LEI4724 Activities Portfolio #5

Facilitation Technique Category: Expressive Arts as Therapeutic Media

Ashley Font

Activity Title: Vision Board

Source: Oldenburg, K. (2014, September 17). 6 art exercises to help boost self-esteem (from A
professional art therapist). Retrieved October 13, 2016, from http://www.thefrisky.com/2014-0917/6-art-exercises-to-help-boost-self-esteem-from-a-professional-art-therapist/
Equipment: Magazines, scissors, glue, large piece of paper or poster board, a writing utensil,
and Piece of paper
Activity Description: Expressive art helps one master the craft of art. It provides a sense of
accomplishment and serves as a path for self-expression, satisfaction, contemplation,
exhilaration, and liberation (Dattilo & McKenney, 2016). The purpose of this activity is to
promote change in an individual and visually focus on goals. The vision board serves as a
reminder of the things we want for ourselves. First, on the piece of paper, the participant will jot
down the things he/she would like for themselves in the future. Participants are to evaluate their
lives at the moment and determine what they would like to maintain, change, and/or improve.
Once they are focused on their future goals, have the participants flip through magazines and cut
out images/words that represent their specific goals. With the words/images they have chosen
they will create their vision board by gluing their images/words on the poster or large piece of
paper. The activity will end with participants discussing their vision boards and the benefits of
the activity and how they felt throughout it.
Leadership Considerations: CTRS functions as the instructor for this activity and will have
other staff members for assistance depending on the number of participants. Depending on the
ability of the participants, the staff to participants ratio should be 1:3 or 1:5 to ensure safety and
proper assistance. Before beginning the activity the therapist must explain the activity and review
safety rules needed for proper use of scissors. The staff must be encouraging and motivating to
help participants engage fully in the activity. Demonstration of a visual board is necessary for
those to grasp the concept.
Adaptations:
Participants with Spina Bifida: Spina bifida frequently leads to severe physical and mental
disabilities (Staff, 2014). Many individuals with spina bifida may experience deficits in fine
motor, learning disabilities, and paralysis of the bodys lower half. To ensure a successful
session for a participant with spina bifida, steps need to be taken. Those participants who utilize
a wheelchair due to paralysis will need to work on a table no more than 34 inches and no less
than 28 inches as well as at least 27 inches of knee clearance (Division & Rights, 2017). Those
with deficits in fine motor skills may struggle with grasping on to the writing utensil, scissors,
and glue. Some adaptations used for a writing utensil would be a grip placed on the pencil for
better grasping, a writing splint, which holds the utensil without needing a grip, utilizing the
palmer grip instead of the typical grip, or changing the diameter of the writing utensil
(Milestones, 2012). Scissors need to have a blunt tip for safety precautions. Ergonomic scissors
with an easy grip are provided for those with fine motor deficits. Demonstration and thorough

LEI4724 Activities Portfolio #5

Ashley Font

explanation is provided for those participants that do not fully comprehend the activity. Proper
attire is highly recommended to avoid any skin irritation (CDC, 2015).
Participants with Dyspraxia: Participants with dyspraxia have a brain-based condition that
makes it difficult to plan and coordinate resulting in difficulty with balance and posture (Patino,
2014). Dyspraxia can affect social skills too and cause the participant to behave immaturely. For
participants to engage in the visual board activity with their full potential, instructions must
include consistent verbal descriptions and visual demonstrations (Developmental coordination
disorder - medical/disability information for classroom teachers, n.d.). As he/she participates in
the activity they may face difficulty using fine motor coordination. The staff will have to use
positive self-talk to reduce frustration and increase motivation to try activity (Developmental
coordination disorder - medical/disability information for classroom teachers, n.d.). Pencils with
pencil grips, looped scissors, and bigger diameter glues are necessary for those with fine motor
deficits. Extra time is provided for those who need it to complete activity (Morin, 2014).
Participant may have difficulty working in groups, therefore placing within a smaller group or
allowing him/her to work in a quieter environment (Dyspraxia Secondary Classroom
Strategies, n.d.).
Adaptation References:
Staff, M. C. (2014). Spina bifida complications. Mayoclinic. Retrieved from
http://www.mayoclinic.org/diseases-conditions/spina-bifida/basics/complications/con-20035356
Division, C. R., & Rights, D. (2017, May ). ADA Guide for small business: Fixed seating and
tables. Retrieved October 14, 2016, from
https://www.ada.gov/reachingout/servingcustomers.html
Milestones. (2012, April 30). Get a GRIP! A picture guide to adapting PLAY for all! Retrieved
October 14, 2016, from http://milestonesandmiracles.com/2012/04/30/get-a-grip-a-picture-guideto-adapting-play-for-all/
CDC. (2015, December 31). Living with Spina Bifida: School-aged children. Retrieved October
14, 2016, from http://www.cdc.gov/ncbddd/spinabifida/school-age.html
Patino, E. (2014, April 7). Understanding Dyspraxia. Retrieved October 14, 2016, from
https://www.understood.org/en/learning-attention-issues/child-learningdisabilities/dyspraxia/understanding-dyspraxia
Developmental coordination disorder - medical/disability information for classroom teachers.
Retrieved October 14, 2016, from
http://www.learnalberta.ca/content/inmdict/html/developmental_coordination_disorder.html
Morin, A. (2014, April 29). At a glance: Classroom accommodations for Dyspraxia. Retrieved
October 14, 2016, from https://www.understood.org/en/school-learning/partnering-with-childsschool/instructional-strategies/at-a-glance-classroom-accommodations-for-dyspraxia

LEI4724 Activities Portfolio #5

Ashley Font

Dyspraxia Secondary Classroom Strategies. Retrieved October 14, 2016, from

http://dyspraxiafoundation.org.uk/wpcontent/uploads/2013/10/Secondary_Classroom_Strategies.pdf