GAB__2015

Group Activity Book Page 2 of 105
By Heidi Limburg, MSW Intern
Western Michigan University School of Social Work
Fall 2005 – Spring 2006
Field Instructor: Jakie King Molnar, LMSW, Clinical and Macro Practice
Field Liaison: Ronnie Tyson, MSW
Interim Field Education Coordinator: John Mellein, MSW

TABLE OF CONTENTS
INTRODUCTION .....................................................................................................................4
1. ANGER MANAGEMENT....................................................................................................5
1.1. Anger Control...................................................................................................................5
1.2. Recognizing Emotions: Solution Focused Responses to Anger.....................................10
1.3. Anger Management. Self Talk and Assertive Communication......................................15
2. COMMUNICATION...........................................................................................................25
2.1. Responsibility and Negotiation ......................................................................................25
2.2. Active Listening .............................................................................................................29
2.3. I-Messages......................................................................................................................30
3. CONFLICT..........................................................................................................................36
3.1. Understanding and Responding to Conflict ...................................................................36
4. DISABILITY AWARENESS..............................................................................................41
4.1. Disability Awareness Activity........................................................................................41
5. FAMILY ..............................................................................................................................45
5.1. Family Pictures...............................................................................................................45
6. FEELINGS...........................................................................................................................49
6.1. Feeling Puppets ..............................................................................................................49
6.2. Feeling Flashbacks .........................................................................................................52
6.3. Drawing My Experience.................................................................................................54
6.4. Coping With Divorce .....................................................................................................56
7. GAMES................................................................................................................................59
7.1. Games For Larger Groups (5+) ......................................................................................59
7.2. Games For Smaller Groups (<5 Or Larger Groups Divided Into Pairs) ........................70
8. GOALS ................................................................................................................................75
8.1. Road Map of Life ...........................................................................................................75
9. EMPLOYMENT..................................................................................................................78
9.1. Job Seeking and Interviewing ........................................................................................78
9.2. Keeping a Job .................................................................................................................91
10. PEER MEDIATION ..........................................................................................................98
10.1. Seven Steps to Peer Mediation.....................................................................................98
10.2. Mediation Goals, Communication Skills and Role Play............................................102
10.3. Meeting Basic Needs and Resolving Conflict............................................................103
11. SELF-ESTEEM ...............................................................................................................104
11.1. Building Self-Esteem Through Affirmations .............................................................104
12. ADDITIONAL RESOURCES ........................................................................................105

INTRODUCTION
This is a book of group activities for teenagers from the ages of 10 – 17 who stay at the
ARK. These activities can be modified to fit the situation and needs of the residents.
Handouts for each activity are included.
Ideas were obtained from ourselves, WMU Social Work faculty and students, ARK staff,
books (such as More New Games by New Games Foundation), and various Internet sites.
Special thanks to Ginny Grit, Anna Starr, Laura Somogyi, Jessica Woodard, and Melissa
Havens for their contributions through projects created in a School Social Work class at
Western Michigan University, and to Elizabeth Van Ark & Hetty Colver, the School Social
Workers who co-taught the class and provided additional ideas for groups throughout this
book.
Thanks also to Jakie King Molnar for her continuous support and encouragement; Ronnie
Tyson, who led our cohort through our first year field placement; and John Mellein, the
Interim Field Education Coordinator for Western Michigan University.
I hope this book is a useful tool for ARK staff and volunteers as they lead group activities for
ARK residents.
Heidi Limburg, MSW Intern
WMU School of Social Work
Fall 2005 – Spring 2006

1. Anger Management
1.1. Anger Control
Handouts contributed by Elizabeth Van Ark and Hetty Colver
Preparation
Make enough copies of the following handouts for each group member:
 Verbal De-escalation Poem
 Fence Story
 20 Things to Do Instead of Hurting Someone Back
 Anger Control
Gather writing utensils for the group to use.
Recipe
 Read (or have a volunteer read) the Verbal De-escalation Poem to the group.
 Read (or have a volunteer read) the Fence Story.
 Discuss ways to release anger without hurting someone back.
 Have each resident read one item from the 20 Things to Do Instead of Hurting
Someone Back handout.
 Have residents each circle their three favorite methods of dealing with anger from the
20 Things to Do Instead of Hurting Someone Back handout.
 Have volunteers share their favorite methods of dealing with anger.
 Ask a volunteer to read the Anger Control worksheet to the group.
 Ask each resident to share one thing they learned about managing their anger from
this group.

Anger Control, Handout 1

1.2. Recognizing Emotions: Solution Focused Responses to Anger

Recognizing Emotions: Solution Focused Responses to Anger, Handout 1

1.3. Anger Management. Self Talk and Assertive Communication

Anger Management, Self Talk and Assertive Communication, page 2

Anger Management. Self Talk and Assertive Communication, Handout 1

2. Communication
2.1. Responsibility and Negotiation
1. Use the Paper Cup Activity as a “teaser” to get group members thinking about
negotiation.
2. After completing the paper cup activity, discuss the following:
 What was the hardest part about this activity?
 What was the easiest part about this activity?
 What aspects of this activity could you control?
 What aspects of this activity were out of your control?
 What does it mean to negotiate?
 Did you negotiate with one another in the process of building your towers?
 What communication techniques might be helpful when negotiating?
 Review the I-Messages technique (“I feel……when……and I’d like to talk about it.
Can we do that?”)
3. Hold one or more role plays (below) to practice negotiation skills and I-Messages.

Responsibility and Negotiation, Paper Cup Activity
PAPER CUP ACTIVITY
Preparation
1. Gather the following materials:
 Paper cups from the kitchen cabinet – enough to build one or two small “towers,”
depending on the number of group members.
 Rubber bands (4 for every 3 group member; explained below)
2. Assemble rubber bands as follows:
 For every 3 group members, attach 3 rubber bands to a 4th
rubber band, so that each
member can hold on to the end of one band to stretch the “main” band wide enough
to hold a paper cup. The result should look something like this:
Recipe
 Divide the residents into smaller groups of three.
 Provide each sub-group with table space, a small stack of paper cups, and one of the
assembled rubber bands as described above.
 Ask the group to work together to build a tower of paper cups. They are not allowed
to touch the cups with their hands. Instead, they must work together as a team to
stretch their rubber band wide enough to hold each cup, place it on top of their tower,
and stretch the rubber band again wide enough to release the cup.
 If there are enough residents for more than one group, hold a competition to see who
can build the tallest tower within 5 minutes.

Responsibility and Negotiation, Handout 1
ROLE PLAY # 1
Choose three group members to play Sandy and each of her parents.
Scenario:
Sandy misses the bus and catches a ride home with a friend, arriving home an hour and a half
late. Both her parents are frantic with worry when she finally gets home, and tell her she is
now grounded for a month. Sandy’s junior class prom will be held in two weeks and she will
not be allowed to go.
Address the following questions during the role play:
 How can Sandy’s parents communicate how upset and worried they were about her using
I-Messages?
 How can Sandy communicate her reaction to her punishment using I-Messages?
 How can Sandy respectfully try to negotiate with her parents so she can take
responsibility for her actions and also meet her own needs (attending the Junior prom)?
Discuss the following questions after the role play:
 What aspects of this situation can Sandy control?
 What aspects of this situation are out of Sandy’s control?
 What did Sandy and/or her parents do that demonstrated helpful communication
techniques?
 What could Sandy and/or her parents have done differently to produce a better outcome?

Responsibility and Negotiation, Handout 2
ROLE PLAY # 2
Choose three group members to play Thomas, Sam and Jimmy.
Scenario:
Thomas really wants to see a movie with his friends on a Saturday night, but he doesn’t have
permission to go out this weekend. His father is out, his mother is working and he can’t reach
either of them on the phone. His two friends, Sam and Jimmy, have just stopped by in
Jimmy’s car to try and convince him to go out with them anyway. Thomas is really torn
between going out with his friends and maintaining his parents’ trust by obeying their rules.
Address the following questions during the role play:
 How can Thomas communicate to his friends how he feels using I-Messages?
 How can Sam and Jimmy communicate their needs to Thomas using I-Messages?
 How can Thomas negotiate with Sam and Jimmy so he can respect his parents’ rules
while still getting his own needs met (spending time with his friends and having a good
time)?
Discuss the following questions after the role play:
 What aspects of this situation can Thomas control?
 What aspects of this situation are out of Thomas’s control?
 What did Thomas and/or his friends do that demonstrated helpful communication
techniques?
 What could Thomas and/or his friends have done differently to produce a better
outcome?

2.2. Active Listening

2.3. I-Messages
Handouts for this activity were contributed by Elizabeth Van Ark and Hetty Colver
Preparation
1. Gather the following materials:
 One orange
 A serrated knife
 A plate
 Writing utensils for the entire group
2. Make copies of the following handouts:
 The Half an Orange Story (only one copy is needed of this handout)
 I-Messages
 I Statement Worksheet
 Are You an Effective Communicator?
 I-Messages Practice Worksheet
Recipe
1. Read the Half an Orange story to the group. Cut the orange in half when indicated in the
story to illustrate what the mother did for Sam and Ben.
2. Explain how I-Messages work.
3. Read (or have a volunteer read) the I-Messages handout to the group.
4. Have the group complete the I Statement worksheet. Assist individual group members as
necessary.
5. Have each group member share one scenario they wrote out on their I Statement
Worksheet.
6. Have group members fill out the Are You an Effective Communicator? worksheet.
7. Have group members fill out the I-Messages Practice Worksheet.
8. Ask each group member to share one thing they learned about communication from this
group.

I-Messages – Story
HALF AN ORANGE
Hold up the orange and tell the following story:
Sam and Ben were twins who usually got along fine. One day, however, they got into a
terrible fight about who would have the last orange in the bag. Finally, they went to their
mother for help in solving their problem. Being a fair mother; she cut the orange in half and
gave one half to Sam and the other half to Ben. (Cut the orange in half to illustrate.) The
children began to argue again, each demanding the other's half of the orange. The mother
could not figure out why. She thought cutting the orange in half was a good compromise.
Stop and ask the students the following questions:
 What mistake did the mother make here?
 Why did the solution not work?
Continue with the story.
When the mother finally realized that she had made a mistake, she asked Ben what was
wrong. Ben sobbed that half an orange was not enough to make orange juice. Then Sam cried
that there was not enough peel in half an orange to use in the orange rolls he planned to bake.
Stop and ask the following questions:
 What are Ben's interests?
 What are Sam's interests?
 What have you learned from this story?

I-Messages, Handout 1

Communication: I-Messages, Handout 2
WRITE AN I-STATEMENT FOR EACH PROBLEM

ARE YOU AN EFFECTIVE COMMUNICATOR?
Use this checklist to evaluate your abilities at communication skills.
Yes No Sometimes
1. Do you make eye contact?
2. Are you watching and aware of the other person’s body position
and facial expressions?
3. Are you trying to understand feelings, thoughts and actions?
4. Do you ask questions to clarify?
5. Are you remaining neutral in body position and in words?
6. Even though you know what the person is going to say, do you
let them finish without interrupting?

3. Conflict
3.1. Understanding and Responding to Conflict

Understanding and Responding to Conflict, page 2

Understanding and Responding to Conflict, Handout 1

4. Disability Awareness
4.1. Disability Awareness Activity
By Ginny Grit
Modified for use at the ARK
Supplies
 Popsicle sticks
 Masking tape
 Paper plates
 Ace bandage
 Blindfolds and/or an old pair of sunglasses smeared with petroleum jelly
 Paper
 Writing utensils
Recipe
 Introduce the topic (“Our group today is about disabilities.”)
 Spend a few minutes discussing disabilities.
 “What is the definition of a disability?”.
 “Does anyone here know anyone who has a disability?”
 Select one or more of the disability simulations (listed below) for the group to try out
 Fill out the pre- and post-attitude survey. Discuss your answers.
 Fill out the Physical Disabilities worksheet. Discuss your answers.

Disability Awareness Activity: Disability Simulations
Cerebral Palsy
Hand Impairment
 Have participants pair up
 Provide them with 10 popsicle sticks each
 Have each pair assist each other in taping a popsicle stick to each finger.
 Ask them to write a brief paragraph about how it feels to write.
Knee Impairment
 Have each participant place a paper plate between his/her knees and attempt to walk.
 Have participants try to pick up objects and move them from one side of the room to
another.
 Have participants try walking up and down stairs.
Blindness And Vision Impairments
Participants can take turns wearing blindfolds and attempt to do specific tasks such as:
 Dialing their phone number
 Counting out $3.30 in change
 Determine various objects that are placed in their hands
Variation: participants can also wear petroleum-smeared sunglasses, to simulate a vision
impairment.
Loss Of Dominant Arm
 Ask participants to take their dominant arms out of their shirt sleeves and place them
against their sides.
 Use an ace bandage to secure the arm against their sides.
 Ask them to perform various tasks such as writing, playing foosball, setting the table,
and so on, without the use of their dominant arm.
 Variation: if participants are willing, have them tape their dominant arm and go
through an entire day without using it.

Disability Awareness, Handout 1
PRE- AND POST-ATTITUDE SURVEY

Disability Awareness, Handout 2
PHYSICAL DISABILITIES WORKSHEET

5. Family
5.1. Family Pictures

Family Pictures, Handout 1

FAMILY PICTURES
1 2 3
4 5 6
7 8 9

6. Feelings
6.1. Feeling Puppets
Preparation
1. Gather the following supplies:
a. Paper lunch bags (at least one per group participant)
b. Markers
2. Make copies of feelings handout
Recipe
Introduce the group by saying that today we are going to talk about feelings.
1. Give each participant a copy of the feelings handout.
2. Go around the circle and have each participant read one feeling from the handout out
loud.
 Ask participants to read their feelings with expression. For example, “disgusted”
should be said in a disgusted tone of voice, “angry” in an angry tone of voice,
“happy” in a happy tone of voice, and so on.
 As participants read their feelings, the group members who are not reading should
try to mimic the facial expression for that feeling, using the handout as a guide.
So, for example, as one participant says “angry” in an angry tone of voice, the
other participants should try to have an angry expression on their faces.
 Do not allow the same feeling to be voiced twice. So if one group member says
“happy,” the next person has to pick a different emotion.
 You don’t have to go through all the feelings on the list, unless the participants
are really enjoying it and want to continue.
3. Ask group members to say how it felt to complete this exercise. For example, when
they said “angry” in an angry tone of voice, did they really feel angry? When they
made an anxious face, did they actually feel anxious? Discuss how the tone of voice
and facial expressions we use can influence how we feel.
4. Give each participant a paper lunch bag and bring out the markers. Ask them to pick a
feeling from the handout and create a puppet on their lunch bag mirroring that
feeling.

Feeling Puppets, Page 2
5. Go around the room again. This time, have each participant use their puppet to “tell”
a story from their life that made them feel the emotion they drew on their puppet’s
face.
 If participants seem uncomfortable revealing personal information, allow them to
use a made-up story instead.
 Ask participants to:
Assume the facial expression of the emotion related to the story they are telling,
AND
Use a tone of voice that reflects the feeling in their story.
6. Ask participants to share what they learned about feelings from this exercise.

Feeling Puppets, Handout 1

6.2. Feeling Flashbacks
Supplies
 Radio, tape recorder or CD player
 Tape or CD of music to move around to (may have the kids pick it out)
 One copy of the Feeling Faces handout
 Paper and pens
Recipe
 Explain that today our topic will be about recognizing and talking about our feelings.
 Ask group members for their input on what CD or radio station they would like to
listen to.
 Have participants “mingle” around the room while the music is playing.
 Turn off the music at random intervals. Each time you turn off the music, call out a
different feeling from the feelings handout.
 When the music stops, have participants form pairs by turning to the person closest to
them.
 Have each pair share with each other a time when they experienced the feeling you
called out.
 Turn the music back on and have group members mingle around the room again.
 Repeat steps # 3-7 as long as group members appear to be interested and enjoying
themselves.
 Afterwards, gather everyone around a table. Hand out paper and pens. Have each
person write one paragraph about what it was like to share their feelings, or about one
of the feeling experiences they shared.
 Ask volunteers to share what they wrote with the rest of the group.
This group is adapted from a lesson plan found on http://www.col-ed.org/cur/misc/misc63.txt.

Feeling Flashbacks, Handout 1

6.3. Drawing My Experience
by Anna Starr
Supplies
 Paper (use oversized sheets of manila paper if possible)
 Writing utensils (markers work best)
Recipe
1. Ask each participant to draw a time when they felt sad, including:
 Where they were
 Who they were with
 What Happened
 Who or What helped them feel better
2. Ask volunteers to share their pictures with the group.
 Point out differences and similarities between pictures. Look for tears, frowns,
smiles, and people who are and are not helpful.
3. Note the stage of grief each person is at within the drawing, using the following
feeling words as a guide:
STAGES OF GRIEF

Drawing My Experience, page 2
4. Explain that these feelings do not necessarily occur in order, and that any of these
feelings can be revisited at any time during the grief process.
5. Discuss various things that can cause sadness. Make sure that all feelings and
experiences expressed by the group are validated.
6. Explain that it is important to be aware of one’s support system – i.e. who is available
to talk to when one feels sad.
7. Ask each person to describe their most important support system.

6.4. Coping With Divorce
by Laura Somogyi
modified for use at the ARK
Supplies
 Sample Loss Journey Diagram (see attached)
Recipe
1. Introduce the topic.
 Each year, more than 1 million American couples get divorced.
 More than 50% of marriages end in divorce.
 Some of you have parents who have divorced, and some of you have friends whose
parents have divorced.
 A divorce is the death of a relationship, and affects different kids in different ways.
Most kids need to grieve in order to recover from their parents’ divorce.
 The purpose of this group is to explain the steps in the grieving process and help you
identify what stage you are at.
 If your parents are not divorced, you will still go through the grieving process for
other losses in your life.
If there are any participants whose parents are not divorced, ask them to think of a
different loss they have experienced. They may share this loss with the group or not, as
they are comfortable.
2. Review the stages of grief.
Explain that:
 The stages of grief don’t necessarily go this particular order.

Coping With Divorce, page 2
 Any of these feelings can be revisited at any time during the grieving process – even
years later.
 If you allow yourself to feel the “bad” feelings of grief – i.e. shock, anger, sadness
and so on – they will gradually become less intense the next time you revisit them.
3. Show participants the sample Loss Journey Grief Diagram.
Explain that:
 This diagram will look different for each person.
 There is no right or wrong answer.
 The range of emotions you feel when you experience a loss is like a trip. This trip can
take a long time. You may move backward and forward as you travel.
 In this diagram, the height of each emotion represents how strongly it was felt.
4. Hand out paper and writing utensils, and ask participants to draw their own Loss Journey
Grief Diagram.
Questions And Comments For Discussion:
 What are some feelings you had when your parents got divorced, or when you
experienced another loss in your life?
 What are some feelings you could have regarding this loss, that you haven’t felt yet?
 Do you remember when you first learned about your loss? Where were you? How did
you find out? Do you remember how you felt at that time?
 What stage are you at right now in the grieving process?
5. Ask participants to mark where they are in the grieving process on their diagrams.
They may want to use a star, an asterisk, or another shape or figure.
6. Ask volunteers to share their Grief Diagram with the group and explain where they are in
the grieving process.

Coping With Divorce, Handout 1
SAMPLE LOSS JOURNEY DIAGRAM

7. Games
7.1. Games For Larger Groups (5+)
These games were obtained from More New Games by New Games Foundation.
How Do You Do?
Ring Around the Rosy on steroids.
Behavior Modification
Select two “subjects” to duplicate a pose decided upon by the rest of the group.
Instant Replay
Mimic poses and phrases of other players.
Psychic Shake
Divide into three roughly equal groups, using only a handshake.
Mime Rhyme
Pantomime with rhymes.
Killer
Kill with a wink; die dramatically and/or catch the killer.
Zen Clap
Discover if you are a Zen master.
A What?
Find out how long you can talk about fruit before becoming confused.
The following game was obtained from 104 Activities That Build by Alanna Jones.
The Unfair Game
Otherwise known as “The Candy Game.” This game gives participants a chance to talk about
their feelings and reactions when they encounter an unfair situation.

Games for a Larger Group, page 1
HOW DO YOU DO?

BEHAVIOR MODIFICATION

INSTANT REPLAY

PSYCHIC SHAKE

MIME RHYME

KILLER

ZEN CLAP

A WHAT?

THE UNFAIR GAME

THE CANDY GAME

7.2. Games For Smaller Groups (<5 Or Larger Groups Divided Into Pairs)
These games were obtained from More New Games by New Games Foundation.
Me Switch
A variation of rock, scissors, paper.
Commons
Another rock, scissors, paper variation, but more creative. Otherwise known as “Snap.”
Last Detail
Play detective.
This Is My Nose
Find out how long you can discuss body parts before becoming confused.

Games for Smaller Groups, page 1
ME SWITCH

COMMONS

LAST DETAIL

THIS IS MY NOSE

8. Goals
8.1. Road Map of Life
by Jessica Woodard
modified for use at the ARK
Supplies
 Sample “Road Map Of Life”
Recipe
1. Introduce the activity.
Possible ways to introduce the topic:
 Today we’ll be making a road map of your life.
 Life is like a road: sometimes smooth, bumpy, cracked, repaired, desolate,
winding, hilly, under construction.
2. Show participants the sample “Road Map Of Life” and explain how you constructed
it.
3. Hand out paper and writing utensils, and ask participants to draw their own road
maps.
Questions that may be useful as participants complete this activity:
 How was Kindergarten (any grade) for you?
 Who were your friends?
 How would you describe that (any) year? (Bumpy? Smooth? Any mountains?)
 What were the best times?
 What was your family like then?
 How has your family changed?
 How have you changed or remained the same?

Road Map of Life, page 2
4. After completing their map to the present time, have participants draw their future.
Questions that may be useful in drawing the future:
 Where do you see yourself after graduation?
 Where do you want to be in 10 years?
 What “exits” or “pit-stops” do you need to make along the way in order to get where
you want to go?
 What places do you want to avoid?
 What possible dead-ends may your road have?
5. Ask volunteers to share and explain their road maps to the rest of the group.
Listen for the following themes:
 Points of growth
 Positive adaptations
 Recurring patterns of maladaptive behaviors
 Coping mechanisms
 Trauma
 Grief and loss issues
6. Discuss the following topics as appropriate:
 Have participants made realistic predictions of their futures?
 What types of “dead ends” have they experienced and how have they gotten around
them?
 What types of “dead ends” or road blocks might they likely experience in the future?
 Help participants identify sources of support that might help them get around
potential road blocks in their lives.

Road Map of Life, Handout 1
SAMPLE ROAD MAP OF LIFE

9. Employment
9.1. Job Seeking and Interviewing

Job Seeking and Interviewing, page 2

Job Seeking and Interviewing, Handout 1

Job Seeking and Interviewing, Handout 1 (page 2)

Job Seeking and Interviewing, Handout 2

Job Seeking and Interviewing, Handout 3 (from www.susanireland.com)

9.2. Keeping a Job

Keeping a Job, page 2

Keeping a Job, page 3

Keeping a Job, Handout 1 (page 1)

10. Peer Mediation
Handouts for the Peer Mediation groups were contributed by Elizabeth Van Ark and Hetty Colver.
10.1. Seven Steps to Peer Mediation

POSITIONS AND COMMON INTERESTS WORKSHEET

PEER MEDIATION AGREEMENT

PEER MEDIATION SELF-EVALUATION

10.2. Mediation Goals, Communication Skills and Role Play
Learn the goals of mediation, communication and problem solving skills. Review the seven
steps to peer mediation, and practice mediation skills through the Little Red Riding Hood and
the Wolf play.

10.3. Meeting Basic Needs and Resolving Conflict
Discuss what basic needs are and how to reach them. talk about how to resolve conflicts
while still getting your basic needs met.

11. Self-Esteem
11.1. Building Self-Esteem Through Affirmations
By Melissa Havens
From The Self-Esteem Garden by Karen Hammond and Dave Deardorff

12. Additional Resources
This section includes additional resources which can potentially be made into group
activities.

GAB__2015

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