I'm a big fan of Dr. Dan Siegel and his teachings on the neurobiological understandings of mindfulness. Here is a doctor with vast knowledge of the intricacies of the human brain, yet can break this down into easily understood writings and models for the average parent, teacher, or child. He certainly made my graduate classes about neurobiology easier to understand!

So I was excited when I found his brain hand model written into the current Second Step curriculum, within the third grade unit on emotions! 
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These feelings journals were recently created as an alternative to a feelings map. These journals can be a little more abstract. We used old counseling catalogues that are constantly finding their way to my school mailbox to create collages for the cover. I am also glad that we used heavy duty construction paper for the inside pages, as we have since done more collages. 

A few collages to try:

1. Cut out the faces of people that represent the three feelings the student is having in the moment. Label the faces with the appropriate feeling words.

2. Cut out pictures of animals that represent how the student feels at school, at home, and a couple other places s/he choses.

3. Cut out pictures that represent each family member and let the student place the pictures on the page to show how close or distanced s/he is from each member. 

Discussions during and after each collage can provide valuable processing for the student. Students love to take these journals home and show their family members, as well.

During graduate school, I was both an intern at an elementary school and a clinical counselor at the university's counseling clinic. I was fortunate to be exposed to many different art therapy techniques; many of which I still use in my counseling practice at school. Since then, I have stumbled upon other activities I can recommend. Below are a few projects I have used, activities I would like to try, and links to art therapy blogs. 

The feelings map is one of my favorite techniques for students who have not yet mastered the identification of their own feelings. I fold a large sheet of white paper (12" x 18") so 1/4 of the sheet folds into the middle, leaving half. On the 1/4 flap, the student makes a list of 6-10 feelings words (I like to let them choose the feelings from an emotions poster). The student chooses a different color to represent each feeling and colors in a box next to the matching word. On the blank half, you have a choice: either the student can use the entire half to complete one large piece, or you can draw a grid of smaller squares (I like to make a 3x3 grid) and have students complete one square every time they visit for individual visits. If you choose to do the grid, students can visually see how their feelings have changed over time! You can also add the date for each square completed. On the inside flap- under the feelings "key"- I like to write some of the reasons students give for the bigger emotions they have experienced. Sometimes, students choose to draw pictures instead.  

When I was working with an adult client at the counseling clinic, I came to appreciate the art of mindful meditation. A supervisor shared a technique of observing one's feelings as clouds that you notice and observe floating or passing by. I have since used this with clients of all ages, and find that anxious students tend to find it the most useful. 

To add to this concept, students can make small 3-D clouds with string attached, write their feelings on the cloud, and watch the cloud float away (I hide it in a cupboard in my office, but you can always just walk away with the cloud for the student's visual memory). It can be helpful to hang the clouds in the office so students can "notice" the clouds whenever they visit (if your security alarm won't go off at night, of course!). Discussions can occur about how feelings can linger (i.e., storm clouds of anger that we feed, overcast clouds of enduring sadness), as well as what coping skills might be utilized to notice feelings without judgement and to encourage emotions to pass rather than linger.

The identity map is essentially a web with the student's name in the center, and various aspects of one's life radiating out: family, age, favorites, hobbies, friends, etc. 

I have read about identity maps as a tool that students can create completely on their own, but I have not done this yet. As I speak with a new student or one who may be seeing me individually, I either draw the map or have the student do it (depending on their age and ability). This helps me to get a better overall picture of the person with whom I am working. I also find that the visual focus and casual conversation centered on the student's every day life helps them to relax and build relationship with me as their counselor. Sometimes I ask what makes them most happy, sad, and frustrated, which can provide a great deal of information to me as the counselor. When I write the map, younger students often ask to add pictures to the map as we talk, which seems to bring further ownership to the process.

During my elementary internship, the first grade teacher team had students create self portraits of their face. Students were instructed to fold the page into eighths. The chin was drawn at the one quarter fold, the mouth at the half, and the eyes around the three quarter fold. Students could choose the colors and the background. As I walked past the results, I found some striking representations in the students' choices of color, sizes of features, and location of features. I have since used this with students in counseling sessions and continue to marvel at the conversations that ensue after completion of their art work.

Culled from the pages of Operation: Breaking the Boy Code, but can be used in individual counseling sessions, as well: create yourself as a superhero. Much like the miracle question ("If you woke up tomorrow and could change one thing about your life, what would you change?"), students love to answer what superhero power they would like to have. They like it even better when they can create an entire alter ego including costume, sidekick, evil they are fighting, transportation, and catch phrase! Given the chance to artistically render these ideas is all the more powerful for some students, and they are eager to consider how life would be were they to hold such power or control. In the end, some wonderful conversations can result about ways in which students can gain control over issues in which they were feeling powerless, where students might develop some of these desired traits in real life, and what it would feel like to help others who are less fortunate (especially for students who choose to fight bullies to help friends). Powerful stuff!

What can be truly underestimated? The opportunity to create art without directions, instructions, boundaries, etc. Some of the most profound moments with students have been when we have sat together at a table with art supplies of their choosing, creating and talking as we go. Students are often surprised at the stories that emerge through their drawings, and the pictures really can speak a thousand words to us as counselors... if we are only open to looking beneath the surface. 

My soapbox: we do not allow children nearly enough space, time, or opportunity to imagine and create. This may be one of the most therapeutic techniques we can offer as counselors.

I find it most successful when the counseling office has a wide variety of art materials readily on hand:
* crayons, colored pencils, markers, oil crayons
* a variety of magazines & print materials
* a variety of paper (weight, color, size, etc)
* a scrap bucket full of treasures
* yarn, string, beads
* glue, mod-podge, tape, 
* scissors (regular & craft styles)
* anything your crafty heart desires!

There are many more techniques I have yet to try, but am very much interested in (links attached):

• zentangles
• house/ tree/ person drawings
• mountains & valleys
• scribble drawings
• mandalas
• emotion color wheels
• map emotions on your body
• drawing friendships
• gratitude art/ journal

The idea of a thermometer display came up during a discussion with one of our teachers. This particular class has a tendency to run extremely hot and cool in mood, and we thought it would be helpful to make a visual for students. Then the teacher can explicitly discuss the need to take a break and cool down before engaging in learning again.

I plan to use this thermometer for several lessons. First, we will be discussing the feelings and behaviors associated with each section (i.e., slips of paper with the words "angry" and "yelling" would be taped to the red section. The next lesson would discuss recognizing feelings in the red or yellow zones and what coping methods can be used to return to the yellow or blue zones. The teacher would like to use it with individual student for discussion when they are struggling in the classroom, as well. 

My fabulous social work intern, Heather, made this giant 3 foot thermometer with butcher paper. It has little pockets to the right where a little flag can be inserted and is laminated. 

Students in grades K-2 will often find themselves wrapped up in the emotions of a given situation. Happy play turns to impulsive frustration… and the anger becomes their entire world for the moment. Or a brief accident in front of the class brings about embarrassment that seems like it will never end. It can be important for students to realize that feelings change… sometimes in a flash (much like Santa??)! 

One way to teach this concept is to read the book, Are You Grumpy, Santa? by Gregg and Evan Spiridellis. As I read the book aloud, I paused to allow students to predict the feeling that Santa would have at various events in the book (kinder students made the face of the feeling they predicted). I made sure to point out how Santa's feelings changed from one event to another. By the time we reached the end, students could clearly see how Santa experienced a wide range of emotions, and eventually ended up happy. I asked them if this meant Santa would then remain "happy ever after," and was actually pleased to hear them all say no! They seemed to grasp the idea that it is okay to have a range of feelings and that none will last forever.