Houseknecht Data Project Presentation

Creative SolutionsIntegrating Art Therapy into Solution Focused

Brief Therapy.

Angela Houseknecht Fall 2014

Introduction

• Topic: literature review/ rationale for data project

• The portable art station

• Art for students grade K-5

• Creative Solutions group for 7th grade girls

• Group data

Literature Review

• Rationale (it’s for everyone): • Art interventions are developmentally appropriate for

all students in grades K-12 as well as adults (Ziff & Beamish, 2012).

• The arts have been demonstrated to be effective sources of empowerment, community, identity, and independence for individuals with developmental disabilities (Ziff & Beamish, 2004).

• Art therapy can also be used to bridge culture gaps and transcend language barriers (Ziff & Beamish, 2004) .

Literature Review

• Rationale (can easily be applied to ASCA model): • Art therapy can easily be integrated into the

school counselors’ theoretical orientation and delivery of services (Kahn, 1999).

• Example: In cognitive behavioral art therapy, the student establishes goals and learns to express more adaptive behaviors (Kahn, 1999).

• ASCA domains: art therapy is appropriate for students who present with academic, career, and personal/ social issues (Bruneau, 2012).

Literature Review

• Rationale (preventative and responsive services): • “Creative “non-traditional” counseling approaches, when

integrated into traditional school counseling services at both the preventative and responsive levels, can offer needed support and guidance to students from a variety of backgrounds” (Van Velsor, 2013 p.53).

• The authors recommend, school counselors use a combination of individual therapy and Adlerian art therapy to prevent social aggression and improve peer relationships (Froeschle & Riney, 2008).

• Art therapy is effective in; short-term individual therapy for students in crisis, support groups for transitioning or new students, and those facing career decisions (Karkou, 1999).

The Portable Art Station

• Creating a Portable Art Station:• Keep a well stocked art station with a variety of fast media

such as pencil, markers, pastels and crayons as well as more resistant media such as clay and paints (Kahn, 1999).

• Counselors should become familiar and comfortable with a variety of media and the creative process. Kahn states, “counselors who are unfamiliar with art are hesitant to try it” (Kahn, 1999, p.3).

• Counselors should personally experiment with all of the art media and perhaps would benefit from practicing the intervention with a colleague before implementing the intervention with a student (Kahn, 1999).

The Portable Art Station

• Newberry Elementary School

– Grades K-5

• Central York Middle School

– Grade 7

Putting the Literature into Action

Art in Counseling at Newberry Elementary

• Needs

• ASD and ES support

• De-escalation room

• Emotional Intelligence for K-5

• Assets:

• Hurt-Free School guidance curriculum

• Token economy (paw prints)

Using Art to Create a Therapeutic Space and Teach EI (before)

Using Art to Create a Therapeutic Space and Teach EI (during)

Art in Counseling Newberry Elementary

Goals:• I really wanted the space to look child-like, give the illusion of being

outside, and provide a place to run to in times of distress beyond control.

• I wanted to add lots of curved lines to distract from the boxed in feeling.

• I added some fun symbols such as when you walk in, the clouds make the shape of a smile.

• Redirect antisocial behavior: The kids who tend to need this space also like to destroy the school so I wanted to channel that into drawing on the walls (blackboard tree) and throwing balls at the wall.

• Safety: I am not able to put things on the wall (within reach) for safety reasons. Provide alternative to running out of the building

• Increase good citizenship and Emotional Intelligence:– Make kids in all grades aware of the space incase they need it.

– Citizenship project by helping to beautify the school (in concert with Hurt-Free School).

– Emotional intelligence: while students made their bird/ butterfly we discussed + ways to react to anger (In concert with Hurt-Free School).

Using Art to Create a Therapeutic Space and Teach EI (during)

Using Art to Create a Therapeutic Space and Teach EI (after)

Creative Solutions Group Central York Middle School

• Needs assessment

• Small group proposal and action plan

• Prescreen

• Developed 8 week group format with: objectives, procedures, initial phase, working phase, transition phase, materials, and assessments.

Creative Solutions

• Needs assessment:

• Electronic requests for counseling appointment

• List of common concerns:

• Anxiety

• Transitions

• Making friends

• Communication/ Self Expression

• Depression

• Academic planning

Creative Solutions Group Proposal and Action Plan

• Type of Group:

• Definition: Solution-focused brief therapy with creative arts therapy for (6-10) 7th grade girls.

• Setting: Central York Middle School School Counselor’s office

• Voluntary Parental/ care-giver consent and student consent required.

• Group Format: 8 week closed group. One group per week for one full period (45 min).


• Goals and Objectives:

• Purpose: Creative Solutions will focus on teaching the Solution Focused process through artistic expression. The purpose of this group is to; teach 7th grade girls how to use art to express themselves, gain insight into their behavior, thoughts, and feelings, and develop a peer support system.


• Objectives: this group will consist of the following components:

• Learn artistic expression/ relaxation techniques

• Create and monitor personal goals though visual Solution-Focused journal

• Generate group discussions and peer support regarding anxiety and other personal, social, and/or academic concerns.

• Learn about the brain such as the biological aspects of anxiety.

• Provide opportunity for female support and empowerment


• Rationale: (lit review)


• Rights and Expectations of Group Members: • Group members are required to follow the established rules of Central

York School District.

• Group members are expected to participate however members will decide at what level they participate, how much the reveal about themselves, and when they wish to share information.

• Ethical guidelines of ASCA will be followed

• Progress of students will be documented by school counselor intern.

• Group members will also participate in generating group rules and standards that each person will be responsible to follow. Such rules may include: Confidentiality, respect, actively listen, participate, no judgments, no labels, attend and be on time

• Confidentiality will be maintained with 3 exceptions: report of abuse, threat to oneself, threat to others.


• Topics for the Group: • Orientation: Introduction to materials and ice breaker relaxation

technique

• Miracle Question

• Anxiety and the brain

• Red/ Green thoughts

• Making positive experiences stick (soaking up the good)

• Labels

• Scaling/ Reframing

• Exceptions

• Artistic- expression


• Data:

• Permanent products:

• Students will create a visual solution-focused journal.

• Confidential

• Qualitative data:

• Observational: Counselor will identify and record student goals, participation, and progress.

• Assessments:

• 10 question, entrance survey: https://www.surveymonkey.com/s/XPQ5PVP

• 10 question exit survey:https://www.surveymonkey.com/s/JYBJXV3

https://www.surveymonkey.com/s/XPQ5PVP

https://www.surveymonkey.com/s/JYBJXV3


• Resources:

• Portable art station containing mixed media and cleaning supplies

• Digital camera to record permanent products

• Confidential storage of the student’s art pieces

• The counseling office space

• Surveymonkey.com account

• Ipod and speakers

• Student devices (Ipad mini)

Creative Solutions Group Procedures

• 8-week group format

• September – December 2014

• 1 period per week (9th period) 45 minutes each over 8 weeks.

• Data


• Prescreening:• Identify student needs/ at-risk students using student requests.

• Explain the type of group and practical applications of the group.

• Conduct individual counseling with each identified student:

• Introduce myself and discuss my qualifications.

• Discover their issue/ concern.

• Get to know the student and build rapport.

• Answer questions and offer group option.

• Distribute permission letters.

• Complete 10 question entrance survey.

– https://www.surveymonkey.com/s/XPQ5PVP

https://www.surveymonkey.com/s/XPQ5PVP

Prescreening Data

Survey Questions and Responses:

1. Rank the following social/ personal areas (self esteem, anxiety, peer relationships, depression, self-expression) I most want to work on (1) to social/ personal areas I least want to work on (5):

2. Top 3 are: Self-esteem, anxiety, and depression.

0

1

2

3

4

5

Self Esteem Anxiety PeerRelationships

Depression SelfExpression

Question 1 Average Ranking Scores

Prescreening Data

2. Please fill in the blank. Something I hope to gain from the group experience is__.

• The purpose of #2 is to uncover goals.

• Student responses:• “Not be worried about everything and make new friends.”

• “To be able to talk to more people.”

• “To not feel stressed about things in my life like taking a test.”

• “The feeling and understanding that you can't be perfect.”

• “I hope I gain happiness.”

• “I want to be able to express how I feel and have someone who understands the way I feel.”

• “Art skills and courage.”

• “Better ways to control my anxiety.”

Prescreening Data

3. Please fill in the blank. Something in my personal/ social life I wish I could change is__.

• The purpose of #3 is to uncover goals.

• Student responses:• “Not being so shy.”

• “To be like my mom because she can talk to anybody.”

• “To learn how to experience new things without worrying about it.”

• “To not be someone I'm not when I'm around my friends. Basically trying to be cool.”

• “My personality.”

• “I could always just be me without worry.”

• “Being more social and less socially awkward.”

• “I wish I could change my Nanas death.”

Prescreening Data

4. Please fill in the blank. Something I can contribute to the group is__.

• The purpose of #4 to uncover strengths.

• Student responses:• “Know page of sports.”

• “Being a good listener, giving suggestions on how to solve a problem.”

• “My ability to learn information quickly, and explaining it to others.”

• “I don't huge and I hate to upset someone.”

• “What I've been through, so others know they are not the only ones who might feel this way.”

• “My view of things, and how I see the world.”

• “My positive attitude.”

Prescreening Data

5. Please fill in the blank. When I think about being in the group I am most concerned about__.

• The purpose of #5 is to uncover barriers to the group process.

• “If people want to be my friend.”

• “Sharing personal things about my life with other people.”

• “Being too shy or too talkative.”

• “If my problems and my feelings get worst.”

• “Sharing things and getting to know the others.”

• “Not being good enough (art wise).”

• “Messing up.”

Prescreening Data

6. Rank the following art materials from materials I'd most like to work with (1) to materials I'd least like to work with (5)

• The purpose of #6 is to determine age appropriate art materials, preferences, and which materials to stock up.

• Top 3 choices are: paints, clay, and oil pastels.

0

1

2

3

4

5

Paints Clay Oil Pastels ColoredPencils

Markers

Average Rankings

Prescreening Data

7. Which of the following most closely describes my attitude towards making art in a group setting?

• The purpose of #7 is to discover barriers to using art materials.

I like making art and I do notworry about how the finalproduct will be judged.I like making art and I worryabout how the final productwill be judgedI do not like making art but Iam willing to give it a try.

I do not like art and I am notwilling to try it.

Prescreening Data

8. What three describing words would your friends use to describe you?

• The purpose of question 8 is to explore labels.

• Student responses:• “Loyal, creative, and loving”

• “Athletic, fun, and talkative”

• “Kind, energetic, and responsible”

• “Quiet, smart, and quirky”

• “Funny, weird, and loving”

• “A worrier, kind, and goofy”

• “Quiet, smart, and artistic”

• “Fun, nice, and helpful”

Prescreening Data

9. Please fill in the blank. Something I do really well is__.

• The purpose of #9 is to begin to uncover exceptions.

• Student responses:• “Music”

• “Soccer”

• “Writing stories”

• “Participating”

• “Acting/ singing”

• “Write and make art”

• “Draw/ sketch”

• “Music and writing”

Prescreening Data

10. Please fill in the blank. My life would be so much better if only I could___.

• The purpose of #10 is to further identify and define goals.

• Student responses:• “Not worry about everything”

• “Not be afraid to talk to people”

• “Not be such a perfectionist”

• “Realize that I am not going to ace everything that I do”

• “Figure out all solutions of my problems”

• “Not have to deal with anxiety”

• “Make a difference”

• “Have more real friends”


Session 1: Orientation (Initial meeting)

• Goals:

• Discuss group rules.

• Explain check-in process for each week.

• Do ice-breaker.

• Learn scribble relaxation technique/ “soaking in the good”

• Identify and record personal goals of each member using entrance survey.



Introductions: (10 mins)

1. Explain the nature of the group, to use art to learn life skills.

2. Share group rules and ask if they have questions or would like to discuss adding a rule.

3. Share something about yourself that you believe is unique.



Working Phase: (30 mins) Telling our story with scribble drawings (McNamee C.M. 2004)

1. Lead discussion briefly describing their group goal.

2. Distribute paper to each student.

3. Create a scribble drawing that represents how you (the student) would feel if the thing that was holding you back/ down was no longer and issue.

4. Remind students that they have complete freedom to express themselves through the scribble and don’t worry about making anything perfect, just be honest.



Working Phase: (30 mins)…

5. Play relaxing modern music for inspiration. Music was pre-screened by for appropriate lyrical content and context. Music was also prescreened for age and taste by briefly surveying three 7th grade girl volunteers.

6. While students create, discuss how they can use art and music together to inspire unbiased self-expression.

7. Discuss left-brain negative brain bias. Scribble drawings access the unbiased memory of the right brain. Art is a right brain activity that provides more honest recounts of experiences because the right brain is not inhibited by the rational or story-telling aspect of the verbal left-brain. Art is best used in conjunction with talking it out (McNamee C.M. 2004). Also, mental states become neural traits, so take time to soak up the good (Hanson, 2013).



Transition Phase: (5 mins)

1. Highlight the benefits of using art and music for relaxation and reduction of stress/ anxiety.

2. Thank/ praise the group for sharing

3. Remind students of outside of group confidentiality.

4. Encourage them to come prepared to check-in.

5. Retain student portfolio (collect permanent products).


Session 1 Permanent Products: Prompt: “choose any material you are curious about. Then create an abstract representation of what it would feel like if your issue was no longer a concern. Listen to the music, let it guide you as your hold in your mind the thoughts, feelings, and vision of what it would be like. Do not worry about how it looks, it’s about the process not the product”.


Session 2: Orientation continued Exploring our areas of improvement)

Goals: • Complete entrance survey (3 students).

• Add group member (1 student will be added)

• Discuss group rules and confidentiality.

• Do ice breaker again for all members. State a fun fact about yourself. Or if you had a super power what would it be/ why?

• Each member share what they hope to overcome (revisit survey ie. Anxiety, depression, self esteem, self-expression, peer relationships) while in the group. While each student talks they will be given a piece of paper and drawing materials to scribble while they talk).

• Ask Miracle Question



Rationale: Scribble drawings access the unbiased memory of the right brain. Art is a right brain activity that provides more honest recounts of experiences because the right brain is not inhibited by the rational or story-telling aspect of the verbal left-brain. Art is best used in conjunction with talking it out (McNamee C.M. 2004).

Materials:

• Portable Art Station

• Water/ Towels

• Itunes and speaker

• Student’s Ipad (personal devices issued by school)



Initial Phase (Introductions): (10 mins)

1. Explain the nature of the group, to use art to learn life skills.

2. Share group rules and ask if they have questions or would like to discuss adding a rule.

3. Share something about yourself that you believe is unique.



Working Phase: (30 mins) Telling our story with scribble drawings (McNamee C.M. 2004)

1. Lead discussion in which each member shares what they wish to work on while in group.

2. Distribute paper to each student.

3. Prompt: “Share/ talk about your area of concern. While you talk also express yourself with symbols by creating a doodle or scribble. Any fears or worries you have about sharing, scribble it out.” (Remind students that they have complete freedom to express themselves through the scribble and don’t worry about making anything perfect, just be honest.)



Working Phase continued…

5. Play relaxing modern music for inspiration.

6. While students create, discuss how they can use art and music together to inspire unbiased self-expression.

7. Discuss left-brain negative brain bias. Scribble drawings access the unbiased memory of the right brain. Art is a right brain activity that provides more honest recounts of experiences because the right brain is not inhibited by the rational or story-telling aspect of the verbal left-brain. Art is best used in conjunction with talking it out (McNamee C.M. 2004). Also, mental states become neural traits, so take time to soak up the good (Hanson, 2013).

8. Ask miracle question.

9. Ask students to review their scribble/ doodle and ask them how does this symbolize you in relation to your area of concern.




• Thank the group and highlight group strengths.

• Thank/ praise the group for sharing

• Remind students of outside of group confidentiality.

• Retain student portfolio (collect permanent products).


Session 2 Permanent Products: Prompt: “Share/ talk about your area of concern. While you talk also express yourself with symbols by creating a doodle or scribble. Any fears or worries you have about sharing, scribble it out.”

- “Real girls aren’t perfect perfect girls aren’t perfect”

- “I wish I could talk to anyone”



- “Mickey Mouse symbolizes a happy family trip when everyone/ thing is well”

- “Funny and dark like Tim Burton… different sides to me”



- “I’m like a flower, I’m fragile and I want to be beautiful inside”

- “I relate to GA, I’m a flower too”


Session 2 Answers to Miracle Question:

• AR: “I could express myself.”

• MK: “I wouldn’t be worrying so much. I would know everyone in my family would be okay.”

• GA: “I’d feel relief! I wouldn’t worry about acceptance or being judged.”

• EB: “I wouldn’t have to care so much and worry about being perfect.”

• HA: “It would be easier to talk to anyone at school. To be social would be effortless.”

• MM: “I wouldn’t feel weighed down. I would feel so much relief.”


Session 3: 3D Self Portrait, Labels, and Marbles Technique

Initial Phase:

• Check-in. (5 mins)

• Marbles Technique

Goals:

• Teach the students about the amygdala.

• Create a 3D self-portrait out of clay.

• Explore labels of self and begin to reframe labels.



Rationale:

• Fluid materials enable a gradual shedding of defenses and increase the ability to reflect upon emotions that may arise (Avrahami D., 2008).

• Artistic tasks proved to be more a more effective and longer lasting impression the student’s than traditional methods alone (Morgan and Johnson 1995).

• The symbol expressed on paper (or sculpture) enables the client to distance him/ herself from the trauma and the student then has the power to make changes or recreate the symbol. This becomes a metaphor to self (Cohen et al. 1995).


Session 3: 3D Self Portrait, Labels, and Marbles TechniqueWorking Phase:

1. Show examples of sculptures:

– Alberto Giacometti: http://youtu.be/48WFwpdc1DQ

– Umberto Boccioni: http://youtu.be/WUinl5qeoAs

2. Both artists were impacted by war. WWI and WWII. Giacometti expresses feelings of tension, anxiety, and human relationships and human perception (how we look at each other). Boccioni was an Italian Futurist impacted by WWII. His art expresses his views on society and humanity.

3. Notice how the sculptures change when you observe the same piece from a variety of angles. Take a different view, and observe again.

http://youtu.be/48WFwpdc1DQ

http://youtu.be/WUinl5qeoAs


Session 3: 3D Self Portrait, Labels, and Marbles TechniqueWorking Phase continued:

4. Create an abstract sculpture of yourself using clay. Much like our own lives, perspective is everything. How do you view yourself? How do other’s view you.

5. What labels do give yourself?

6. Which labels are worth keeping/ shedding?




1. Highlight the benefits of polyocularity with in the group and make observations.

2. Thank and praise the group for their efforts.


Session 3 Permanent Products: Prompt: “Create an abstract sculpture of yourself using clay. Much like our own lives, perspective is everything. How do you view yourself? How do other’s view you. What labels do give yourself? Which labels are worth keeping/ shedding?

AR: “I feel like a weird and funny

character.”

AH: “I don’t know who I am yet.”



MU: “Like my sculpture, life has a

lot of bumps, I just have to get

over.”

TB: “I’m a smile-er. I love to love

everyone and smile at everyone.”



EB: “I have no idea who I am.” GA: “I feel like I am melting away

into everything and getting lost, I

can’t find myself.”



HA: “I feel like I have to push it to

the limit, like with soccer, I want to

play until I drop.”

MM: “I feel lost like I’m downing.”


Session 4: Red thoughts/ green thoughts…The thoughts you weed and the thoughts you seed.

Goals:

• Create visual representation of green thoughts/ red thoughts of the mind.

• Teach metacognition…thinking about thinking. “Being aware of my thoughts and beliefs.”

• Identify the thoughts we should seed versus the thoughts we should weed. What do you tend to tell yourself?

• Challenge them to notice their thoughts this week and come prepared to discuss at check-in.



Materials:


• Water/ Towels

Initial Phase:

• Check-in

• Share my group observations on lack of group participation

• Share my story, model participation, why I know Solution Focused works.



Working Phase:

• Distribute paper (which represents the mind’s self-talk) and ask them to divide their paper in half.

• On one side are the weeds, the negative thought patterns you want to pull.

• On the other side are the seeds, the positive thinking you want to plant.

• Share what each as written.




• Highlight the benefits of poly-ocularity with in the group and make observations.

• Thank and praise the group for their efforts.

• Challenge each participant to notice their own thinking patterns during the week.


Session 4: The thoughts you weed and the thoughts you seed. Identify the thoughts we should seed versus the thoughts we should weed. What do you tend to tell yourself? What would you like to tell yourself?

AR MK



AH: I feel like I’m drowning and will

never bloom Vs I am the blooming

flower.

MM



TB EB


Session 5: Mantra Mandala, What are you doing well/ would like to see more of?

Goals:

• Each student shares progress on weeding negative thoughts and seeding positive thoughts.

• Focus on creating a positive cycle of solutions rather than a negative thought loop.

• Create personal goal mandala with a life mantra (motto) that will help you keep up the good work.



Materials:


• Water/ Towels

• Pre-drawn mandalas to color.

Initial Phase (10 mins) :

• Check in, what is your goal/ issue and how is it going with pulling weeds and planting seeds, what are you trying and what are you noticing?

• What thoughts and behaviors would you like to see more of?



Working Phase: (30mins)• Explain Mandalas:

– The meaning of mandala comes from Sanskrit meaning “circle.

– Mandalas offer balancing visual elements, symbolizing unity and harmony.

– The goal of the mandala is to serve as a tool on our mental journey as it symbolizes order and a balanced mind, body, and spirit connection.

– The design of the mandala is to be visually appealing so as to absorb the mind in such a way that negative chattering thoughts cease, and a more positive thoughts envelopes the observer which in turn leads to higher awareness (it helps us tune out the bad and tune into the good). Again we are engaging our creative right brain and tuning out our negative left-brain bias.

– The mandala as a form of meditation for the purpose of accessing our inner knowledge and this is accomplished by setting an intention.



Working Phase: (30mins)

• Chose a mandala that appeals to you.

• Then set your intention by writing a theme/ motto that your mandala is about. We set the intention to more clearly understand our life journey, or be shown guidance in a particular area we are having trouble on the path.

• Next, create a mandala with colors, words, and symbols that inspire you to keep the positive thought cycle going.

• Share and discuss each student’s mandala.




• Thank and praise students.

• Challenge them to put their mandala into practice this week and come prepared to share your experience.


Session 6: Mandalas part II, Setting intentions and monitoring our self-tallk.

Goals:• Each student shares progress on weeding negative thoughts and seeding

positive thoughts.

• Focus on creating a positive cycle of solutions rather than a negative thought loop.

• Create personal goal mandala with a life mantra (motto) that will help you keep up the good work.

• Explore how words effect us by discussing Dr. Masaru Emoto’s Water Molecule Experiments www.youtube.com/watch?v=TWAuc9GIvFo

• Finish mandalas and laminate for students to keep and use to focus on positive thoughts.

http://www.youtube.com/watch?v=TWAuc9GIvFo


Session 6: Mandalas part II, Setting intentions and monitoring our self-tallk.Initial Phase (10 mins):


• What thoughts and behaviors would you like to see more of?

Working Phase (30 mins):

• How do you think the words you use to describe yourself impact you? What are you noticing in regards to your self-talk?

• Can you recall a time when words impacted you?

• Watch and discuss video:

– https://www.youtube.com/watch?v=TWAuc9GIvFo

– View additional photos https://www.youtube.com/watch?v=tAvzsjcBtx8

https://www.youtube.com/watch?v=TWAuc9GIvFo

https://www.youtube.com/watch?v=tAvzsjcBtx8


Session 6: Mandalas part II, Setting intentions and monitoring our self-tallk.Working Phase (30 mins):

• Up to 60 percent of an adult's body weight and about 74 percent of a newborn's body weight is water, making it the largest single substance in the human body. Your brain is made up of about 75 percent water.

• Now what do you think about the power of the words we use?

• Complete mandalas.

Transition Phase (5 mins):

• Thank and praise students.

• Challenge them to put their mandala into practice this week and come prepared to share your experience.


• Session 5 & 6: Mantra Mandala, What are you doing well/ would like to see more of? Mandalas part II, Setting intentions and monitoring our self-tallk.

AR MU



MM GA



HA EB



AH


Session 7: Skeleton Keys

Goals:• Learn about and discuss De shazer’s Skeleton Keys. Give examples.

• Identify and share individual Skeleton Keys.

• Create inspiration box of skeleton keys to remind ourselves what works for us.

• Fill box with list of personal skeleton keys.

Materials:• Portable Art Station

• Water/ Towels

• Wooden boxes

• Key stamp and ink pad



Initial Phase (10 mins):




Working Phase: (30 mins)• Explain De shazer’s skeleton keys (Carpetto, 2000): Our issues and

problems are a lot like locked doors we cannot seem to open. – We may know how the door was locked and we may not know, it doesn’t really matter.

What matters is what opens the door.

– Skeleton keys are not meant to perfectly fit into a specific lock but they can still get the job done because can open any door.

– Similarly, you do not need to figure out your issue in its entirety you merely need to open the door even if just a little.

– Therefore our solutions do not need to be perfectly matched to our issue or even understand why it works, we only need to figure out what works for us and keep doing it.



Working Phase: (30 mins)• Give examples of skeleton keys.

• What helps you to stay positive and what do you do that promotes positive thinking?

• What motivates you to do the things you’d like to see more of? Observe what works - notice what is going well in your situation that you would like to continue (keep doing what works).

• Begin creating skeleton key box and the counselor will generate a list of what works for each student while they create.

Transition Phase (5 mins):• Remind students to record skeleton keys for next week and remind of

termination.


Session 8: Skeleton Keys and Termination

Goals:• Learn about and discuss De shazer’s Skeleton Keys. Give examples.

• Identify and share individual Skeleton Keys.

• Complete inspiration box of skeleton keys to remind ourselves what works for us.

• Fill box with list of personal skeleton keys and inspirational quote.

• Schedule meeting with each student to complete exit interview/ survey. https://www.surveymonkey.com/s/JYBJXV3



Session 8: Skeleton Keys and TerminationInitial Phase (10 mins):

• Prepare for termination and explain that I will schedule a 1:1 with exit survey and then they will be able to take all of their work home.

• Check in. How are you doing with weeding and seeding your thoughts? Who had an ah ha moment this week?


Session 8: Skeleton Keys and TerminationWorking Phase: (30 mins)

• Complete painting and stamping skeleton key box.

• Each student select quotes, discuss, and fill boxes with quotes of inspiration to promote seed thoughts and paying attention to the positive.

• Have each student write down things they do that work for them and place them in the box.

Transition Phase (5 mins):

• Remind students to attend 1:1, take survey, and collect artwork.


• Sessions 7 & 8: Skeleton Key Boxes What motivates you to do the things you’d like to see more of? Observe what works - notice what is going well in your situation that you would like to continue (keep doing what works).

HA



AR MM



EB MU



GA



TB AH

Creative Solutions Data and Results

• Data:

• Quantitative

– 10 question exit survey.

– https://www.surveymonkey.com/s/JYBJXV3

• Qualitative

– Individual 1:1 session on qualitative data



• Data:

• Quantitative

– 10 question exit survey.

– https://www.surveymonkey.com/s/JYBJXV3



Q1: Which of the following personal/ social areas has this group helped

you improve? Select all that apply.

0

20

40

60

80

100

Prevailing group issues in percent


Q2: How useful was this group?

Very Useful

Somewhat Useful

Neutral

Not Useful


Q3: Would you recommend this group to a friend?

Yes

No


Q4: Please rank order your favorite art project to least favorite art project.

0

1

2

3

4

5


Q5: In your opinion, how can this group be improved?

• “With more music, but listen to music that individuals in the group would usually listen to. So expressing ourselves with music.”

• “No I like the way it is.”

• “I don't really think anything really needs to be improved because it is already is good enough.”

• “For the people to interact more with each other so people can say what they want but still not feel all bottled up inside.”

• “Having more groups to do more things.”

• “Making the girls feel confortable to talk, maybe a talking stone.”

• “Meeting more often, so if you can't make it to a meeting you know you have another day that week you might be able to go.”

• “Bring in a little more people.”

• “Opening it up to more kids and making sure that there was a specific day that worked for everyone.”


Q6: Did you miss a group meeting? Select any or all reasons for why you

missed group.

Scheduling conflict with a special suchas; chorus, band, and/ or orchestraScheduling conflict with club or sport

I needed to catch up on assignments orhomework during 9th periodI did not want to go

Illness

I never missed a group

Absent from school


Q7: Something I learned from group is...

• “That when you replace bad thoughts with good ones, you'll starts remembering the good thoughts instead of that bad ones.”

• “My life is never going to be how I want it to be unless I really give it my all.”

• “Don't let anxiety control your life.”

• “We all have skeleton keys.”

• “Don't worry what other people thinks about you.”

• “You are the only one who is in charge of you.”

• “Be yourself and be confident about it.”

• “I don't remember.”

• “Even if something is really hard nothing is impossible.”


Q8: Rank order the art materials you most liked the most to the materials

you liked the least.

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Paint Clay Markers ColoredPencils

Oil Pastels


Q9: How easy or difficult was it for you to talk and share with your group

members?

Very easy

Somewhat easy

Neutral

Somewhat difficult

Very difficult


Q10: Please enter any additional comments you may have about the

group.

• “Well for some people it's kind of hard to open up about what you're really thinking, like me. Sometimes it feels like my thoughts are to dark to share out loud.”

• “I love this group.”

• “I think that it was very fun.”

• “Amazing and very helpful!”

• “Question 4-All of them were number 1.” (rating all the projects)


Qualitative Data: 1:1 questions1. What was the issue you most wanted to work on?

2. How has your issue/ you changed?

3. Has the group helped you with your issue/ in what way?

4. Did you have any “ah ha moments” during the group?

5. What art project did you enjoy the most/ what did you learn from it?

6. At any point did you share your experience/ what you learned with a friend or family member, if so what did you share?

7. Were you able to make any new friends as a result of participating in the group?

8. If you could change one thing about the group what would it be?

9. Do you have any other thoughts about the group, is there anything else you want to share or might be important for me to know?


• AR: I wanted to work on stress, worry, and anxiety. I feel a lot better and I feel like it’s not that bad anymore and I don’t have to worry because I know I am going to do well. Music is my way to relieve stress. I really liked drawing and scribbling to relieve stress. I feel my life purpose is music. My ah ha moment was learning about skeleton keys, there are lots of ways I can relieve my stress…I need to take breaks and do those things so I am not worrying constantly. I liked the clay sculpture the most and learned that I don’t have to be perfect, I can follow the instructions but I don’t have to limit my creativity. I don’t let the instructions control me, I find creativity and freedom where I can. I told my mom she’s putting a lot of pressure on me so because of the group I was able to tell her that and tell her what I need which are more compliments, more good thoughts. It was easier to talk to people in the group because they know what I am going through. I am close to Taylor now. I wouldn’t change much but 9th period was hard to always come, so I would change up the schedule a little bit. It really helped me with my

stress and anxiety, I didn’t feel alone, I like to use the weeding/ seeding thoughts.


• MM: Wanted to work on anxiety. During a test now, I try to be honest with myself and tell myself, I know I studied and I can do this. If I am mad I usually walk away and try to think of how to solve the problem. The group helped a little by, using the seed/ weed thoughts. I put good things in my mind and chose to focus on them. My ah ha moment was realizing that others are going through what I am going through. I liked skeleton key boxes the most, I liked to paint, and I got 10 canvases for Christmas and I can’t wait to use them. When I paint I look for inspiration on Pinterest that make me happy and I feel like whatever I am drawing…ex “Adventure is out there” and I felt happy and uplifted. I told my mom about the projects and paraphrased what I learned. I got to know Haley better because of the group and we now hang out sometimes and I already knew Gracie. I would suggest more projects such as; a creatively free project where you have access to a bunch of materials and freedom to chose what you want to make. Would like if more people talked and shared. I think people were scared to open up and kept things bottled up because they were not comfortable…suggest using art to write things about themselves instead of saying it out-loud.


• MU: Enjoyed the group. Liked having the distraction and taking her mind off her problems. Found herself reflecting on the group through out the week. She used something she learned recently when her mom was upset with her so she went to her room and listened to music (skeleton key). Liked the mandalas the most and didn’t dislike any one art project. Felt her issue was worry and anxiety and afraid everything would come crashing down and she would have nothing. The group helped her with her A LOT with her issue by remembering to think positively and reframe her thoughts. She pauses when she feels anxious and then she hears in her mind the saying we had in group. At swim practice, she tells herself I’m going to do this 200 for GIGI and this 600 for aunt Kathleen and then she goes harder. She is setting intentions like her mandala and breaking her records. Had many ah ha moments in her daily life. Noticed that group was quiet and by the last group everyone was talking. We would listen to your words and let it sink in and then start talking a lot more. Connected with girls in group outside of group. Definitely made friends with girls in the group and continue to communicated outside of group. If could change one thing she would do this in the classroom and invite like 25 kids, because guidance counselors are great and this helped so much! Would like to see the schedule that instead of doing it 9th period change the period on a rotation depending on when people had specials. I learned a lot and my friends were struggling and teaching them about the things she learned. She shared her group experience with her mom and dad and brother and used SF to help brother with book report.


• MK: (Only attended 2/8 groups) Wanted to work on saying no and not being pressured into things she didn’t want to do, anxiety, and making new friends. Made several new friends. Felt the group helped. Liked listening to others, connecting with new people, and the art was fun. Band caused her to miss group. *Emily M. jumping on her and pulling hair and scratching.* The group helped her be assertive with friends. She is feeling a lot less stressed about tests (got 100 on Science test the other day). She is feeling more confident, these days. She made new friends from the group (Gracie Ames). She would like to do the group again and would invite friends. She shared her experiences with her mom and used some of the things she learned from group with her difficult grandma (she is thinking about stating her needs more to her family like she is with her friends).


• GA: Wanted to work on her perfectionism and anxiety. The group helped her to forget her issues and pour herself into art, art is one of my skeleton keys, it’s my escape. Liked the skeleton key boxes the most. Wished there were more than one meeting per week for group so she didn’t have to miss it. The helped a little bit with making friends. Ah ha moment, it clicked that art doesn’t have to be perfect and she’s not stressed about making art perfect, I enjoy it more. Like all the art projects. Thought the room was crammed and tight and it was hard to work, would like to see a larger space to work. The biggest take away was learning about skeleton keys and how we all have different things that unlock our brain. Would do it again and would recommend to a friend.


• EB: The main issue was anxiety and how to manage school and school-work. The group taught me strategies on how to relax and take control of my own emotions. I also learned it’s okay to speak up and ask for help, and I can share my feelings with my teachers. I have changed as a person, my parents have told me they see a difference. Parents say to her, they are happy she is talking to them about her problems more and parents are really happy I joined this group. My ah ha moment was the skeleton key projects because I never really realized before that I am in control of how I feel, it’s so simple. I enjoyed the mandalas the most because it was relaxing and I felt at ease when I was coloring. I shared a lot of stuff with my parents, and I never realized I wasn’t alone, all the other girls in the group were going through what I was going through and I wasn’t alone. I don’t feel alone anymore. I knew Gracie Ames before but now I feel like we are friends because she’s not just a popular girl, we are more alike than I thought. I judged her differently before. I feel I can relate better to other girls in school. One thing I would suggest is using a “talking stone” so everyone can share and get ideas from others. I would feel more comfortable knowing my turn to talk was coming up so I could think about what I want to say. I really liked the group it and it helped a lot

and I really liked you as a person, you’re so real.


• HA: Worked on talking to people and working through being shy. Made friends with Maggie M. She feels the group helped her talk to people and make friends. I don’t worry about making a fool out of myself now, because I know I have friends who really know who I am. I learned to take a breath and make time to relax. The art project I liked the most were the mandalas and the skeleton key boxes. Making mandalas is relaxing and I can make them to take my mind off things for a while. The skeleton key box helps me refocus on positive thoughts. I shared my group experiences with my grandma and mom. She explained to them that it’s fun, and I don’t have to worry about finishing projects, it’s a great way to relax. I made friends with Maggie as a result of the group. Wish the groups were longer than 45 mins and more weeks. Would like to do more variety of projects and really liked working with clay. I really enjoyed being able to have fun at school and not worry for a while, to unplug and she’s been doing it at home too. She’s been using the scribble technique at home and has filled up several notebooks of scribbles to music. She believes in the quote “you miss 100% of the shots you never take” so she’s putting herself out there more and taking more risks. Her stomach issues are improving before school. She is feeling glad she moved here, (huge difference from beginning of school year). “(big smile) I’m doing so much better, I don’t know why I was so upset then.” She feels like school is easier now, made good friends, enjoying soccer team friends, and gives her emotions a (7/8 out of 10). Things are improving at home, and they are house shopping to move out of grandmas. Says she’s showing her family especially her cousin her skeleton key box, and telling her what she learned.


• AH: I wanted to work on speaking out more, to not be too nervous to say what I am thinking. I’m not as shy now. When a teacher calls on my I’m not too shy to speak up. I think about the water experiment and thinking more positively. I think about saying more positive things to myself instead of negative things. I really liked the mandalas and the theme, how everyone had a unique mandala, like everyone in unique. I would maybe change the group days so I didn’t have to miss chorus or group.


• TB: First on the way to the guidance office she said she using the scribbling to music technique at home in order to relax after a bad day and it’s really helping. I wanted to work on anxiety especially when my sisters or friends are fighting. I hate when people fight on the bus, or yell, when the peace is disrupted. I really liked drawing while we talked and scribbling to music. My ah ha moment was with other group members, when they would share and I could really relate to that. I like writing with the music the most because the music can really impact my feelings, like happy music or how jazz makes me feel flowy. I have made friends with Annalise. I wouldn’t change anything about the group, it was perfect! I want to share the arts and crafts we did with others so they can reduce their issues like me. I shared some things I learned with my sister Page and I shared how to draw and listen to music to put how she feels on paper.

Conclusion

• Overall the Creative Solutions group was a success!

• I would have liked to have had a larger space, more time, and more consistent attendance (scheduling issues).

• Students need a little more encouragement with sharing.

• Administration feedback was +

• Students, teachers, staff, and administration really liked the calm-down room, lots of + feedback.

Comments/ Questions?

Houseknecht Data Project Presentation

Documents

Transcript of Houseknecht Data Project Presentation