Facilitation Technique Category: Expressive Arts

Title: A Picture is Worth a Thousand Words

Source: Datillo, J., & McKenney, A. (2016). Facilitation Techniques in Therapeutic Recreation
(3rd ed.). United States: Venture.
Equipment: A digital camera, a compatible external flash piece for the camera, a tripod, a
remote (optional), extra memory card, memory card reader, external hard drive, camera bag
Activity Description:
There are numerous benefits to individuals participating in the arts, regardless of the
discipline he/she chooses. Partaking in the various Expressive Art opportunities assists
individuals in making contact with their authentic self (Devine, "Expressive Arts as Therapeutic
Media", p. 234) and is a technique utilized therapeutically to promote self-expression as well as
improve physical, social, cognitive, and emotional functioning (Devine, "Expressive Arts as
Therapeutic Media", p. 234) . The different categories that are utilized in this type of intervention
include, visual arts, music, dance, drama, and poetry. Photography, is one art activity that falls
under the visual arts category. As visual arts include the formation of visual art products using
various art materials and artistic technical knowledge (Devine, "Expressive Arts as Therapeutic
Media", p. 235), individuals photograph various images and are able to then decide what he/she
wants to do with those images, whether it be creating a blog, developing the images, creating a
collage, or just keeping the photos for him/herself.
The purpose of this activity is to provide participants with an alternate opportunity to
express their feelings through photographs that may be difficult to verbalize (Devine,
"Expressive Arts as Therapeutic Media", p. 258). As well as, enhance the clients self-worth and
identity through his/her ability to demonstrate continuity, challenge, and achievement (Devine,
"Expressive Arts as Therapeutic Media", p. 258), reducing overall stress levels. To begin this
activity, it will be necessary to provide each participant with a camera, unless participants have a
camera of his/her own, then encourage him/her to bring it for the session. Cameras may be
digital or film. If decided to use both digital and film-based cameras, it may be a good idea to
separate the total number of sessions in half, with a consecutive half dedicated to digital cameras,
while the other half is dedicated to film cameras and film development. For this activity, I will
describe the instructions for use with a digital camera. It will be beneficial for groups to be
between 3-8 people to 1 professional photographer and 1 recreational therapist.
The first step of this activity involves individuals finding pictures from various print
medias to pictorially represent his/her feelings (Devine, "Expressive Arts as Therapeutic Media",
p. 258). The individuals will be instructed not to choose images from these media that have
people in them, as when they go out in the community to take pictures they will be unable to take
images of people without their permission. The next step of the activity is a session that teaches
participants how to use and care for the cameras. During this session, a discussion will also be
facilitated on where to take the photographs. For groups, the places decided on will be attended
together in the small groups. The place chosen to take photos should follow the policy of leaving
the site, and if leaving the site is not an option, then the group may find places around the site
that they can take the photos at (Devine, "Expressive Arts as Therapeutic Media", p. 258).

At the photography site, participants will be instructed to photograph things excluding

people that represent his/her emotions they are experiencing, how they feel, or an issue they have
difficulty verbally expressing (Devine, "Expressive Arts as Therapeutic Media", p. 258).
Photographs will be taken for 45 minutes. Then participants will document his/her thoughts to
add to the photograph collage. Once the photography session is completed at the next session,
the individuals will share his/her collages one at a time in a circle describing the feeling or issue
drawn up by the photograph. After, the group members will comment on what they feel is
represented by the photo. Participants are instructed to keep comments positive and constructive
and will be provided an example by the facilitator.

Leadership considerations:
Expressive is defined as full of expression; meaningful, where expression is defined as
indication of feeling, spirit, character, etc., as on the face, in thevoice, or in artistic execution
("the definition of expressive"). Allowing individuals of various abilities participate in
Expressive Arts is an important facilitation technique utilized by therapists because it allows for
individuals to make contact with their authentic self (Devine, "Expressive Arts as Therapeutic
Media", p. 233). Due to this, it is important that the individual facilitating the activity is not too
specific with his/her instruction set. This is an important consideration because if the facilitator
provides too much instruction, the individuals creativity might be hindered. With this, it is
important for the facilitator to provide a safe and comfortable environment that is also adaptable
and flexible to clients needs.
The facilitator should be familiar with the population he/she is utilizing this intervention
for. It is important for him/her to explore characteristics of the population, to be sure to adapt the
environment, materials, and speech to him/her. With this, it is important to plan sessions, while
sessions might not always go as planned, the initial planning is a model that can be utilized and if
necessary, modified to the group. Facilitators should be aware of individuals behaviors and
recognize when they are conflicting how the individual usually reacts, in this activity, some
topics or images may reveal a past traumatic experience. Due to this, facilitators should
understand boundaries and consider the support the individual may need to feel safe.
Adaptations:
Participants who have Guillain-Barr Syndrome:
An individual who has a diagnoses of Guillain-Barr has nerve cells that attack
themselves. It is characterized by symmetrical muscle weakness and/or paralysis that begins in
the legs and rises upward (ascending paralysis). (Porter, "17. Guillain-Barr Syndrome", 2015)
With cases that are more severe, weakness can progress into other muscles, such as the
respiratory, facial, and esophageal muscles, which lead to difficulty in swallowing, speech, and
respiration. This syndrome affects motor and sensory functioning, and has the possibility to
progress into the muscular system, peripheral nervous system, reflexes, and autonomic
functioning. Individuals who are affected by this will note feelings of weakness, loss of balance,
or an unsteady feeling, which can lead to anxiety.
Adaptations to this activity for Guillain-Barr include a person frequently checking the
individuals pulse during the activity to monitor the need for assisted breathing. As well as,

allowing frequent rest breaks, appropriate transportation, and assistance in getting to the area to
take photographs, as individuals fatigue easily. Another adaptation is in the area of clothing,
individuals with Guillain-Barr may benefit from wearing highly elastic gradient compression
stockings, that produce the greatest compression at the toes, with a tapering off upwards to the
thighto reduce the volume of veins, which increases the rate of blood flow through the veins
("Guillain-Barr Syndrome." Gale Encyclopedia of Neurological Disorders." A Dictionary of
Nursing., "Guillain-Barr Syndrome"). Be sure that the individual uses a camera with a neck
strap that is not too heavy and places the camera around his/her neck, in the event that he/she
experiences involuntary muscle contractions, or blurred vision and has to put the camera down.
Participants with Epilepsy:
Epilepsy is a medical condition that affects the brain neurons and causes abnormal
signalsWhen the abnormal signals cause a brief, strong surge of electrical activity that affects a
portion or all of the brain, it is called a seizure. (Porter, "17. Guillain-Barr Syndrome", 2015)
There are many different types of seizures that an individual may experience, as well as different
types of epilepsy syndromes. It is important to be thoroughly aware of the participants condition
and know what to do in the instance that he/she experiences a seizure.
To adapt photography for individuals who have epilepsy, it is important to repeat
instructions and ideas on the activity multiple times, as damage to the left side of the brain causes
difficulty with verbal memory, where damage to the right side of the brain can affect visual
memory, such as scenes or directions. Try to always meet at the same place, if there is going to
be a change of scenery, try to allow participants to know beforehand. Adjust the lighting in the
room/scenery that the group will meet in, try allow as much natural light as possible. Individuals
who have epilepsy can experience a seizure due to flickering light sources, computer screens,
and/or fluorescent lights, be mindful of flash.
Adaptations References:
-Devine, M. A. (n.d.). Expressive Arts as Therapeutic Media. In Facilitation Techniques in
Therapeutic Recreation (3rd ed., p. 234-258). Venture Publishing.
-"Guillain-Barr Syndrome." Gale Encyclopedia of Neurological Disorders., "Guillain-Barr
Syndrome." Gale Encyclopedia of Medicine, 3rd ed.., & "Guillain-Barr syndrome." A
Dictionary of Nursing. (n.d.). Retrieved October 10, 2016, from
http://www.encyclopedia.com/medicine/diseases-and-conditions/pathology/guillain-barresyndrome
-Porter, H. R. (2015). 17. Guillain-Barr Syndrome.
In Recreational Therapy for Specific Diagnoses and
Conditions (pp. 175-179). Enumclaw, WA: Idyll Arbor.
-The definition of expressive. (n.d.). Retrieved October 10, 2016, from
http://www.dictionary.com/browse/expressive?s=t