Creative Art Program

Running head: CREATIVE ARTS PROGRAM 1
Creative Arts Program

Creative Therapeutic Interventions
CAYW 211
Professor Jillian Manning
Chantelle Greenham
4280087
CREATIVE ARTS PROGRAM 2
SELF ESTEEM
Chantelle Greenham
Table of Contents
Introduction.......................................................................................................Pg 4
Objective............................................................................................................Pg 4
Program Overview............................................................................................Pg 5
Session One: Welcome to the group................................................................Pg 6
Session Two: Self Esteem.................................................................................Pg 9
Session Three: Problem Solving....................................................................Pg 13
Session Four: Power.......................................................................................Pg 18
Session Five: Stress Free................................................................................Pg 23
Session Six: Wrap Up.....................................................................................Pg 27
Evaluation........................................................................................................Pg 31
Conclusion.......................................................................................................Pg 32
References.......................................................................................................Pg 33
Introductions:
The age group that I have chosen is grade seven and eight (11-13). There will be around six to
ten females. This program will be held in the Library of Odessa Public School at 12:05-12:45 on
Thursday’s. The purpose of this group is for girls to be aided with their self-esteem and self-
confidence, knowing that they have a place where they can talk about their emotions and feelings
that they may be having. This allows girls to have support and be support for others. Now
knowing them have someone that they can reach out too.
Objectives:
The theme of this project is self-esteem and self-confidence, the goal for the program is for girls
in their early teenage years to be knowledgeable in self-esteem and self-confidence. This goal is
suitable for this group because today “Teens use multiple social platforms... and 71 percent of
teens say they use more than one social media site” (Office of Adolescent Health, 2019), and
“Young people who use social networking sites for more than two hours per day are more likely
to report poor mental health, including psychological distress” (Bowden, 2019). Objectives that
are desired to accomplish are gaining knowledge on self-esteem, knowing how to solve problems
in a healthy way, know that they can do anything they set their mind too, and develop ways to
become stress free. These objectives will be pointed out and we can focus on them one a session
through activities that represent each objective and become more knowledgeable and focus on
our emotions while we develop these objectives.
Program Overview:
Session One- Welcome to the Group (40 min)
Session Two- Self Esteem (40 min)
Session Three- Problem Solving (40 min)
Session Four- Power (40 min)
Session Five- Stress Free (40 min)
Session Six- Wrap Up (40 min)
Session One Agenda- Welcome to the group

 Explain the group and following sessions to come (5 min)
 Rules activity (5 min)
 What does self-esteem and self-confidence mean to you activity (7 min)
 The gratitude game (18 min)
 Summarize the session and explain next week's meeting (5min)
Session One Detailed Plan

5 min, explain the group and following sessions to come:
Explain when the group will meet, focus on getting to work together instead of learning new
material right away.
5 min, rules activity:
This is where you have a chart paper and you start off the rules for the group then each member
of the group can put a rule they feel is necessary, once done you talk about them rules and add on
anything that has been missed that needs to be there
7 min, what does self-esteem and self-confidence mean to you activity:
Hand out a piece of paper and have each member answer the question provided on what self-
esteem and self-confidence means to the individual, have them write three different points then
talk about it once everyone is finished.
18 min, the gratitude game:
This is where you are adding on to the game pick up sticks, where the colours of each stick
relates to a different question. Once you pick the stick you look at what the question is and
answer.
5 min, summarize the session and explain next week's meeting:
Come to a close answer any questions they may have and explain when you will be meeting next
and how that will look like.
Activity
Name:
Gratitude Game
Purpose:
The purpose of this activity is for the clients to learn more about gratitude and what they are
thankful for.
Age and Size:
Group of six to ten females, grades seven and eight, ages eleven to thirteen
Materials:
 Coloured pickup sticks
 A point’s chart
 Questions for each colour stick
Instructions:
You will need to have the pickup sticks, hold them and then drop them. One at a time you will go
around trying to pick up one stick without moving any other sticks. Once successfully picking up
one of the sticks based on the colour of the stick you would then answer that questions given for
that colour. The questions would be posted on a piece of paper for them to read. Then continue
until there is no sticks left to pick up. If you move another stick while trying to pick yours up,
you will lose a turn.
Cautions:
Things that I would caution when doing this activity would be the amount of self-disclosure, the
effort that the clients put into it and the length of the game.
Variation:
Some of the different ways that you could add to this game is to add in points per stick, having it
done with different questions, and also having the questions unknow from the clients so that they
can not only pick certain colours.
Session Two Agenda- Self-esteem

 Welcome back and explain the session (3 min)
 Self-Esteem Bloom (10 min)
 Video and Discussion (6 min)
 Self-Esteem Spinner Game (18 min)
 Questions and close out (3 min)
Session Two Detailed Plan

3min, welcome back and explain the session:
Welcome them back to the group and talk about how today’s session will go.
10 min, self-esteem bloom:
This is a handout page. This is where there is a blank flower that has a stem, leaves, petals, and
the middle of the flower. All those parts play an important factor as they are going to be writing
their goals and how they are going to achieve that goal in what length of time.
6 min, video and discussion:
This part will show a short 4-minute video about self-esteem then you and the group will have a
discussion on what was just watched. If there are no questions being asked you can lead them
with a question.
The Reflection in Me
Link:https://www.youtube.com/watch?v=D9OOXCu5XMg
18 min, self-esteem board game:
This game is where you have a board that has a die to roll and a start and finish spot and blocks
in between. There are four different colours you can land on when you land on that colour you
pick up the card beside it that has the corresponding colour on it and answer or talk about what is
on the card. You go until you have a winner or until everyone has finished the board.
3 min, questions and close out:
Start to wrap up the session, answer any questions that may have been asked. Then explain when
your next meeting is and what the next session may look like.
Activity
Name:
Watch Me Bloom
Purpose:
The purpose of this activity is to be able to come up with a goal and know ways that you can
achieve that goal and by doing this they discover the areas that they do and do not feel competent
in.
Age and Size:
Materials:
 Flower template
 Writing utensils
Instructions:
Using the flower template have the center of the flower be the goal, the petals of the flowers be
steps to achieve that goal the stem/leaves are a check in point. Then the clients can colour it.
Cautions:
Things that I would caution when doing this activity would be the amount of self-disclosure. The
amount of effort that they put into it and making sure that is a “SMART” goal.
Variation:
Different ways for this activity to be done would be to have the clients make their own flower,
add or takeaway pedals for goals.
Activity
Name:
Self-Esteem Board Game
Purpose:
The purpose of this activity is to come to an understanding to what self-esteem is and to be more
comfortable when discussing it with others.
Age and Size:
Materials:
 The premade board
 Number of cards per colour with information on it
 Dice
 Rules
Instructions:
Have all clients start at the beginning and have the youngest go first. You will roll the dice and
move as many spaces as the number on the dice. Pick up a card that is the colour of the spot you
landed on then talk about what is on the card. Some of the spots will have instructions on them
such as move forward or move back. Play until you have first, second and third place.
Cautions:
Things that I would caution when doing this activity would be the amount of self-disclosure, and
the amount of effort that goes into it by the clients. The effects of winning and losing the game.
Variation:
Different ways to play this activity is to have a spinner instead of dice, also to the questions
known.
Session Three Agenda- Problem Solving

 Friendship dilemma cards (10 min)
 Feelings Jenga (15 min)
 Size of the problem (9 min)
 Summarize and close out (3 min)
Session Three Detailed Plan

3 min, welcome back and explain the session:
Welcome them back to the group, explain what the agenda for this session is and put in a
reminder of the group rules.
10 min, friendship dilemma cards:
There will be 10-15 different cards that will explain friendship dilemma’s you will then split
them into pair and have them read the dilemma to their partner and the partner makes the
decision as to handle that dilemma. After they do that they switch and once everyone has done
that have a group discussion as to what they have learned.
15 min, feelings Jenga:
Here you will have a boxed game of Jenga where you will split the blocks into three and each
section will be coloured a different colour. When playing the game, you will pull out your block
and pick up a card that is the colour of the block and answer the question that is on the card, so
on until someone topples the tower of blocks.
9 min, size of the problem:
You will give the clients three different problems and have them decide if it is a small problem,
medium problem, or a big problem. Where a small problem would be where they can talk it out
or ignore it. A medium problem you can walk away or ask a friend for help. A big problem needs
to be told to an adult. You can have definitions under each section, so they have an idea where
the problems go. Once they figure out where each problem belongs check and see if it is correct
if not talk about what solutions need to be done. This can be done three to four times.
3 min, summarize and close out:
Activity
Name:
Friendship Dilemma Cards
Purpose:
The purpose of this activity is to know that there is hard decisions in life and it is good to
practice what you may respond with when put in these situations that way you are a little more
aware of where you stand if you are ever faced with these dilemmas or similar ones to it.
Age and Size:
Materials:
 Dilemma cards
Instructions:
Start by explaining that these are hard decisions in life, then put them into partners or groups
depending on the number of clients at this session. You will give each client a dilemma card
where they will read it to each other, and they will have to come up with what they would do if
they were in this situation. Once everyone has finished doing this, they will discuss with you in a
group what they chose and why they chose it.
Cautions:
Things that I would caution when doing this activity would be the amount of self-disclosure,
some of the questions may end up being a trigger for the clients. Checking that they are giving a
proper answer.
Variation:
A different way that this activity could be done is by reading the dilemmas off to the group and
discussing as a group.
Activity
Name:
Feelings Jenga
Purpose:
The purpose of this activity is to be able to label their feelings and understand these feelings.
Age and Size:
Materials:
 Jenga blocks
 Questions about feelings
Instructions:
Start by putting the tower into place going one at a time pull out a block from the tower and
based on the colour of the block you will answer a question from that colour card pile. Then you
will place that block back on the top of the tower, you go until the tower has been knocked over
if the tower knocks over fast you can redo it.
Cautions:
the amount of effort that goes into it by the clients. Also caution the tower falling over and
scaring someone.
Variation:
A different way to do this activity would be to name an emotion each time you pull a block out
and explain what it means.
Activity
Name:
Size of the Problem
Purpose:
The purpose of this activity is to be able to recognize what size a problem is and ways to respond
to the problem.
Age and Size:
Materials:
 Problem cards
 Size of problem card
 Definitions
Instructions:
Start by explaining the difference between a small, medium, and big problems and some
examples of each of them. Then have them as a group decide which problems go under which
category then discuss why they put them there and if need be fix it.
Cautions:
the amount of effort that goes into it by the clients. This may also come as a trigger to come
clients.
Variation:
A variation of this activity is to read the problems off and discuss it as a group.
Session Four Agenda- Power

 Is it in my control? (10 min)
 Positive affirmation sticks (12 min)
 ‘You are’ photos (12 min)
 Questions and close out (3 min)
Session Four Detailed Plan

Welcome them back to the group and talk about how today’s session will go, and a reminder of
the group rules.
10 min, is it in my control:
Give the clients a blank piece of paper and they trace their hand. Once that is done instruct them
to write in their hand things that is in their control and outside of their hand things that are not in
their control. Have a discussion after without having to disclose much talk about what they learn
from doing this.
12 min, positive affirmation sticks:
The group will be writing positive affirmations on popsicle sticks so that they have them any
time they need them, you can make some prior to the session and have that as an example or just
display a bunch of positive affirmations for ideas for them.
12 min, ‘You are’ photos:
Have one of the clients sit in front of a white board or a chalk board. They must stay facing
forward while the rest of the group writes a positive note on the board about the person that is
sitting in front of the board.
12 min, questions and close out:
Activity
Name:
Is it in my Control?
Purpose:
The purpose of this activity is to recognize that there are things in life that are not in your control
but there is some that you can.
Age and Size:
Materials:
 Blank paper
 Writing materials
Instructions:
Start by handing out the papers and explain to them that what goes in the hand is what you can
control and what does outside of the hand is what you cannot control. Then give them a couple
minutes to write down things that they feel belong in each spot. Once everyone is done, you can
then talk about what they have learned.
Cautions:
the amount of effort that goes into it by the clients.
Variation:
A couple of different ways that you can do this activity is to have a template of hands rather than
them tracing their own hands and have a list of examples for them to get an idea from.
Activity
Name:
Positive Affirmation Sticks
Purpose:
The purpose of this activity is for self-reassurance when needed to look back on.
Age and Size:
Materials:
 Examples of positive affirmation
 Popsicle sticks
Instructions:
Bring examples of affirmation, you then can lay out all the popsicle sticks and have the clients
decorate the sticks as they feel and then they can keep them in a safe spot for when they need
them.
Cautions:
Variation:
A different way to do this activity could be to write them on pieces of papers and put them in a
jar to keep.
Activity
Name:
You Are Photo
Purpose:
The purpose of this activity is to boost self-confidence and have positive notes about yourself.
Age and Size:
Materials:
 Camera
 Photo consent
 Whiteboard
 Marker
Instructions:
Have the students sit in front of a white board facing forward and the other students and you
yourself write a positive anonymous note about the person and then take a photo of them for
them to keep.
Cautions:
Things that I would caution when doing this activity would be the amount of effort that goes into
it by the clients. Having permission to take photos of your clients.
Variation:
A different way to do this activity is to have the clients write them on a piece of paper instead of
on the board.
Session Five Agenda- Stress free

 Video and discussion (6 min)
 Yoga (18 min)
 Colour Mandalas (10 min)
 Close out the session (3 min)
Session Five Detailed Plan

Welcome them back to the group and talk about how today’s session will go, and a reminder of
the group rules.
6 min, video and discussion:
This part will show a short 4-minute video on being stress free then you and the group will have
a discussion on what was just watched. If there are no questions being asked you can lead them
with a question.
Managing Stress
Link: https://www.youtube.com/watch?v=hnpQrMqDoqE
18 min, yoga:
Here you will part take in yoga where you can lead it or have an app lead the activity.
10 min, colour mandalas:
Giving the choice of multiple different mandalas for the clients to colour with a variety of
different
3 min, close out the session:
your next meeting is and that it is the last session next week for this group.
Activity
Name:
Yoga
Purpose:
The purpose of this activity is to be able to find a sense of calm and relaxation through all the
stress in their lives
Age and Size:
Materials:
 Yoga source
 Mats are optional
Instructions:
Use a yoga app that will instruct you in step by step how to with each stretch.
Cautions:
it by the clients.
Variation:
A different way to do this activity is to come up with the stretches yourself.
Activity
Name:
Colouring Mandalas
Purpose:
The purpose of this activity is to create an atmosphere that is calm and peaceful
Age and Size:
Materials:
 Colouring materials
 Colouring pages
Instructions:
Hand out the colouring pages then have them colour the sheets.
Cautions:
it by the clients.
Variation:
A different way you could do this activity is to have them colour one big mandala together.
Session Six Agenda- Wrap up

 Welcome to the final session, explain the session (4 min)
 Self-regulation Catcher (10 min)
 Garden of kindness (17 min)
 Evaluation Survey (6 min)
 Wrap up the group (3 min)
Session Six Detailed Plan

4 min, welcome to the final session, explain the session:
Welcome them back to the group and talk about how today’s session will go, remind them about
the group rules but also that this is the last session.
10 min, self-regulation catcher:
Have a premade blank catcher template where the clients will first pick their colours to use, the
numbers, then the regulation techniques that they will use when playing with the catcher.
17 min, garden of kindness:
Bring multiple colours of foam flowers, have the clients write on the flowers positive and kind
words then have them post them all over the school.
6 min, evaluation survey:
Invite the group to participate in an evaluation survey that you provide. Remind them that it is
anonymous. The surveys are for our improvement and learning needs on this program.
3 min, wrap up the group:
Wrap up any extra ends, remind them about the confidentiality and that everything that has been
said in group stays in the group. Then send them on their way.
Activity
Name:
Self-Regulation Catcher
Purpose:
The purpose of this activity is to provide the clients with way that they can regulate their selves
or a fun activity to do with friends to help them self-regulate.
Age and Size:
Materials:
 Paper
 template
Instructions:
Bring a template have them pick the colours and numbers for the catcher than give them
examples for regulation ideas but they can come up their own. Then they can play with them.
Cautions:
it by the clients. Also, giving them knowledge on when it is appropriate to use.
Variation:
A variation for this activity is to have them create their own instead of a template.
Activity
Name:
Garden of Kindness
Purpose:
The purpose of this activity is to bring positivity to themselves and others
Age and Size:
Materials:
 Flower template
Instructions:
Layout the flowers and have the clients write positive notes on them once they are done, they can
go and post them around the school.
Cautions:
Variation:
A variation for the activity is to make positive notes for themselves.
Evaluation
After all the obstacles this group had to face with trying to get together in the end, we
truly did enjoy the time we spent together. Out of the six total sessions I was able to complete
five with a few of the activities switched around. It was great to receive feedback from everyone
and the many different ways that the feedback had come about such as even just having a casual
conversation and keeping note of what had been said, handing out the evaluation form at the end
of the program, and being open to any suggestions through a suggestion box that they could do
each week if they felt like it and both forms were anonymous.
A summary of the group evaluation from everything that was mentioned above were all
positive feedback notes or even just a can we adjust how we do a certain activity but I take that
as a positive feedback because I get to learn from what they feel would be best as the clients in
the program.
Some of the quotes that I gathered from all the evaluations:
“This is how we play this game; can we try it this way?”
“This is kind of fun”
“I feel like we needed more time for this activity”
“I really like that activity because everyone shared, and I didn’t feel centered out”
“Can we not just stay a little longer?”
A summary of self-evaluation would be that even with having to work around all the
strike days, snow days and being cut short days from COVID-19 the group was beneficial not
only to the clients that participated but also to me as a leader because I gained lots of insight on
challenges and how it will effect each and every one of the clients differently. I enjoyed working
with the clients to adjust to the situations of life. This program is something that I would do
again hopefully with being able to finish all of the program and not a lot of interruptions but I
would still do it even knowing that I would be interrupted because that little time spent with me
and doing the activities that I have chosen the clients opened up and we gained a therapeutic
relationship because we were working together. I even ended up referring one of the clients to
the school’s Maltby worker that comes in.
A reflection of the feedback that I have received I take this in to great consideration
because working on self-esteem is important and I never want to be the person that is going to
hinder clients success because of their self-esteem I want to be one of those that build them up.
After having read the feedback forms it was brought to my attention that I was leading a group
successfully and this makes me feel helpful in a way. There is no better feeling than knowing
that you have helped a child learn about themselves and how they can better their elf-esteem.
Conclusion
The self-esteem group for girls ended up a success all things considering. The importance of
validity, program development and evaluation is that without any of these things how are you to
know if you really made progress with your clients or if you truly understood the group of clients
in front of you because if you never give them the chance to have their input they could feel
unheard and they may start to resent groups. You also want to make sure you receive feedback
because the program may have been a good idea but some of the activities may have not worked
for a few of the clients or even all of them. With being a beginner and having this be my first
time professionally run a self-esteem group I realize that it is important for program development
to happen for the reasons listed above but also because I am just learning myself and can always
improve upon things.
References
Bender, Allison, et al. “Feelings Jenga: Helping Express Emotions.” Unseen Footprints, 7 May
2019, www.unseenfootprints.com/feelings-jenga/?
utm_medium=social&utm_source=pinterest&utm_campaign=tailwind_tribes&utm_conte
nt=tribes&utm_term=642002702_24791052_384583.
Bowden, D. (2019, October 17). 19 Eye-Opening Social Media and Self Esteem Statistics.
Retrieved from https://www.irreverentgent.com/social-media-and-self-esteem-statistics/
Cerys, Hickman, L., Tripp, K., Alicia, Cassie, & Bishop, D. (2019, November 25). The Gratitude
Game: Pick-Up Sticks. Retrieved from https://teachbesideme.com/gratitude-game-pick-
sticks/
Hirsch, J. (2014, February 6). Teaching Empathy: Turning a Lesson Plan into a Life Skill.
Retrieved from https://www.edutopia.org/blog/empathy-lesson-plan-life-skill-joe-hirsch
(n.d.). https://www.youtube.com/watch?v=D9OOXCu5XMg
(n.d.). https://www.youtube.com/watch?v=hnpQrMqDoqE
Office of Adolescent Health. (2019, February 25). February 2016: Teens' Social Media Use.
Retrieved from https://www.hhs.gov/ash/oah/news/e-updates/february-2016-teens-social-
media-use/index.html
Self Esteem Lesson, Survey, and Activities. (n.d.). Retrieved from
https://www.teacherspayteachers.com/Product/Self-Esteem-Lesson-Survey-and-
Activities-3619952?utm_source=SEW Pinterest&utm_campaign=Self Esteem Watch Me
Bloom
Self Esteem Games for Positive Self Talk and Coping Skills for Low Self Esteem. (n.d.).
Retrieved from https://www.teacherspayteachers.com/Product/Self-Esteem-Games-For-
Positive-Self-Talk-And-Coping-Skills-For-Low-Self-Esteem-3793753

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Running head: CREATIVE ARTS PROGRAM 1

Creative Arts Program

Session One Agenda- Welcome to the group

Session One Detailed Plan

Session Two Agenda- Self-esteem

Session Two Detailed Plan

Session Three Agenda- Problem Solving

Session Three Detailed Plan

Session Four Agenda- Power

Session Four Detailed Plan

Session Five Agenda- Stress free

Session Five Detailed Plan

Session Six Agenda- Wrap up

Session Six Detailed Plan

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