SPP Final

Running head: SPECIFIC PROGRAM PLAN
Specific Program Plan

Expressive Arts: Finding a Voice
Allyson Rodriguez
Florida International University
SPECIFIC PROGRAM PLAN
2
Table of Contents
Implementation Description.4
Introduction..4
Population5
Program Purpose..6
Number, Length, and Frequency of Sessions. 7
Facilities and Equipment..7
Staff..8
Program Evaluation.8
Client Evaluation.9
The Program Plan..10
Program Title.10
Statement of Purpose.10
Program Objectives10
Terminal Program Objective 1...11
Content and Process...14
Session 1 ...14
Session 2 ...16
Session 318
Session 420
Session 5....23
Session 625
Session 727
Session 829
Session 931
Sequence Sheet......33
References......37
List of Appendices.........38
4
Implementation Description
Introduction
The Expressive Arts Program, Finding a Voice, was developed as a specific program plan
for our clients with behavioral disorders. According to Austin, the use of expressive art as a
therapeutic channel combines the process of creating art and the needs of the person with a final
product (Austin, 2004, p. 154). Expressive art is used as a therapeutic media when the purpose
of using arts is to promote change in individuals (Austin, 2004, p. 154). The capacity for
creative expression is a fundamental aspect of health. Thus, healing and personal growth are
possible through involvement in the creative process (Atkins, 2003, p. 13). The disciplines that
are used within expressive arts are music, dance, visual arts, poetry and drama. These disciplines
are known to treat mental, social, emotional and physical illnesses. Research has shown the
noted abilities of these disciplines in also promoting verbal and non-verbal communication of
feelings (Austin 2004, p. 154).
Although there are five disciplines within expressive art, Finding a Voice will use the
collaborative process of visuals arts, drama and poetry. The therapeutic media of the first
discipline, visual arts, is based on the premise that by adapting, teaching, and using visual art
skills, an individuals physical, cognitive, emotional and social functioning, self-expression, and
meaningful leisure experiences may improve (Austin, 2004, p. 155). Arts and Therapy Network
(2007) notes that visual arts can help participants recognize, identify sources of, and come to
term with their feelings (Austin, 2004, p. 155). The second discipline, drama, as therapeutic
media is defined by Landy (2006) as the use of acting, storytelling and improvisations to
promote in the social, cognitive, imaginative and physical improvements of people with various
disorders and disabilities (Austin, 2004, p. 158). This discipline involves thinking, feeling and
behaving in a way that communicates a certain message, image, place, character, mood, or
atmosphere. The final discipline in this program, poetry, has a history in mental health as a tool
for expression of emotions including anger and frustration (Austin 2004, p. 161). Poetry can be
used as the place where patients find their inner authority and express appropriate emotion.
Poetry can also help a CTRS improve their knowledge, extend their empathy, and possibly
develop better treatment interventions by reading the poetry written by patients (Austin 2004, p.
161).
Collaboratively these disciplines will help employ an artistic quality that enables the
patient to express themselves in a creative and unique way by allowing one art form to influence
the other one directly. The needs of each patient will first be assessed by a CTRS and treatment
goals will be built. The CTRS will then guide and instruct the patient in developing creativity
and personal growth in a positive peer group environment that is supportive and nurturing. The
patients will have the opportunity to practice these skills to meet their needs and treatment goals.
Population
The intended population for this program are adolescents age 14-17 who have a variety of
emotional and behavioral disorders. A majority of this population includes patients who have a
history of treatment failure in inpatient and outpatient psychiatric and behavioral care. Patients
may have multiple diagnoses, including: bipolar disorder, disruptive mood dysregulation
disorder (DMDD), depression, generalized anxiety disorder (GAD), attention deficit
hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), conduct disorder, posttraumatic stress disorder (PTSD), intermittent explosive disorder (IDD), impulse control
disorder, obsessive compulsive disorder (OCD), personality disorder traits, Tourettes syndrome
and substance use disorder. Most of these diagnostic categories mean that the adolescents
behaviors are causing trouble at home, at school, or in the community.

Emotional and behavioral disorders can be accompanied by a variety of characteristics
that include: inappropriate actions or emotions under normal circumstances, learning difficulties
that are not caused by another factor, difficulty with interpersonal relationships, general feelings
of unhappiness or depression and feelings of fear and anxiety related to personal or school
matters (Psych Guides, n.d.). Patients often struggle with refusal of treatment, poor social skills,
self-medication, self-harm, impulsivity, and physical aggression. Many key behaviors include
manipulation, social anxiety, isolation and high risk.
Adolescents with emotional and behavioral disorders have a variety of needs that include
a positive social atmosphere, ways to create warm supportive relationships with parents,
encouragement from adults toward their future, having friends who behave conventionally.
These needs can benefit from an expressive arts program, as each discipline will provide an
opportunity to develop creative skills and appropriate ways to communicate feelings. More
importantly it will help foster inclusion, a common need found in behavioral disorders.
Program Purpose
Expressive arts as therapeutic media have the potential to improve functioning, selfexpression, and leisure experiences (Austin, 2004, p. 167). Based on contact theory, if
expressive arts environments are structured so that contact interactions between people with
differences is positive then their attitudes toward one another will be positive (Austin, 2004, p.
167). With this in mind, the purpose of the Expressive Arts program is to address the needs and
or functional domains of adolescents with emotional or behavioral disorders. The program
provides expressive art activities that promote positive leisure and coping skills, encourage selfawareness in building healthy relationships and social interactions, and opportunities for patients
to explore new leisure interests to pursue after their discharge. The activities aim to manage
anxiety or stress levels that are accompanied with behavioral disorders. These opportunities for
constructive, productive, and safe self-expression will be provided in order to foster positive
social and emotional outcomes. The goal is health and well-being, rather than the diagnosis and
treatment of the disorder.
Number, Length, and Frequency of Sessions
The program is designed to meet two to three times a week over the course of a
12-week period, for a total of 24-36 group sessions. Sessions will last 60-90 minutes. Most
studies to date show that sessions should range between 60-90 minutes over a period of 6-12
weeks in order to see functional improvement. This will allow enough time for each client to
participate and have adequate time to be educated on the activity without losing the attention
span and interest in the program.
Facilities and Equipment
The facilities needed include the gymnasium, preferably with a stage for the drama
activities in the program and an art room for the visual art activities. The poetry activities can
also be done in an art room or in the common rooms within each unit. The equipment/materials
needed includes:
Whiteboard
Markers
Masking tape
Markers
Feathers
Pencils
Crayons
White full-face masks
Glue
Fake gems
Small speaker
Banner paper
Paint
Glitter
Yarn
Lined notepads
Scissors
Brushes
Scissors
Construction paper
Staff
The staff needed for this program includes one Certified Therapeutic Recreation
Specialist as the facilitator of client participation. The CTRS should be certified through the
NCTRC and should have knowledge of characteristics and needs of clients with emotional and
behavioral disorders. CTRS should also have some background knowledge on the use of
expressive arts as therapeutic media. In addition to the therapist, 1 to 2 intern(s) or volunteers
would be needed for the visual arts and drama activities to ensure they run effectively and
efficiently. The interns or volunteers would provide assistance where needed and promote
encouragement through out each session.
Evaluation
Program Evaluation
It is important that the staff evaluate the effectiveness of the program and or
activities to establish accountability. Specific program evaluation can be formative and or
summative in nature. A Formative Program Evaluation Procedure (FPEP) will be used to
evaluate the Finding a Voice program. The CTRS will use the Post-Session Report Form for the
formative evaluation, which can be viewed under Appendix A. According to Connoly (1981), the
purpose of formative program evaluation is to collect evaluation information during the
implementation of the program in order to identify program strengths and weaknesses to revise
and improve program (Stumbo & Peterson, 2009, p. 367).
The Post Session Analysis Form will be used for the summative evaluation of the
program, found under Appendix B. A summative evaluation is conducted at the end of the
program and provides data that can be used to compare programs with one another or provide
information for the next season of programming (Stumbo & Peterson, 2009, p. 355).
Client Evaluation
Client evaluation is an important aspect of patient care monitoring and aids in
determining if clients outcomes have been accomplished. Client evaluation holds the CTRS
professional accountable of the clients served, profession, and to the accrediting bodies. An

assessment will be conducted on an individual basis upon admission. The self-report preassessment tool found in Appendix C, is designed to help a recreational therapist collect
systematic and comprehensive data for individuals participating in this specific program. The
purpose of this tool is to help the therapist identify patients leisure interests, functional abilities
and physical limitations that can possibly hinder participation. This testing tool will obtain a
predetermined scope of information from the patient through the self-report methods of
checklists and free response techniques. This assessment instrument will gather all the
appropriate information for patients to participate meaningfully and safely within the specific
program.
Post patient evaluations will be completed at the end of each week in order to determine
if there was any functional behavioral changes. Direct observation will be used along with
recorded documentation by the CTRS. Recorded documentation should be able to address if
client outcomes were met based on successful demonstration of performance measures (PMs)
10
The Program Plan
Title: Finding a Voice

Statement of Purpose
To provide activities in which clients utilize creativity and safe self-expression to
improve social and emotional functioning, while providing an opportunity to discover
meaningful leisure experiences.
Program Objectives
The following three tables will address the three Terminal Program Objectives (TPOs)
with the corresponding Enabling Objectives (EOs), and the Performance Measures (PMs), which
are developed based upon the goals found in the statement of purpose.
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Objectives and Performance Measures

TPO1: To demonstrate the ability to be assertive in selected situations of role-play
ENABLING OBJECTIVE
PERFORMANCE MEASURE
EO1.1: To demonstrate the ability to
Upon completion of the Expressive Arts
successfully identify aggressive, passive and
program, client should be able to demonstrate
assertive communication.
the ability to appropriately ask for a need or

want by:
1.1.1
Using a calm voice at least 75% of the

time
1.1.2
Using a confident voice 50% of the time
1.1.3
Communicate passively 2 out of 3 times
As judged by the CTRS

EO1.2: To demonstrate the ability to use conflict
After three weeks of participation in the
resolution efficacy
Expressive Arts program, client should be able

to demonstrate the ability to:
1.2.1 Problem solve using conflict resolution
techniques at least 75% of the time
EO1.3: To demonstrate the ability to use assertive
After two weeks of participation in the
body language and eye contact
Expressive Arts program, the client should be

able to demonstrate the ability to use direct eye
contact and body language by:
1.3.1 Maintaining eye contact with group
members during activity at least 4 out of 5
times.
1.3.2 Matching body language with eye contact
at least 75% of the time
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Objective and Performance Measures

TPO2: To enhance the clients social and emotional responses among peers during arts and
crafts.
ENABLING OBJECTIVE
PERFORMANCE MEASURE
EO2.1: To establish a group identity and
Upon completion of the Expressive Arts session,
decrease social anxiety.
the client should be able to:

2.1.1 Initiate, maintain and close a positive
conversation with at least one participant in the
group for at least 5 minutes
2.1.2 Handle shifts in conversation topics two
out of three times
EO2.2: To demonstrate the ability to effectively
communicate with group members
the client should be able to demonstrate the

ability to effectively communicate with group
members by:
2.2.1 Sharing and explaining their inner and
outer mask
2.2.2 Having one positive connection with a peer
2.2.3 Waiting their turn to speak and listen
appropriately 75% of the time
EO2.3: To demonstrate the ability to empathize
Upon completion of the Expressive Arts
with others and appreciate another persons
program, the client should be able to
perspective or point of view
demonstrate the ability to empathize with

others by:
2.3.1
Expressing at least two positive

responses per session to a group
members contribution
Objective and Performance Measures
13
TPO3: To demonstrate ability to use verbal and nonverbal communication of feelings and ideas
through poetry.
ENABLING OBJECTIVE
PERFORMANCE MEASURE
EO3.1: To demonstrate the ability to self-
express feelings constructively on paper
the client should be able to demonstrate the

ability to express feelings on paper by:
3.1.1 Creating one poem reflective of their
feelings
EO3.2: To demonstrate the ability to use
connection stems to facilitate self-expression,
the client should be able to use stem sentences
and identify problems through poetry
to facilitate self-expression by:

3.2.2 Successfully completing the list of
connection stems activity sheet provided
3.2.3 Identifying one emotional problem to work
on through connection stems
EO3.3: To demonstrate the ability to create a
collaborative Alpha Poem as expressive
the client should be able to successfully create an
communicative style within a group setting.
Alpha Poem as an expressive communicative

style by:
3.3.1 Contributing to two or more lines in the
poem
3.3.2 Communicating the personal relation to
each line contributed with the group.
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Content and Process
Session 1: Assertiveness Ingredients

Purpose: To successfully identify forms of assertive communication.
EO1.1: To demonstrate the ability to successfully identify aggressive, passive and assertive
communication.
Set up:
Target number: Group of 6-12 clients
Clients should be seated in a chair when it is not their turn on stage
Materials: Sticks and Stones hand out (Appendix L, p. 1-2), Role-Play Scenarios handout
(Appendix L, p. 3), pencils, Debriefing Thumball (Appendix I)
CONTENT
1. Introduction
PROCESS
Have the group define assertiveness. Then
a. Introduce participants with main topic
ask the following questions to introduce the
objective of activity.
topic of assertive communication.
b. Talk about goals.
How is assertiveness dependent on

communication skills?
When is it useful to have strong

assertiveness skills?
Does anyone feel they have troublesaying no?
If someone cuts in front of you in line

at the bank, can you stand up for your
rights?
Do you hesitate to tell your friends

when you disagree with them?
Discuss the goals that are targeted in this
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session.
2. Presentation/Discussion
Distribute Sticks and Stones handout and
a. Distribute Materials (Appendix L)
Role Play Scenario handout. Review the
b. Describe activity
content before beginning the role-play activity
c. Questions from participants
and answer the questions together as a group.

After having gone over the handout explain to
the group that they will be role-playing
different scenarios in which they will choose
what the correct assertive response should be.
Allow participants to ask any questions or
concerns they may have pertaining to the
activity so far.
3. Perform Activity
a. The purpose of the activity is to
Have the group pair up twos and ask which

group will volunteer to go first. The group
successfully identify forms of assertive
must decide which role each person will play.
communication.
Read a scenario and have them role-play using

assertive communication skills discussed. After
every scenario allow a minute or two to discuss
and allow any positive suggestions from peers.
The activity is over once everyone has
participated. If time allows a group may go
more than once.
4. Debriefing/ Processing
Conduct debriefing using the information
Process with group by tossing Debriefing
within the Content.
Thumball around once (Appendix I)

5. Conclusion
Make concluding statements about the session
The purpose of the conclusion is to review the
tying in activity, objective, and any
EO and what the client was introduced to
observations. Give participants the opportunity
during this session.
to express how they feel about their

participation in the session.
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Session 2: Strategies in Conflict Resolution

Purpose: To experience the conflict process in a fun, supportive environment that enables the
client to create effective strategies and practice the skills necessary to resolve conflict.
EO1.2: To demonstrate the ability to use conflict resolution efficacy
Set up:
Materials: Conflict Resolution Activity Instructions handout (Appendix K, p. 1-2),
Conflict Resolution Scenarios handout (Appendix K, p. 3-4)), pencils.
CONTENT
5. Introduction
PROCESS
Introduce the topic of conflict and how there
are a variety of non-violent techniques that can
be used when confronted with a situation.
Discuss the goals that are targeted in this
session.
Distribute Conflict Resolution Activity
d. Distribute Materials (Appendix K)
Instruction handout and review the content as
e. Describe activity
a group before beginning the activity. After
f. Questions from participants
having gone over the handout explain to the

group that they will be role-playing different
scenarios in which they will use conflict
resolution techniques to resolve. They also have
the opportunity to create their own scenario
that must be approved by the CTRS before going
on stage. Allow participants to ask any
questions or concerns they may have pertaining

to the activity so far.
7. Perform Activity
Have the group pair up in groups of three and

b. The purpose of the activity is to
17
ask which group will volunteer to go first. The
practice conflict resolution techniques
group must decide which role each person will
in a fun, supportive environment that
play (i.e., victim, perpetrator, mediator,
enables the client to create effective
instigator, etc.). Read a scenario and have them
strategies.
role-play using conflict resolution techniques

discussed. After each role-play presentation
ask the following questions:
How did you try to resolve the conflict

What did each of the people in your
scenario really want?
Is this a fair and realistic solution?

The activity should continue until all groups
have gone. If time allows a group may go more
than once.
Process the following questions with the
within the Content.
group:
a. Do you think the conflicts were
resolved in a positive way?
b. Which skills were used in the roleplay?
c.
Can you think of any other

solutions that could have been
used?
5. Conclusion

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Session 3: Assertive Body Language Techniques

Purpose: The purpose of the activity is to teach assertive body language and eye contact
techniques
EO1.3: To demonstrate the ability to use assertive body language and eye contact
Set up:
Materials: Assertive Body Language Techniques handout (Appendix H, p.1), CTRS will
need a list of scenarios for clients to role-play to (Appendix H, p.2)
CONTENT
9. Introduction
PROCESS
Introduce the concept of body language and
eye contact through a demonstration that sends
the group a "mixed message." For example,
storm into the room, dont look at anyone,
slam a book down on a desk, stand with your

arms crossed, frown, stomp your foot and say,
"Today will be a great day; we will do some
really interesting and fun things today."
Then ask the group how they felt about the
words you were saying. Did they believe them?
Were they comfortable with them? Why not?
How else were you Communicating? Then,
explain the importance of body language and
eye contact in expressing thoughts and feelings
and how it ties in with assertiveness.
g. Distribute Materials (Appendix H)
Distribute Assertive Body Language

h. Describe activity
i. Questions from participants
19
Techniques handout (Appendix H), and review
the content before beginning the activity. After
having gone over the handout explain to the
group that they will be role-playing different
scenarios to practice assertive body language
and eye contact. Allow participants to ask any

11. Perform Activity
c. The purpose of the activity is to teach
Have the group pair up in twos and ask who

will volunteer to go first. Read a scenario and
assertive body language and eye contact
have them role-play using assertive
techniques
communication discussed in the handout. After

every scenario allow a minute or two to discuss
and allow any positive suggestions. The
activity is over once everyone has participated.
Process the following questions with the group:
within the Content.
a. How did you feel about the role-play

and each of the various roles?
b. Was the role-play realistic?
c. How was it similar to or different from
real life?
d. Was the problem solved? If so, how? If
not, why not?
e. What, if anything, could have been
done differently? What other outcomes
were possible?
f.
What did you learn from the experience?
5. Conclusion

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Session 4: Change The World

Purpose: The purpose of this activity is to get to know others in the group and discuss different
values
crafts.
EO2.1 To establish a group identity and decrease social anxiety
Set up:
Clients should be seated at a table during activity.
Materials: Markers, colored pencils, crayons, 9x12 or 12x18 construction or drawing paper
CONTENT
13. Introduction
PROCESS
Introduce the topic of vision and values and
how they differ from person to person. Discuss
goals:
Introducing themselves to the group
Gaining awareness of topics and issues

that are important to others in the group
Establish an understanding of what is

valued by peers in the group
Distribute materials to clients. Place the paper,
a. Distribute materials
markers, pencils and crayons in an area easily
accessible to everyone in the group. Ask them
to find a comfortable spot where they can think

and draw on the paper. Let the participants
know they will be creating a poster. Allow
participants to ask any questions or concerns
21
they may have pertaining to the activity so far.
Explain the activity by saying:
The purpose of this activity is to get to know
On your sheet of paper, youll create a poster
others in the group and discuss different values
by drawing a picture or an image, or by writing

a quote or statement, in response to this
question: (try and have this question up on a

board or poster for everyone to see as well)
If you can change the world, what would it
look like?
Let participants know that the poster does not
need to be particularly artistic. Simply think
about what changes you would want in the
world if you had the power to make them
happen. (Give examples)
Maybe you would like to see a cure for a
certain disease or the end of certain social
troubles?
Once they begin, walk around and help
participants that may be having a hard time
starting. Encourage them to use metaphors,
quotes, symbols, colors and other methods to
express their perspectives.
Once done, allow those who would like to
share to discuss their poster with everyone.
Process the following questions
within the Content.
What was it like to be asked this

question? What were the first images or
ideas that came to mind?
How do you feel you can influence the

future as an individual and as part of a
22
group?
What role do you think people have in

creating the future you envision on your
poster?
5. Conclusion

23
Session 5: Mask Making

Purpose: To help clients identify and share different masks they wear in different situations
crafts.
EO2.2 To demonstrate the ability to effectively communicate with group members
Set up:
Materials: Debriefing Thumball (Appendix I), white full-face masks (Appendix J), paint,
brushes, markers, glue, glitter, scissors, feathers, fake gems, yarn, etc.
CONTENT
17. Introduction
PROCESS
Explain the nature and history of masks to
the client. Have the clients identify some of the
masks they wear in different situations and
why. Discuss the goal of effective
communication within the group during the

activity.

Distribute one mask to each client along with
d. Distribute materials
the arts and craft materials. Explain to the
e. Describe activity
clients that they will be creating an outer and
f. Questions from participants
inner mask that identifies a feeling they often

try to hide. Allow participants to ask any
d. The purpose of the activity is to help

identify their inner and outer masks as a
Clients will decorate the inner and outer parts

of the mask with the identified feeling by
24
group to increase healthy, effective
creating what they show others on the outside
communication.
vs. what is going on in the inside. Encourage

them to discuss their ideas with group
members during the process. Once everyone
has their mask completed ask for participants
to share what the colors, symbols and drawings
signify in their mask.
Process with group by tossing Debriefing
within the Content.
Thumball around once (Appendix I)

5. Conclusion
observations.
25
Session 6: Body Map

Purpose: To provide client an opportunity to visually express the qualities that make them
unique and the outlook they bring to the group.
crafts.
EO2.3 To demonstrate the ability to empathize with others and appreciate another persons
perspective or point of view
Set up:
Copies of activity sheet (see Appendix G)
Clients should have enough floor space to have a body sized piece of paper to work on
Materials: Markers, crayons, banner paper (pre cut body length pieces), scissors, masking
tape, handout Body Map Questions (Appendix G, p.1), copies of Body Map Template for
clients to use as a reference (Appendix G, p.2)
CONTENT
21. Introduction
PROCESS
Introduce the topic of self-awareness and
understanding others. Discuss goals:
Sharing abilities and skills with others
Gain awareness of what others bring to

the group
Recognize and appreciate individual

group members interests, expectations
and communication styles
Distribute materials. Have the group pair up in
g. Distribute materials (Appendix G)
twos. Describe the activity:
h. Describe activity
Your partner will help trace your body outline
i. Questions from participants
onto the banner paper. You will then be asked

to answer certain questions within your outline.
You will also have time to color and decorate
your body map. Allow participants to ask any
26
e. The purpose of the activity is to help
With clients working in pairs, have each person

trace their partners outline on the banner
clients empathize with others and
paper. If they do not feel comfortable doing
appreciate another persons own
this they can always draw a body outline using
perspective
the Body Template (Appendix G, p.2). Once

that is done, say:
Starting from the top of your body map, write
words or draw pictures or symbols that express
your response in the area of the body map that
the question refers to. For example, for the
question next to the word brain youll write
or draw your response in the head. Once
activity has been completed everyone will tape
their body maps on the wall and share parts
they are comfortable with.
Process with group the following questions:
within the Content.
a. What this activity difficult or easy to do?

What made it difficult or easy?
b. What is one fact you learned about
another group member?
c.
As a group, how can you use what youve

learned about each other? How will this
information help you work as a team?
5. Conclusion

27
Session 7: Self-Expression Through Poetry

Purpose: To help clients establish a safe place to explore complex feelings, emotions or
attitudes.
through poetry.
EO3.1 To demonstrate the ability to self-express feelings constructively on paper
Set up:
Copies of activity sheet (see Appendix E)
Materials: CTRS will need a phone with small speaker. Clients will need a printed copy of
To This Day poem by Shane Koyczan (Appendix E), lined notepads and pencils.
CONTENT
25. Introduction
PROCESS
Introduce the topic of poetry and how the
historical practice has the power to inspire and
help people navigate/interpret their lives. Share
how it can be used as a safe outlet to interpret
feelings, without the fear of public ridicule or

scrutiny. Include how poetry can provide an
alternative to just keep feelings inside or how
the writings can also be shared.
Pass out the sample poem, lined notepads and
j. Pass out materials (Appendix E)
pencil to each client. Discuss what the activity
k. Describe activity
will consist of. Allow them to ask any
l. Questions from participants

Begin by playing the poem To This Day

d. The purposes of the activity is to guide
28
through the small portable speaker as each
clients in establishing a safe place to
client reads along with his or her copy. After
write down feelings and emotions.
the poem has finished, allow participants to ask
e. Use phone and speaker to play the
questions and converse ideas with others
poem through sound cloud (Appendix
within the group. Then instruct them to think
E, p. 7)
about the emotions the poem and discussions

has brought them and create a short poem
about a topic they feel strongly about.

a. Allow clients to share their poems with

within the Content.
the group only if they feel comfortable.

b. Discuss how self-expression can be
tough as an adolescent
c. Encourage clients to have internal
dialogues with themselves and use
poetry, to interpret their feelings and
emotions.
5. Conclusion

participation in the session. Allow them to
keep their notepads and encourage them to try
this on their own.
29
Session 8: Meaningful Connections

Purpose: The purpose of this activity is to facilitate self-expression and reflection in a poem; to
provide a structure to make personal connections.
through poetry.
EO3.2: To demonstrate the ability to use connection stems to facilitate self-expression, and
identify problems.
Set Up:
Copies of activity sheet (see Appendix F)
Materials: Connection Stems activity sheet (Appendix F), pencils.
CONTENT
1. Introduction
PROCESS
Introduce the topic of stem sentences and how
they help to make meaningful connections.
Discuss the benefits of using stem sentences to
create poems that help communicate personal
feelings and ideas.
Pass out the connection stems activity sheet
a. Pass out materials (Appendix F)
and pencil to each client. Discuss the
instructions and allow them to ask any
3. Perform Activity
a. The purposes of the activity is to guide

For participants to get an understanding of
what is being asked begin by reading the first
30
clients in making meaningful
stem sentence and provide an example. Allow
connections and facilitate safe self-
them to read the poem a few times on their
expression through poetry.
own and analyze different sections. Instruct

them to let their mind be open to what feelings
arise from their own life experience. Once
ample time has been given, instruct clients to
complete the connection stems activity sheet.
Ask for a volunteer to share some of their stem
sentence poems and continue around the whole
group.
Conduct debriefing using the questions within
Ask questions related to session:
the Content.
a. Which poem can you relate to the most?

Why?
b. Did you learn anything new about
yourself?
c.
What benefits did you see in this

activity?
5. Conclusion

participation in the session
31
Session 9: Collaborative Alpha Poem

Purpose: To increase verbal communication abilities through Alpha Poems
through poetry.
EO3.3: To demonstrate the ability to create a collaborative Alpha Poem as an expressive
communicative style within a group setting.
Set up:
Clients should be seated at a table during the activity.
Materials: Chalkboard, whiteboard or flip chart with the alphabet written down vertically
CONTENT
1. Introduction
PROCESS
Introduce the topic of Alpha Poems and
how the activity will get them out of their
habitual thinking mode. Alpha poems quickly
give 26 starting points, each letter of the
alphabet. Discuss the benefits of using Alpha

Poems to help facilitate a new form of
communication.
Describe the activity by providing the first
a. Describe activity
example of how the poem should flow. Discuss
b. Pick a topic for the poem that best suits
the topic chosen for the poem and allow them a
the group as a whole (i.e. fears, hopes,

doubts, goals)

few minutes to think of phrases and words that

come to mind. Allow them to ask any

3. Perform Activity
a. The purpose of the activity is to help
32
Each group member will take a turn
contributing a line to the poem, according to
facilitate communication in a
the topic discussed. They will use the letters to
collaborative atmosphere.
create the first word in each line. The

facilitator should write the lines on the board
as the group members recite them. There is no
need for group members to use rhyme or any
serious poetic technique; the alphabet structure
in alpha poems goes unnoticed when read
aloud. Once the alpha poem is finished, the
group should title the poem.
Conduct debriefing using the questions within
Ask questions related to session:
the Content.
a. How can you relate to the poem created?

b. What benefits did you see in this activity?
c.
What are other topics what you use to create

an Alpha Poem of your own?
5. Conclusion

participation in the session. The facilitator
should make copies of the poem created and
distribute them to the group at the next session.
33
Sequence Sheet
TPO
EO DESCRIPTION
1.1
1. Introduction Assertiveness Ingredients
SESSION
NO.
1
TIME
(MIN)
5
a. Introduce participants with main

topic objective of activity
b. Talk about goals
20
a. Distribute Materials
b. Complete Activity Sheet
c. Describe Activity
d. Questions from participants
30
3. Perform Activity
4. Debriefing/Processing Questions
15
5. Conclusion
a. Review Session
1
1.2
1. Introduction Effective Strategies in
Total: 75
5
Conflict Resolution

b. Talk about goals
5
b. Describe Activity
3. Perform Activity
30
15
5. Conclusion
a. Review Session
1
1.3
1. Introduction Assertive Body Language

Techniques
Total: 60
5
34

b. Talk about goals
3. Perform Activity
30
15
5. Conclusion
a. Review Session
2
2.1
1. Introduction Change the World
Total: 60
5

b. Talk about goals
3. Perform Activity
30
15
5. Conclusion
a. Review Session
2
2.2
1. Introduction Mask Making

a.
Total: 60
10
Introduce participants with main

b.
Talk about goals
10
35

35
3. Perform Activity
15
5. Conclusion
a. Review Session
2
2.3
1. Introduction Body Map
Total: 75
5

b. Talk about goals
10
3. Perform Activity
45
20
5. Conclusion
a. Review Session
Total: 90
3
3.1
Introduction Self-Expression Through
10
Poetry
b.
Talk about goals
3. Perform Activity
40
a. Listen to Poem
b. Create own poem
10
36
5. Conclusion
a. Review Session
3.2
1. Introduction Meaningful Connections
Total: 70
5

b. Talk about goals
5
3. Perform Activity
30
15
5. Conclusion
a. Review Session
Total: 60
3
3.3
1. Introduction Collaborative Alpha
Poem
b. Talk about goals
3. Perform Activity
30
15
5. Conclusion
a. Review Session
Total: 60
37
References
Assertiveness. (2005). Retrieved November 17, 2015, from http://www.azed.gov/specialeducation/files/2012/02/mini-m2w-chapter-3-lesson-7.pdf

Atkins, S. S., & Appalachian Expressive Arts, C. (2003). Expressive Arts Therapy: Creative
Process in Art and Life. Boone, N.C.: Parkway Publishers.
Austin, D. (2004). Facilitation Techniques. In Therapeutic Recreation Processes and Techniques
(5th ed.). Champaign, Ill.: Sagamore Publishing. (pages 154-181)
Behavioral Disorder Symptoms, Causes and Effects. (n.d.). Retrieved November 9, 2015, from
http://www.psychguides.com/guides/behavioral-disorder-symptoms-causes-and-effects/
Fries, T. (n.d.). Poetry Therapy Seminar Guide. Retrieved November 18, 2015, from
http://toddharrisfries.weebly.com/uploads/5/1/9/9/5199097/poetry_therapy_seminar.pdf
Lofton, S. (2014, April 29). Poetry's Ability to Help Teenagers Navigate Their Lives. Retrieved
November 16, 2015, from http://www.cba-va.org/blog/general/2014/04/poetrys-abilityhelp-teenagers-navigate-their-lives
MacGregor, M. (2008). Team Building with Teens (8th ed., pp. 10-18). Free Spirit Publishing.
Ontario Health & Physical Education Curriculum Support: Grades K-10. (2000). Retrieved
November 18, 2015, from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKE
wiOgPu5KfJAhXBej4KHR1qCtIQFggjMAE&url=https://youthrelationships.org/uploads
Stumbo, N., & Peterson, C. (2009). Therapeutic recreation program design: Principles and
procedures (5th ed.). San Francisco, Calif.: Pearson/Benjamin-Cummings.
38
List of Appendices
Appendix A: Post Session Report Form........39

Appendix B: Post Analysis Form......42
Appendix C: Client Pre-Assessment Form............43
Appendix D: Performance Sheet.......46
Appendix E: Self-Expression Through Therapy Worksheets........47
Appendix F: Meaningful Connections Worksheets...........53
Appendix G: Body Map Worksheets.........56
Appendix H: Assertive Body Language Techniques Worksheet......58
Appendix I: Debriefing Thumball.............60
Appendix J: Mask Making.............61
Appendix K: Strategies in Conflict Resolution Worksheets.........62
Appendix L: Assertiveness Ingredients Worksheets.............66
39
Appendix A
Post Session Report Form
40
(Stumbo & Petterson, 2009, p. 369-371)
41
42
Appendix B
Post Session Analysis Form
(Stumbo & Petterson, 2009, p. 372)
43
Appendix C
Client Pre Assessment Form (Page 1 of 3)
44
45
46
Appendix D
Performance Sheet
47
Appendix E
(page 1 of 7)
To This Day by Shane Koyczan

To This Day
When I was a kid
I used to think that pork chops and karate chops
were the same thing
I thought they were both pork chops
and because my grandmother thought it was cute
and because they were my favorite
she let me keep doing it
not really a big deal
one day
before I realized fat kids are not designed to climb trees
I fell out of a tree
and bruised the right side of my body
I didnt want to tell my grandmother about it
because I was afraid Id get in trouble
for playing somewhere that I shouldnt have been
a few days later the gym teacher noticed the bruise
and I got sent to the principals office
from there I was sent to another small room
with a really nice lady
who asked me all kinds of questions
about my life at home
I saw no reason to lie
as far as I was concerned
life was pretty good
I told her whenever Im sad
my grandmother gives me karate chops
this led to a full scale investigation
and I was removed from the house for three days
until they finally decided to ask how I got the bruises
news of this silly little story quickly spread through the school
and I earned my first nickname
pork chop
to this day
I hate pork chops
Im not the only kid

who grew up this way
surrounded by people who used to say
that rhyme about sticks and stones
as if broken bones
hurt more than the names we got called
and we got called them all
so we grew up believing no one
would ever fall in love with us
that wed be lonely forever
that wed never meet someone
to make us feel like the sun
was something they built for us
in their tool shed
so broken heart strings bled the blues
as we tried to empty ourselves
so we would feel nothing
dont tell me that hurts less than a broken bone
that an ingrown life
is something surgeons can cut away
that theres no way for it to metastasize
it does
she was eight years old
our first day of grade three
when she got called ugly
we both got moved to the back of the class
so we would stop get bombarded by spit balls
but the school halls were a battleground
where we found ourselves outnumbered day after wretched day
we used to stay inside for recess
because outside was worse
outside wed have to rehearse running away
or learn to stay still like statues giving no clues that we were there
in grade five they taped a sign to her desk
that read beware of dog
to this day
despite a loving husband
she doesnt think shes beautiful
because of a birthmark
that takes up a little less than half of her face
kids used to say she looks like a wrong answer
that someone tried to erase
48
but couldnt quite get the job done

and theyll never understand
that shes raising two kids
whose definition of beauty
begins with the word mom
because they see her heart
before they see her skin
that shes only ever always been amazing
he
was a broken branch
grafted onto a different family tree
adopted
but not because his parents opted for a different destiny
he was three when he became a mixed drink
of one part left alone
and two parts tragedy
started therapy in 8th grade
had a personality made up of tests and pills
lived like the uphills were mountains
and the downhills were cliffs
four fifths suicidal
a tidal wave of anti depressants
and an adolescence of being called popper
one part because of the pills
and ninety nine parts because of the cruelty
he tried to kill himself in grade ten
when a kid who still had his mom and dad
had the audacity to tell him get over it as if depression
is something that can be remedied
by any of the contents found in a first aid kit
to this day
he is a stick on TNT lit from both ends
could describe to you in detail the way the sky bends
in the moments before its about to fall
and despite an army of friends
who all call him an inspiration
he remains a conversation piece between people
who cant understand
sometimes becoming drug free
has less to do with addiction
and more to do with sanity
we werent the only kids who grew up this way
to this day
49
kids are still being called names

the classics were
hey stupid
hey spaz
seems like each school has an arsenal of names
getting updated every year
and if a kid breaks in a school
and no one around chooses to hear
do they make a sound?
are they just the background noise
of a soundtrack stuck on repeat
when people say things like
kids can be cruel?
every school was a big top circus tent
and the pecking order went
from acrobats to lion tamers
from clowns to carnies
all of these were miles ahead of who we were
we were freaks
lobster claw boys and bearded ladies
oddities
juggling depression and loneliness playing solitaire spin the bottle
trying to kiss the wounded parts of ourselves and heal
but at night
while the others slept
we kept walking the tightrope
it was practice
and yeah
some of us fell
but I want to tell them
that all of this shit
is just debris
leftover when we finally decide to smash all the things we thought
we used to be
and if you cant see anything beautiful about yourself
get a better mirror
look a little closer
stare a little longer
because theres something inside you
that made you keep trying
despite everyone who told you to quit
you built a cast around your broken heart
and signed it yourself
you signed it
they were wrong
50
because maybe you didnt belong to a group or a click

maybe they decided to pick you last for basketball or everything
maybe you used to bring bruises and broken teeth
to show and tell but never told
because how can you hold your ground
if everyone around you wants to bury you beneath it
you have to believe that they were wrong
they have to be wrong
why else would we still be here?
we grew up learning to cheer on the underdog
because we see ourselves in them
we stem from a root planted in the belief
that we are not what we were called we are not abandoned cars stalled out and sitting
empty on a highway
and if in some way we are
dont worry
we only got out to walk and get gas
we are graduating members from the class of
fuck off we made it
not the faded echoes of voices crying out
names will never hurt me
of course
they did
but our lives will only ever always
continue to be
a balancing act
that has less to do with pain
and more to do with beauty.
51
52
Sound Cloud Link to Poem
http://www.tothisdayproject.com/the_poem.html
53
Appendix F
(Page 1 of 3)
Strength
a poem by _____________________________ (your name here)
I can be as strong as a __________________________________ (i.e. cougar)
Ready to _____________________________________________ (i.e. bare my teeth)
I can be as strong as the ________________________________ (i.e. ocean)
Pay attention to my _____________________________________ (i.e. swirling waves)
I will _________________________________________________ (i.e. protect my heart)
I can be strong in ways you dont expect.
I can be as strong as a __________________________________ (i.e. palm tree)
Able to _______________________________________________ (i.e. protect you from the
sun)
My strength can be gentle.
I can be as strong as a __________________________________
Ready to _____________________________________________
I can be strong and change the world.
I can ___________________________________________________
I can ___________________________________________________
54
Lessons of Courage and Fear

a poem by ____________________________ (your name here)
In my life I've known Courage.
We met when I _____________________________________________ (i.e. first stepped up to
a bully)
Nowadays Courage is _________________________________________(i.e. is hiding from
me)
I find Courage when
_____________________________________________________________
In my life I've known Fear.
We met when I ________________________________________________________________
These days Fear is
______________________________________________________________
Fear finds me when
_____________________________________________________________
I've learned that Courage and Fear are different.
When Courage tells me
__________________________________________________________
Fear says
_____________________________________________________________________
Usually I listen to ______________________________________ (i.e. Courage, Fear, my gut)
I wish _______________________________________________________________ (i.e. my
Courage didn't look so much like Fear)
I wish ________________________________________________________________
55
Running
a poem by _____________________________ (your name here)
When I was REALLY LITTLE, I ran away from ___________________________________ (i.e.
monsters, people fighting)
I was afraid of ___________________________________________________________ (i.e.
being alone)
At the time, I ran toward ___________________________________________________ (my
favorite hiding place )
I dreamed about ________________________________________________________ (i.e. a
superheros protection)
When I got a LITTLE OLDER, I ran away from ________________________________ (i.e.
bullies)
When I ran, I expected that _______________________________________________
At the time, I ran toward _________________________________________________
When I ran, I hoped for __________________________________________________
TODAY when I run, I run away from _________________________________________
More than anything I wish I could run from _____________________________________
TODAY when I run, I run toward ____________________________________________
More than anything I wish I could run to _______________________________________
56
Appendix G
(Page 1 of 2)
57
58
Appendix H
(Page 1 of 2)
Assertive Body Language Techniques

Smooth
Assertive body language is not jerky and tense. Nor is it held still under close
control. It moves at a steady rate, indicating that the person is feeling relatively
relaxed. Even when they are speaking passionately, the movement is still smooth
and under control.
A smooth voice is natural and even. It goes up and down in time with the words,
matching the expression. The sound is warm, friendly and melodious. Vocal
volume goes up and down evenly, not suddenly becoming loud or quiet.
When the person looks around they do so in steady sweeps. They do not have
eyes that dart about furtively nor do they stare nor are they downcast.
Balanced
A balanced body is upright and relaxed. Bones rest on one another, held in place
by gravity, rather than leaning outward and hence having to be held together with
muscular strength. Both sides of the body are used; hence both hands may be
used together or in balanced sequence.
A balanced voice does not go to extremes. It is not jagged nor is it monotonous.
It goes up and down in a natural way that sounds honest and persuasive.
Firm
When we assert something we act as if is true. Feet are firmly planted, flat on the
floor (including when sitting), typically slightly apart to provide a firm base.
Gestures are used to emphasize truths, although not in an exaggerated way.
Hence the head nods, outstretched forearms bounce downwards with the point
and the body may lean slightly forwards.
There is also firmness in response where the other person may attempt to
dominate or avoid the point. Gentle touching may be used as encouragement
and steady eye contact used to show determination. Rejection of things not
wanted is done steadily and without the escalation of aggression nor with the
weakness of a passive position.
Aggression is avoided, particularly in facial expressions, which are gentle and
concerned yet show a determination to see things through.
Open
The body language is open, showing no threat and fearlessly inviting response.
There are no barriers across the body. Arms hang down or are held outwards.
Hands are often palms-up rather than fists or placating palms down.
Eye contact is regular and appropriate. There is neither aggressive staring at the
other person nor are eyes submissively downcast. There is no hiding of the face
or body and barriers are removed.
Openness includes smiling, accepting and listening. The assertive person is
attentive and checks that they have understood what the other person has said.
They also respond to the concerns of others, showing this in their body language.
59
Body Language & Eye Contact Role Play Scenarios

1) Ask a friend to loan you some money.
2) Turn down a friend who wants to borrow something.
3) Ask someone to stop bumping into you.
4) Turn down a cigarette from a friend at a party.
5) A salesperson ignores you and waits on an adult, even though you have been waiting at the
counter longer.
6) You are attending a meeting to plan a citywide event to raise money for children in
need. Every time you start to say something, someone older interrupts you.
7) You cannot concentrate on your homework and are getting a headache because of the loud
music coming from the apartment next door.
8) A friend borrowed your library book and lost it. You want your friend to pay for the book.
9) You are watching a movie, and someone behind you is talking and laughing loudly.
10) You are having lunch at a restaurant and someone at the next table lights a cigarette. There
is supposed to be no smoking in the restaurant, and the smoke is making you feel sick.
11) You have been waiting 45 minutes for a friend to meet you for lunch. Finally, your friend
shows up and apologizes, but you still feel angry.
12) You overhear a friend make a rude comment about the guy in your class who has
epilepsy. You want the friend to know how you feel about the comment.
13) You have finals coming up and your sibling is playing loud music that interferes with your
ability to concentrate.
14) You are running into serious problems with the guidance counselor who isnt listening when
you talk about the harassment that you are experiencing. He keeps saying that everyone
has to go through some harassment.
15) You are at a party and someone new is being teased to do something they clearly dont
want to do. The teasing begins to escalate into name-calling and you want it to stop.
16) You are having lunch with your best friend at a nice restaurant and when the bill comes, it
includes charges for things you didnt order.
17) You have been waiting nearly an hour for your friend, and the game has started. You have
the tickets and feel stuck unable to go on inside and see the game. Finally, your friend
shows and apologizes but you still feel really angry.
18) You hear someone that you admire make a personal comment about someone else. The
comment is racist (or homophobic or sexist), and you really feel upset.
60
Appendix I
61
Appendix J
62
Appendix K
(Page 1 of 4)
63
64
65
66
Appendix L
(Page 1 of 3)
67
68
Assertive Role Plays

#1 You are in charge of ten workers who take customer orders over the phone.
Each worker enters the ordering information into a computer, and then someone
in the warehouse uses the information on the computer printout to ship the
orders. Several of the telephone workers are making errors, causing customers
to receive the wrong merchandise. You need to explain the importance of the
workers being more careful. You can call a group meeting, speak to individual
workers, write a general memo, or write individual memos to each worker. Roleplay the action.
#2 Youre having difficulty with one of your coworkers. Youve tried to make an
appointment to talk with the boss, but shes always busy and in a rush. One day
you and your boss are both leaving work and going to the parking lot at the same
time. Now role-play using assertive behavior.
#3 Youre hanging around at your friend Sams house. One of your other friends
is talking on the phone and makes a date to meet more friends at the Circle K in
a half hour. None of you has a license or car, but the family truck is in the
driveway. The others talk Sam into agreeing to drive the truck. You are on
Probation and dont want to get into more trouble. You tell them youll stay and
wait for them to bring the others back. One of your friends says, If youre scared,
you should go home. Sam, says, If you were a real friend, youd go with me.
Role-play assertiveness skills.
#4 Teacher accuses you of cheating on a test. You didnt cheat. Role-play
assertiveness skills.
#5 A friend borrowed $600 from you 6 months ago. He promised to pay you
when he got his tax return. You know he got it. Now he avoids you. Your work
hours are cut for July and August, you need the money to pay bills.
#6 Youre with a caring girl. You think you may love her. She helps you and likes
it when youre happy and doing well. She understands your Recovery, although
she was never a heavy user and is clean now. Late one night your old party
girlfriend, the girl who left you and you havent gotten over, calls. She says she
loves you and to come party.

SPP Final

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Running head: SPECIFIC PROGRAM PLAN

Specific Program Plan

SPECIFIC PROGRAM PLAN

SPECIFIC PROGRAM PLAN

SPECIFIC PROGRAM PLAN

SPECIFIC PROGRAM PLAN

SPECIFIC PROGRAM PLAN

behaviors are causing trouble at home, at school, or in the community.

SPECIFIC PROGRAM PLAN

SPECIFIC PROGRAM PLAN

SPECIFIC PROGRAM PLAN

SPECIFIC PROGRAM PLAN

Title: Finding a Voice

SPECIFIC PROGRAM PLAN

Objectives and Performance Measures

EO1.1: To demonstrate the ability to

Upon completion of the Expressive Arts

successfully identify aggressive, passive and

program, client should be able to demonstrate

the ability to appropriately ask for a need or

Using a calm voice at least 75% of the

Using a confident voice 50% of the time

Communicate passively 2 out of 3 times

As judged by the CTRS

After three weeks of participation in the

Expressive Arts program, client should be able

EO1.3: To demonstrate the ability to use assertive

After two weeks of participation in the

body language and eye contact

Expressive Arts program, the client should be

SPECIFIC PROGRAM PLAN

Objective and Performance Measures

EO2.1: To establish a group identity and

Upon completion of the Expressive Arts session,

decrease social anxiety.

the client should be able to:

EO2.2: To demonstrate the ability to effectively

Upon completion of the Expressive Arts session,

communicate with group members

the client should be able to demonstrate the

EO2.3: To demonstrate the ability to empathize

Upon completion of the Expressive Arts

with others and appreciate another persons

program, the client should be able to

perspective or point of view

demonstrate the ability to empathize with

Expressing at least two positive

Objective and Performance Measures

SPECIFIC PROGRAM PLAN

EO3.1: To demonstrate the ability to self-

Upon completion of the Expressive Arts session,

express feelings constructively on paper

the client should be able to demonstrate the

EO3.2: To demonstrate the ability to use

Upon completion of the Expressive Arts session,

connection stems to facilitate self-expression,

the client should be able to use stem sentences

and identify problems through poetry

to facilitate self-expression by:

EO3.3: To demonstrate the ability to create a

Upon completion of the Expressive Arts session,

collaborative Alpha Poem as expressive