel about this? Did you have fun?
Questions asked should assist the client with elaborating on what
they found enjoyable about the activity.
Generalizing:
Group leaders will develop several general principles based on
the group responses
Principle 1:
Principle 2:
Principle 3:

Application (5 minutes):
Group leaders will use the principles they develop to draw
conclusions about the groups work and express these to the
group members.
Group leaders will also point out skills used in the activity that
can be generalized to other areas such as cutting or working on a
vertical surface.
Summary (5 minutes):

Group leaders will thank the members for coming and

congratulate them on their effort
Students will assist clients in washing their hands, gathering any
belongings, and making their way back to the bus

References:
Cole, M.B. (2012). Group Dynamics in occupational therapy. Slack
Incorporated:
Thorofare, NJ.
(see chapters 1, 11, and 12 in addition to your frameworks chapter in
Cole for ideas)