SPP

Re-Imagine!
An Expressive Arts Therapy Program
Re-Imagine! An Expressive Arts Therapy Program

By: Rose Villacorta
Florida International University
Table of Contents
Program Description....4
Population....4
Program Purpose..5
Program Length...6
Facility and Equipment....6
Staff......7
Evaluation........7
Program Evaluation.....7
Client Evaluation.........8
Program Plan........9
Terminal Program Objective 1.....9
Terminal Program Objective 2.......10
Terminal Program Objective 3.......11
Content and Process
Session 1 Feelings Sculptures12
Session 2 Feelings Fingers.14
Session 3 My Emotional Poem..17
Session 4 Favorite Things..19

Session 5 Its A Rap!..21
Session 6 Circular Art23
Session 7 Rotation Connection...25
Session 8 Value Expressions..27
Session 9 All About Me.29
Sequence Sheet..31
References..........34
Appendices.........36
Program Description
The use of expressive arts encompasses many elements of art such as painting, music,
writing, music, dance, drama, and sculpture to foster rehabilitation and treatment (Malchiodi,
2008). Expressive arts have been used in history in many different settings, such as mental health
and rehabilitation. It is a way for children and teenagers to express their feelings to adults. Using
this kind of therapy exhibits self-expression, communication, growth, self-awareness, and
healing in our clients (Deaver, 2002).
In addition to treatment, expressive arts can also help our clients define meaning in their
lives, making them motivated to pursue it. By examining the clients artwork, the RTs are able to
point out the recognition, realization, and appreciation of the potentials that are more meaningful
in their lives through this creative relationship (Lantz & Gyamerah, 2002).
The program focuses on the following expressive arts: painting, drawing, dance, writing,
poetry, and sculpture. All of these mediums are utilized in a way that lets the clients be creative
in expressing what they usually cant with words. Through the use of colors, sounds, and shapes,
the clients can communicate different feelings and thoughts to the people around them.
Population
The Re-Imagine! Program is intended for juvenile delinquents, particularly with groups
that have suffered sexual, drug, and domestic abuse. The age range of the clients is from 12 to 18
years old. The program may be extended to other groups in the facility and it would be greatly
advantageous for them. Other groups that would benefit are those with learning and cognitive
disabilities, those involved in illegal situations, and those who have committed felonies.
According to Dembo & Schmeidler, delinquent behaviors, such as theft and misbehaviors
in school, are greatly influenced by emotional problems and the inability to control them (2003).
The experiences the clients have gone through and how they deal with them need to be examined
in detail in order to understand their perception, behavior, and feelings that lead them to
delinquent behaviors (Graham & Sontag, 2001). Another reason why they may be turning to
delinquent behaviors is that they lack an appropriate adult figure to express their thoughts and
feelings to. With the Re-Imagine! Program, expressive arts are used to understand our clients by
allowing them to communicate their feelings in certain symbolic features (Bennick, Gussak &
Skowan, 2003). As a result, they are able to form their perception of events and express it
creatively.
The clients appear to do well in the physical domain, making all of them capable of
performing the activities. The clients may difficulties in the social and emotional domains. They
show some trouble opening up to others about any issues their having because theyre used to
holding it in and expressing it in ways that can be harmful to others and themselves. In the
cognitive domain, our clients are capable of performing the activities. They understand basic
instructions and are able perform certain directions given by the RT.
The biggest needs our clients have are to express their emotions and to give them a safe
and creative outlet for which they can communicate them through.
Program Purpose
The purpose of this program is to provide a creative outlet for the young individuals that
may have difficulty expressing their emotions to others. Its designed to help our clients build
trust by putting them in a room with other peers that have gone through similar situations. Many
of our clients express their hurt, anger, trauma, revenge, affection, and disappointment through
negative outlets, and this program was designed to change that. (Mohamad, 2014)
Our clients have difficulties in sharing their emotions with others verbally. However,
expressive arts can change that. With this method, our clients can express themselves indirectly,
but have the same impact. Its a great way to communicate negative feelings without hurting
anyone. According to Peorson & Wilson (2009), emotions are a moving force or encouragement
for our thoughts, behaviors, trust, and self-reliance. They also stated that desired changes can
happen if directed by emotional healing.
Program Length
This program is designed to have 9 sessions over the course of 3 weeks. Each session will
take place 3 times per week on Mondays, Wednesdays, and Fridays for 2 hours every one of
those days. Each project done in each day will be different, but will still correspond to the same
EO. Some projects will need a longer span than others, meaning that it may extend until the next
session if necessary, but not likely to extend into more than a week.
The average stay of a juvenile offender is around 15 days, but every case is different.
(Nineteenth Judicial Circuit Court, 2013) With this average, its important to fit the program into
3 weeks, and within 2 weeks, to do as much as possible with the clients. That is also why the
session is 2 hours long. The program is only 3 days a week because the other days are for other
classes in the curriculum.
Facility and Equipment
The program will need a spacious classroom with about 12 tables with 2 chairs at each
table. The following materials will be needed: paper, construction paper, markers (fine point),
paintbrushes, acrylic paint, washable paint, notebooks, journals, pens, play-doh, air dry clay, CDs
of various music, a boom box, A2 sized paper, and folders to put the clients artwork in.
Staff
In order to make this program successful, 1-3 RTs are needed with assistants to walk
around while the clients are doing their projects. The RT leading the activities must have a
necessary credential in expressive arts therapy, preferably from IEATA (appendix C). The RT
must also teach the other RTs and assistants the appropriate skills to supervise the clients, answer
questions, and assist them in the activity if needed.
Evaluation
Client and program evaluations are provided at the beginning and the end of the program.
These forms are designed to determine the efficiency and effectiveness of the program. Once
they are conducted, the program will be implemented in the sessions scheduled. The RTs will be
responsible for taking notes during the sessions on how the clients are performing and if they are
meeting the appropriate goals.
Client Evaluation
Interviews will be conducted before and after the program. Short discussions will be
conducted every week along with a short evaluation survey. Observations of the clients will also
be noted by the RTs, such as changes in behavior. Questions asked to the clients would include
the following: Did you enjoy the activity? Do you feel better after doing the activity? Would you
consider doing this activity in your spare time? Along with these questions, its important for the
RT to take notes during the sessions in order to know that the clients are meeting the appropriate
goals and make any changes to the program if necessary.
Its important that the clients meet their goals so that they can find the leisure resources
outside of the facility and are able to use them constructively in their own time.
Program Evaluation
In order to evaluate the program, client evaluation is taken into account. Before the
program starts, client evaluations from previous similar cases are examined in order to determine
how effective it is. Appendix B includes the Post-Session Report Form, which is used for the
evaluation of each session every week. Once the program is complete, a summative evaluation
will be filled out (appendix A).
The Program Plan

Statement of Purpose: To provide activities that teaches clients to express their emotions through
creative outlets.
Program Objectives and Performance Measures
PROGRAM: Re-Imagine!
TERMINAL PROGRAM OBJECTIVE 1: To demonstrate knowledge of different emotions.
ENABLING OBJECTIVE
1. To identify the difference between
emotions.
PERFORMANCE MEASURE
1. Client will be able to make at least 4
out of 6 feelings sculptures by the end
of the session.
2. To identify what leads to those

2. Client will be able to match at least 1
emotions.
event to 1 emotion by the end of the
activity.
3. To match certain emotions to an
3. Client will be able to choose at least 3
expressive arts activity.
emotions and finish at least 80% of the
activity by the end of the session.
TERMINAL PROGRAM OBJECTIVE 2: To demonstrate improved social skills.

ENABLING OBJECTIVE
1. To relate to others.
PERFORMANCE MEASURE
1. a. Client will be able to list at least 3
10
things they have in common with their
peers by the end of the session.
b. Client will be able to pick at least 3
peers from the group that have at least
1 similar interest by the end of the
2. To cooperate with other peers.

session as judged by a TRS.
2. Client will be able to complete at least
80% of an activity with 1-3 peers by
the end of the session.
3. To be able to talk to others about
different subjects.
3. a. Client will be able to hold a
conversation with a neighbor for at
least 5 minutes by the end of the
session.
b. Client will be able to retain eye
contact with a peer at least 50% of the
conversation by the end of the session.
TERMINAL PROGRAM OBJECTIVE 3: To demonstrate the ability to develop coping
mechanisms for different emotions.
ENABLING OBJECTIVE
1. To review options of different
expressive arts activities.
PERFORMANCE MEASURE
1. a. Client will be able to list at least 5
activities they would like to do in the
program by the end of the session.
b. Client will be able to list at least 5
pros and cons of the activities by the
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end of the program.
2. To select an activity depending on their

emotion.
2. Client will be able to choose at most 2

of the activities they listed and match it
to at least 3 situations they can perform
these activities by the end of the
session.
3. To be able to follow through the

decision until an end is achieved.
3. Client will be able to stay with their

decision and complete at least 80% of it
by the end of the session.
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Content and Process

Session 1: Feeling Sculptures
Purpose: To improve clients ability to recognize different types of music that make them feel
specific ways, and may be used for stress management.
TPO 1: To demonstrate knowledge of different emotions.
EO 1.1: To identify the difference between emotions.
Equipment: Group size 15-20, play-doh, a boombox, and a CD with various types of music.
CONTENT
PROCESS
1. Orientation Activity
Preparation of the materials on the front
Prepare the play-doh.
desk.
2. Introduction
The purpose of this activity is to help
clients identify and express feelings and
recognize that music may be used for
stress management.
2. Introduction
Introduce the activity to the clients.
Also state the purpose that this activity
is for.
3. Presentation/ Discussion
We all know we have emotions. But do
you know what it really is? Why do we
have them? Emotions are interesting
things, and there are so many things
that can trigger them, some easier than
others. But the importance is to identify
the differences between them. We can
clearly see that joy and anger are easy
to identify, but what about frustration
and anger? Or anxious and sad?
Introduce what emotions are and the
different things that trigger them. Have
the clients state some examples.
4. Learning Activity
See Appendix D for the Activity,
Feelings Sculptures.
The purpose of this activity is to
improve the clients ability to identify
State the goals and the purpose of this
activity while passing out the materials
to clients. In intervals, play different
types of music from the CD and give

and express personal feelings.
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the clients time to sculpt something it
reminds them of and how it makes
them feel. Do this about 5-6 times.
5. Debriefing
Does everyone have emotions or
feelings?
What purpose do emotions serve and
why do we have them?
Which type of music did you like the
best?
How does your sculpture reflect your
feelings?
What should you do when youre
happy? What about when you are sad,
bored, excited, upset, or scared?
5. Debriefing
Ask the questions in the Content
section.
6. Conclusion
Some different emotions we may be
familiar with are anger, joy, sadness,
frustration, anxiety, displeasure,
excitement, etc.
What makes these emotions different
are usually things that lead to them and
what we do as a result of it.
6. Conclusion
Conclude by stating the different kinds
of emotions and then comment on the
unique ways the clients expressed the
emotions and what they reminded them
of. Explain the difference between the
emotions and that this will lead into the
next session.
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Session 2: Feelings Fingers

Purpose: To improve clients awareness of positive and negative feelings while giving them the
opportunity to express creativity.
EO 1.2: To identify what leads to those emotions.
Equipment: Group size 15-20, air dry clay, pencils, acrylic paint, and paintbrushes.
CONTENT
PROCESS
Emotions are somehow triggered by the
Recap what the group did in the last
things we do or the things that happen
session. Introduce the activity,
to us. Last session, we discussed the
What are they feeling?
See Appendix E for the activity
different types of emotions. The
description.
purpose for the activity, What are they
feeling? is to improve the clients
ability to recognize nonverbal
communication. Through this, we are
able to tell what led to that person
feeling that way and why they are
feeling like that. In this activity the
clients will divide into 2 groups and 1
group will act out whatever is written
on the card they pulled out. The other
group must guess what they are acting
based on their nonverbal
communication.
2. Introduction
2. Introduction
Introduce that the topic of the
The purpose of this session is to
session is what leads to different
identify what leads to those emotions.
emotions. Give examples on how
Its important to note that emotions are
what causes our emotions are
clearly subjective and wont be the
subjective.
same as the person next to you. For
example, one person might love dogs
and they make them happy, while the
other person thinks that dogs are scary
and never want to be near one.
Some questions to ask for discussion:
What are some things that make you
happy? Sad? Angry? Why do you feel
that way?
The activity being done is called
Feelings Fingers.
See Appendix F for the whole activity.
The other half of the activity will be
done in the next session.
5. Debriefing
(This section is to be done in the next
session)
Why did you assign those certain colors
to those feelings?
When have you experienced those
feelings?
When was the last time you
experienced these emotions?
Why are emotions important to us as
people?
How can you tell a positive emotion to
a negative one?
6. Conclusion
(This section is to be done in the next
session)
The purpose of this activity to identify
and discuss what leads to certain
emotions.
Anger and sadness can result from
something being taken away, such as a
15
Introduce and open discussion and
ask the clients to raise their hand
before answering. Start asking the
questions and note the various
answers that you hear.
Introduce the activity, Feelings
Fingers. After passing out the
appropriate materials, have clients
flatten out the clay enough to fit
their hand. Then tell them to trace
their hand and cut it out with a
pencil. After that, tell them to put
their initials on the corner of the
clay hand, put the clay hands on
cardboard and leave them dry until
the next session.
5. Debriefing
(This section is to be done in the
next session)
section and note any answers that
stuck out to you from the clients.
6. Conclusion
(This section is to be done in the
next session)
Conclude the session by reiterating
the purpose of it. Take any
comments the clients may have.
Take note of their nonverbal
communication. Give the clients an
idea of what theyll be doing in the
next session.

toy or a loved one. Those emotions can
also be from being treated unfairly or
being rejected. Its important to know
that these dont have to be bad
feelings, but the way we communicate
and channel it to others make that
difference. In the next session well be
able to discuss that.
16
17
Session 3: My Emotional Poem

Purpose: To increase clients ability to communicate or express emotions through poem writing.
EO 1.3: To match certain emotions to an expressive arts activity.
Equipment: Group size 15-20, paper, writing utensils, a CD, and a boombox.
CONTENT
The beginning of the session will be a
continuation of the last session. We will
finish it by painting each finger the
color of a different emotion. The rest of
the guidelines can be found in the
second column of Appendix F. The
debriefing questions and conclusion
can be found in the previous session.
2. Introduction
Explain to the clients that the activity
will be writing in this activity. The
purpose of this session is to increase the
clients ability to communicate or
express emotions through writing a
poem. Some different forms of poetry
are acrostic, ballad, sonnet, free verse,
slam, and others, but were going to
concentrate on the first 5. (See
Appendices H1-H5)
Did you ever use poetry in your life? If
yes, for what reason?
If you dont like it, what are some
reasons why?
What are some reasons why people
cant share their emotions properly?
PROCESS
Put all the necessary materials on their
desks. Take out the now dried clay
hands from last session and place them
in the front. Have the clients take their
hand and paint them according to the
guidelines in the activity (Appendix F).
2. Introduction
Introduce the activity and the purpose
of it. Explain the different types of
poetry and give examples.
Use the questions stated in the Content
section.
See Appendix G for the full description
of the activity. The purpose of the
activity is to express creativity and
emotions through poetry.
5. Debriefing
What emotions did you feel while the
music played?
How does music help up express our
emotions?
How did writing a poem help you
express emotions?
Was it easy or difficult for you to be
creative in writing a poem?
Was it important to find constructive
ways to express emotions?
6. Conclusion
In this activity, we learned that poetry
can be a great way to express emotions.
Whether if its sadness, joy, fear, or
anger, we can find poems about
anything. The purpose of this activity
was to provide a poetry medium to
express emotions.
18
Introduce the activity to the clients. Ask
the clients to close their eyes while
listening to the music. Ask them the
questions in Appendix G in the second
column. Next, tell them that they are
going to write a poem based on the
music they just heard. Make clear that
the poem doesnt have to rhyme, but it
can if they want it to. Give them about
30 minutes to an hour depending on
who needs more time. Once everyone is
finished, have volunteers share their
poem.
5. Debriefing
Use the questions described in the
Content section.
6. Conclusion
Conclude the session. Ask if the clients
enjoyed the activity and if they would
do it again. Note any reactions or
communication among peers.
19
Session 4: Favorite Things (Modified version. See Appendix I for the original activity
description)
Purpose: To increase clients ability to openly express their thoughts and opinions to other peers
while accepting theirs without criticism.
TPO 2: To demonstrate improved social skills.
EO 2.1: To relate to others.
Equipment: Groups size 15-20, writing utensils, copies of accompanying form.
CONTENT
To prepare for the learning activity, the
clients will sit in the circle that was
prepared, and write down their favorite:
movie, TV show, band/artist, animal,
music genre, food, song, sport or
activity onto the paper provided.
2. Introduction
The purpose of the session is for the
clients to share their favorite things and
relate to others in some way, or express
their opinions about it. Its important
that the clients respect each others
opinions about them, and to not
criticize others for liking particular
things.
The clients will share some of their
favorite things. In the next section is
where they will go more in depth on
why they like those things the most
among others.
If the time allows it, they can pick
PROCESS
Place the desks into a big circle. After
that, pass out a piece of lined paper and
a writing utensil to each person. Have
the clients list their favorite from the
list given in the Content section.
2. Introduction
Introduce the activity and the topic of
the session.
When the clients are finished, have
some volunteers to share their lists. The
RT assistants will pass out the Favorite
___ worksheet to everyone. (See
Appendix I1 for the worksheet)
Once everyone has the worksheet, have
them pick from the list they made and

another one and fill out another
Favorite ___ worksheet (See
Appendix I1). When the clients start
sharing what they wrote, its important
that everyone respect each others
opinion and to stay quiet when
someone else is presenting. The
purpose of sharing is to see is there are
shared interests among the clients and
different reasons on why they like that
favorite thing.
5. Debriefing
Why is it important to always respect
others opinions?
If you disagree with a person about
something, how can you positively say
that you hold a different opinion?
What happens when you show similar
interests with someone?
How do you show respect to someone
when theyre expressing their opinion?
6. Conclusion
The purpose of this activity was to have
the clients relate to each other in some
way. Other ways that this activity
benefitted was that the clients were able
to communicate different ideas to
others and that they respected others
opinions.
20
answer the questions on the worksheet
according to what they chose.
Emphasize that they can only choose
one. Give them about 20 minutes to fill
out the worksheet. Once they are all
finished, have some volunteers to
present what they wrote. After one
presents, ask if anyone else has an
opinion on what they chose.
5. Debriefing
State the questions in the Content
section. Make note of any form of
communication between the clients.
6. Conclusion
Conclude the session by stating the
benefits and the positive things that
arose from the activity. Take note of
any communication happening between
the clients. Also give an idea of what
the next session will be.
21
Session 5: Its A Rap! (Modified version. See Appendix J for the original activity description)
Purpose: To increase socialization and cooperation among the clients while also expressing
themselves through a particular musical medium.
EO 2.2: To cooperate with fellow peers.
Equipment: Group size 15-20, paper, writing utensils, CD and boombox to provide background
music, and example of a rap song.
CONTENT
Its important to make the clients
comfortable before starting the activity.
PROCESS
When the clients enter the room, have
some form of rap music playing in the
background.
2. Introduction
One reason that rap is utilized is to
resolve conflict or in some cases, make
even more. In this activity, however, its
going to be used to bring the clients
together. Some guidelines
2. Introduction
Introduce some brief history of rap
music.
Some questions that the RT can ask is:
Why do you like/dislike rap music?
What does rap music remind you of?
section.
When the clients start their writing
some ideas, its important to note the
interactions between all the groups. The
purpose of this activity is for everyone
to exchange ideas and collaborate to
make this song into something they
want. Some helpful tips that the RT can
do is to give some topics to write about
and maybe provide a rhyming
Split the clients into groups of 2-4
people. Pass each group a couple of
pieces of paper and some writing
utensils. Instruct them to make at least
16 lines for each line. They can go
beyond that, but make sure that the
song has to be less than 4 minutes.
Have the groups start writing while
providing some instrumental music for
inspiration. Give them about an hour

dictionary if necessary. If some groups
have trouble because they think its
awkward, try to find a common interest
among the members and write about
that. Its preferred that the songs do not
contain profanity or vulgarity.
5. Debriefing
Do you feel better after performing?
How did you participate individually?
Do you feel that you cooperated
effectively as a group?
How did it feel to rap in front of an
audience?
How well do you think your message
got across?
In what ways did you think you
cooperated with your other group
members?
6. Conclusion
The purpose of the activity was to have
everyone cooperate and exchange ideas
amongst peers using the rap medium. In
the activity, the clients bonded over
shared interests and even expressed it
in an enjoyable way.
22
for them to finish and some time to
practice before performing. Once all
the groups are finished preparing, have
each one perform accordingly.
5. Debriefing
After everyone has performed, ask the
questions in the Content section.
6. Conclusion
Conclude the session by restating the
purpose of the activity. Take note of
any progress and socialization between
the clients. Introduce the activity for the
next session.
23
Session 6: Circular Art (Modified Version. See Appendix K for original activity description)
Purpose: To increase clients ability to cooperate with a group to create an art project.
EO 2.3: To be able to talk to others and cooperate during the project.
Equipment: Group 15-20, construction paper, fine point markers, a CD, and a boombox.
CONTENT
Preparation of all the materials and
placement of the desks.
PROCESS
Gather and prepare all of the materials.
Place all of the desks into a big circle.
If there are 16-20 clients present, divide
them into two groups.
2. Introduction
express some creativity and to have the
clients socialize with each other.
2. Introduction
Introduce the activity and the purpose
to the clients.
The RT passes out the proper materials
to each person. During the activity,
theyll have to switch papers with the
person to their right after a certain time.
The reason why they all have different
colored markers is to distinguish how
each person contributed to the artwork.
Pass out 1 sheet of paper to each
person. After that, make sure to give
each person in the circle(s) a different
colored marker. No 2 can be the same.
Instruct the clients to be respectful of
each others work and to not scribble on
top of someone elses drawing.
See Appendix K for the activity. The
activity will follow until the paper ends
up in the original owners hands. The
purpose of this activity is to engage in
social interaction. When the clients
share their drawings, they can tell what
they originally had in mind and then
share what they think the drawing
became and what it reminds them of.
Tell the clients that you will start
playing music and that they must draw
on the paper anything they want. After
each song, stop the music and instruct
them to pass it to the person to their
right, and continue this until the papers
end up to their original owners. Make
sure to take note of any communication
going on between the clients. Once
thats finished, have some clients
24
volunteer to share their drawings.
5. Debriefing
When asking these questions, its
important to note any reactions and
keep everyone calm when others are
answering.
Was it easy or hard to be creative in
your drawing?
How did you feel about passing your
paper around and allowing everyone to
see and add to your drawing?
What did you think of the end result of
your artwork? Were you able to
recognize it?
How did cooperation of other group
members change your picture?
6. Conclusion
In this activity, we learned that
everyone can contribute in some way to
something.
Were sometimes faced with negative
perceptions of ourselves, but when we
cooperate with others and share other
ideas, we can see that we can actually
make something interesting and maybe
even beautiful.
5. Debriefing
section. Take note of any comments
being made.
6. Conclusion
Conclude the session by stating what is
in the Content section. Take note of any
verbal and nonverbal communication
between clients. Also tell the clients
that this is a warm-up for the next
session.
25
Session 7: Rotation Connection

Purpose: To introduce different options of activities that either encompasses music, art, poetry, or
dance.
TPO 3: To demonstrate the ability to develop coping mechanisms for different emotions.
EO 3.1: To review options of different expressive arts activities.
Equipment: Group size 15-20, acrylic paint, paintbrushes, thick construction paper, writing
utensils, journals, CDs, boombox, CD players, headphones, and printed out copies of
various instructions for each station.
CONTENT
Preparation of clearing the desks to
make space to set up 4 different
stations.
PROCESS
Prepare the classroom by moving the
desks to the side or outside. Set up 4
different stations and label each one
MUSIC, DANCE, ART, and
WRITING. In the MUSIC area, set up
5 sets of headphones connected to 4 CD
players of the same
2. Introduction
introduce different options of leisure
activities they can do at home. This
activity is similar to Circular Art in
that it requires the clients to move to a
different station after a certain time
until the original owners are back at
their stations.
2. Introduction
Introduce the purpose of the activity.
Explain to the clients that theyll be
moving a lot during this activity and
that its similar to one they did last
session.
The MUSIC area contains 5 sets of
headphones connected to CD players,
and the clients must listen to the music
and write what they imagine.
The ART area involves pieces of thick
construction paper, acrylic paint, and
Present what activities are available in
each area and that they will have 15
minutes at each one.
26
brushes. The clients must paint their

favorite vacation spot or a place they
want to visit.
The DANCE area has a boombox with
a CD inside. The list of songs is on a
piece of paper next to the boombox and
the clients pick the songs they want to
dance to.
The WRITING area has 5 different
types of journals, and the clients must
describe what they think the perfect day
would be. The clients will have 15
minutes at each area.
provide different options of leisure
activities and to give the clients a
chance to try each one. Its important
for there to be RT assistants at each
station to make sure things stay
organized.
5. Debriefing
Which station do you enjoy the best?
Which one did you think you were able
to express yourself more freely than
others?
Do you think you would want to do this
activity if you had the materials for it?
6. Conclusion
There are many more mediums out
there, but in these 4 different mediums,
expressing ourselves could actually be
closer than we anticipated.
Split the group evenly at each station.
Start the timer for 15 minutes. Have the
clients follow the directions. After 15
minutes, have the groups go to the
station to their right. Continue this until
the groups have tried each station. Ask
if anyone wants to share what they
wrote or drew in one of the stations.
5. Debriefing
Have the clients share their opinions on
which activity they enjoyed most and
which one theyd be willing to do
during their free time.
6. Conclusion
Conclude the session. Note any
reactions and signs of socialization
among the clients.
27
Session 8: Value Expressions

Purpose: To improve clients understanding of the importance of having values and what they
value most in life.
EO 3.2: To select an activity depending on their emotion and values.
Equipment: Group size 15-20, thick construction paper, paintbrushes, and washable paint.
CONTENT
The RT will begin by recapping what
happened in the last session. What did
you like about the activity? Where
would you think about doing this
activity?
PROCESS
Recap of the activity done in the last
session. Ask questions of what they
liked about the activity and if they
wanted to do it again.
2. Introduction
The purpose of this activity is for the
clients to recognize their own values
and how important they are.
See Appendix L for full activity
description.
2. Introduction
Tell the clients that they will be
painting in this activity.
What kind of activities, objects, or
people do you find to be valuable?
Why are these important to you?
Why is it important to express or
demonstrate to others of what your
values are?
Present the questions in the content
section.
While you are having the discussion,
have the RT assistants pass out the
materials to each desk.
Overall, the clients will define different
values they have and choose from a list
of activities or think about an activity
they could express this value in.
Have the clients pick from a list of
values or think about a value they have
and how they would express it in an
activity. Have them paint that activity
onto the construction paper. Once they
are all finished, have each person
5. Debriefing
With the activities you find valuable,
would you emotion matter when and if
you would do them?
How do we benefit from having
values?
How do values affect emotions?
How does expressing values in a
positive way show what one believes
in?
Have you ever thought about your
value before doing this activity?
How can you tell what someones
values are?
What values would you like to have or
improve on?
6. Conclusion
When we define what our values are,
we are more likely to know what to
engage in and spend our free time in
and with whom. For example, if a
person finds interest in horror media,
they might spend their leisure time
watching horror movies or playing
horror video games. Eventually we
could choose those activities whether
were happy, angry, or sad.
28
present their picture while the rest of
the clients guess what the activity is.
5. Debriefing
State the questions in the Content
section.
6. Conclusion
Conclude the session by reiterating the
purpose of the activity. Take some
comments from the clients. Ask them
what activities theyve wanted to try.
Give them an idea of what the next
session will be about.
29
Session 9: All About Me (Modified version. See Appendix M for original activity description.)
Purpose: To increase clients ability to follow directions and remain on task.
EO 3.3: To be able to follow through the decision until an end is achieved.
Equipment: Group size 15-20, a large sheet of paper for each client (A2 size), and markers.
CONTENT
Preparation of the activity. Also a recap
on the last session.
PROCESS
Recap what the group did last week.
2. Introduction
Everyone is made up of different traits
and thats what makes each person
unique. In this session, well talk about
some traits that make us unique.
2. Introduction
Tell the clients they will be drawing
during this project.
Its important that the RT has an
example ready to present how the
project is going to look like. Some
questions to ask the clients: What
characteristic do you think makes you
unique?
Present an example of the project the
clients will do. Ask questions of what
characteristics make someone unique.
While doing this, pass out the materials
to the clients.
The clients will draw an outline of
themselves from the waist up and write
some things on specific body parts:
Head what you want to be when you
grow up.
Mouth the name of your favorite
song.
Shoulder to upper arm dream
vacation spot.
Heart who you admire/love the most.
Lower arm to hands favorite sport or
activity.
Introduce the activity. Once everyone
has a paper and markers, have them
draw an outline of themselves from the
waist up. Tell them what to write and
on which body part according to the
Content section. Once everyone is
finished, have the clients present their
drawings.
5. Debriefing
Why is it important to be unique?
How do you think youre different from
everyone else?
What is one difference that you are
really proud of?
6. Conclusion
Everyone has something different from
the others around them, and that
doesnt necessarily have to be a bad
thing. When we become aware of and
start embracing our differences,
everything we do can be worthwhile
and beneficial for us and the people
around.
30
5. Debriefing
section. Make note of any comments
being made.
6. Conclusion
Conclude the session by repeating the
goals of the activity. Also take note of
any changes seen in the clients from the
first session.
31
Sequence Sheet
TPO
1
EO
1.1
1.2
1.3
Description
Orientation Activity Preparing the Air Dry Clay
Introduction
- Introduce Activity Feeling Sculptures
- State the purpose and rules
Presentation/ Discussion
- Discussion questions
Learning Activity
- Playing music
- Sculpting time
Debriefings
Conclusion
- Describe different emotions
- Leading to the next activity
Orientation Activity What are they feeling?
- Recap of the last session
Introduction
- Introduce Activity Feelings Fingers
- State the purpose and instructions
Learning Activity
- Passing out materials
- Making the hand cut out
- Preparing for the clay to dry
Debriefings (Done in session 3)
Conclusion (Done in session 3)
Orientation Activity Continuation of Session 2
- Debriefing of Session 2
- Conclusion of Session 2
Introduction
- Introduce activity Emotional Poem
- Explain different forms of poetry
- Give examples
- Discussion Questions
Learning Activity
- Listening to music and writing the poems
- Sharing of poems
Debriefings
Session Time (mins)

1
5
5
10
10
5 x 6 = 30
5 x 6 = 30
15
10
5
40
10
10
10
15
10
15
10
0
0
25
10
5
5
10
5
5
35
10
5
2.1
2.2
2.3
Conclusion
- Open discussion with comments
Orientation Activity Making the list of favorite things
Introduction
- Introduce activity Favorite Things
- Give examples
- Sharing of lists
Learning Activity
- Completion of worksheet
- Sharing of answers
Debriefings
Conclusion
- Discuss what opinions are
Orientation Activity Play rap music
Introduction
- Introduce activity Its A Rap!
- Give brief history of rap music
- State the guidelines
Learning Activity
- Make groups
- Writing the rap song
- Presenting the songs
Debriefings
Conclusion
Orientation Activity Preparation of materials
Introduction
- Introduce activity Circular Art
- Passing out materials
Learning Activity
- Implement activity
- Sharing of drawings
Debriefings
Conclusion
32
5
10
10
5
10
15
15
30
10
10
5
5
5
5
5
5
5
30
20
5
5
10
5
5
10
15 x 4 = 60
15
5

-
3.1
3.2
3.3
33
Open discussion with comments

Lead into next session
Orientation Activity Setting up the class

Introduction
- Introduce activity Rotation Connection
- Explanation of the areas
Learning Activity
- Implement activity
- Sharing of experiences
Debriefings
Conclusion
Orientation Activity Recap of the last session
Introduction
- Introduce activity Value Expressions
- Pass out materials
Learning Activity
- Painting
- Sharing of artwork
Debriefings
Conclusion
- Lead into the next session
Orientation Activity Recap of the last session
Introduction
- Introduce activity All About Me
- Provide example
- Instructions for activity
Learning Activity
- Drawing and writing
- Sharing of projects
Debriefings
Conclusion
5
5
15
5
5
5
60
15
5
10
5
5
5
15
45
15
15
10
5
5
5
5
5
10
30
30
15

-
Open discussion with comments
34
15
35
References
Bennick, J., Gussak, D., & Skowan,M. (2003). The role of the art therapist in a juvenile justice
setting. The Art in Psychotherapy, 30, 163-173. http://dx.doi.org/10.1016/S01974556(03)00051-0
Deaver, S. P. (2002). What constitutes art therapy research? Art Therapy: Journal of American
Art Therapy Association, 19, 23-27. http://dx.doi.org/10.1080/07421656.2002.10129721
Dembo, R., & Schmeidler, J. (2003). A classification of high-risk youths. Crime & Delinquency,
49(2), 201-230. http://dx.doi.org/10.1177/0011128702251054
Graham, M., & Sontag, M. (2001). Art as an evaluative tool: A pilot study. Art Therapy: Journal
of the American Art Therapy Association, 18(1), 37-43.
http://dx.doi.org/10.1080/07421656.2001.10129451
Lantz, J., & Gyamerah, J. (2002). Using art in short-term existential psychotherapy. Journal of
Brief Therapy, 1(2), 155-162.
Malchiodi, C. A. (2008). Creative Interventions with traumatized children. New York, NY: The
Guilford Press.
Mohamad, Z. (2014). The Use of Expressive Arts Therapy in Understanding Psychological
Issues of Juvenile Delinquency. Asian Social Science, 10(9), 144-161.
http://dx.doi.org/10.5539/ass.v10n9p144
Nineteenth Judicial Circuit Court of Lake County, Illinois. (2013). How long does my child stay
in the detention center? Frequently Asked Questions for the Juvenile Probation/
Detention Services. Retrieved Apr 20 2015.
http://19thcircuitcourt.state.il.us/findit/Pages/faq_juvenile.aspx

Peorson, M., & Wilson, H. (2009). Using Expressive counselling Tools to Enhance Emotional
Literacy, Emotional Wellbeing and Resilience: Improving Therapeutic Outcomes with
Expressive Therapies. Counselling, Psychotherapy, and Health, 4(1), 1-19.
36
37
Appendix A
Post-Session Analysis Form
From: Peterson, C. A., & Stumbo, N. J. (2009). Therapeutic recreation program design:
Principles and procedures (5th ed.). San Francisco, CA: Pearson Benjamin Cummings.

Appendix B
Post-Session Report Form
38
39
40
Appendix C
IEATA Application Form
41
42
43
44
45
46
47
48
49
50
51
From: www.ieata.org/downloads/reat-application.pdf
52
53
Appendix D
Feelings Sculptures Activity Description
From: Stumbo, J., (1999). Intervention Activities for At-Risk Youth. State College, PA: Venture
Publishing Inc.
54
Appendix E
What Are They Feeling? Activity Description
Publishing Inc.
55
Appendix F
Feelings Fingers Activity Description
Publishing Inc.

Appendix G
My Emotional Poem Activity Description
56
57
My Emotional Poem Activity Description
Publishing Inc.
58
Appendix H1
Example of an acrostic poem
From: http://3.bp.blogspot.com/GVWwISMcmhY/TZwsrtQHq6I/AAAAAAAAAWQ/L4xEisluQlc/s1600/Screen+shot+
2011-04-06+at+9.04.17+PM.png

Appendix H2
Example of a ballad poem
From: http://1.bp.blogspot.com/-d9FZy2JPars/TiYsWVSojI/AAAAAAAAADk/XjCJmsuQ1rk/s1600/image002.gif
59
60
Appendix H3
Example of a sonnet
From:http://41.media.tumblr.com/037289972fe3f676ff0bb378ea086744/tumblr_n3fu8fYpc41txw
7lto1_r1_500.png
61
Appendix H4
Example of a free verse poem
From:http://40.media.tumblr.com/3537d417d624cb29ea21bb7db69f3bd0/tumblr_mnw9dfy8921s
sll6io1_r1_400.png

Appendix H5
Example of a slam poem
From: https://www.youngwriters.co.uk/images/layout/text/example-envoy-poetry.png
Appendix I
62
63
Favorite Things Activity Description (Expressing Opinions)
Publishing Inc.

Appendix I1
Favorite Things Worksheet
64
65
Appendix J
Its A Rap! Activity Description
Publishing Inc.
66
Appendix K
Circular Art Activity Description
Publishing Inc.
67
Appendix L
Value Expressions Activity Description
Publishing Inc.

Appendix M
All About Me Activity Description
68
69
All About Me Activity Description
Publishing Inc.
70
Appendix N
Blank Performance Sheet (Peterson & Stumbo)

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Re-Imagine!

An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Session 4 Favorite Things..19

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

The Program Plan

2. To identify what leads to those

TERMINAL PROGRAM OBJECTIVE 2: To demonstrate improved social skills.

Re-Imagine! An Expressive Arts Therapy Program

2. To cooperate with other peers.

Re-Imagine! An Expressive Arts Therapy Program

2. To select an activity depending on their

2. Client will be able to choose at most 2

3. To be able to follow through the

3. Client will be able to stay with their

Re-Imagine! An Expressive Arts Therapy Program

Content and Process

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Session 2: Feelings Fingers

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Session 3: My Emotional Poem

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Session 7: Rotation Connection

Re-Imagine! An Expressive Arts Therapy Program

brushes. The clients must paint their

Re-Imagine! An Expressive Arts Therapy Program

Session 8: Value Expressions

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Session Time (mins)

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Open discussion with comments

Orientation Activity Setting up the class

Re-Imagine! An Expressive Arts Therapy Program

Open discussion with comments

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program

Re-Imagine! An Expressive Arts Therapy Program