Facilitation Technique Category: Therapeutic Use of Play

Activity Title: Cookies painted with feelings: communication, discover repressed

thoughts and sensations.
Source: Creative Counseling 101. (n.d.). Retrieved from
http://www.creativecounseling101.com/play-therapy-feeling-cookie-technique.html
Equipment: Sugar cookies, frosting with sprinkles, frosting with food coloring,
plastic Knives, paper,
Activity description: Therapeutic Use of Play in general is a form of therapy that
inspires a participant to explore life experiences that may have an influence on
current conditions, in a way and pace of the client's selecting, mainly through play
but also through verbal communication. Cookies painted with feelings are an
activity that will promote communication, discover repressed thoughts and
emotions. The purpose of this activity is to client's to express their emotions with
frosting and sprinkles in a tasty play therapy action. First, the instructor will perform
all steps before participants start the session. Second, the instructor will explain the
meaning of the colors to be used: (blue for sadness, red for irritation, black for
numbness, grey for unhappiness, green for jealousy, pink for feeling euphoric,
yellow for contented, purple for embarrassed, or orange for spirited. Third, have the
participant pick at least five colors and assign an emotion word to each colors. Write
each color with what emotion it relates to on a distinct section of paper. Debate the
feelings recognized and how the participant identifies with the emotions. Fourth,
continue to mix up the frosting with the emotional colors that the participant has
recognized if frosting has been used. Fifth, exchange ideas about where the
emotions that were recognized are located in the body while participants do this
play therapy skill. Sixth, proceed to request the participant to place to frost the
cookie in a way that demonstrates where each emotional color exists in the body.
Seventh, argue methods to acknowledge the emotions in the body and relief them
when they develop devastating such as workout, drawing, or having a conservation
with another person about themselves. Eight, finish the activity by eating and enjoy
the cookie with participant. Nineth, instructor will complete the activity by providing
feedback and allowing participants to ask questions/concerns.
Leadership considerations: CTRS will be the instructor in this activity. Also,
staff /volunteers, recreational therapist students can support/guide participants
during the activities. The staff to participants ratio should be1:1, 1:2, 1:3, and 1:4
depending on the clients level of assistance. Instructions/education during this
activity will be proper sequence of tasks and the importance of hygiene while
working with food. Some precautions should be taken into consideration including:
any diet restriction. The CTRS will perform physical demonstration of the activity
before completing the task in order to achieve the best performance/accuracy. All

participants are allowed to ask questions at any time of the activity in order to
complete proper sequence of tasks.
Adaptations: Participants with Swallowing disorders: According to American
Speech-language hearing Association, swallowing disorders, also called dysphagia
can happen at diverse stages in the swallowing procedure (2016). A gastrostomy
tube (G-tube) is a tube introduced through the stomach that brings nutrition straight
to the stomach. Some adaptations could be applied such as instead of eating the
cookies they will be provided with yogurt of different flavor/colors. Also, since this
population tends to have impairments such as cognitive/physical they will require
verbal cues and tactile cues during the activity in order to complete tasks.
Adaptations: Participants with Emotional lability: Refers to quick, often
overstated variations in mood, where strong feelings (intense laughing or crying, or
intensified irritability or temper) happen. These very strong emotions are
occasionally communicated in a way that is not associated to the persons mood
(The State of Queensland, 2011). Good adaptations for these participants include
occasionally a break time or rest periods is enough to recover control of feelings,
also taking a short walk, doing a dissimilar activity all can support to cope with
these solid feelings. Engage in relaxation and breathing exercises to decrease
tension and stress. Using distractions/thinking of new-different topic, visualizing a
peaceful image or picture, etc.

Adaptations References
Creative Counseling 101. (n.d.). Retrieved from
http://www.creativecounseling101.com/play-therapy-feeling-cookietechnique.html
KidsHealth. (n.d.). Retrieved from http://kidshealth.org/en/parents/g-tube.html
Play Therapy International. (n.d.). Retrieved from
http://www.playtherapy.org/playhowdoestpwork.html
Resources for families and support workers . (n.d.). Retrieved from
https://www.health.qld.gov.au/abios/behaviour/family_sup_worker/lability_fsw.
pdf

Facilitation Technique Category: Sensory Stimulation

Activity Title: Recognition of family objects: experiences, memories, and social
interaction.
Source: (n.d.). Retrieved from http://www.alzheimers.net/2014-01-14/heal-spiritafter-diagnosis/
Equipment: Sand, seashells, candles, and lights.
Activity description: Sensory stimulation in general uses ordinary objects to
stimulate one or more of the five senses (sight, smell, hearing, taste and touch),
with the purpose of inducing encouraging feelings. Recognition of family objects will
provide the opportunity to share experiences, memories, and social interaction. The
goal of this activity is to help participants feel meaningful and improve mood and
self- esteem. First, instructor will demonstrate the activity before participants
engage in the activity. Second, participants will be seated around a table and the
instructor will bring in objects that participants will touch/observe, such as sand,
seashells, candles, and lights x 30 minutes. Third, each participant will be allowed to
identify each object in the order in which it was assigned. Fourth, participants will
have the opportunity to share any experience related with the item that was
presented. Fifth, depending on how participants react, the instructor might modify
the activity or change to a dissimilar sense to discover the stimuli that is going to
motivate a response. Sixth, instructor will finalize the activity by providing feedback
and allowing participants to ask questions/concerns.
Leadership considerations: CTRS will be the instructor in this activity. Also,
staff /volunteers, recreational therapist students can support/guide participants
during the activities. The staff to participants ratio should be1:1, 1:2, 1:3, and 1:4
depending on the clients level of assistance. Instructions/education during this
activity include: breathing techniques, rest periods between sets, relaxation excs,
environmental barriers that could prevent activitys goals. Some precautions should
be taken into consideration including: calm and quiet environment, a dark room
(while the sensor lights are being used) with a relaxing background music. The CTRS
will perform physical demonstration of the activity before completing the task in

order to achieve the best performance/accuracy. All participants are allowed to ask
questions at any time of the activity in order to complete proper sequence of tasks.
Adaptations: Participants with Anxiety and Depression: According to Anxiety
and Depression Association of America, when some individuals experience these
moods daily or nearly daily for no apparent cause, making it problematic to carry on
with regular, routine functioning (2016). This population may have an anxiety
disorder, depression, or combination of both. Good adaptations could be engage in
a meditation training to quiet anxious thoughts and restored manage tension. This
is greatest when done in another private room by him/herself, quiet space before
the activity will take place. Also, getting enough sleep as practicable before
engaging in the activity. Performing breathing techniques to regulate the mood and
bring on a superior sense of peaceful.
Adaptations: Participants with Dissociative disorders (DD): It is a group of
conditions that include interruptions or breakdowns of memory, consciousness,
personality, or perception. Individuals with this condition use dissociation, a defense
contrivance, pathologically and compulsorily. Psychological trauma is the main
cause of DD (National Alliance of Mental Illness, 2016). Some adaptations include
provide a safe place to promote trust and confidence. Also, keeping a journal in
order to improve awareness and participant will have the opportunity to read it
before the activity and recollect information from the activity and write it in the
journal as well. Mindfulness techniques that practice the sense to bring participant
back to the present before start the activity.

Adaptations References
(n.d.). Retrieved from http://www.alzheimers.net/2014-01-14/heal-spirit-afterdiagnosis/
Anxiety and depression Association of America. (n.d.). Retrieved from
https://www.adaa.org/understanding-anxiety/depression
National Alliance of Mental Health. (n.d.). Retrieved from
https://www.nami.org/Learn-More/Mental-Health-Conditions/DissociativeDisorders/Support
Psychguides. (n.d.). Retrieved from http://www.psychguides.com/guides/behavioraldisorder-symptoms-causes-and-effects/
Seafarers' House. (n.d.). Retrieved from http://seafarershouse.org/blog/10-ways-tocombat-anxiety-onboard?gclid=CKrYwMn5s9ACFYpahgodxfIJEw