Activity Title 2: Snowball Fight

Source:
Hart, R., & Rollins, J. (2011). Therapeutic Activities for Children and Teens
Coping with
Health Issues. Hoboken, New Jersey: John Wiley & Sons.
Equipment: White paper and pen.
Description of Activity:
The activity will begin by having the therapist talk about frustration and
anger. The therapist will explain how a lot of times we cannot control these
emotions but with the help of some materials, the participants can find a solution
to help them feel better during the time that these emotions begin to come out.
The therapist will give the participants each two pieces of paper and ask them to
write down something that makes them frustrated or angry on each. Then the
participants will be asked to crumple the paper into snowballs. Once everyone
has completed this part, the therapist will explain to the participants that they are
going to have a snowball fight, and explain the safety rules. The therapist will call
out snowball fight! and allow the participants to throw the paper balls at each
other. The participants will be reminded that they can pick snowballs off the floor
and continue throwing them until the time is up, which will be around five
minutes. When five minutes have elapsed, the participants will be asked to pick
up the two snowballs closest to them. Once everyone has their two snowballs,
they will sit together and take turns reading aloud what is written on them. As
each snowball is read, the participants will asked whether they too have felt
frustrated or angered by what was described on the paper and, if so, how they
coped with it. During this time, the therapist will continue a discussion by helping
participants identify more positive coping strategies, where indicated. Other
participants are encouraged to provide their own examples of coping skills for
others frustrations or angers.
Leadership considerations:
This activity is best performed in large group of participants. The more
participants in the activity, then the more snowballs there will be. The activity is
best performed in an indoor setting because if it is performed outside, the paper
can get dirty and participants have a great chance of getting hurt because of a
rock or another outdoor item. The therapist will moderate the activity by talking to
participants about frustration and anger. Then they will explain the directions of
the activity to the participants. Once the participants begin to write their
frustration down, the therapists supervise the participants. The therapist will
initiate the snowball fight and continue to supervise the participants, making sure
that no participant is hurt. Once the five minutes are up, the therapist will become
a moderator again and have participants sit down with the snowballs that they
chose. During this time the therapist will also lead a discussion about coping
strategies and then continue the discussion based on the participants needs and

interest. A safety hazard to be aware of is how participants play during the

snowball fight. When the therapist discusses the safety rules before the snowball
fight, they must make it clear that the snowball are not to be thrown roughly or in
anyones face because it can hurt them and we do not want to do that. The pens
are to be reminded that they will only be used to write the sheets of paper and
not to be used for playing around and that at the pen does not belong in anyones
mouth.
Adaptations:
*Participants with Hearing Loss:
Participants with hearing loss are unable to understand speech through
the ear alone, either with or without hearing aid (Datillo, 2012). During this activity
participants are going to have a snowball fight using crumbled up papers. Any
other participants playing this game that has normal hearing can hear the paper
balls flying towards them. Participants with hearing loss are unable to detect
paper balls coming from behind them and also can get overwhelmed with so
many people running around. Participants with hearing loss need to have noise
reduction and reduce visual distractions (Anderson, 2012). To satisfy this
requirement for the participants, the game will be changed a little. Instead of
participants running around having a snowball fight, the participants will be
divided into 2 groups. Each group will hide behind a fort like structures, such as
desks, and throw the paper balls. This will reduce noise and visual distractions
for participants. Some participants communicate with others using diversity of
social skills, which leads to meaningful communication (Datillo,2012).
Participants use a form of communication that hearing loss participants use,
which is sign language. Having a translator in the class would be beneficial when
participants need to read at loud the information on the snowball (Anderson,
2012).
*Participants with Antisocial Personality Disorder:
These participants tend to be inflexible, rigid, and unable to respond to
changes and demands of life. They believe that they are acting normal and in
reality are not and they find participating in social interactions to be difficult
(Personality Disorder, .n.d). In this activity participants will be given the
opportunity to write their frustration out and throw them. This can help
participants, but can anger them as well when they are hit by another snowball.
To make sure these participants do no get angry, advise all the participants that it
is just a game. Those with antisocial personality disorder tend to antagonize,
manipulate or treat others either harshly or with callous indifference (Staff, n.d.).
The therapist will work in smaller groups of participants to help the participants
get use to working with others. If participants act up towards the therapist or
others, the therapist is to stay patient and return a calm and appropriate response
responds to the participants (Personality Disorder, .n.d).
Adaptations References
Anderson, K. (2012, August 1). Accommodations for Students with Hearing Loss.
Retrieved November 1, 2015, from http://successforkidswithhearingl

oss.com/relationship-hl-listen-learn/accommodations/
Dattilo, J. (2012). Learn About People, Inclusion, and Disability. In Inclusive
Leisure
Services (Third ed., pp. 385-485). State College, PA: Venture Publishing.
Staff, M. (n.d.). Antisocial Personality Disorder. Retrieved November 22, 2015,
from
http://www.mayoclinic.org/diseases-conditions/antisocial-personalitydisorder/basics/prevention/con-20027920.
Personality Disorder. (n.d.). Retrieved from http://www.mentalhealthameri
ca.net/conditions/personality-disorder.