Christina Peachey

Activity: Gratitude Game

Sources Used:

The gratitude game: Pick-up sticks. Teach Beside Me. (2021, August 7). Retrieved
December 6, 2021, from https://teachbesideme.com/gratitude-game-pick-sticks/.

Mayo Foundation for Medical Education and Research. (2018, February 3). Depression
(major depressive disorder). Mayo Clinic. Retrieved December 6, 2021, from
https://www.mayoclinic.org/diseases-conditions/depression/symptoms-causes/syc-203560
07.

Steingard, R. (2021, September 8). What are the symptoms of depression in teenagers?
Child Mind Institute. Retrieved December 6, 2021, from
https://childmind.org/article/what-are-the-symptoms-of-depression-in-teenagers/.

Equipment: Piece of paper and pencil or pen

Description: The objective of this activity is to help our mood by shifting our focus from the
negative to the positive. This allows us to leave space to reflect on all the good in our lives.

Steps:
1. Introduce the activity to the participants.
2. On a blank piece of paper have the participants write out five different things that are stressors
in their lives.
3. Have participants share if they feel comfortable
4. Draw a line from each stressor and write a rephrase it in a positive way of how they are
grateful for that aspect in their life.
For example:
Stressor: I’m nervous about my finals this week-------I’m grateful that I am doing
well in my classes this semester and to be in college in general.
3. Pick someone to read (if they feel comfortable) some of the things they are grateful for and
why.
4. Finally, as a group discuss why everyone chose what they did, see if there are any similarities,
and then say why.

Primary Interaction Pattern: I believe the primary interaction is aggregate because it is one
person focusing on what they are writing down near others, but not interacting with others. The
participants are individually all working on their own list of what they are grateful for, but
everyone else in the group is doing the same thing. Also, inter-individual because it is an activity
taking place that involves other people to be involved that being when everyone shares what they
wrote down.

Adaptation: In teens, symptoms may include sadness, irritability, feeling negative and worthless,
anger, poor performance, feeling misunderstood and extremely sensitive, loss of interest in
normal activities, and avoidance of social interaction. Since the participant might be not that
interested in the activity, make sure that the leader of the group has given clear instructions that
are ready to explain the whole activity to all. It is important to remember to give positive
reinforcement and feedback as well since the participant might struggle with feeling negative
about themselves and their performance. Make sure to talk through the activity with your
participant and ask them why they wrote what they did on their paper and really discuss the
grateful portion of the activity. In between the activity, if long; allow breaks or time for the
participants to move around. Finally, keep all equipment and supplies organized. This will
definitely help with clarity and positivity for the participant which is beneficial to them.

Participant: 17-year-old girl with depression