Activity Instructions: 

• 1) On a large poster board, have the patients work together to draw and color the base of a tree (trunk and branches) and the ground underneath the tree.

• 2) Give patients different colored sheets of construction paper and have them cut out at least three "leaf-like" shapes and at least three "worm-like" shapes.

• 3) On their "leaves", instruct patients to write specific goals they want to meet by the end of the program. 

• 4) On their "worms", instruct patients to write specific fears they have about the program.

• 5) Have patients glue their leaves to the branches of the tree, and then glue their worms on the ground underneath the tree.

Discussion Ideas:

• Ask patients to share at least one of their goals and at least one of their fears with the group and discuss why they felt compelled to write them down.

• Highlight the symbolism behind the leaves and worms. Explain to patients that their fears (worms) act as fertilizer that can make their goals (tree) grow strong.

• Ask patients how their goals and fears will inform their actions over the course of the program.

Activity Instructions:

• 1) Give patients a large piece of black drawing paper and a separate sheet of white paper of the same size. Have them draw an outline of their side profile (head and shoulders) on the white paper.

• 2) Have patients cut out the drawing of their side profile outline and glue it to the piece of black paper. The cutout should be white and empty at this point (like an x-ray).

• 3) Inside their "x-ray", have patients draw things that represent them. They can be objects, people, animals, gender/sexuality flags, or whatever else they can think of. Tell patients to leave some room in between their drawings.

• 4) Within the empty spaces between the drawings, ask the patients to write words that represent them. They can be personality traits, pronouns, nicknames, inside jokes with friends, or whatever else they can think of.

• 5) Allow patients time to color and further decorate their artworks.

Discussion Ideas: 

• Allow patients to share their "x-rays" with the group and discuss some of the drawings and words they chose.

• Frame the activity as a way for patients to be transparent and open with each other about their identities. 

• Ask patients how they think their identity will change throughout the program.

Activity Instructions:

• 1) Collect an assortment of magazines and newspapers and spread them out on a large table for patients to look at.

• 2) Give patients large sheets of different colored construction paper to serve as the base for their collage.

• 3) Instruct patients to cut out different words, images, objects, shapes, colors, etc. that represent their identity as an LGBTQ+ individual.

• 4) Have patients glue their clippings to their piece of construction paper. The collage doesn't need to create an image (though it can if they so choose), but encourage patients to try and cover the entire sheet of paper.

Discussion Ideas:

• Instruct patients to share their collages with the group and discuss the selection of clippings (and perhaps the image they created with the clippings).

• Use the project as an opportunity to emphasize that everyone is different in their own way. No two collages look the same, just as no two people are the same, and that should be celebrated.

• Ask patients if they relate to aspects of each others' collages in any way.

Activity Instructions:

• 1) Set up canvases, easels, and paints for each patient.

• 2) Before starting, ask patients to reflect on how they are feeling right now, in this present moment. Ask them to narrow down these feelings into one specific emotion. That emotion will serve as their subject for their painting.

• 3) With their emotion in mind, invite patients to create a piece of abstract art that represents it. Encourage them to think about color, line, and texture, as well as a combination of these elements, and how they could be used to depict their felt emotion.

• 4) Allow patients time to paint their artworks.

Discussion Ideas:

• Direct patients to share their paintings with the group and discuss them. Maybe even play a guessing game where the rest of the group tries to guess the emotion that the artist was trying to portray.

• Draw attention the the fact that abstract art is meant to be unconventional. If patients are feeling stuck or confused, reiterate that there is no right or wrong answer to their artistic choices.

• Ask patients if they found the activity fun or challenging and why.

Activity Instructions:

• 1) Give each patient a sheet of drawing paper and a pencil.

• 2) Before starting, ask patients to imagine a personified version of their "inner critic". Explain that this can be thought of as a person in their heads that is telling them negative things about themselves.

• 3) Persuade patients to brainstorm the characteristics of their inner critic. Are they a boy? A girl? Gender neutral? A creature? What physical features of theirs are most prevalent? 

• 4) Ask patients to take these characteristics and draw a picture of their inner critic on the paper provided. If they so desire, they can add speech bubbles depicting the negative things their inner critic tells them.

• 5) Have patients write their inner critic's name at the top of their paper.

Discussion Ideas:

• Encourage patients to share their drawings with the group and discuss them. Let the group analyze the drawing and talk about what features are particularly impactful to the character.

• Make a point of telling patients that this exercise is very vulnerable, and that the goal is to create a safe space for them to express this side of themselves.

• Ask patients to contemplate what they would say back to their inner critic if they ever met in real life.

Activity Instruction:

• 1) Provide each patient with a sheet of lined paper and a pencil.

• 2) Before starting, ask patients to consider their experiences as an LGBTQ+ individual. Have they been positive and uplifting? Negative and challenging? Neutral?

• 3) Instruct patients to write a haiku about these experiences. The haiku poem format consists of three lines and 17 syllables total (five syllables in the first line, seven syllables in the second line, and five syllables in the third line). 

• 4) Allow patients time to write their poems.

Discussion Ideas:

• Prompt patients to share their poems with the group and discuss them. Allow the group to contemplate the meaning behind the poem and share their interpretations.

• Stress to patients that poetry is a very versatile and subjective form of art, and that they don't necessarily need writing experience to create an impactful piece. Encourage them to focus on what is personally meaningful to them.

• Ask patients what thoughts came up for them while writing the haiku. Did they influence the poem at all?

Activity Instructions:

• 1) Gather a large roll of paper and spread it out on the floor. It should be at least five feet long, but feel free to roll out more paper to make it longer.

• 2) Gather patients and give them paints. Tell them they will be working together to create a collaborative art piece.

• 3) Give patients a theme to base their artwork on. This can be identity, experiences being part of the LGBTQ+ community, mental health/illness, or anything else that would inspire them.

• 4) Allow patients time to cover the entire paper.

Discussion Ideas:

• Allow patients to discuss the different elements of the painting with each other. Allot time for each patient to talk about how they contributed, and what their contribution means to them as an individual, as well as to the group.

• If the distribution of labor seems unequal among patients, encourage the more involved patients to help the less involved ones brainstorm ideas. This will foster confidence and leadership skills.

• Ask patients to reflect on the process of working together on the painting. What worked well? What didn't work well? Why?

Activity Instructions:

• 1) Ask patients to pair up and provide the pairs with two pieces of paper and art supplies (pencils and a coloring medium)

• 2) Instruct patients to choose one person out of the pair to go first. The selected person will close their eyes and create a scribble on one of the pieces of paper provided. It should not resemble anything specific.

• 3) After the scribble is drawn, have the person who drew it pass it to the other person in the pairing.

• 4) Instruct the patient (who now has the scribble drawing) to transform the scribble into an actual drawing. 

• 6) Switch roles and repeat the process.

Discussion Ideas:

• Implore patients to share their artwork with the whole group. Have them explain who drew the scribble and who turned it into a drawing.

• Frame the activity as a means for encouraging teamwork and outside-the-box thinking. Additionally, emphasize that these drawings do not have to be perfect.

• Ask patients if working together was easy or difficult. What advice would they give to others trying this exercise?

Activity Instructions:

• 1) Instruct patients to gather in groups of six. Form a circle and provide every patient with a stack of small papers. Have patients number the papers from one to six in the bottom right corner.

• 2) Have each patient write a phrase on the top piece of paper (number one). The phrase can be anything, but encourage patients to describe a funny, quirky scene (Example: "Spongebob Squarepants quits the Krusty Krab and decides to sell Girl Scout Cookies instead").

• 3) Tell each patient to pass their entire stack of paper (with the phrase written on page one on the top of the stack) to the person to their left.

• 4) Once everyone has their new stack, have patients read the phrase written on page one. Then instruct them to move page one to the bottom of the stack. Page two will now be on top of the stack.  Have patients draw a picture (on page two) of the phrase written on page one.

• 5) Instruct patients to pass the entire stack of paper (this time with page two, with their drawing) to the left again. They'll receive a stack of paper with a drawing on top.  Have them move that drawing to the bottom of the stack, and write what they think the drawing was on sheet three.

• 6) Direct patients to continue passing the stack of papers to the left, alternating between writing a description of what they see drawn, and drawing a picture of the phrases written down.

• 7) Keep going until all six stacks of paper have gone around the circle, and patients have their original stack back (they'll know it's theirs because there will be no more blank pages left).  

Discussion Ideas:

• Go around the table, having patients share the hilarious ways that their initial phrase morphed as it passed from person to person.

• Highlight the activity as a way for patients to share laughs and to bond with one another.

• Ask patients how they felt about the light and casual atmosphere of the game. Reflect on how humor can be used as a means to bring people closer together.

Activity Instructions:

• 1) Gather small cardboard boxes for each patient in the program and give one to each of them.

• 2) Provide patients with paints and instruct them to decorate the box's exterior. They can paint uplifting messages, mantras, favorite colors, or anything else that makes them feel happy.

• 3) Provide patients with 10 small slips of paper and pencils. Have them write 10 different ways they could care for themselves when they're feeling down (Examples: "Go on a walk in nature" or "Watch your favorite movie").

• 4) Have patients place the 10 slips of paper inside the box and mix them around. 

Discussion Ideas:

• Prompt patients to share their boxes and notes with each other and encourage them to think about ways they could incorporate others' ideas into their own self-care practices.

• If patients are having trouble coming up with ideas for their notes, have them brainstorm simple things that make them happy and offer suggestions on how to turn these concepts into acts of self-care.

• Ask patients which mantras and notes (from others' boxes) were inspiring to them. Why were they inspiring?

Activity Instructions:

• 1) Provide patients with large pieces of different colored construction paper and a permanent marker.

• 2) Instruct patients to trace both their hands and half their forearms on the paper with the marker (If they're having trouble drawing with their non-dominant hand, encourage patients to help each other trace). 

• 3) Once everyone has finished their tracings, direct their attention to the left hand. On this hand, prompt patients to write down things they learned from the program that they want to "hold onto". These can include coping mechanisms they've mastered, friends they've made, mantras they've been inspired by, or anything else they can think of.

• 4) Once everyone has finished decorating their left hand tracing, direct their attention to the right hand next. On this hand, prompt patients to write down things they learned during the program that they want to "let go of". These can include negative thoughts they've ruminated on, bad habits they've built, grudges they've held, or anything else they can think of.

• 5) Allow patients time to color and further decorate their artworks.

Discussion Ideas:

• Instruct patients to share their hand drawings with the group. Have them compare and contrast their "hold-on"s and "let-go"s and see if anything resonates especially.

• Emphasize that this exercise is about identifying ways in which they feel proud of themselves, as well as ways they could further develop. 

• Ask patients to reflect on how they can maintain their goals on days they feel unmotivated.

Activity Instructions:

• 1) Have patients sit together and bring out the "Goals and Fears Tree" they made on week one. 

• 2) Take turns going through each patient's written goals and fears. Ask them individually whether or not they met any of their goals or overcame any of their fears. 

• 3) Have patients cut out one more "leaf" and one more "worm" to add to the tree. These new additions to the tree will not only make enhance the artwork further, but will give patients a new goal and fear to focus their energy on moving forward.

Discussion Ideas:

• Encourage patients to reflect on and discuss the progress they've made, and how they've used their "worms" to "grown their trees" throughout the course of the program.

• Commend patients for being brave, vulnerable, and imaginative over the span of just 12 weeks and persuade them to continue practicing these traits as they move beyond the program.

• Ask patients if they have any insights or lingering thoughts to share with the group before wrapping up.