DIY Calming/Mindfulness Bottle

DIY Calming/Mindfulness Bottle

This item of interest is an activity I started doing a while ago. I want to firstly point out that it is not evidence based. This activity is mostly a tool to help children cope with stress, worries, anxiety, etc. I usually use this activity with the younger children (K-3). The purpose of the activity is to teach children a strategy they can use in the moment when they are crying, panicked, stressed, or worried. It teaches children about self-regulation which is a necessary skill in order to help them be successful. Self-regulation is one of the skills that social workers can help educate the younger students about managing their emotions, and behavior.

To make it you can use an empty plastic water bottle of any kind, or a glass mason jar (or any jar). However, I usually only use plastic because kids drop stuff all the time and glass is messy and dangerous! To make it you will need a bottle of your choice with a lid, water, clear glue, gorilla or super glue, and food coloring. There are other methods to make it with glitter glue that work well too. 

You start out by filling the bottle 3/4ths full of room temp water. Then you add about half a bottle of the clear glue (this can be changed depending on how slow or fast you want the glitter to slow down).  Then I shake the water and glue together. After that add 1 drop of food coloring to sort of match the color of glitter you are using. Then you add the glitter. You can add more food coloring if necessary, however the fewer drops the better otherwise it will turn foggy and you won't be able to see the glitter. Shake it to combine everything. The last step is the most important, you want to make sure that you super glue the lid shut. Otherwise you'll have a very messy end product.

Usually before I make this with a student, I shake the bottle and ask them thoughtful questions like does your mind or body ever feel this way? You can discuss with them how when the glitter is moving fast and all over the place, sometimes our brain and bodies feel that way too when we are feeling anxious, stressed, worried, etc. Then when we use coping skills and other strategies, our brain and body can calm down like the glitter does. For younger kids, during crying/tantrums/freak outs, you can give them this to use as a timer and when the glitter is stopped, that means its time for them to stop too.

You can most certainly pair this activity with some evidence based tools like mindfulness. You can teach them deep breathing strategies (star breathing for younger kids). That way there is some evidence based treatment attached to the activity. 

Mandalas

While struggling to get a student comfortable in my office, I recalled how in our first meeting together she shared her love of art with me. I recalled how last year in my placement when I was working with an individual, we used Mandalas. While working with my student this year, we both looked at our art while talking and as a result, she began to open up. She did not have to make that eye contract while talking with me, and I believe that really helped her feel more comfortable in sessions. We no longer need to use the art as a place to get comfortable, but it was amazing to see how quickly she chanced when she was able to do something she loved that was also a soothing activity.

Research suggests that Mandalas reduce anxiety, so while working with an extremely anxious student, this is a good activity especially when starting to get to know each other. This activity fits into the School Social Work Model because this activity is evidence based, and I am using it to provide mental health services. It was evident when leaving that session, my student was less anxious about meeting with me, and as a result, we have had extremely effective sessions. I highly recommend doing Mandalas or any type of art therapy with your students when you can sense some anxiety, it is a simple activity that may help your student relax, and it is fun!

Facing Your Fears Activity Using Harry and the Terrible Whatzit by Dick Gackenbach

Facing Your Fears Activity

Using Harry and the Terrible Whatzit

by Dick Gackenbach

Uses:  Discussions/illustrations of bravery, facing fears, empowerment

Ages: 4-12 (higher depending on developmental level and open-mindedness of the student)

Modalities: Group or individual

Activity:

For younger students.

Ask students to define bravery.  This can be as quick as simply writing their response on the board, or a short discussion.  In groups, students can work in pairs to decide on an answer together.  (Young children usually equate bravery with a lack of fear, you may want to briefly discuss if you can be scared and brave at the same time).

Read the book to the students, asking them to look for times when Harry was brave.  At the end of the story, ask them if they thought Harry was brave.  If it has not been addressed, also ask if Harry was scared.  Define bravery as action in the face of fear, not an absence of fear.

Invite the students to draw a picture of their own Whatzit (or something that they really fear).  As they are drawing, encourage them to add themselves to the drawing, fighting back/attacking their Whatzit.  If you know that the child has a specific fear, you could have them draw that from the beginning, or do a second drawing.  This can be repeated as many times as the child would like, each time identifying a specific fear and including the child “standing up” to the scary thing or situation.

For older students:

Ask the students to define bravery individually or in small groups.  If there is time, discuss examples of bravery from their own lives or in popular media.  Begin discussing the idea that bravery means acting in the face of fear, not the lack of fear.  Everyone feels afraid sometimes.

Read the book, or have a group member read the book.  Ask the students to identify if Harry was brave and when.  

Invite the students to draw a picture of them fighting their own Whatzit or another situation where they fought back against their fears.  These can be very realistic or entirely abstract.  

Have the students share their drawings, explaining the fearful situation and how they responded.  If any of the students get stuck, ask group members for suggestions as to how to face the fear or deal with the situation.  

With the oldest students, continue the discussion by making plans for real life situations.

Gackenbach, D. (1977). Harry and the terrible whatzit. New York: Seabury Press.