RT PLANNED GROUP ACTIVITIES

Emotions Jenga

Size of Group:
2+
Expected Outcomes:
Identify and define different emotions
Identify examples of different emotions
Supplies:
A Jenga or Tumbling Towers type game
Blackboard paint and liquid chalk pens in three different colors OR skip the paint and just use regular
Sharpie/ permanent markers in three different colors
To make your game
If using chalkboard paint, paint one side of each Jenga piece.
Once dry, label each piece with an emotion. Repeat each emotion with each of the three different
colored pens. Some suggestions for your emotions;
Happy Jealous
Sad Proud
Angry Loved
Disgust Bored
Scared Annoyed
Worried Nervous
Anxious Peaceful
Joy Mad
Excited
Instructions:

Play the game as you regularly would, taking turns to remove one plank at a time.

For each piece removed, the player must do one of three things depending upon which color they removed
from the stack. So, in our game,

A pink piece = Name the emotion. Make a face that shows this emotion.
A blue piece = Describe how your body feels when you feel this emotion
A white piece = Tell us about one time that you felt this emotion.
Giant Memory

Supplies:
Memory Cards
Space to spread out the cards
Depending on the age you can use as many or as little of the cards that you want
Size of Group:
1+
Directions:
Mix up the cards.
Lay them in rows, face down.
Turn over any two cards.
If the two cards match, keep them.
If they don't match, turn them back over.
Remember what was on each card and where it was.
Watch and remember during the other player's turn.
The game is over when all the cards have been matched.

https://studiodiy.com/2013/07/30/diy-giant-lawn-matching-game/
Cootie Catcher

Supplies
White printer paper
Markers or colored pencils
Size of Group:
1+
Instructions:
Using the template below (if needed), have the kids fold and create a cootie catcher. There are a variety of
themes for the cootie catchers such as the zones of regulation, coping skills, anger management, or
emotions, etc. Choose the theme that fits the group best.
As a group, discuss possible things the kids could include in their cootie catcher and encourage them to work
together.
Dot Maze
Size of group:
2-6
Expected Outcomes:
Identify negative self-talk statements
Identify importance of asking for help and the importance of who you are asking
Effective communication
Identifying the difference in negative thinking and looking at a situation in a positive way
Learning from mistakes
Supplies:
16 Polydots
Printed polydot grids (see below)
Description of the Activity:
Take the 16 polydots and set them up into four columns of 4. The grid is the 'maze' that the patients have to
navigate. Using the provided printed grid, decide which steps will be the correct ones before the patients
begin the activity. Depending on the age and a level of the kids, you can use as little or as many dots as you
would like.
Explain that the goal is to get across the maze. Steps can be forward, diagonal or to their immediate left or
right. They line up and the first patient goes. Tell them which dot to start on. If they take a correct step (that is
already planned out by me) then I say 'Yes', if it not the correct step make a buzz or beep sound. If it is the
right step they continue and if it is wrong they get in the back of the line and the next person goes starts over.
If they are having a hard time I remind them that the pattern is the same for everyone so they should pay
attention to their peers, I also remind them that they can ask their peers for help. I also ask that no one shouts
out the answer before the person asks for help.
Once someone has successfully finished the maze, you can have each kid follow the pattern to complete it.
If this is too easy for the kids, you can change a few things to make it more challenging.
Examples:
Only one person can talk
Blindfolds
No one is allowed to talk
If they step on a certain dot then they need to answer a question
Depending on the size of the group, the kids can pair off or individually create a pattern and take turns
having the group figure it out.
12-sided Coping Skills Dice

Source: http://creative12steps.blogspot.com/2012/11/12-sided-program-dice.html
Size of Group:
1+
Expected Outcome:
Identify positive coping skills to use in stressful situations
Supplies:
Printed template (see below)
Markers or colored pencils
Double-sided tape of glue stick
Scissors
Instructions:
As a group, talk about coping skills and times you might need to use them. Have the kids come up with some
different coping skills they use. Tell them that they will be making a 12-sided dice coping skills dice. Pass out
the template to each kid and have them start writing and decorating it with different coping skills. Explain that
when they get angry, upset, or sad, they can roll the dice to help them come up with a coping skill to use.
After they have finished filling it out, cut out the edges of the dice. Be sure not to cut off the tabs along the
edges because these are needed to glue the dice together. Once it is cut out, fold the tabs down and make
folds on the printed lines from the template. After folding, use double-sided tape or glue to connect the tabs
to adjacent sides.
Therapeutic Dream Catchers
Size of Group:
1+
Expected Outcomes:
Identify positive and negative thoughts
Identify ways to challenge negative thoughts
Supplies:
Dream Catcher printed on white cardstock (see below)
Embroidery floss
Masking tape
Scotch tape
Feathers
Markers or pens
Description:
Start by talking about the story behind Dream Catchers:
Dream catchers come from Native American legend where they were used as talismans to protect sleeping
children from bad dreams and nightmares. The web catches the bad dreams during the night and disposes of
them when daytime comes. As for the good dreams, the feathers act as a fluffy, pillow-like ladder that allows
them to gently descend upon the sleeping person undisturbed.
Today we will be creating our own dream catchers using positive and negative thoughts.
We will start by decorating our dream catchers. Everyone will need some embroidery floss with a piece of
masking tape at one end, some feathers, and a few pieces of scotch tape. When you first start, be sure to poke
your embroidery floss from the back to the front and pull all the through until you have a little tail less than
one inch. After this, secure the tail with a small piece of scotch tape. After this, you are free to create pattern
of your choosing. After you have finished your pattern, secure the other end of the embroidery floss with
another piece of scotch tape. Next you make pick three feathers to tape on the bottom of your dream catcher.
After this, write some negative thoughts to put inside of the dream catcher and some positive thoughts that
challenge those negative thoughts to go on the outside of the dream catcher.
Have each person share one negative thought and one positive thought that challenges the negative thought.
Source: http://www.elsa-support.co.uk/wp-content/uploads/analiese-dreamcatcher.png
Wheel of Coping Skills

Size of Group:
1+
Expected Outcome:
Identify positive coping skills to use during stressful situations
Supplies:
2 paper plates
Markers
Metal prong fastener
Instructions:
1. Cut out a small triangle towards the middle on one of the paper plates.
2. Insert the metal prong fastener in the center of both plates to attach the two plates together and so
the plates can spin.
3. Write different coping skills on the bottom plate and decorate the top plate as desired.
Source: https://kristinamarcelli.wordpress.com/2016/05/02/spin-the-wheel-of-coping-skills/
Carry a Positive Memory in the Palm of Your Hand

Size of Group:
1+
Expected Outcomes:
Identify a positive/calm memory that can be used to help you feel safe and calm during stressful
situations
Relate positive memories to each of the senses
Supplies:
Markers
Paper
Instructions:
1. Start by explaining how carrying a positive memory in the palm of your hand can help you feel safe and
calm wherever you are. Invite anyone to share a happy memory with the group.
2. Give each person a piece of paper and have them trace their hand.
3. Have each person think of a memory that makes them feel safe and calm to remember in the midst of
stressful and triggering situations.
 4. Write each of the five senses (seeing, hearing, tasting, touching, and smelling) on each of the five
fingers.
5. The child will then draw and/or write about the memory on the palm of the hand. Then write how the
memory is experienced using each of the five senses on each finger. Have them write or draw on each
of the fingers.
6. Talk about how thinking of this memory can help the person feel a sense of safety and inner calmness despite
outer life circumstances.

https://kristinamarcelli.wordpress.com/2015/07/14/hold-a-sense-of-inner-peace-with-you-wherever-you-go/
Giant Tangrams
Size of Group:
2-8
Expected Outcomes:
Identify positive ways to communicate
Problem solve as a group
Follow directions/rule
Supplies:
Giant Tangrams (provided and see instructions below)
Rope
Tangrams patterns (see below)
Stop watch
Description:
1. Gather the group into a circle on the floor. Explain that you will be working on communication and
problem solving today. Ask the group what are some examples of positive communication.
2. Have everyone hold onto the rope and place it in a circle shape in front of them. Explain that they will
be working as a group to solve the different tangram patterns. Place the tangrams in the circle.
o Round 1: Start with an easy pattern
Only one person in the circle at a time
You only have 15 seconds to be in the circle
Each person must have a turn before you take a 2nd turn.
o Round 2: Depending on the group, choose a more difficult pattern
Only one person in the circle at a time
You only have 15 seconds to be in the circle
Each person must have a turn before you take a 2nd turn.
The person in the circle cannot talk
o Round 3: Continue to make the pattern more challenging
Only one person in the circle at a time
You only have 15 seconds to be in the circle
Each person must have a turn before you take a 2nd turn.
Once someone is in the circle, the group cannot not talk to one another. They will need
to plane ahead and strategize before people enter the circle.
3. Make the task more challenging adding more rules/difficult patterns
o Give the group the blacked out patterns and have one the kids with the answer key for the
pattern. Have the child instruct peers on how to put patter together.
4. Processing questions:
o How did you feel about the activity?
o What made it difficult?
o How did you communicate as a group?
o What were some effective/non-effective communication strategies?
o What did you learn about communication?
1. Fold a rectangular piece of paper so that a square is formed. Cut off the extra flap.

2. Cut the square into two triangles.

3. Take one triangle and fold it in half. Cut the triangle along the fold into two smaller
triangles.
4. Take the other triangle and crease it in the middle. Fold the corner of the triangle opposite
the crease and cut.

5. Fold the trapezoid in half and fold again. Cut along both folds.

6. Fold the remaining small trapezoid and cut it in two.

Positive Self Talk: Filtering Negative Self Talk

Group Size:
1+
Expected Outcomes:
Identify positive and negative self-talk
Materials:
Coffee Filter (traditional flat-bottomed type)
Writing utensils
Instructions:

Provide each participant with one flat-bottomed coffee filter.

Process negative and positive self-talk.
Ask the participant(s) to write on the bottom side the negative self-messages and then positive ones
on the inside.
Then, stand up and drop the coffee filter. It will land right-side up.
Process the meaning of this and the power of positive self-talk.

Idea taken from: 86 T.I.P.S. for the Therapeutic Toolbox

Self-Esteem Bag

Materials:
Picture book about liking yourself or wanting to change who you are (Optional)
Brown paper lunch bags
Tin foil
Strips of paper and/or Positive Affirmations printout
Safety scissors
Glue sticks
Crayons / Colored Pencils / Markers

Instructions:

Introduce Self Esteem topic and the concept of Positive Self Talk.
Read story addressing self-esteem, self-talk, wanting to change, etc. and process.
Distribute art materials
Have the child cut a square of tin foil to fit on brown bag, leaving room for decorating and for the foil
to be framed to look like or resemble a mirror.
 Allow the child to decorate the bag. S/he can put her/his name on it, write the phrase I like me above
the mirror, etc.
Using printed self-affirmations, cut out applicable positive phrases, or phrases that child would like to
come true (process self-fulfilling prophecies).
Insert affirmations in to paper bag for safe keeping
Use blank strips of paper to write out personalized self-affirmations.
Process using this as a tool to rehearse the daily practice of positive self-talk.
This activity works well with elementary and middle school students. The concepts could be adapted for high
school aged students.
My Feeling Calm Book

Materials:
Magazine clippings
Markers, colored pencils, etc
Safety Scissors
Glue Sticks
3 x 5 Notecards
Hole Punch
Ribbon or string

Instructions:

Process Safe Place as a coping skill.

Direct child to find or make pictures of places s/he would feel calm or safe in. While child is doing so,
cut three 35 cards in half to make pages for the book.
Hole punch two holes along the top and bottom sides for it to be bound later.
Have the child paste (or draw) pictures on to the pages.
Have child decorate the cover page.
Assist child in cutting and threading ribbon through the holes, tying one ribbon per hole.
Once product is finished, have the child identify one favorite picture/space and lead the child through a
guided imagery exercise using that picture.
Process how the child can use this pocket-sized book as a coping tool for feeling upset.
Emotions Color Wheel

Expected Outcomes:
This exercise is designed to have your client open up and feel more comfortable expressing his/her
emotions/feelings, and establishing rapport/trust with you!
Description:
This activity is good to break the ice with any client. It is also an easy check-in to find out how the
client is feeling and the issues he/she is dealing with at this time in his/her life. After creating a pie
chart with 8 sections, the client gets to choose 8 emotions and then color in the pie pieces.
Materials:
Colored Pencils or Markers and a White Piece of Paper.
Instructions:
1. Start with a piece of white paper and draw a circle filling the page.
2. Draw a line straight down the center of the circle, then draw a line down the center, criss-crossing the
first line. Follow this by halving the other pies and again until you have 8 pies.
 3. Ask the client, What are 8 emotions that you would like to put in each pie on the wheel? Then, as the
client mentions the emotions place the word above the pie (on the outside). (The client may need
some assistance with coming up with 8 emotions. Give assistance but be careful to not choose for the
client.)
4. Ask the client to now fill in each pie with a corresponding color or picture that matches his/her idea of
what the emotion means to him/her.

5. When the client is finished coloring have him/her explain what had him/her choose the color or explain
what the picture means.
6. Ask the client to share where in his/her life he/she is experiencing that emotion/feeling. Dialogue
about it as the client feels comfortable.

Questions to Ask Client:

1) Could you tell me about your Emotions Color Wheel?

2) What had you choose that color/design for that emotion?
3) Where else in your life do you experience that emotion/feeling?

Note: Use affirmative statements with the client. Always acknowledge the client's positive qualities and work with the
client to notice their own ability to create beauty/something of importance/value.
Outside/Inside Masks

Description:

People often do not realize that they put on masks when interacting with others. We wear masks to get through
stressful times. We put on masks when we are with our children being loving and nurturing, at work being professional,
and with strangers to keep them from seeing too much (to name a few). There are thousands of masks we wear,
sometimes all within one day. This directive is designed to help clients begin to become aware of these masks so that
they can choose what masks to wear. They will also become more aware of what is really going on behind the masks in
order to learn how to deal with them in healthy ways.

Materials:

There are a multitude of ways clients can make masks. The simple way is to use regular paper and markers or
colored pencils. You can also have the client make a mask out of paper Mache, or buy a mask at Hobby Lobby
and have the client decorate it.

Instructions:
1. Explain the nature of masks to the client. Have the client identify some of the masks she wears and
why.
2. Draw an oval shape on a piece of paper, taking up the whole sheet. Put eyes, nose and mouth in a
general shape on the paper, inside the oval. Put the word Outside at the bottom of the sheet to
identify that this drawing will be the mask that the client shows to others.
3. Ask the client to draw what comes to mind when she is showing others a (general) mask.
 4. After the client finishes the drawing for the Outside mask, take a second piece of paper and draw the
oval, eyes, nose and mouth in the same way you drew the first mask features. At the bottom of the
paper write Inside to identify that this drawing will be what is really going on inside the person, how
she is feeling inside. Ask the client to decorate it however she would like.
5. When the client is done drawing both the Outside and Inside faces, ask her to tell you about the
drawings. Have a discussion about what she sees in her drawings. Write down what the client says
about each image they created and color they chose. (Ask permission before you write or mark on the
picture, and then I suggest you do it in pencil.) Make an arrow and then write down each meaning
indicated by the client. This will enter in words (which will activate the left side of the brain) and the
images (which has already activated the right side of the brain).
a. It will also give you a clear guide to the image later when you go over these images at the end
of the time with the client, for the review of the artwork created and therapy completed.

Processing Questions:
1) Tell me about the drawings you created. How did it go?

2) How are the drawings different? How are they the same?

3) What do the colors mean to you?

4) What did she see about herself in the overall process?

Objective for this Directive:

1) Allowing the client to have a safe space to begin to get in touch with her feelings is imperative. Each client has
different ways of looking at this directive. Some will catch on quickly and be able to express how they are
feeling. Others will need more guidance. It is always important to make sure to emphasize to the client that
this is a safe space where the client can express herself and experience acceptance in the process. Also, by
creating a safe space the client is beginning to learn who may be a safe person to open up to and who is
not, trusting herself to know the difference.

2) Increasing the clients self-awareness and self-acceptance. By encouraging that the client is in a safe space the
client is also receiving the message that it is OK to feel what she is feeling, and that it is acceptable. This
 promotes self-acceptance in general and can increase the clients willingness to deal with negative emotions,
especially when her confidence increases through the use of healthy ways to express and communicate those
emotions that may be more uncomfortable.

3) Identifying the difference between what the client communicates with others versus what she is actually
feeling can stimulate conversations for healthy communication and increase the clients sense of self-control.
This exercise naturally opens conversation that highlights healthy boundaries and how they work. It is not
always appropriate to share everything one is feeling with others. Conversely, it is not always healthy to keep
everything inside, not sharing anything. Finding that balance is key to being mentally healthy. It is important
for the client to learn when it is appropriate to share and when it is not.

NOTE: This mask directive can be applied to any masks you want to create with your client. Have fun with it
and allow the client to explore the metaphors in masks. You can add sequence, feathers, beads, and anything
else the client would like to utilize. You can pick up basic white masks at Hobby Lobby, which make great
canvases to make some amazing masks. There are a myriad of ways to create masks. Explore and have fun
with it!
Inside/Outside Boxes

Purpose:

This directive is designed to assist the client in drawing a line between what is "bad" in their lives and what is
"good" in their lives. It also helps them to have a visual representation (and begin to conceptualize) the idea
that they can "put a lid" and "contain" their negativity.

Materials:

Magazines
Scissors
Glue
Shoe Box (or another box with a lid)

Directions:

1. Have the client pick out a box that they like (shoe boxes are perfectly - something with a lid). Then, have
the client cut out images (in magazines) and/or words that are both "bad" images and "good" images
(images that he/she feels drawn to).
2. When the client is ready, have him/her glue the "bad" (or negative) images in the center or inside of the
box. Then, place the "good" (or positive) images on the outside of the box.
3. Ask the client to share about each image/word chosen and what it symbolizes for him/her. Process
whatever issues show up at this time.
Make sure highlight the idea that each person has the ability to put the "lid" on to the negative things any
time they want, taking off only when he/she is ready to deal with or work on. These concepts are very
fundamental to introducing the idea of how to begin to establish healthy boundaries with self, and finding
healthy/appropriate ways to deal with pain memories/emotions.

Processing Questions:
1) How does it feel to be able to put a "lid" on the negative stuff?
2) What are the positive things going on in your life/what are the positive things on your box?
3) How can you begin to "put a lid" on your negative emotions at this time? What are some skills you can
design or put in place?
Paper Lantern Guide
Paper lantern symbolizes wishes for a bright future, something that guides us, enlightens us, motivates us and
others. Something that gets us through the darkness/hard times. Power to dispel darkness.What would
symbolize your darkness? What is something that you would need to get through that darkness?

Write on the inside of your lantern what motivates you, what guides you and what gets you through hard
times/through dark times

http://www.artsyfartsymama.com/2013/02/diy-wax-paper-lantern.html
 Apples to Apples twist

1. Each player is given a job.

a. Judges can be funny but they must be fair.
b. Materials Managers must think with their eyes and make sure that every player has 5 cards at all
times.
c. The Encourager says, well done or that was a great choice.
d. The Voice Controller must decide when the fun gets too loud.
e. The Problem Solver is the go to guy or girl if a small problem comes up.
Skills learned: One must be flexible when choosing a card to play even when it isnt a very good
match. Emotional control is necessary if a player starts to feel frustrated when the judge doesnt pick his/her
card or when he/she doesnt seem to have a good card to play. Response inhibition is necessary to help keep
ones cool when ones card isnt chosen. Staying focused on the goal of getting 5 green cards, even when
one is in last place, is goal directed persistence.

http://www.recreationtherapy.com/tx/actindex.htm
http://rectherapyideas.blogspot.com/