Running head: GROUP DESIGN ACTIVITY

Group Design Adaptation Assignment

Abigail Lilly and Kate Morden
COUN79 Group Design and Delivery
Heather Sago
Sunday October 25, 2015

Part A: Theoretical Framework and Needs Assessment

GROUP DESIGN ACTIVITY

The prevalence and severity of mental health issues is rising in the young adult
population, specifically those enrolled in higher education such as university and college (Flatt,
2013). Factors contributing to this are academic pressure, financial burden, and the significant
change in lifestyle, just to name a few (Flatt, 2013). Studies show that academic stress is a
leading cause of anxiety and depression amongst students in universities (Flatt, 2013). The
academic stress is due to the increased expectation of high grades due to parental pressure, the
competitive economic environment, and the increased level of academic competition (Flatt,
2013). Furthermore, students have been pressured to achieve but they have never been taught
how to fail (Flatt, 2013, p. 4). The struggle to meet these expectations within the academic
setting, along with the lack of coping skills to deal with failure, can result in an increase of stress,
which may lead to mental health issues. Financial burden also contributes to levels of stress in
students due to increasing tuitions, student loans and debt (Flatt, 2013). Students who struggle
with this financial burden are found to experience a decrease in performance and are at risk of
developing mental health issues (Flatt, 2013). The change in lifestyle of a post-secondary
student, for example, poor diet, exercise, increased drinking and/or sexual behaviour, combined
with academic stress, is also a contributing factor in increased stress levels (Flatt, 2013).
Furthermore, in a study examining why post-secondary students seek counselling, they found
that the most prominent reasons were relationship concerns, anxiety and stress, depression and
grief, or academic concerns, and career related issues (Cairns, Massfeller, & Deeth, 2010). This
demonstrates that the young adult population is dealing with a wide range of issues that
contribute to stress.
When exploring appropriate interventions for stress in the young adult population, art
therapy proves to be effective, as it can be a healing and therapeutic approach (Kuban, 2015). Art

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therapy is a powerful tool that allows for creative self-expression, which facilitates therapeutic
growth, problem solving and catharsis, as it helps resolve conflicts, and provides distraction and
redirection of existing negative emotions (Curl, 2008; Petrillo & Winner, 2005). Because art
therapy requires self-reflection, it encourages one to look within, understand and accept ones
self, thereby increasing their self-awareness and sense of identity (Curl, 2008; Drapeau &
Kronish, 2007). The creativeness of art therapy also provides choice, freedom and power to the
individual (Curl, 2008). Studies show that art therapy also increases individuals self-esteem,
self-worth, confidence, and motivation (Drapeau & Kronish, 2007; McElroy, Warren, & Jones,
2006). Not only does art therapy help individuals, but it also strengthens their relationships with
others by fostering connectedness, increasing trust in others, improving cooperation and social
skills (Drapeau & Kronish, 2007). In addition, it helps aid in the reduction of anxiety, aggression
and stress, leading to more positive and calmer moods (Petrillo & Winner, 2005). All of these
aspects contribute to an improvement in health and a reduction in stress (Pizzaro, 2004).
The art therapy activity that was chosen for this assignment follows a narrative therapy
theoretical framework. Narrative therapy focuses on externalizing the problem so as to
emphasize that the individual themselves are not the issue (Carter, 2015). When an individual
sees the problem separate from ones self, it alleviates the pressure of blame, leaves the focus
to be on how to solve the problem, and increases the possibility for positive change to occur
(Riley & Malchiodi, 2003, p. 88). Narrative therapy focuses on using storytelling and therapeutic
letters (Riley & Malchiodi, 2003, p. 88). In this activity, participants are asked to write a postcard
to the feelings of stress, thus personifying stress as a tangible character in their individual stories.
By externalizing their stress, participants are able to challenge and overcome the antagonist
character in their personal narratives through the cathartic experience of writing a postcard.

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A needs assessment survey was completed using a random selection of individuals who
frequent the Peterborough Youth Community Centre. All individuals who completed the survey
currently attend post-secondary education and fall within the targeted age range of 19 to 29 years
old. The survey was anonymous and voluntary to complete. Results from the survey can be
found in Appendix A: Participant Survey Results. It was found that the majority of respondents
ranked their current stress level as High(44%) or Very High (18%) indicating that this
population is currently experiencing a great deal of stress. Furthermore, results indicate that the
middle of the school semester produces the greatest stress with 61% of respondents indicating
this time period as being the most stressful. This is congruent with the current stress level results
as post-secondary students are currently in the middle of their school semesters and indicated
that implementation of this activity should be conducted during this time of year. An
overwhelming 79% of participants indicated that there is a need for increased activities aimed
towards reducing stress or promoting stress management. Additionally, none of the participants
indicated that they felt there were ample activities available to post-secondary students in this
region. This demonstrates that the targeted population feel there is a need for additional stress
reduction and management supports. When exploring types of stress-reduction techniques, 73%
of respondents indicated that colouring was effective in relieving their stress while only 9%
indicated it was ineffective. This suggests an art therapy approach that incorporates colouring
would be effective at supporting the need for stress reducing activities for the post-secondary
students in Peterborough who frequent this facility. Finally, the majority of participants (59%)
found talking about their stress was helpful in stress reduction. However, 12% indicated that this
was an ineffective approach to stress-reduction. Therefore, incorporating a discussion
surrounding stress may be beneficial to this population when planning a stress-reduction group

GROUP DESIGN ACTIVITY

activity. Ultimately, the results from the needs assessment survey indicate that the population of
post-secondary students who attend this facility feel there is a need for stress reduction activities
that incorporate colouring and talking and run during the middle and end of the school semester.
Part B: Activity Adaptation
Session Name: De-Stressing with Art
General Information
Session Goals: To provide participants with a narrative-therapy based activity to reduce
stress that can be easily adapted and replicated. To provide participants with the
opportunity to create a visual reminder of this coping activity to encourage replication.
Desired Outcomes: Participants leave the session with a new coping skill, a visual
reminder of their new learning, and a feeling of reduced stress.
Target Population: Students in Post-Secondary Education
Appropriate Developmental Age Range: 12 to 99 years
Resources: Three Pots Story, Plain Paper, Pens, Pencils, Pencil Crayons, Crayons,
Markers
Preparation: Ensure adequate supplies for the number of participants, familiarize
yourself with the activity, read and understand the Three Pots Story, set up room
according to physical environment directions.
Group Formation: This activity is ideal for groups that fall within the forming stage of
group development as it allows for participant introductions and parallel participation. As
the activity does not rely on collaboration, it is not necessary for group members to
perform well together. Further, the incorporation of the right to pass and the voluntary
nature of the group discussion allows individuals to share only what is comfortable for
them.
Physical Environment: In the middle of the room, set up two work tables each with 5
chairs, plain paper, and colouring utensils. Ensure each table receives a variety of utensils
to allow individuals to pick implements that are comfortable for their level of fine motor

GROUP DESIGN ACTIVITY

capabilities. At the back of the room, make a circle of chairs with enough chairs for each
participant and each moderator. Ensure adequate space around tables and chairs for
assisted mobility supports or devices.
Social-Emotional Environment: This session should encourage and promote
conversation amongst participants without creating additional stress. Therefore,
moderators should be positive, warm, and calm in their demeanour. Further, language
should be reflective of the developmental age of the group to ensure inclusivity and a
feeling of felt safety. Moderators should introduce and enforce the right to pass during
discussions to allow individuals to participate within their comfort levels. A brief
discussion about respect and confidentiality should be included in the introduction
portion of the session and should allow participants to add expectations and requests for
group rules. Each moderator should pick a table to sit at and should engage in the activity
with the participants to limit power differentials and to use daily life events to address the
group topic.
Warm-Up Activity: Three Pots Story and Introductions
Duration: 15 minutes
Directions
1.) Welcome participants to the Peterborough Youth Community Centre and ask them to
sit in a circle at the back of the classroom.
2.) Thank participants for their attendance at the group session, introduce the moderators,
and verbally summarize the session itinerary.
3.) Discuss confidentiality, respectful participation, the right to pass, and seek feedback
for additional rules the group would like to include for their session.
4.) Read the Three Pots Story.
5.) Ask participants to introduce themselves to the group and explain whether they are a
potato, an egg, or a coffee bean during times of stress.
6.) Explain that they will now move to the tables to complete an activity that reflects a
coffee bean approach to stress.
Main Activity: Postcard to Stress

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Duration: 20 minutes
Directions
1.) Instruct participants to divide themselves into two groups of equal size and take their
seats at the tables.
2.) Inform participants that they will be creating a postcard to their stress. They are free to
decorate the front of their postcard however they would like and should include a
message on the back written to their stress (Ex. Dear Stress, Im having a great time
without you!). Inform participants that they may use any and all of the various colouring
utensils and should feel free to be as creative or simple as they would like. Remind
participants that the next activity will involve sharing their postcards with the group.
Check-in with the group to see if they have any questions about the activity before they
begin.
3.) Hand out paper and colouring utensils to the participants, ensuring that each group
receives each type of colouring utensil.
4.) Instruct the group to begin creating their postcards. Moderators should also create a
postcard and should encourage group discussion about stress management and reduction
techniques used by the group. Moderators can use participant postcards to inspire
teachable moments.
5.) Inform the group when they have 10 minutes remaining and may wish to focus on
ensuring they have a written message on the back and a decorated front of their postcard.
6.) Provide participants with a 5 minute warning to allow them to wrap up their postcards
and prepare for the transition to the cool-down activity.
7.) Ask participants to stop working on their postcards and return to the circle of chairs.
Cool-Down Activity: Discussion and Closure
Duration: 10 minutes
Directions
1.) Instruct participants to sit in a circle at the back of the classroom and to bring their
postcards with them. Explain that they will be asked to share the design they chose for

GROUP DESIGN ACTIVITY

the front of their postcard and discuss their creative choices. They may also choose to
read their postcard to the group.
2.) Facilitate a group discussion about the postcard designs and messages. Moderators
may wish to begin the process by sharing their own postcards in order to encourage
participation by decreasing power differentials and modeling vulnerability. Sample
questions are below:
i.) What aspects of your environment have an influence on your stress levels and
in what way?
ii.) What risky behaviours can result from leaving stress unchecked?
iii.) What strengths do you possess that aid in your ability to cope with stress?
(Highlight that participation in the group represents a shared strength.)
iv.) Where have you learned your coping strategies?
3.) Ask participants to provide feedback on the session. Focus on their experience with
the narrative therapy approach, the affect the session had on their stress level, and
whether they will use this approach outside of the group session.
4.) Once all participants who wished to share have had the opportunity to speak, thank
the group for their participation and provide a verbal summary of the session itinerary.
Moderators should highlight that the group used their stress to produce a piece of artwork
and therefore acted as coffee beans in the face of stress by creating something new.
Common themes and learning discussed by participants should be linked into the
conclusion.
5.) Inform participants that they may take their artwork home to serve as a reminder of
the new coping strategy they have learned and encourage those who found the experience
beneficial to replicate the process with other areas of their life.
6.) Provide participants with any additional resources that were requested throughout the
session. Dismiss the group.
Resource: Three Pots Story
Once upon a time a daughter complained to her father that her life was miserable
and that she didnt know how she was going to make it. She was tired of fighting and

GROUP DESIGN ACTIVITY

struggling all the time. It seemed just as one problem was solved, another one soon
followed. Her father, a chef, took her to the kitchen. He filled three pots with water and
placed each on a high fire.
Once the three pots began to boil, he placed potatoes in one pot, eggs in the
second pot and ground coffee beans in the third pot. He then let them sit and boil, without
saying a word to his daughter. The daughter, moaned and impatiently waited, wondering
what he was doing. After twenty minutes he turned off the burners. He took the potatoes
out of the pot and placed them in a bowl. He pulled the eggs out and placed them in a
bowl. He then ladled the coffee out and placed it in a cup.
Turning to her, he asked, Daughter, what do you see? Potatoes, eggs and
coffee, she hastily replied.
Look closer, he said, and touch the potatoes. She did and noted that they were
soft.
He then asked her to take an egg and break it. After pulling off the shell, she
observed the hard-boiled egg.
Finally, he asked her to sip the coffee. Its rich aroma brought a smile to her face.
Father, what does this mean? she asked.
He then explained that the potatoes, the eggs and coffee beans had each faced the
same adversity-the boiling water. However, each one reacted differently. The potato went
in strong, hard and unrelenting, but in boiling water, it became soft and weak. The egg
was fragile, with the thin outer shell protecting its liquid interior until it was put in the
boiling water. Then the inside of the egg became hard. However, the ground coffee beans
were unique. After they were exposed to the boiling water, they changed the water and
created something new.
Which one are you? he asked his daughter. When adversity knocks on your
door, how do you respond? Are you a potato, an egg, or a coffee bean? (Khayala, 2010).

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10

References
Cairns, S. L., Massfeller, H. F., & Deeth, S. C. (2010). Why do postsecondary students seek
counselling? Canadian Journal of Counselling, 44(1), 34-50. Retrieved from:
http://eric.ed.gov/?id=EJ890256
Carter, J. (2015). Therapeutic Interventions III: Week 10: Narrative therapy [PowerPoint].
Retrieved from D2L:
https://fleming.desire2learn.com/d2l/le/content/45314/viewContent/484133/View
Curl, K. (2008). Assessing stress reduction as a function of artistic creation and cognitive focus.
Art Therapy: Journal of the American Art Therapy Association, 25(4), 164-169.
Retrieved from: http://eric.ed.gov/?id=EJ825772
Drapeau, M. & Kronish, N. (2007). Creative art therapy: A treatment modality for psychiatric
outpatients. Art Therapy: Journal of the American Art Therapy Association, 24(2), 76-81.
Retrieved from: http://eric.ed.gov/?id=EJ777028

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11

Flatt, A. K. (2013). A suffering generation: Six factors contributing to the mental health crisis in
North American higher education. College Quarterly, 16(1), 1-17. Retrieved from:
http://eric.ed.gov/?id=EJ1016492
Khayala, S. (2010, January 9). Are you an egg, a potatoe, or a coffee bean? [Web log comment].
Retrieved from: http://ecumenicalwomen.org/2010/01/09/are-you-an-egg-a-potatoe-or-acoffee-bean/
Kuban, C. (2015). Healing trauma through art. Reclaiming children and youth, 24(2), 18-20.
Retrieved from: http://eds.a.ebscohost.com.eztest.ocls.ca/eds/detail/detail?
vid=5&sid=79ccb265-ff1c-4f38-a823647fa0c4e8a6%40sessionmgr4001&hid=4113&bdata=JnNpdGU9ZWRzLWxpdmUmc2
NvcGU9c2l0ZQ%3d%3d#db=aph&AN=108802340
McElroy, S., Warren, A., & Jones, F. (2006). Home-based art therapy for older adults with mental
health needs: Views of clients and caregivers. Art Therapy: Journal of the American Art
Therapy Association, 23(2), 52-58. Retrieved from: http://eric.ed.gov/?id=EJ777000
Mehlomakulu, C. (2013, January 20). Postcard from your future self: An art therapy directive.
[Web log comment]. Retrieved from:
http://creativityintherapy.blogspot.ca/2013/01/postcard-from-your-future-self-art.html?
showComment=1359159994658
Petrillo, L.D. & Winner, E. (2005). Does art improve mood?: A test of a key assumption
underlying art therapy. Art Therapy: Journal of the American Art Therapy Association,
22(4), 205-212. Retrieved from: http://eric.ed.gov/?id=EJ722383

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12

Pizarro, J. (2004). The efficacy of art and writing therapy: Increasing positive mental health
outcomes and participant retention after exposure to traumatic experience. Art Therapy:
Journal of the American Art Therapy Association, 21(1), 5-12. Retrieved from:
http://eric.ed.gov/?id=EJ683379
Riley, S. & Malchiodi, C.A. (2003). Handbook of art therapy. London, NY: The Guildford Press.

Appendix A: Participant Survey Results

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13

Current Stress Level

Very Low

Low

Moderate

High

Very High

Highest Stress Level

Beginning of Semester
Middle of Semester
End of Semester

9%

18%

3%

6%

36%
24%
62%
44%

Do you think there is a need for more stress-reduction or stress management activies for college/university students in Peterborough? Do

You Find Colouring to be Stress Relieving?

No Maybe Yes

No Maybe Yes

21%

18%

9%

79%

74%

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Do you find talking about your stress helpful in relieving your stress?
No Maybe Yes
12%

29%
60%

14

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15

Appendix B: Original Activity Description

Directive: On the front, create an [image] that represents something about how
you would like your life to be in the future (for example, five years from now). On the
back, write a note from your future self - give yourself advice or encouragement, describe
what life is like for you in the future, and explain how you got there. You can easily cut
card stock into postcard-sized rectangles and use your medium of choice, collage,
drawing, painting, etc.
As an art therapist, I have found that this directive is very helpful in getting clients
to think about how they would like to be and to instil some hope for the future. It can
serve as a good reminder that whatever they are struggling with is not going to last
forever and that something different can be in their future. I have also found that it is
helpful to discuss how you can get to the future that you want. What are the steps that you
need to take? Who are the people that will support you? Envisioning the future that you
want is a good first step, but you must then take the necessary steps to move toward.
(Mehlomakulu, 2013).

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16

GROUP SESSION DESIGN RUBRIC (15%)

Exemplary
Self
- Boundaries
Professionalism
-ethics
-diversity

Relationships
Use of Activities

Accomplishe
d

Developing

Emerging

Group Session
plan and goals
consistently meet
ethical guidelines
of practice and
space/activities
are accessible to
all and attends,
extensively, to
the possibility of
different needs.

Group Session
plan and goals
meet ethical
guidelines of
practice and
space/activities
are accessible to
all and attends to
the possibility of
different needs.

Group Session
plan and goals
meet ethical
guidelines of
practice and
space/activities
are accessible to
most and
attempts to
attends to the
possibility of
different needs.

Group Session
plan and goals
attempt to meet
ethical guidelines
of practice and
space/activities
are accessible to
some and
attempts to
attends to the
possibility of
different needs.

Group Session
plan and goals
meet limited
ethical guidelines
of practice and
space/activities
are minimally
accessible
attending to the
needs of the
dominant group.

1 mark
Consistently
includes plans for
the use of daily
life events and
other activities to
teach lagging
skills, develop
relationships and
promote learning
on session goals.
Use of activities
and skills are
congruent and
applicable to
likely stage of
group
development
(clear and
succinct link).

.8
Includes plans for
the use of daily
life events and
other activities to
teach lagging
skills, develop
relationships and
promote learning
on session goals
the majority of the
time. Use of
activities and
skills are
congruent and
applicable to
likely stage of
group
development
(clear and
succinct link the
majority of the
time).

.6
Includes plans
for the use of
daily life events
and other
activities to teach
lagging skills,
develop
relationships and
promote learning
on session goals.
Use of activities
and skills are
congruent and
applicable to
likely stage of
group
development.

.4
Plans include an
attempt of
activities to teach
lagging skills,
develop
relationships and
promote learning
on session goals.
Attempted use of
activities and
skills to likely
stage of group
development
(ineffective).

.2
Plans include an
limited use of
activities to teach
lagging skills.
Inappropriate
link to stage of
group
development.

1.75

1.25

.75

Group Session
plan, goals and
activities
incorporate
developmental
theory, patterns
of growth and
development,
learning theory
and the link of
developmental
theory to at-risk
behaviour.

Group Session
plan, goals and
activities
attempts to
incorporate only
two of the
following:
developmental
theory, patterns
of growth and
development,
learning theory
and the link of
developmental
theory to at-risk
behaviour.

Group Session
plan, goals and
activities
incorporate only
one of the
following
(limited):
developmental
theory, patterns
of growth and
development,
learning theory
and the link of
developmental
theory to at-risk
behaviour.

1.75

1.25

.75

3 marks
Applied Human
Development
Developmental
Theory
Patterns of
Growth and
Development
Learning Theory
Linking
Developmental
Theory to AtRisk Behaviour

Capable

Group Session
plan, goals and
activities
consistently and
succinctly
incorporate
developmental
theory, patterns
of growth and
development,
learning theory
and the link of
developmental
theory to at-risk
behaviour.

2.25
Group session
plan, goals and
activities
succinctly
incorporate
developmental
theory, patterns of
growth and
development,
learning theory
and the link of
developmental
theory to at-risk
behaviour the
majority of the
time.

3 marks

2.25

Not Yet
Evident (0)

GROUP DESIGN ACTIVITY

Intervention
- planned
intervention
-group work

Group Session
plan, goals and
activities
succinctly and
consistently
incorporates all
of the following:
conscious design
and plan of the
physical
environment and
the socialemotional
environment so
that the needs of
the participants
are met; activities
and
implementation
are guided by
theoretical
foundations as
well as evidencebased practice;
felt safety and
stage of group
development are
consistently
accountable.
4 marks

Systems

Group Session
plan, goals and
activities
succinctly and
consistently
incorporate
systems and
ecological theory.

Group Session
plan, goals and
activities
succinctly
incorporates all of
the following:
conscious design
and plan of the
physical
environment and
the socialemotional
environment so
that the needs of
the participants
are met; activities
and
implementation
are guided by
theoretical
foundations as
well as evidencebased practice;
felt safety and
stage of group
development are
consistently
accountable the
majority of the
time.
3.25 marks

Group Session
plan, goals and
activities
incorporates the
following:
conscious design
and plan of the
physical
environment and
the socialemotional
environment so
that the needs of
the participants
are met; activities
and
implementation
are guided by
theoretical
foundations as
well as evidencebased practice;
felt safety and
stage of group
development are
consistently
accountable.

Group Session
plan, goals and
activities
attempts to
incorporate the
following:
conscious design
and plan of the
physical
environment and
the socialemotional
environment so
that the needs of
the participants
are met; activities
and
implementation
are guided by
theoretical
foundations as
well as evidencebased practice;
felt safety and
stage of group
development are
consistently
accountable
(missing one).

Group session
plan, goals and
activities
incorporates only
some of the
following:
conscious design
and plan of the
physical
environment and
the socialemotional
environment so
that the needs of
the participants
are met; activities
and
implementation
are guided by
theoretical
foundations as
well as evidencebased practice;
felt safety and
stage of group
development are
consistently
accountable
(missing two).

2.5 marks

1.75

1.25

Group Session
Plan, goals and
activities
succinctly
incorporate
systems and
ecological theory
the majority of the
time.

Group Session
plan, goals and
activities
incorporate
systems and
ecological theory.

Group Session
plan, goals and
activities attempt
to incorporate
systems and
ecological theory.

Group Session
plan, goals and
activities
incorporate only
one of the
following:
systems and
ecological theory.

.6

.4

.2

1 mark
.8
Communication
Written

Due to format of
this assignment,
Third Year
Writing Policy of
50% is reduced
to 20%.
3 marks

17