| |
| |
| Introduction | |
| |
| |
| Since the cultural revolution and growth potential movement of the '60s and 7()s, games have increasingly come into use in group settings. They are a natural way of bonding a group and creating trust. They provide an opportunity to experiment with ourselves and others while still in a safe environment. | |
| |
| |
| In our work-oriented culture we leave little time for nongoal-oriented activity such as play and celebration. We have put ourselves in a bind. We have created the most affluent and privileged lifestyle in the world but we lack the time and ability to relax and enjoy it. | |
| |
| |
| Games not only help us explore ourselves, they are a re-training in spontaneity, deepening our ability to experience and enjoy life. | |
| |
| |
| The Games | |
| |
| |
| There are two types of games in this book. First there are group games that are led by a facilitator and done by the group as a whole. | |
| |
| |
| Second there are individual pieces either done during group by each group member and then shared with the group, or taken home and then shared with a therapist or brought back to the group. | |
| |
| |
| Use this book as you would a cookbook. Cull from it what you like and vary it wherever you feel like doing so. It should give you the basic information you need and provide a point of departure. | |
| |
| |
| Goals | |
| |
| |
| Experiential games can be very useful in moving a group gently into action. They enable a group to break down initial inhibitions quickly and begin to feel comfortable. A therapist also has a chance to watch how group members behave in the large group games and in the individual pieces that are shared with the group. Thus the games provide a structure for the therapist to get to know group members and the group members to know one another in a non-threatening way. | |
| |
| |
| Role Of The Group Leader | |
| |
| |
| The therapist's job is to create a supportive, safe situation in which self-discovery through experimentation can happen. As J. L. Moreno, the father of psychodrama says, "The stage is enough.� The therapist acts as a catalyst between the player and the environment, helping the player help themself by offering the stage as a mirror where the player can experience himself. | |
| |
| |
| Simply speaking out and being heard or seen, without comment or judgment, is part of the work and healing in these games. The opportunity to experiment with different roles, to "try them for size,� moving in and out of them in a game-like way is important here. The re-education of spontaneity, allowing the "inner child" to become a part of the life of the adult, happens naturally in a playful atmosphere. | |
| |
| |
| The role of the group leader is to be supportive and give each player the feeling that what they present to the group will not be judged harshly. It is also necessary for the leader to create respect for the ground rules and enforce them. | |
| |
| |
| Creating The Atmosphere | |
| |
| |
| The most successful approach to any creative effort lies in drawing on the talent and ideas of the individual. As the leader you will want the environment to be very affirmative. Encourage the players to make mistakes and take risks. We want to create a safe space in which the players will feel free to experiment. | |
| |
| |
| Ground Rules For The Classroom | |
| |
| |
| Respect for everyone�s ideas: This is important in providing a safe space. Children's ideas and feelings are very closely connected and if we laugh at or discount their ideas they will feel laughed at and discounted personally. To create an atmosphere in which they will feel free to open up we need to show them respect even if a means being a little extra patient. | |
| |
| |
| A think tank atmosphere: This means we try to say our idea in just a few sentences and that no one will respond to it as being good or bad; it is simply an idea put out and listened to with no comment or discussion. This will free up the children. | |
| |
| |
| No cross-talk or analyzing another�s work: After the initial sharing, cross-talk is any comment made about the shared material. If we get involved with cross-talk we will change the sharing format to a discussion group which is quite a different atmosphere. | |
| |
| |
| Focus on the subject at hand. The subject here is creative work and communication. If the subject veers into other areas gently bring it back. Handle this carefully because an atmosphere that is too authoritarian will be stifling. | |
| |
| |
| No dominating of the group by more aggressive children: Frequently one or two children will not know what to do with themselves in a quiet centered atmosphere and will act out. Try to keep them in touch with the group; they may need a little extra reassurance that it is all right to do this sort of thing. If you absolutely must you can remove them for a few minutes then welcome them back as soon as possible. | |
| |
| |
| Take a different approach to the subject matter being taught: Teachers, like all of us, get stuck. This will often result in the children getting stuck as well. Children tend to prefer the subjects that teachers love. So use this material to develop new ways of seeing and approaching any subject that you feel it can be applied to. | |
| |
| |
| Close with group sharing: Wherever you feel it is appropriate after group work, finish by asking people to share what they experienced from the work. Sharing is not a time to give advice or criticism. Rather begin by saying "What came up for me ..� or "How this operates in my life ..� or share in a letter form saying Dear (the main participant) and at the end of the share sign off giving the name of the sharer. Group members who may have played a role other than themselves may use this time to de-role saying "Hi (name of main participant), I'm not (name of role), I'm (sharer's own name).� | |