this is fine and have them note what comes to mind.
2. Have volunteers pass out newsprint. Place art supplies on the tables.
3. Direct participants to draw a large timeline on their newsprint and transfer the events on their handout to the newsprint. Encourage them to decorate the events—using pictures instead of words is acceptable. Assure everyone there is no right or wrong way to do the activity.
4. Give positive feedback as participants work. From time to time, alert them to how much time they have left.
5. When everyone is done, have participants share their timeline with the group, explaining their life story as much as they are comfortable. Promote a discussion about what was thought of while each person was creating the timeline and if connections were made.
Observations
This activity was done over a dozen times. While a few participants may finish quickly, most will need sixty to ninety minutes. Some may keep the timelines and add to them in their free time. Each time, there were several people who spontaneously discovered repeating patterns of behavior. It was common for those who had significant traumas in their lives to have periods of memory loss. The facilitator should be prepared to normalize this experience and encourage them to leave a small blank space and move on. Participants who suffer from more severe mental illness or cognitive impairments may not be able to follow the chronological pattern, but they can be encouraged to draw or collage what they remember. Most enjoyed sharing their finished timelines and often displayed them in their rooms. For the facilitator, it was helpful to see an illustrated story of a client’s life. The timelines were often used productively in subsequent individual sessions. This activity increased reality orientation and prompted self-reflection. Many times significant details emerged through this activity that did not come up in traditional talk therapy.
Inspired by: Similar activities seen at other treatment centers.
Timelines HANDOUT
TIMELINES
Think of your life story as a timeline. What are the important or meaningful events that have happened in your life? These can include events that are happy, sad, or painful to remember. You might include moving, births, deaths, other losses, school, work, pets, friends, first use of alcohol or other drugs, or anything large or small that stands out.
On the left, start with when and where you were born. On the right, at the end, list today’s date and location. What happened in between? How did you get here? Include as many events as you wish.
“Allow yourself to see what you don’t allow yourself to see.”
MILTON H. ERICKSON
Walk the Line
Location: Outdoors (an area where people can spread out)
Time: 30 minutes
Materials: A platform where the facilitator can be seen by the group (steps, picnic table, or chair)
Line on the ground with space on each side (use chalk or a string)
Walk the Line Handout (for facilitator)
Objectives
• To provide an opportunity to reflect upon different areas in life.
• To evaluate how these areas can enhance success or pose additional challenges to recovery.
Directions
1. Read aloud the following directions:
The purpose of this activity is to provide an opportunity to reflect upon different areas in each of our lives and how these areas can enhance success or pose additional challenges to recovery. There are no right or wrong answers in this activity. It is a self-inventory of how things are for each one of us, here and now. If you are blessed with a lot of positive factors that help your recovery, use them well. If you are faced with a lot of challenges, be aware that you will need to work hard to overcome difficulties. Self-awareness is one of the things that helps you make wise decisions. Find pride in your own awareness and in your own ability to take positive strides, despite challenges.
2. Draw a line on a sidewalk or other flat area that everyone can stand next to in a single-file line.
3. Identify one side of the line as Strengths and the other side as a Challenges.
4. Read aloud one of the attributes from the Walk the Line Handout. Each time an attribute is called out, direct participants to take one step in the direction of strengths or challenges. It is up to each person to decide if something is a strength or a challenge for him or her. It may not be the same for everyone.
5. At the conclusion of this activity, have participants take inventory of their relative position of strengths or challenges. Encourage them to discuss what they have learned; some may notice that many share the same experiences.
Observations
This activity was done in beautiful weather on the basketball court as part of a series of outdoor activities. Twenty-seven group members participated, and the activity maintained full attention for longer than thirty minutes. The enthusiasm of the group was genuine and contagious. The spread on each side of the line was unexpectedly vast. Some women took giant steps to represent major strengths or challenges, and one woman took twenty-five steps to represent each of her grandchildren. Several took very large steps to represent their anger management challenges. A few women seemed to have setbacks each time they approached a position of strength. After going through the list, a large group had hit the fence on the strengths side, and a small group remained on the challenges side. One woman had never left the challenge side and was counseled afterward. She was aware, philosophical, and expressed that it showed what she already knew—she was going to have to work extra hard. Most of the participants expressed surprise at the way others shared similar struggles.
Inspired by: Johnny Cash’s song and a popular children’s party game.
Walk the Line HANDOUT
Attributes: Do you have a strength or a challenge?
Do you have a high school diploma?
Do you have family members that use alcohol or other drugs?
Do you have children to love?
Do you have job skills?
Do you have a home waiting for you?
Do you have health problems?
Is there food in your pantry?
Do
