Creative Art Play on World Mental Health Day

This is a wonderful day.
for me, i really felt satisfy, happy and too great....
by transforming the room to become a magic space
and using creative art and play therapy concept t play with children, adolescent and the parents
this is really wonderful
i am having so much fun too

Thankyou Menlinda and Pricila for the wonderful teamwork.
for Melinda, she is doing therapeutic story telling, and myself incharge for small world play.
children was so happy and love to play together... untill they forgotten themselves. hahaha

ya, the picture here showing that we are under the magic tree...
this is a magic tree with super natural strength

the children actually expressed themselves and be fun in the session. it's good enough they can open themselves to be enjoy
i am happy that 1 of my client had came and joint.
he is normal child, but with behavior problem... ....

i really miss the moment.... ....

2nd session: Closure

as Pris and Melinda mentioned about previosly, going to let the group do the journal and reflection.
so the closure of the activities part is Draw It:

the participants need to draw the feelings' like as be blind person and people who give instruction.

proposed activities: 2nd session

Main development:
Name of activitiy: BLIND WALK

OBJECTIVES:
- experience what it would be like to be without the sense of sight.
- be good partners and will safely guide each other on blind walks.
- identify three things on their blind walk by using their other senses besides sight.
- discuss what they learned from their blind walk with the whole class.
- think about what kinds of questions they would like to ask our blind visitor, who will be coming to talk to the students the following day.

MATERIALS:
eight blind folds
whistle
chart paper and marker

PROCEDURES:
Introduction /Anticipatory Set

Have students come meet on the carpet and assign everyone a partner.

Tell the students that they have learned a lot about why their senses are important to them, now you want them to experience what it might be like to be without one of their senses. Explain that everyone is going to have a chance to see what it feels like to be blind.

Inform the students that they will be going on a blind walk. Tell them that you are going to pass out blind folds, one to each set of partners, after you are through giving the directions. Now, tell the students that one partner will be the guide while the other partner wears the blindfold. It is very important that the guides keep their partners safe. They must tell them when steps are coming and they absolutely cannot allow them to bump into anything.

Explain to the guides that their job is to lead their blind partners outside to the playground, where they will choose three things for their partners to try to identify using their other senses besides their sight. Ask the students to quickly review what these other senses will be.

Tell the students that you will blow a whistle after 10 minutes and then the partners should switch jobs so that everyone has the chance to be blind.

Explain that when the students are blindfolded, you want them to pay close attention to what is going on around them. What kinds of sounds do they hear when they are outside. What do different areas of the playground feel like under their feet.

Ask the partners to decide who will want to be blind first. Distribute the blind folds to the appropriate partner.

Sequence of Instruction
Tell the students to help each other put on their blindfolds. Then ask the guides to lead their partners carefully to the line. Before leading the students outside, explain that if they can still see under their blindfold, they should close their eyes, because you really want them to have a chance to see how it feels to be blind.

Allow the students to lead their partners around on the playground for about 10 minutes. Suggest to them that they take their partners to all different areas, on the grass, on the blacktop, and on the play equipment.

Remind the students that the guides need to find three things for their blind partner to identify.
After 10 minutes, blow the whistle and ask everyone to switch their blindfolds.
Allow the students to roam around for 10 more minutes, and then blow the whistle again, signaling all of the guides to lead their partners into line. Tell the students to leave their blindfolds on until they get back to the classroom.

Closure
Group the students at the carpet once again and collect the blindfolds. Begin a discussion about their blind walk. How did it feel to not be able to see? What kinds of sounds did they notice outside. Could they tell what part of the playground they were on by the way the ground felt under their feet? Were they able to correctly identify the objects their guides gave them? What senses did they use to identify the objects?

After exhausting all of the student comments about their blind walk, explain to them that they are going to have a visitor come and talk to them tomorrow that is actually blind and uses a seeing eye dog to help her get around. Tell the students that you are excited that they are going to learn more about what it is like to be blind by listening to her and by asking her some good questions.

Prepare the students for the visit by asking them if they can think of some questions they would like to ask the blind woman ahead of time. You can write down the questions as they think of them on a piece of chart paper.

After the students are done volunteering different questions they would like to know more about, read over the list you have made out loud to the students, and then ask them to try to read it along with you once again.

EVIDENCE OF STUDENTS ACHIEVING OBJECTIVES:
Students will gain insight on what it would be like to be without their sense of sight by keeping their blindfolds on and cooperatively going on a blind walk with a guide for 10 minutes.
Students will demonstrate that they can be good guides by safely guiding their blind partners around the playground.

Students will demonstrate that they can use their other senses other than sight by identifying three unknown objects without using their eyes, and then discussing what they discovered with the class.

Students will express what they learned on their blind walk by discussing what it felt like to not be able to see and by discussing what other senses they used.

Students will become prepared for their visitor by thinking of several questions that they think they would like to know more about in order to help them learn what it must be like to be blind, and how a blind person gets around.

ADAPTATIONS/RETEACHING IDEAS:
A lot of prompting might be necessary when thinking of questions for the blind visitor. Prompt the students to ask questions that might help them learn how blind people get around on their own and do daily chores. Also arouse their interests to ask the visitor about her favorite hobbies so they can discover if blind people enjoy doing some of the same things they do.

EXTENSIONS:
This activity might be a good one to refer back to and write a short class story about.
Explain to students that many blind people donÕt need a person to guide them because they use a cane which they move back and forth in front of them. Allow the students to take turns throughout the day trying to get around the room with their eyes closed using a cane.

REFLECTIONS:
Did this turn out to be a safe lesson? Were the students good guides?
Was the lesson run efficiently?
How did the students respond to the lesson?
Were the students adequately prepared for the visitor?

http://www.ed.uiuc.edu/YLP/96-97/96-97_curriculum_units/Alike_Different_MMatthys/blind_walk.html

2nd session: Warm up

opening rituals:
game 1: Cross Circle

Type : Active activity that can be done anywhere.
Works on quick responses and learning names.

Group Size : Any group size.

Equipment : None

Objective : To learn the names of those in your group.

Rules
1. The entire group is standing in a circle facing each other.

2. A selected person calls out the name of someone in the group.

3. When that person acknowledges that their name has been called out, the person who called it out starts to walk towards them.

4. The second person has to call out another person’s name and when they are acknowledged, they start walking towards that person and so on.

5. It is the responsibility of the person whose name has been called out to call out a name of someone else in the group who is not moving and get walking towards that person before the person who called out their name reaches them. Try and say all of that in one breath.

6. When the person(s) who is walking reaches the spot where the person was standing that they called out to, they just take that spot and wait for their name to be called out again.

7. The round or game ends when someone calls out someone’s name and reaches that spot before that person calls out someone else’s name and gets out of the way. COLLISION! It can also end when you are going so fast that everything is just a blur.

Variations
1. Get two different people starting out at the beginning. This way you have 2 different cycles moving within the same circle. If you have a really large group, try 3 or more.

2. No calling out at all. Just point. When eye contact is made, start walking and so on.

Notes
Start out slowly at first so that everyone gets the hang of it and then see how fast you can get things going.


as a warming up, it's a good start for the members to learn how they can work in eye contact, or silently, without language

2 activities: Hula Hoop Passing
Group Size:Any group size. Entire team.
Equipment: One hula hoop per group.
Rules
1. Each team stands in a circle holding hands in their corner of the gym.
2. One hula-hoop is placed so that 2 people are holding hands through the hoop.
3. The goal is to move the hula hoop around the entire group without breaking any grip.
4. The group has to pass the hoop over their bodies onto the next person.
Variations
1. Record the time it takes and then try to beat that time.
2. To add more challenge, have two hoops, one going clockwise and the other going counterclockwise. This gets real interesting when it gets around to the other side. Everyone tends to pass the hoop as fast as they can so they don’t have to deal with two going different directions.
Note
· One warning….be prepared for the hula hoop to get stretched and/or broken.

http://www.geocities.com/saskrescue/all_aboard/games.htm

30.9.2009: 2nd online Group Tutorial

in this session, Seok Binn, Phaik Nee are not available as health concern.
so, just me, Melinda and Priscila who are online with Alex for Group tutorial.
the focused is on Trust issues, and it's happend that i was given the task to work out for session 2, so, it's about build up the trust.

and, it's really funny as Alex was trying to give us example and looking in our ALS groups, and talk about the trust.

for me, I TRUST my groups members very well, we are from different background no doubt,
and i trust that they will back me up, if there is things that we should work together. for the TUOG, it's a slow motions work, compare the small world play or storry telling. but yet, i believe we will able to reach the mission impossible with outstanding work. that's why, all of us need to moved in slow and steady way

though Phaik Nee is sick, but she is really great! she work very hard, and i am so touch by her effort, as well as cheng, she make a mooncake for me, and deliver by Melinda. Priscila is sharing her work with her own group, and willing to share the report that she had done, just to improve our work, and of course, the work is strictly use as learning purpose, no others intention. this is our strength.

i trust that all of us will able to share the "gift" , the "ability" inside us to make this work done. hopefully, i didn't let u all down, and i am working too, to make the things well

so, when are we going to have online meeting again?
POWER GIRL, let's move
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