Play group @ Children home

every Wednesday 3.00 - 6.00 pm
will do a play group for children in children home, Kepala Batas, Seberang Perai

the purpose of this work group
-create a place to share, buil up support system for each other
-allowing them to express their emotion in different art medium

• number of participants: 5-6 person in a group
• mixed group - boy and girls
• duration: 90 minutes
• neglected child
• close group

~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *

1st session: 

opening:
- name tag
- ground rules
-name/shape/action

Middle
- chicken dance - movement as warming up
introduce SELF
name- purpose of name
self potrait 

Closure
group art
laughter activity




~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *

2nd session:

opening:
- name tag
- ground rules
-name/shape/action


Middle
- chicken dance - movement as warming up
introduce BOX
making box with recycle material
then, write a message to someone/themselves



Closure
group art
laughter activity

~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *

3rd session:
opening:
- name tag
- ground rules
-name/shape/action


Middle
- chicken dance - movement as warming up
introduce BOX - writing message to someone they wish
using story as sharing - story buil resilience
- sheil silverston - the missing piece
- nancy davis - the black pearl
telling their favourite story in life  using puppet
will bring puppet to the home ：）

then, write a story together  - while can polish their writing skill



Closure
group art
laughter activity

~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *

4th session:
opening:
- name tag (just put the name tag on their shirt, to make sure they entering the group)
- ground rules (repeating the same rules - no fight/respect/listen/no kick etc)
-name/shape/action (can used ball to test focused or attention)


Middle
- chicken dance - movement as warming up
THE BOX - writing message to someone they wish
THE STORY - continue write up the story from previous session
picture - call their interest
- 10 words from the picture - and make a short story



Closure
group art
laughter activity

*** assuming children will be more familiar with each other, and the rappo had build up
how they can help each other, support each other with this 200 kids children home
issues of bullied, fighting, stealing etc....

~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *

5th th session:
opening:
- name tag (just put the name tag on their shirt, to make sure they entering the group)

- ground rules (repeating the same rules - no fight/respect/listen/no kick etc)

-name/shape/action (can used ball to test focused or attention)



Middle
- chicken dance - movement as warming up
THE BOX - writing message to someone they wish
THE STORY - continue write up the story from previous session
 clay/ playdoh/ create something for themselves

Closure
group art
laughter activity

~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *

6th session:
opening:
- name tag (just put the name tag on their shirt, to make sure they entering the group)

- ground rules (repeating the same rules - no fight/respect/listen/no kick etc)

-name/shape/action (can used ball to test focused or attention)



Middle
- chicken dance - movement as warming up
THE BOX - writing message to someone they wish
THE STORY - continue write up the story from previous session


collage - self/ vision board - what they wish for future
as some of this child is 11-12 years old, they will be transfer to others' home for adolescent
after complete UPSR


~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *


7th session:
opening:
- name tag (just put the name tag on their shirt, to make sure they entering the group)
- ground rules (repeating the same rules - no fight/respect/listen/no kick etc)
-name/shape/action (can used ball to test focused or attention)

Middle
- chicken dance - movement as warming up
THE BOX - writing message to someone they wish
THE STORY - continue write up the story from previous session


Paper Plate:WHO　AM I?
using creative art medium, play with the paper plate
create a happy/sad/angry face
talk about how they show them self to the world



Closure
group art
laughter activity


~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *


8th session:
opening:
- name tag (just put the name tag on their shirt, to make sure they entering the group)
- ground rules (repeating the same rules - no fight/respect/listen/no kick etc)
-name/shape/action (can used ball to test focused or attention)

Middle
- chicken dance - movement as warming up
THE BOX - writing message to someone they wish
THE STORY - continue write up the story from previous session
music - round music
let the "sound" come together as one



Closure
group art
laughter activity
~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *


9th session:
opening:
- name tag (just put the name tag on their shirt, to make sure they entering the group)
- ground rules (repeating the same rules - no fight/respect/listen/no kick etc)
-name/shape/action (can used ball to test focused or attention)

Middle
- chicken dance - movement as warming up
THE BOX - writing message to someone they wish
THE STORY - continue write up the story from previous session


TALK --WALK-- JUMP -- CROSS


preparing to say good bye


Closure
group art
laughter activity


~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *


10th session:
opening:
- name tag (just put the name tag on their shirt, to make sure they entering the group)
- ground rules (repeating the same rules - no fight/respect/listen/no kick etc)
-name/shape/action (can used ball to test focused or attention)

Middle
- chicken dance - movement as warming up
THE BOX - writing message to someone they wish
THE STORY - continue write up the story from previous session

THE BIG PIECE - draw a big piece together
saying goodbye 


Closure
group art
laughter activity

~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *  ~   *  ~  *

i wish to do role play and safe place
but i don't have props
hmm..maybe next time

Expressive group with staff

 6-8 April 2011
i was fully in-charge for staff program
to give briefing about what is SOP of work and
conduct teamwork- program in teraputic approach

TQ for my superior, PJ who is supportive
she manage to break thought the challenge from management side, and we did.

expressive work/creative work must be authentic and come from inside/outside.

the activity i do with staff is recognition of self with four possibilities
(1) recognize our Strenght
(2) recognize fear
(3) recognize angry
(4) hope






then, moved to game, energizer activity and dance, movement
i try to integrate what i learn from CCS with Pris, to give meaning of NAME
how the NAME bring us here today!

Finally, is the big group drawing
where each of them draw together

Learning and growing with the organization, sometime is essential
i learn and grow together in this journey as well...

Teen Camp on 3.12.2010

this is not first time i am handling juvenile delinquent camp
this is 3rd year i am working in this place, and it's a anual program
The camp was held at Merbok, Kedah

this round, we have 26 participants out of 40
there is 16 indian, 10 chinese who involved with this camp

as usual, we start the activities with ice-breaking
each of the participant will introduce their name, age, how they wish to call
then, we start to do "action", name follow by an action
after that, we try to move and play some warming up activity

come to the game of "TRUST"
the game i name it "passenger and driver"
two was paired up in this game, one is driver, one will be passanger
the person choose to be passenger will be standing in front of the driver
what the passenger need to do is : close their eyes, and followed the direction from the driver
grounds rules were set, where by, the driver need to carry passenger carefully
do not "crash" to others people when moved around

yet, when the game start, they do it well...
but after that, the teenager start to create problems
they can't follow the rule, and start to hit people
i stop it, and asked them to switch, again, remind the rule
when the 2nd time playing this activity

there is a group of teenagers come and bump on me
i try to step back, go out, but 2nd hit is coming, bump in front of me
i was shock, and the group who bump me, still laughing, like really fun
my emotion was UP. i am so angry~
but, i try to control myself, i shout out loud, and say STOP to play!
i ASKED: WHAT ARE YOU ALL DOING?
WHAT HAPPENED JUST NOW?  YOU GUYS CAME AND BUMP ME. AND YET THIS IS A PLAY, AND RULE WERE SET! I WANT EXPLANATION!!
then, all quiet...no body talking, all in silent...
i looked around, the group of teenagers who purposely bump me still laughing

then,
my emotion start feel angry, i felt like i am being bullied
i felt like they purposely bump me, no respect me
i do not how did i turn
suddenly, i try to convert my angry to another form of expression
i role play that i was hit by the car... and i am dying
the person - the group of people who bump me running away
and i am dying, i am bleeding
i cried for help, ask the witnesses to block the person who bump me
asked somebody who standing aside to call ambulance

yet, no one help
finally the Ramakrishna kids come out and help me
when i de-roll myself
i asked all the participants to think,
WHY they act it so? let's think about the scenario if this is happens to any one of their love one, will they still stay ignorant?  will they still stood there but "KBC", while doing nothing?


* ~ * ~ * ~ * ~ * ~ *  ~  * ~  * ~ * ~ * ~ * ~ *
I AM STILL SO SO SO ANGRY
PROFESIONALLY, I COMPLETE MY TASK
but, personally, i felt like i am being threatened, i feel like i am being assault
i could get injured by letting the group of teenagers bump on me
and it's recall me back of the experience where i were  being sexual harassment
i experience the feeling of helplessness, anxiety, angry
i felt like why i can't protect myself???

personally, i really angry. so so so so  angry
i still thinking of want to find out the person who bump me
and just gave him to hit on face~
but, life have to moved on~~
right?

i need to deal with my own inner angry
i need to look deep, why i am so MIND about the teenagers did to me
it is past, it is over, yet my body remember the uncomfortable feeling, the pain
the hurt

* ~ * ~ * ~ * ~ * ~ *  ~  * ~  * ~ * ~ * ~ * ~ *

some one told me. is my team members who follow in this camp
they told me: x10, i thought u are the one designed this, wow, you are so profesional ya~
some voices said:
they maybe want to test your limit and power
maybe you look so adorable, and you have a long hair, so, they intentionally want to disturb you
i think you look so arrogant, not friendly enough. that's WHY it's happens

i am reflecting it... i asked myself
what if, one day, when i am handling program
some of the teenagers （this juvenile delinquent) client  really bring something to harm facilitator? not necesarry me, but any body else? what can this organization do?? to protect facilitator/ counsellor in that time???

i am thinking too much...they say
maybe~

but, i am feeling unable to forget the bump, the hurt,
it's 4th day passed.........   what make me not moved out from this incident yet?
i wonder.........
LIFE MOVES ＯＮ～　
right?.... letting go..letting go, i tell myself....
it's a new day~


 

Secret Box

Thanks Priscilla and Alex,

i learn this , and i am using it now

in a family retreat program with juvenile delinquent teenagers and their parents

preparing the box, material, and asked the participants to choose a box

then, they will take some time to decorate the box, cut and paste to make the box lively

then, i asked the participant stay together with the box they create

try to look deep into the box

what the main message they want to tell to this special person

( i already told participant, this special person : for parents - to this special child, for child- writ to parents)

i asked them to think pf this specific person

imagine ~ what they want to say, what they want them to aware

then, i asked them to try to convey in drawing form, if unable to write

if they fell writing, just write a message for the special person

things they want the children/parents to know about~

take their time, provided time is 1 hours

they still can continue it from time to time~

when they finished doing it....

i kept it. till the last day, before they go back~

i asked to reveal the secret box

the father/mother will sit back to back

mother/father will take their box give to their child

The child will gave his box to parents

then, child will start read what is inside the box

parents just listen

tn other hand, children will listen to what he had written by parents

no comment, no interruption, but only listening to what had writen by each other 

then...

i asked them to turn to face-to-face

father/mother and children share about their feeling

sharing ONLY, clear instruction was  given

how they feel, when they read it, and listen for the message by both party

after this, i asked the parents to hold hand with children

they need to hold hand, and look into each others eyes

hold stronger the hand, and try to feel the hand of the father/mother/ child

well, 

after this, i give instruction ask the children to touch the face of parent

asked the parent to touch the face, the forehead

in the touching, i asked them to feel, how is parents now?

are they still strong? getting older？ any wrinkle at eye side?

then, i asked the children to convey thankfulness to parent

SAY : 

TERIMA KASIH - AYAH DAN IBU

SAY : 

MINTA MAAF, MAAFKAN SAYA AYAH DAN IBU

SAY : 

SAYA SAYANG KAMU, PAPA/MAMA

MOTHER/FATHER SAY: 

I LOVE YOU TOO~ 

HUG ` HUG```` each other

 then, i continue with a song, " KU ada MU"

asked them to hug for at least this SONG~

to stay close with the hug. feeling the heart-beat of each

silently ~

THE SECRET BOX TOUCH EVERYONE

ONLY LOVE DOES MATTERS

~ BRING LOVE TO HOME ~

BY: X10

1st session: 11.5.2010

setting up stage
i had bring my cloth and my toys far away from island to mainland.
it's really need a lot of time to put the toys neat and tidy :)
it's not a display, but will be a warm-up for my group children about what am i going to work out with them from May 2010 till November 2010.
It's a long term work.


today, i clock out from my office, island
then i reach the children HOME around 2.30pm in mainland
i start to discuss with my superior and my colleague about my own plan.
we start to do some brief discussion, then i let them know about the procedure i am going to run the group. The discussion agree that i will take in charge of the group as leader.

warm up
just would like to share, warm up is a very important to let the ball start rolling. in this children HOME, there is a habit whereby the children love to call adult, or the worker in that home (especially the staff) as ibu (Malay language meaning - mother), or as kakak ( Malay Language as sister) or cikgu (Malay Language as teacher)
i am not the children mother, i am not the children sister neither teacher. hence i refuge to asked them to call me that. i say i prefer u call my name, "10"

the rules had to be clear, i do not want them to have counter-tranference
the professional work had to be very clear, if not, later it will make the children confuse.
(as i know most of the children in the HOME is due to abuse, neglected by the parents)

Warm Up: Namastate:
Wishing each other well. Form a circle and getting to know each other

Children were asked to introducing themselves and run into centre to shout out their name by saying " i am x10, then make a movement" (shaking, crounch, jumps etc)

while i thought this maybe easy for the children to do so. but
there is a specific girl who take 10 minutes to able to do so.
the confidence level is such low, that she dare not show herself :)
a lot of debrief work and encouragement to her and able her to do that.

2nd activity to build trust:Driver and passenger game
pairs in group. passenger in front, driver at back.
driver will drive the passenger together....

observation:
most of the children did't follow instruction and did not blindfold the eyes.
3rd activity:
setting Ground rules
the children was provided blank paper and discussed what the rules they would like to put into this group. they can write it down or draw it out.

finally:10 rules being agree, as the children write it down on the paper. i make a simple conclusion here, as the children convey in Bahasa Melayu.

(1) follow rule
(2) pay attention
(3) listen
(4) follow instruction
(5) no fight/ be friendly
(6) punctual
(7) be nice to group member/ make friends with them
(8) cooperation/ work together
(9) keep this group as secret, not telling others' people
(10) when others member talk, keep quiet and listen

after that, children will called out one by one to read out loud the rules they agree, then the children will moved to station to paint their hand with colour they preferred.
Afterward, the children will print on the paper they had draw/write the rules

When they print their hand, they will write/initial their name there. meaning they agree to follow the rules being set by them together.

main development: sharing

children was asked to take one toy from the table, come back and sit in round, to share about that they choose. how thef feel about the toys, and what the toys remind about them?

closure : RELAXATION

the children was asked to put back all the toy on table
then the children was asked to lay down and in "dead man" position. imary technique was guide to let them feel relax.
children was giving a accreditation with what they show today.
like" u are such co-operative"
welldone! good!




***************************************************************

wow......
for me, this is really challenging work. if i m going to do it alone, really exacting
i am glad i have two c0-facilitator today to help me.

thought of today:
1. some of them really unable to give cooperative
2. love to disturb people, while rules have to be inform again and again :)
3. talkative
4. take a long time to settle down
5. age group with differ too much.

i think that's it at the moment.
will add on, if any thoughts come back to me

after a long break.......

yes, i am back again :)
it's had been a long time since i stop here.
before this, i had puposed to my superior WHY not do a group work with children in HOME? as there is alotof the children suffer psychological, emotionally, and most of them are in disequilibrium of emotion state. WHY not we do it and start group work?

for screening purpose, i had go to the HOME 3 times to review the file
the categorization work was done by my bos...

YES, finally, my group was given 10 of them, there will be a co-facilitator to help me.
and i am also become a co-facilitator for another group.

the preparation stage is a lot of work
screening, questionnaire
interview n etc

i would like to thanks: Melinda, Priscilla, Seok Binn, Phaik Nee and Cheng for theri effort to come out with a operatin Young Ones
with the agreement with them, i had distributed this mannual for my team in my workplace as guidance.

YES, i am not sure whether the team are going to use it?
but myself will try to run once and do some fine tuning :)

ALEX, thanky you again for willing to be my supervisor...
i will update u with my progress via blog and email

TQ

i think i am lucky,
and i think,
i am happy with what i doing now, though it is limited resources
but i learn to appreciate what i have and
contribute my effort for my community setting.

starting a group in children home

yes, this coming May
i am going to start a group work with children
i am having fear actually
after i had reviewing the background of the children
most of the children facing the emotional pain, unsecurity, violence, bullying, and the most important is most of the group children had been sexually abuse by ppl they know, include their parents

i am going to start a group work with them
TRUST is the most challenge issues for me.
i share the cppd group work module from ALS members with my colleague
i didn;t follow up with them whether it is applicable for them
but, for myself, i see this as a guideline for myself
and i will try to do some modification according to what had been plan

wish me all the best

summary

so so so sorry, thousand apologies.... to Dato Seri Alex Chew
i am totally forget about this project. the ALS for TUOG....
Sorry for the delay in submitting of Summary of TUOG.

I am not able to practice the module with Binn, Melinda and Pris for Rama children... but i am continuing to do session with the 3 little children from Rama. consistently, there is 6 session had made. not all according to what been planned.

with the TUOG, i am able to relearn again and considering the viability for using groups to achieve specific therapeutic intentions· Pre-screening is very important. as the pre-screening will able to recognize who is the main client that i am going to work. the specialization of the issues, the variability such as group size, gender, how many session, age , education level...etc
there is a lot of things have to take in to count.

With the working with my ALS members
i am glad that we can worked out the planning, prepared and evaluate the group sessions. i am sorry for not able to contribute mine, but i am proud of what had been achieve by my ALS members. overall, the setting of group aim, and running the group out is much more challenge than paper work. they manage to do it.

I think, i will still need more reflecting and evaluating on my own practice as therapeutic group work facilitators· i am planning to write a small proposal for my management to propose that i am going to run a group work in relevant institution home at Kepala Batas. hopefully i am able to utilise "creative" groupwork methods for effective group facilitation, especially children with special care.

i learn that being patient is important. as there will be some client who is selective mute, agrreive, or un-coooperative. how to make the group growth and work through the barrier is the main objective. using round to build up the trust and improve the energy level of group is essential.

finally, i would like to thanks Alex for your guide on my personal group work, especially those comment. it does help a lot.
i would like to convey my appreciation and acknoledgement for my ALS mambers
Phaik Nee, Cheng, melinda, Seok Binn, and Pris
you girls, are so great!!!

i am feeling great, cos i am working with your, these "great" people!!

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
s

Google DOC...

I am not sure what happend to my google doc here, in my home, i try to edit the google doc and office too, but i found a typical error.
nvm, there will be other's alternative to complete this task

searching online, while my client did not came for appoinment, happendly to see this Quote... i like this : "Life is like a game of cards. The hand you are dealt is determinism; the way you play it is free will. - Jawaharlal Nehru"

http://wilderdom.com/games/
this is a good website, a lot of game and step how to do it. there is clear description on what to do and how to do it. it's great.

i am still working on google docs.. hopefully will fixed it...
Dear , Melinda and other's, sorry for the inconvenient cause.
and Phaik Nee, take care of yourself, no worry for the moment

have to rush.... .... client is coming...
i believe we still can cope this mission and came out with a good 1

25.9.09: ALS Member's #2 Online Discussion

Knowing that this is not an easy task to do, but i believe that with the strenght of our ALS members, i think we will break through! In the early stage of discussion, all of us try to brainstorm what kind of group can do? after online supervision with Alex, and sharing of my template work (my planning on what do i want to run), as Alex guide us on the supervision session, it's give me some new thougt.

i think i am a easy going person, and not really count too much. if i a able to do, i will try to do, and achieve the target. i will make sure the goal will be able to achieve.

somehow, i know i am quite lazy.. .... hehe.. not all things done with my plans...
so, this round, together with pris, melinda, seok binn and cheng, we able to come out with commitment, what we want to do. which is good! at least, we will able to focused on the direction on what can be done!

Journey with CPPD'09 is not an easy task, always hear Pris say this when she is talk about previous CPPD... hai~ but i think this is really a good start and enjoy moment for myself, at least gain some experience with new training and development in myself.

wishing we will able make ontime :)

everybody, keep ur hardwork....
and x10, keep ur hardwork too.....

23.09.09： 1st online group supervision

THOUGHT
it's bring me to another level to think of
the preliminary screening process

it's something i had not been take into count, and i admit is a weaknesses that need to be improve. this is very significant problem there, but how can i intervene into that level of their "family business"?? i guess, what i can do is trying to invite them for a workshop, for the "family members" in the HOME to know and understand about what is "counselling" and "group -work" it is truely are.

it is beyond me to do any intervention on the management part, but i am really concern of the small boys and girls who stayed inside the HOME. just as pris and others' ALS members concern about.... ....

sharing my Group Work plan

yes, finally i had shared my group work plan with my ALS memebrs, and also with Alex
i am not sure whether they understand of my writing, because i am kind of lazy to translate my work from Bahasa to English again...
it's kill my time.

for the work with children from the HOME, i felt a bit sorry, as the children is in difficult situation. After i talk with my superior, she is thinking to teach the management level, the staff at The Home some basic counselling skill, and also the counselling concept.

there is a needs for the clarification.
i will see how can worked it out

in the google doc, i also try to outline the other issues, which i think is quite popular,
the stress and the depression in adolescent. it's a issues that we need to take into consideration as growing up, trnasition in life is difficult.

these few days , i received many cases about the relationship, family conflict, husband-wife affairs, issues with children, relationship on intimacy, sexual intercourse underage.... the challenge seems like coming at the same time.

sometimes, i felt a bit "nervous" to receive them, as i know i habe fear, and doubt of whether i can HELP the client. but based on the principle, and ethics i hold, if i felt i can't handle, i will try to refer them to counsellor i felt maybe able to help them.

hopefully, cheng and pris will get well soon, and we can on discussion to decide what group we need to run for...
phaik nee, melinda and seok binn not yet decide the topic, they decide to postpone the discussion untill 21.9.09.

hmm.... will do some reading again......

090909: 1st online discussion

yeah... yesterday 7.30pm till 11.30 pm, i was on SKYPE, discusssion about what kind of group that we want to run? deep down inside my heart, i know, for the ALS members, we need to be clear about the purpose of the group, as the purpose will be the most imortant group leadership concept to be learned.

Purpose refers to WHY the group is meeting and what the goals and objective are. when we fully understand the purpose of the group, it is easier for us, the ALS members to decide such things as group size, membership, sesion length, and number of sessions. i think it is very important as purpose will serve the map for group leader (the ALS members) who run the project.

from this purpose, we will able to get in to answer Alex questions (well, this is my thought )
Alex:

- your chosen target group, the aims and objectives of such an initiative, its intended outcomes and a detailed plan of how your group intend to implement such an initiative.

- The plan will contain your groups rationale in making a case for the chosen target group,
*your resource requirement in terms of venue, equipment, materials etc,

*the criteria of group membership selection, the size, gender mix, age range of the group membership,

*your decision on whether it will be a ‘closed’ or ‘open’ group, the number of sessions,

*marketing strategy of who, where and how you will be recruiting for the groupwork project,

*the duration of each session,

*roles of co-facilitators, the consent forms,

*what assessment methods or tools will be employed and how will you be assessing and evaluating the individuals,

*the group as a whole and the creative medium employed, all the sessions planned (use the documentation framework provided) to include session aims, session objectives, planned activities for Warm-up, Main Development and Closure, highlighting the intended objectives it will meet in each chosen activity that is planned, the group ‘ground rules’ that will be negotiated that will potentially facilitate and enhance the group development and group process.

we start to brainstorming all the possibility/relevant group
- Juvenile deliquency group/bahavioral problem/beyond control
- Relationship problem/ Love affairs/ Frienship-interpersonal skill - social skill
- poor mental health/on medication psychiatric drugs~ Depression/stress/anger
- Psychological/worried/loneliness
- under-age pregnancy support group/
- Sexuality/ sexual education/ Sexual harrassment
- rape client - trauma
- substance abuse/ alcohol, drugs, internet addiction ...etc
- academic/motivation/
- single parents family youth/ divource
- adolescent in HOME
- HIV/AIDS support group
- Special needs group?? or,
- Parenting group???

haha.. the ALS members still on way to think/figure out, what's the group was. This is tough, as many of us not really work in group. for myself, sometimes i will run activities for youth on camp basis, and currently there is a HOME sending their children to me. The reason they send the children to my organization is because the management level think that the children is having problem. To me i am in a bit difficult situation, as my management level agree to receive their refferal, so, i just seeing 3 chidlren in small group. the HOME are planning to send another group of children to me again, which is 11 and 12 years old. this is really make me confuse. but i just tell the HOME, it's fine with me for another group.

NOW, i think, its time for me to think of the redundant issues, as i know there is a ladies running a program, play group for these young children? are they in same place or they are in different group? thinking of the code of ethics, this is not right for the children to be in 2 groups. though the way we r handling is different, our intention is expression of the children emotions, for better development; but yet, there is some limitation i need to solve....

will talk again with the HOME and my management as well...

this is 1st time encounter with such a "unexpected"... ...

any way, our ALS members had come out with some ideas... will meet again 17.9.2009 , and the time wait to be decide

Mission: Operation Young Ones

hmm.. after a while, finally received the mission from our co-ordinator... deep in side my heart, know this round, the ALS members will need to work together as team, to achieve it. hope it will be in time.

Mission Code Name: Operation Young Ones

The scenario
You are group of Creative Arts Therapy Groupworkers that has been invited by the Department of Social, Family and Welfare Services to submit a proposal for project utlising creative arts therapeutic groups that will address the emotional, social and psychological needs of adolescents confronted by the challenges of modern society. The department recognises that there are potentially a number of vulnerable youths in various sections of the society that could benefit from what you could offer in providing them with the opportunity of developing their personal resources in managing such demands and complexities. The state will award a sum of monies to successful bids to spearhead such initiatives as part of its national mental health campaign for young adults.

Your proposal will contain an outline of your chosen target group, the aims and objectives of such an initiative, its intended outcomes and a detailed plan of how your group intend to implement such an initiative. The plan will contain your groups rationale in making a case for the chosen target group, your resource requirement in terms of venue, equipment, materials etc, the criteria of group membership selection, the size, gender mix, age range of the group membership, your decision on whether it will be a ‘closed’ or ‘open’ group, the number of sessions, marketing strategy of who, where and how you will be recruiting for the groupwork project, the duration of each session, roles of co-facilitators, the consent forms, what assessment methods or tools will be employed and how will you be assessing and evaluating the individuals, the group as a whole and the creative medium employed, all the sessions planned (use the documentation framework provided) to include session aims, session objectives, planned activities for Warm-up, Main Development and Closure, highlighting the intended objectives it will meet in each chosen activity that is planned, the group ‘ground rules’ that will be negotiated that will potentially facilitate and enhance the group development and group process.

You will deem to have accomplished your mission when your group has
Produce a proposal with a detailed plan of how you intend to deliver your creative groupwork to the chosen target group of adolescents. You are invited to submit your proposal using a mix media presentation of your choice to the chair of the panel. There will be Q & A session after the presentation to assess its coherency and viability. Some areas for the detailed plan need to provide evidence in relation to the possible areas below

• Is the rationale for the decisions as to the chosen target group well articulated?
• Is the decision for the size, mix, duration, etc supported by well-reasoned arguments?
• Are the aims, objectives realistic for the duration planned and specific enough to be able to observe or measure meaningfully?
• Does the session aims take into account of the group development needs?
• Are the warm-up, main development and closure activities related to the aims it hoped to achieve and is there a progressive and relevant link between the three developmental phases of warm-up, main activity and closure within the session itself?
• Are provisions made to possible cultural, social, developmental, emotional and cognitive uniqueness specific to the group and its participants?
• A flyer or leaflet for the group with details of what it is, and its associated information.
  

The deadline for this mission is 14th October 2009.
Good luck!

PS: Document your process, the learning gained through self-reflections in your blogs as you undertake this mission.

2.9.09: 1st online tutorial TUOG

again, we start a new journey here, with Tan Sri datuk Alex Chew ^.^
yeah, it is so fast that we received the mission impossible from Alex himself
before this, i was running a group for youth (all chinese, aged between 16-20), with referal, and some of them was bound with court order.
currently, there are some children being refered by a home, what i am not satisfy is, they refer the children just like that. what i can do is just received, accept, and see how is the children. as this is formal request.... .....

so, currently i am doing a small group with 3 of the children from this particular children home
is on 8 session (2 months) meeting weekly. and i am using the growth group method of condut, is a semi structure session (talk + activity), after each activity, will have a sharing and learning, more on psychoeducation setting

when alex asked, what is my group criteria? i guess, he is asking about the demographic factor, the selection process.... and he is interested to know my planning. will make some time to draw the outline and post it online

for myself, i just finished a group work, 3 days 2 night. it's really challenging, and i do learn a lot. and, i found that working with mixed group and solo group (only chinese) really make a lot of different! when the online tutorial on, i asked pris, how does she feel with this "deng Lan" group?

well, i was just thinking, how can i integrate what i have learned at CPPD to apply in this small group that i am runing?How can SWP and Therapeutic story be incorporated through the activities planned for the group. i found that story is really a good method to grasp the attention of children. creating my own story, or start to collect the story will be my job then, and with the story telling, it is really easy to convey my message for the client i worked with.
must get myself more competence in order to tell a story

this round
the mission is about to set up a proposal, with justification, rational and the planning activity, what make ALS members choose the particular activity and so on... need to submit 14 Oct 2009. it's going to be fast.

alex also want us to come out with 3 examples, or difficulties when running with the group.
ya... i need to start my work again...
got to find a day to close up my story, and my show...