4.3. Social groups

Purpose: To help participants living with autism understand why eye contact is important, and to feel more comfortable practising eye contact with others.

Resources required: A deck of cards

Beginning phase: The social work facilitator welcomes the group, briefly recaps the previous session, and outlines what will be covered in today’s session. The facilitator also reminds the group about the group agreement and confidentiality. Next, they check-in with participants and ask getting-to-know-you questions. They then ask the participants to rate their feelings from 1 – 5, with 1 being the lowest and 5 being the highest.

The social work facilitator introduces the topic of body language and brainstorms with the group what they think this term means. They ask the participants to take turns sharing specific examples of body language, such as how close they stand to someone, eye contact, facial expressions, etc. The social work facilitator explains that there are many different ways that we can communicate using our bodies and that nonverbal communication makes up over half of our communication; therefore, it is very important to be aware of how we are using it.

Next, the social work facilitator explains that today’s session is going to focus specifically on eye contact, and that participants will play a game called “Killer Wink” to practise their eye contact with each other. The facilitator explains the rules of the game from the Hesston College website (see: Killer Wink rules).

It is emphasised that it is important to scan people’s eyes instead of looking down so that the ‘winker’ has a chance to get other players out.

Middle phase: Play the game. Once the game is finished, the social work facilitator discusses with the group how they felt making eye contact with each other. They ask: who felt comfortable and who felt uncomfortable? Why is eye contact important? They explain that eye contact can show people you are listening, make others feel more comfortable, and show interest in the conversation. The facilitator highlights the different settings in which eye contact can be used, for example, at school to let the teacher know you are listening, with friends to show them that you are enjoying the conversation.

The social work facilitator offers tips on making eye contact easier, such as looking only for a few seconds at a time or practising by looking in someone’s general direction. Emphasise that it is okay not to feel confident, as eye contact is a skill that is built up over time and often feels uncomfortable at first.

Ending phase: Adjourn the group by asking the participants to think of a safe, gentle and kind person they can practise eye contact with over the coming week. Remind the participants when and where the next group session will be and that you will check in to see how their eye contact practice has gone.

Purpose: To help people living with Down Syndrome prepare to go bowling for the first time.

Resources required: A picnic bowling set.

Beginning phase: The social work facilitator discusses the group’s purpose and shows people the bowling set.

Middle phase: The facilitator explains the different elements of the picnic bowling set and passes them around so people can look at them. They explain the rules of ten-pin bowling and what happens in a bowling centre. They invite people to try bowling using the picnic set and then play a game of bowls. People can ask questions as they play.

Next, the facilitator explains that people talk with each other while bowling and the group brainstorms some possible conversation topics and how to end a conversation if they feel uncomfortable.

End Phase: The social work facilitator reviews the group session and asks people how they are feeling. They organise a date to visit the bowling centre for a social game of bowls.

Purpose: To facilitate and share ideas about creative journaling. To provide resources and opportunities for participants to create a page for their creative journal that engages the five senses: touch, taste, smell, hearing and sight.

Background information: Creative journaling is a way of translating participants’ thoughts about something onto the page. It is a form of art therapy that can help people express themselves in their own ways. It also helps those who struggle with verbal expression, allowing them to convey emotions and experiences through colours, shapes, and textures.

Resources required: Table for artwork, art supplies (glue, stickers, visual prompts such as fridge magnets with different visuals and quotes, candles, notebooks, pens, markers, etc.), whiteboard for prompt words. Refreshments – tea, coffee and some snacks.

Beginning Phase: The social work group work facilitator asks participants to introduce themselves and share something about their day. The facilitator makes appreciative comments about the participants for their attendance and willingness to join the group. The goals of the group are explained, and a group contract about confidentiality and other issues is developed. The participants are informed about the tea and coffee arrangements.

Photograph 5:

Art therapy group. Photograph by Dr Monica Short. (CC-BY-NC-ND 4.0)

Middle Phase: The social work facilitator provides instructions on how to create a page in a creative journal and shows people the resources for decorating their journal page—fridge magnets, stickers, pictures, tea, candles, and other art supplies. They ask the participants to choose a few items from the table using their five senses (touch, taste, smell, hearing, sight).

The social work facilitators ask people what they will write about and lists the topics as prompt words, sentences, or questions on the whiteboard as a guide. This may include a thought for the day, a well-being statement, a self-care idea, something you are grateful for, and/or your goals or plans.

The facilitator is to take a person-centered/directed approach and be nonjudgmental.

The participants are informed that they could connect the items they picked from the table with the prompt words from the board and write/draw or decorate their journal pages. There are many ways to do creative journaling; people can use their imagination and creativity however they like.

Next, each participant writes their thoughts and decorates their journal page. The social work facilitator encourages and appreciates the participants’ work while they create their page and asks if they need help. They support those who need help or are finishing the artwork and congratulate the participants on their creativity.

Participants are invited to share their feedback on their one-page creative journal and are encouraged to journal regularly.

Ending Phase: The group reflects on the activity and how it went. The social work facilitator summarises what happened, mentioning the importance and usefulness of creative journaling.

Evaluation: The social work facilitator asks the group for ideas for activities for future sessions and sets the date for the next group session. They request that participants fill in the feedback form, thank people for coming, and celebrate their achievements.