Manual Trauma Informed Youth Work (eng) by SolidarityNow

GAMES & ACTIVITIES MANUAL ON TRAUMA-INFORMED SUPPORT

With the support of:

ACTIVITIES

INTRODUCTION TO THE PROJECT

Welcome!

Welcome to our collection of activities and games on trauma-informed support!

This manual is part of the ‘Facing Trauma’ toolkit, designed to support youth professionals, educators, teachers and anyone engaged in working with children and adolescents. Its purpose is to help you create safe, supportive environments where children and adolescents can feel seen, heard, and empowered. Inside, you’ll discover a variety of games and activities designed to help children and adolescents understand trauma, build coping skills, and take proactive steps in managing stress and overcoming difficult experiences.

This manual is divided into two main sections. The first section combines games and activities that are directly linked to the ten educational posters of the toolkit. The second section includes games and activities that do not require these posters. These activities are organised according to the four dimensions of the self-care compass, featured in the posters, covering physical, emotional, social, and psychological self-care.

Throughout this manual, you will meet the six main characters of our toolkit: Ezra, Elias, Atid, Satya, Samir, and Viktoria — who will guide you through the learning process. Their stories, accessible via QR codes on the educational posters, provide insight into different experiences of trauma and coping strategies.

We hope this manual becomes a valuable resource for everyone working with children and young people, helping you bring trauma-informed practices to life in your work with children and young people.

Ready to play and learn? Let’s begin!

More information about the project

CONTEXT

Many children and adolescents face traumatic events before they turn 18, such as sexual abuse, natural disasters, domestic violence, or mental illness. Trauma affects people of all ages, but it has a particularly deep and lasting impact on children, whose brains are still developing. Children and adolescents who have experienced trauma often face significant challenges in their emotional, social, and educational development. Those who have been through tough situations — such as abuse, neglect, unstable home environments, or crises like conflicts and natural disasters — are especially vulnerable and can feel overwhelmed by these experiences and have limited opportunities to share their experiences with important others.

To address this need, we developed the ‘Facing Trauma’ toolkit. This toolkit offers a clear framework for understanding and addressing trauma in various contexts. It equips youth professionals with practical strategies to create safe, supportive environments where children and adolescents can heal, grow, and reach their potential. Designed for different age groups, the toolkit takes an engaging approach to explore topics like trauma, stress, self-care, and emotional well-being, empowering everyone to contribute to trauma-informed practices.

OBJECTIVES

• Provide youth professionals with innovative, hands-on, culturally sensitive activities for non-formal education on trauma-informed practice.

• Provide youth professionals with hands-on, efficient, practical training programmes on trauma-informed practice.

• Provide organisations with tools to train new staff and volunteers within their organisation on trauma-informed practice.

THE TOOLKIT ‘FACING TRAUMA’

The toolkit ‘Facing Trauma!’ consists of …

10 new educational posters. These posters can be found in this game manual, on StreetSmart Play and on the website of our toolkit https://www.street-smart.be/facing-trauma where they can be downloaded for free.

A game manual with all activities related to trauma-informed youth work.. All activities and games are available for free on StreetSmart Play. It is also possible to download the manual via https://www.streetsmart.be/facing-trauma.

5 audio stories and 6 audio instructions related to the educational posters. The audio materials are available in eight languages (English, Dutch, French, Spanish, Greek, Arabic, Romanian & Ukrainian) and can be listened to for free on various platforms, like Spotify. The QR-codes on the posters lead immediately to the corresponding audio material.

5 training programmes on trauma-informed youth work. Each programme consists of self-paced theoretical courses and good practices that can be followed online and for free on StreetSmart Learn.

More information about the project

TRAIN YOURSELF BEFORE STARTING

All games and activities in this manual are designed within the framework of trauma-informed support, focusing on how to approach the topic of trauma with care and how to provide support for children. Since the concept of trauma can be difficult to address and to further enhance your ability to work with children who might have experienced a traumatic event or went through an adverse childhood experience, we’ve developed five self-paced training programmes available for free on StreetSmart Learn in English, Spanish, Dutch, and French.

These programmes offer a comprehensive introduction to trauma-informed practices, blending theoretical knowledge with practical tools and examples. The training is built on the Four R’s framework and follows this structure:

Programme 1: Trauma Informed Youth Work: An introduction

Learn more about Trauma-Informed Practice to improve your work with children affected by trauma.

Programme 2: Realise – The concept of trauma

Gain a deeper understanding of psychological trauma, it’s impact on brain functioning and the widespread effects of trauma, with a focus on stress, traumatic events and Adverse Childhood Experiences.

Programme 3: Recognise – Reactions, symptoms and triggers to trauma

Learn to identify trauma reactions, symptoms and triggers, and develop the skills to spot the signs of trauma in individuals.

Programme 4: Respond – Psychological First Aid and self-care techniques

Learn more about methods for trauma relief, including Psychological First Aid, relaxation techniques and approaches that use play, expression and creativity.

Programme 5: Resist retraumatisation – Embedding self-care in your youth work practice

Learn how to prevent re-traumatisation and create a trauma-informed workplace with personal and organisational self-care strategies.

Mobile School vzw is a Belgian non-profit organisation that supports youth workers through StreetSmart. Within StreetSmart, they develop innovative tools for talent development and empowerment of vulnerable children and youngsters worldwide.

www.mobileschool.org | www.street-smart.be

mobileschool.org streetsmartyouthwork mobileschool_org streetsmartyouthwork streetsmartyouthwork

SolidarityNow is a Greek non-profit humanitarian organization founded in 2013. Operating throughout Greece, their mission is to support the most vulnerable and marginalized groups in society. They strive to improve lives and empower individuals to build a just and inclusive community.

https://www.solidaritynow.org/en/

SolidarityNow solidarity_now

solidaritynow

Save the Children Romania is a non-governmental organisation dedicated to defending and promoting children’s rights in Romania since 1990. For over three decades, Save the Children Romania has developed social programs, public policies, and effective practices to benefit children across the country, aiming to uphold every child’s right and create significant, lasting changes in their lives. https://www.salvaticopiii.ro

SalvatiCopiiiRomania salvaticopiiiromania

Minor Ndako is a Belgian organisation that provides adapted care and support to children and youngsters in challenging situations, with a special focus on young unaccompanied refugees aged 10 to 20. Emphasising participation and inclusion in society, Minor Ndako delivers high-quality aid and offers a warm, nurturing environment, empowering children and youngsters to take the next steps in their life. https://minor-ndako.be/

minorndako minorndakosport

minor-ndako

This project is co-funded by Erasmus+. Erasmus+ is the EU’s programme to support education, training, youth and sport in Europe.

https://erasmus-plus.ec.europa.eu

Erasmus+

EDUCATIONAL POSTERS

SECTION 1. EDUCATIONAL POSTERS

This section of the manual presents a rich collection of games and activities designed around our 10 educational posters. These posters use playful and indirect methods to explore emotions, behaviours, and the challenges of trauma, making sensitive or difficult topics more approachable — particularly for younger audiences. This approach helps create a safe, supportive environment where youth professionals, as well as participants can engage with complex issues in a way that feels comfortable and manageable.

Each poster includes a basic layer as well, allowing for lighter engagement without immediately addressing traumatic or complex experiences. This gives youth professionals the flexibility to decide when and how to explore deeper themes, tailoring the experience to the needs of their group.

On the following pages, you’ll find detailed instructions for each activity, making it easy to facilitate meaningful and impactful sessions. All activities are also available digitally on StreetSmart Play via QR codes, ensuring they are easily accessible and simple to implement in your daily practice. To ensure a safe and supportive experience, we strongly recommend reviewing the materials in advance to avoid unintentionally triggering your audience.

Facing Trauma: Follow Ezra, Elias, Atid, Satya, Samir & Viktoria as they share their impactful stories. Listen through the QR codes for an immersive experience, step into their world, and explore their unique coping strategies.

Healing Fairytales: Use fairytale characters to spark conversations about challenging experiences, allowing participants to explore these topics from a safe distance and to change the narrative.

Stress Discovery Channel: Explore stress and trauma symptoms through animals showcasing different reactions, like the fight, flight, freeze fawn responses. Encourage children to reflect on their own responses to stressful or traumatic events.

The Self-Care City: Discover self-care activities across six islands in the Self-Care City, with QR codes providing an audio instruction on each island.

Inside the Brain: Simplify the brain’s functions by introducing its three basic parts, using memories to illustrate how the brain and body react and adapt to difficult experiences.

My Support Team: Identify and reflect on the importance of support networks with this poster, highlighting different groups who can offer help in difficult situations.

Animal Yoga: Engage in yoga poses inspired by animals, helping children relax and connect with their bodies in a fun way.

Mandala Fun: Enjoy a calming experience with this poster, focused on drawing and colouring mandalas to promote mindfulness, relaxation and creativity.

Emotions Maze: Explore and understand emotions through a series of fun exercises and scenarios, encouraging conversation and self-awareness.

Compliments & Talents: Practice giving and receiving compliments, building self-esteem and recognising personal strengths in this cooperative game.

Tip: Explore the online training programmes on StreetSmart Learn to learn more about using the educational posters to address traumatic experiences. These programmes also offer additional tools and practical strategies for working with trauma in practice.

Facing Trauma: Discover the stories of Ezra, Elias, Atid, Satya,

Samir, and Viktoria

Dive into the world of Ezra, Elias, Atid & Satya, Samir and Viktoria and explore their unique stories through storytelling and discussion.

Panel code(s): HEALTH F1

Society

Icon Intermediate

Materials

- Poster 'Facing Trauma'

- Smartphone to scan the QR code

- A speaker box

How to play the game?

Learning skills Icon

Communication & expression

Creative thinking

Game Mechanic Icon

Logical thinking

Group discussion

1. Start by introducing the Comic Poster to the players. Together, explore the storyline of Ezra, the first character on the poster, or let the players choose another character to start with. Tell the story of Ezra as depicted in the images, listen to the audio story via the QR code or let the players narrate the story according to the images they see.

2. After exploring the story, engage the players in a discussion about the character’s experiences:

o What challenges or adventures is the character facing?

o How do you think the character feels about these challenges?

o What strengths or qualities does the character show that help them deal with these challenges?

o Do you know someone who has faced similar challenges? How did they handle it?

o How does the character's story inspire you in your own life?

o What kind of support do you think the character needs right now?

o …

3. Repeat the process for the other four stories featured on the poster.

Additional game information?

The Comic poster illustrates the storylines of the six main characters from the toolkit on trauma-informed youth work. The full storylines of the characters can be found in the appendix of the activity bundle.

Possible topics to discuss for each storyline:

- Blue: neglect, psychologist, loss of a loved one, responsibilities, reading …

- Red: natural disaster, friends, hobbies, refugee shelters …

- Yellow: disasters, siblings, nightmares, secondary trauma, vending on the market, knitting …

- Green: reunification, youth care facilities, refugees, board games, separation …

- Purple: war, singing, social media, seeking shelter, separation from family …

Specific Learning Objectives?

- Practice listening and comprehension skills through audio and visual storytelling.

- Practice empathy and personal connection by relating to the stories of the six characters.

- Learn to be creative in storytelling.

Variations?

- Use the arrows on the left and right side of each storyline. Ask the children to think about what will happen in the future or what happened in the past for the six main characters of the poster. What will they do in the future, when they grow up? What will they become? How will certain storylines evolve in the future? What did you think happened to each character before the story on the poster began? What kind of experiences might have shaped who they are now? Can you think of any events or people in their past that might have influenced their current life?

- Listen to one of the audio stories and let the children vote on which character they think the story belongs to. This can be a fun way to test their attention and understanding of the storylines.

- After listening to the story, engage the players in identifying and discussing the sounds they can "hear" in the pictures:

o Which picture can you "listen" to a sound?

o How many city sounds can you identify?

o How many nature sounds can you identify?

o Are there any sudden sounds? Playful sounds? Funny sounds? Songs?

o What sounds would you like to hear when facing a difficulty (e.g., music, birds, voice of friends)?

o Which of the sounds makes you happy? Which ones give you strength? Which ones make you upset?

o If you had to choose three sounds, which ones would you choose and why?

- For young players, you can focus on the details in the illustrations. Ask them specific questions to let them scan the full poster:

o How many vehicles do you see in the picture?

o How many people are wearing something on their heads?

o How many different things do you see that people are wearing on their heads?

o Can you count how many people you see in each story? In the whole poster?

o Can you check who looks happy, sad, angry, or afraid?

o How many different colours do you see in the clothes?

o In how many ways are people moving? (on foot, in a wheelchair, by car, etc.)

Facing Trauma: Building the stories of Ezra, Elias, Atid & Satya,

Samir & Viktoria

Rearrange the scenes to piece together the stories of Ezra, Elias, Atid & Satya, Samir, and Viktoria.

Panel code(s): HEALTH F1

2 - 4 players

Materials

- Poster 'Facing Trauma'

- Extract of the storylines for each character

- Smartphone or tablet to scan the QR code

- A speaker box

- 40 cards depicting the different scenes of the storylines

How to play the game?

Learning skills Icon

Creative thinking

Logical thinking

Game Mechanic

Cooperation

Card game

Group discussion

1. Depending on the number of players, choose all five stories of Ezra, Elias, Atid & Satya, Samir and Viktoria or pick the ones you like most.

2. Divide the players into subgroups and distribute the eight cards of one storyline with the group, until each group has the eight pieces of one storyline.

3. Then, the players put the cards in what they think is the correct order as quickly as they can. Encourage them to recreate their character's story using the cards.

4. When they have finished, the players will check if their order is correct. For verification, the children listen to the characters' audio story (via the QR code on the poster) or read to them/let them read each character's storyline.

5. Allow the players to rearrange the cards if they think something is wrong.

6. The game can be replayed by giving the group another set of eight cards (cf. another storyline).

Facing Trauma: Building the stories of Ezra, Elias, Atid & Satya, Samir &

Additional game information?

The stories of the six characters poster illustrate the storylines of the six main characters from the toolkit on trauma-informed youth work. The full storylines of the characters can be found in the appendix of the activity bundle. On the left-hand side of the poster, the main characters are shown with a QR code one can scan to listen to their story in different languages.

Other possible topics to discuss for each storyline:

- Blue: neglect, psychologist, loss of a loved one, responsibilities, reading …

- Red: natural disaster, friends, hobbies, refugee shelters …

- Yellow: disasters, siblings, nightmares, secondary trauma, vending on the market, knitting …

- Green: reunification, youth care facilities, refugees, board games, separation …

- Purple: war, singing, social media, seeking shelter, separation from family …

Specific Learning Objectives?

- Learn how to sequence events logically.

Variations?

- If you have a lot of energy in the group, you can give one card to each of the children and ask them to line up in the specific order of the storyline. Afterwards, the order is checked by listening to the audio story via the QR code.

- If you want to add a little bit of physical activity to your activity, you can split each group further into ‘storytellers’ and ‘arrangers’. ‘Storytellers’ listen to (a part of) the story, then run to a central area to tell what they heard to the ‘arrangers’. The ‘arrangers’ then run back to their ‘base camp’ and attempt to rearrange the cards based on the information provided.

- If you work with young players, give them the poster "The stories of the five characters" so they can put the cards in the right order while looking at the example.

- Draw 6 squares next to each other on a piece of paper like a comic book. Choose a card (of the storylines) that reminds you of your own story and draw your new story. You could think of a difficulty that you experienced in your life. What happened? How do you succeed to make it better? What was helpful? Did you manage it by yourself? Did you find support from somebody? If your difficulty is not solved yet, you can draw what you would like to happen.

Healing Fairytales: Create your own fairytale

Dive into the world of fairy tales to explore and understand the metaphorical representation of trauma causes while crafting your own healing fairy tale.

Panel code(s): HEALTH F2

Topic Icon

Identity & emotions

How to play the game? Materials

- Poster 'Healing Fairytales'

- Blank sheets of paper

- Art supplies (crayons, markers, coloured pencils)

- Dice (optional)

- Attachment with fairy tale elements (see variations)

Learning skills Icon

Communication & expression

Creative thinking

Game Mechanic Icon

Group discussion

1. Start by discussing what fairy tales are and how they often mirror real-life challenges and obstacles. Explain that the poster depicts how people can be affected by difficult experiences, similar to characters in fairy tales.

2. Show the players the poster and encourage them to identify elements from familiar fairy tales (e.g., dragons, dark forests, wicked stepmothers). Discuss how these elements make them feel and relate to their own experiences.

3. Now it's time to introduce the bookmark which you can find on the poster. The bookmark serves as a tool for constructing fairy tales. Explain that players will use the bookmark to select elements such as the setting, hero, friend, talent, obstacle/enemy, magical tools and an end for their stories. Using the colours of the bookmark can help them identify the elements on the poster. Of course, there is also the option to invent your own character or to use an element of a different category.

4. Have each of the players construct their own fairy tale by choosing one element from each category. If they want, they can write down or draw their story. When they have finished, they can tell their story to each other.

5. Conclude the game with a group discussion on how storytelling and creativity can be healing. Reflect on the importance of discussing challenges and finding ways to feel better, like the characters in their fairy tales.

Additional game information?

On the bookmark you can find the following elements, referring to:

- Location = brown: forest (1), mushroom (2), village (3), castle (4), mountains (5), cave (6), haunted house (7), palace (8), desert (9), tower (10), gravestone (11), ? (12).

- Hero = green: puss in boots (1), lumberjack (2), knight (3), pirate (4), farm girl and boy (5), Tom Thumb (6), frog (7), princess (8), sultan (9), mermaid (10), Little Red Riding Hood (11), ? (12).

- Friend = blue: gingerbread cookie (1), unicorn (2), fairy (3), grandmother (4), swan (5), hodja (6), lackey (7), camel (8), dwarfs (9), genie (10), dog (11), ? (12).

- Talent = red: running shoes (1), spinning wheel (2), swords (3), bricks and trowel (4), blow-dryer and comb (5), bow and arrow (6), axe (7), microphone (8), climbing gear (9), fishing rod (10), flute (11), ? (12).

- Obstacle/enemy = yellow: fire-breathing dragon (1), wizard (2), giant (3), goblin (4), vampire (5), tornado (6), wolf (7), angry stepsisters (8), lightening (9), witch (10), angry queen (11), ? (12).

- Magical tools = orange: cape (1), ring (2), magic spell book (3), wand (4), potion (5), flying carpet (6), magical lamp (7), kettle (8), rose (9), key (10), mirror (11), ? (12).

- Ending = purple: crown (1), party table (2), rainbow (3), magical transformation (4), hot air balloon (5), medal (6), gift (7), leaving for adventure (8), love (9), treasure chest (10), group hug (11), ? (12).

Specific Learning Objectives?

- Storytelling skills

Variations?

- All elements on the poster have a specific number. You can use two dice to let faith decide which element you should use for each category. Roll the first dice, if it is 1, choose the element numbered 1. If it is not 1, you may roll the dice for a second time.

- You can also set a fixed start or end for the story and let the players continue from there.

- You can randomly choose the order of the elements for narrating the fairytale.

- Print the fairytale elements on cards and let the players determine an order for their story by placing the cards on the table.

Identity & emotions

Healing Fairytales: Continue the story

Continue the story and build a magical story together. How will the story end?

Panel code(s): HEALTH F2

- Poster 'Healing Fairytales'

- Papers

- Markers

How to play the game?

Learning skills Icon

Communication & expression

Creative thinking

Game Mechanic Icon

Cooperation

Role play

Circle group game Difficulty Icon Intermediate

1. Gather all players and form a circle. It’s time to build a magical story together!

2. Explore the poster together and discover the seven different categories (linked by a colour): location/landscape, heroes, talents, friends of the heroes, magic tools, villains and different endings.

3. Each player has to pick an element when his time arrives and continue the story from where the previous player has left it.

Example: Player 1 picks the mermaid as the hero: “Once upon a time, there was a mermaid…”. Player 2 picks water as the location: “…who lived in the water in a land far, far away…” Now player 3 picks a sword for the hero as a talent: “This mermaid was really good with swords. So good in fact that the mermaid could fight and win from the most experienced mermaid-knights…” etc.

4. The players write down the story, or the elements that they choose, while they are telling it, so they will remember it later. You could also appoint one player as the writer.

5. When every player has chosen and narrated one element from the bookmark, the story is almost ready. The only thing left to do for the players is to come up with a name/title for their story.

Additional game information?

On the bookmark you can find the following elements, referring to:

- Location = brown: forest (1), mushroom (2), village (3), castle (4), mountains (5), cave (6), haunted house (7), palace (8), desert (9), tower (10), gravestone (11), ? (12).

- Hero = green: puss in boots (1), lumberjack (2), knight (3), pirate (4), farm girl and boy (5), Tom Thumb (6), frog (7), princess (8), sultan (9), mermaid (10), Little Red Riding Hood (11), ? (12).

- Friend = blue: gingerbread cookie (1), unicorn (2), fairy (3), grandmother (4), swan (5), hodja (6), lackey (7), camel (8), dwarfs (9), genie (10), dog (11), ? (12).

- Magical tools = orange: cape (1), ring (2), magic spell book (3), wand (4), potion (5), flying carpet (6), magical lamp (7), kettle (8), rose (9), key (10), mirror (11), ? (12).

Specific Learning Objectives?

Healing through storytelling

Variations? Healing Fairytales: Continue the story

- After the group chose the elements, you could create a roleplay and perform your story.

- The players can draw the story, create a comic, or even create a little fairy book writing the story and drawing relatable pictures.

- If you play with a big group, you can play the game in pairs, so each pair can decide an element every time or you can add more than one element from some categories (ex. More than one friend, or/and villains, or/and talents, etc.).

- In a big group, you could also decide the elements together, without already narrating the story. Once the elements are picked, create smaller groups. Now each group must come up with a story based on the chosen elements. Afterwards, each group shares their story with the others.

- Give each player a number. Throw the die/dice and let this decide which player has to narrate which part/element of the story.

Healing Fairytales: My Secret Weapon

Cope with difficult situations and create your own healing fairytale.

Panel code(s): HEALTH F2

Learning skills Icon

Problem solving & decision making

Relationship skills

- Poster 'Healing Fairytales'

- Paper - Pens, crayons, etc.

How to play the game?

Self-awareness

Game Mechanic Icon

Group discussion Difficulty Icon

1. Explore the poster with the players. Encourage them to identify elements from familiar fairy tales (e.g., dragons, dark forests, wicked stepmothers).

2. Explain that fairytales often include difficult situations. The goal of the game is to reflect on these difficulties and find solutions. Have a group discussion about overcoming difficulties and what can be helpful.

3. As a group, reflect on the following elements:

- Location: How do the locations make you feel? What would you change for each location to make it a safe space?

- Hero: Draw your own hero. What characteristics does this hero need to deal with challenges? What motivates your hero to face challenges? What past experiences have shaped your hero’s abilities? In what way does your hero inspire others? What is the hero’s greatest fear, and how do they overcome it?

- Friend: What qualities make a good friend in times of difficulty? How has a friend helped you overcome a challenge in the past? What do you expect from a friend when you are dealing with challenges? Which friend can help you with that?

- Talent: Pick one talent and discuss how this talent can be used in different situations. What new talents could you use to better face challenges?

- Obstacle/enemy: Select an obstacle/enemy and find as many ways/alternatives to deal with this issue (problem-solving, coping strategies). What would happen if the obstacle/enemy became an ally?

- Magical tools: Name all the elements you see that can help you cope with a difficulty, for example, a key to open a door to escape. What tool would you add to help the hero and why?

- Ending: Are the depicted endings realistic? How would the story change if the ending were different?

Additional game information?

On the bookmark you can find the following elements, referring to:

- Location = brown: forest (1), mushroom (2), village (3), castle (4), mountains (5), cave (6), haunted house (7), palace (8), desert (9), tower (10), gravestone (11), ? (12).

- Hero = green: puss in boots (1), lumberjack (2), knight (3), pirate (4), farm girl and boy (5), Tom Thumb (6), frog (7), princess (8), sultan (9), mermaid (10), Little Red Riding Hood (11), ? (12).

- Friend = blue: gingerbread cookie (1), unicorn (2), fairy (3), grandmother (4), swan (5), hodja (6), lackey (7), camel (8), dwarfs (9), genie (10), dog (11), ? (12).

- Magical tools = orange: cape (1), ring (2), magic spell book (3), wand (4), potion (5), flying carpet (6), magical lamp (7), kettle (8), rose (9), key (10), mirror (11), ? (12).

Specific Learning Objectives?

- Talk about difficult life-events

- Find strategies to cope with difficult life-events

Variations?

- Instead of discussing the reflection questions, you could also make it a creative game, by asking the players to show their answers through art pieces: clay, drawing, painting…

Stress Discovery Channel: Animals Concept

Use the icons on the board to get other players to guess as many animals as possible and win together!

Panel code(s): HEALTH F3

- Poster 'Stress Discovery Channel' - Bottle caps or pawns

How to play the game?

1. Place the game board in the middle of the group so all players can see it.

Learning skills Icon

Communication & expression

Logical thinking

Game Mechanic Icon

Cooperation

Quiz & challenge game

Board game

2. During the game, all players have one other player guess an animal by just describing it using the icons on the border of the game board.

3. The player who is going to guess, steps away so he doesn't know which animal the group chooses.

4. Once the animal is chosen, the player who is going to guess returns to the group.

5. Then the players take turns placing a bottle cap on an icon on the board to try to help the player who is going to guess the animal. They can, of course, help each other choose the icons that best characterise the animal.

6. The player may guess as many times as he wants. However, the other players can only answer with yes or no to these guesses.

7. If the player has guessed the animal correctly, he earns one point.

8. If the player cannot guess the animal and gives up, the other players reveal the animal.

9. Now another player can guess an animal.

Additional game information?

On the border of the poster, you can find different characteristics that can be linked to animals. Each characteristic has a coloured border. The characteristics with the same-coloured border, belong to the same category. The icons are depicting (starting from top left clockwise):

- Green = habitat: mountains, desert, grassland, jungle, cave, river/lake, forest, beach, sea, ice, house, barn, meadow

- Pink = diet: plants, meat

- Yellow = biorhythm: day, night

- Orange = features: beak, fur, scales, claws, feathers, shell, horns, hooves, sharp teeth, 4 paws, 2 paws, no paws

- Grey = colours: spots, stripes, multicolour, white, grey, black, blue, purple, pink, brown, green, yellow, orange, red

- Light blue = size: big, medium, small

- Brown = locomotion: crawling on land, jumping, climbing, flying, walking on land, digging holes, swimming

- Red = strength: weak, strong

- Blue = speed: fast, intermediate, slow

The centre of the poster depicts different animals with different stress reactions. The animals depicted and their stress responses are:

- Fight (chipmunk, eagle, lions, kangaroos, chimpanzee, chickens)

- Flight (turtle, hedgehog, sloth, cheetah)

- Freeze (bear, ducks, gorilla, rhino, flamingo)

- Fawn (dog, camels, peacocks, deer, otters, donkey)

- Other (bison, wolf, snake, polar bear, pigeon, shark, meerkat, giraffe, bunny, toucans, owl, cat, black panther, koala, llama, panda, red panda, lemur, ostrich, penguin, horse, argali, elephant, fox, skunk, cuttlefish)

- No stress reaction (bat, red crab, ladybug, mouse, killer whale, seal, eagle ray, chameleon, red frog, purple frog, purple hermit crab, parrot, scarlet ibis, crocodile, sea star)

Source: Concept Kids Animals

Specific Learning Objectives?

- Learn about animals and their behaviour.

- Describe animals using animal characteristics.

Variations?

- Role reversal: Only one player chooses an animal, and the other players all have to guess which animal he has chosen. This player can give clues by placing bottle caps on the features.

Stress Discovery Channel: Fight, Flight, Freeze or Fawn?

The children will learn to recognize and understand stress reactions, behaviours and the reason behind them.

Panel code(s): HEALTH F3

Topic Icon

Identity & emotions

Society

Difficulty Icon Intermediate

Materials

- Poster 'Stress Discovery Channel'

How to play the game?

1. Gather a group of players around the Animals poster.

Learning skills Icon

Communication & expression

Critical & reflective thinking

Game Mechanic Icon

Empathy & social awareness

Group discussion

2. Start the discussion by explaining the info board with the four responses depicted in the middle of the poster (Fight, Flight, Freeze or Fawn). Explain to the players that when something really scary happens, usually unexpected, we may feel frightened, angry, sad, confused, etc. and we usually have four ways of reacting to such events. We either fight, flight, freeze or fawn (see additional game information). Ask the players what they see on the info board and give examples for each response to a specific situation. For example, let’s say that a bear attacks you! What do you do?

- You fight the bear (fight).

- You run away (flight).

- You play dead (freeze).

- You keep the bear happy (fawn).

3. Now, tell the players to check the animals on the poster and observe their behaviour carefully. You can start a discussion based on the players’ experiences, their thoughts and feelings regarding “a scary event” (trauma). Some suggested questions are:

- What do you usually do when something scary happens?

- Do you act like some of the animals on the poster? Which one?

- When you act like this animal, how do you feel afterwards?

- Have you seen other people (children or adults) act like some of these animals?

- Are there any animals’ behaviours that may hurt you or others?

4. Then, you ask the players to see how each behaviour can be matched with the four responses we talked about in the beginning.

- How do you categorize each reaction of the animals?

- Let’s find behaviours that you think can match the fight response.

- Let’s find behaviours that you think can match the flight response.

- Let’s find behaviours that you think can match the freeze response.

- Let’s find behaviours that you think can match the fawn response.

It is okay not to match all the animals/behaviours within the categories. Let the players talk and debate if they have a different opinion. Conclude, though, to the correct category, with your guidance.

5. Conclude from the discussion you had together that it is nice and important to understand our feelings, our behaviour and the reasons behind them, because that way we know and understand ourselves better.

Additional game information?

We suggest playing this activity after the introductory game with the poster: Animal Concept. This way the players will be familiar with the poster.

The fight, flight, freeze or fawn responses are ways our bodies react to stress or danger:

- Fight: You respond to danger by standing up and confronting it. You might feel angry or aggressive and ready to defend yourself.

- Flight: You respond to danger by running away or trying to escape. You feel like you need to get away from the threat as quickly as possible.

- Freeze: You respond to danger by becoming still and silent. You might feel paralyzed and unable to move or speak, hoping the threat will go away if you don’t draw attention to yourself.

- Fawn: You respond to danger by trying to please or appease the threat. You might try to be extra nice or helpful to avoid conflict and make the danger go away by making the threat happy.

The centre of the poster depicts different animals with different stress reactions. The animals depicted and their stress responses are:

- Fight (chipmunk, eagle, lions, kangaroos, chimpanzee, chickens)

- Flight (turtle, hedgehog, sloth, cheetah)

- Freeze (bear, ducks, gorilla, rhino, flamingo)

- Fawn (dog, camels, peacocks, deer, otters, donkey)

- No stress reaction (bat, red crab, ladybug, mouse, killer whale, seal, eagle ray, chameleon, red frog, purple frog, purple hermit crab, parrot, scarlet ibis, crocodile, sea star)

Specific Learning Objectives?

- Learn about (categories of) stress reactions (fight, flight, freeze or fawn).

- Enhance understanding of signs and symptoms of trauma through animal metaphors.

Variations?

To start a discussion on understanding and dealing with different ways of responding to challenging situations, have the players think about what kind of animal they would like to turn into in different situations. The scenarios should be based on the children's reality. Some examples:

oYou are home alone for a while.

oYou are not prepared for tomorrow's test or lesson.

oYou have to go to the doctor.

oThey scold you about something you did.

oThey accuse you of something you didn't do.

oSomeone steals your idea.

oYou get left out of the game.

oSomeone is going to hurt your best friend.

Topic Icon

Identity & emotions

Stress Discovery Channel: Animal Clue Challenge

Test your observation skills as you race against the clock to identify animals through clever clues!

Panel code(s): HEALTH F3

- Poster 'Stress Discovery Channel'

- Bottle caps or pawns

- Cards or small notes, each containing the name or image of one of the animals depicted on the poster

- Timer (optional)

1. Divide the players into teams, ensuring an equal number of players in each team.

Learning skills Icon

Problem solving & decision making

Critical & reflective thinking

Attention &

Game Mechanic Icon

Group discussion

Board game

2. Start the round by providing the deck of cards with the animals of the poster to the first person of group 1 and set a timer on for example 1 minute.

3. This designated player will take the first card from the deck and offer clues to his team members by placing the caps or pawns accordingly on the corresponding categories. The other team members analyse the clues and try to guess the animal, making sure they stay within time.

4. If the group guessed the animal, the designated player could take a second card if there is still time left on the timer.

5. Once the timer runs out, tally up the number of correct guesses for this team. Now the next team can designate a player, and the timer is again set on for example 1 minute.

6. At the end of each round, tally up the number of correct guesses for each team. The team with the most correct guesses wins the round.

7. Continue playing additional rounds with different designated guessers until all team members have had a turn.

8. At the end of the game, each team counts its winning rounds. The team with the highest number of wins is declared the winner.

Additional game information?

The "Signs and Symptoms of Trauma" poster depicts animals in different emotional/behavioural states. On the border of the game board, you can find different characteristics that can be linked to animals. Each characteristic has a coloured border. The characteristics with the same-coloured border, belong to the same category. The icons are depicting (starting from top left clockwise):

- Green = habitat: mountains, desert, grassland, jungle, cave, river/lake, forest, beach, sea, ice, house, barn, meadow

- Pink = diet: plants, meat

- Yellow = biorhythm: day, night

- Orange = features: beak, fur, scales, claws, feathers, shell, horns, hooves, sharp teeth, 4 paws, 2 paws, no paws

- Grey = colours: spots, stripes, multicolour, white, grey, black, blue, purple, pink, brown, green, yellow, orange, red

- Light blue = size: big, medium, small

- Brown = locomotion: crawling on land, jumping, climbing, flying, walking on land, digging holes, swimming

- Red = strength: weak, strong

- Blue = speed: fast, intermediate, slow

The centre of the poster depicts different animals with different stress reactions. The animals depicted and their stress responses are:

- Fight (chipmunk, eagle, lions, kangaroos, chimpanzee, chickens)

- Flight (turtle, hedgehog, sloth, cheetah)

- Freeze (bear, ducks, gorilla, rhino, flamingo)

- Fawn (dog, camels, peacocks, deer, otters, donkey)

- No stress reaction (bat, red crab, ladybug, mouse, killer whale, seal, eagle ray, chameleon, red frog, purple frog, purple hermit crab, parrot, scarlet ibis, crocodile, sea star)

Specific Learning Objectives?

- Strengthen observation and deduction abilities

- Explore and enhance animal knowledge in a fun way

- Develop teamwork and communication skills

Variations?

- For a higher level of difficulty, give the designated players a limited number of bottle caps or pawns per turn, 5 for example. In this way, you can also exercise the ability to prioritize, extract essential information or identify that information that can be implicitly conveyed through other information. Different motivational rules can also be introduced, such as:

o For 3 correct consecutive guesses / for fair-play attitude, the team is entitled to 1 extra bottle cap or pawn per turn.

- For a small group: If you have few players joining the game or players coming and going (and that makes it difficult to make/keep teams), the facilitator could be the one placing some bottle caps/pawns on the side categories and players should find as many animals as possible with those characteristics they can.

- Depending on the different variables of the group (age, length of time working together, level of development and confidence, etc.) we can also consider alternative ways of exploring the poster:

o Instead of using the clues on the border of the poster to guess animals, the players act out the behaviours or characteristics of different animals while their teammates guess the animal being portrayed.

o Create a set of cards with pictures of animals and their corresponding emotional/behavioural states on the poster. Place the cards face down and take turns flipping them over to find matching pairs of animals and emotions.

o Provide a collection of animal pictures along with emotion words or phrases. Participants work together to match each animal with the emotion they think it represents, discussing their reasoning as a group.

o Assign each player an animal and ask them to role-play the behaviours and emotions of that animal. Encourage them to express themselves through movement, sounds, and facial expressions.

o Have players create stories or narratives featuring animals as characters, incorporating different emotional themes or situations related to trauma and resilience, coping, and support within their stories.

Topic Icon

Identity & emotions

Language

Communication &

Number of Players Icon

Stress Discovery Channel: Animalogy News

Have fun exploring the wild world of Animalogy News!

Panel code(s): HEALTH F3

Intensity Icon Medium

Materials

Learning skills Icon

Self-awareness

Communication & expression

Game Mechanic Icon

Body awareness

Role play Difficulty Icon Intermediate

- Props such as a makeshift microphone, camera (cardboard box), funny glasses, hats, etc.

- Imaginary "newsroom" setup (optional)

How to play the game?

1. Gather participants and introduce the activity as "Animalogy News: Exploring Animal Behaviour." Explain that they will be taking on the roles of animal experts who will be interviewed by the news anchor.

2. The news anchor announces a sensational news story: animals are behaving more and more bizarrely. Encourage the players to get into character and prepare to explain their expertise on various animal behaviour.

3. The news anchor selects players to take on the roles of specific animal experts (e.g., bear expert, koala expert, hedgehog expert, etc.). Each expert is given the floor to explain their perspective on the bizarre animal behaviour. They can incorporate humour and seriousness as they see fit. Encourage the experts to use props and improvise to make their interviews entertaining and informative.

4. After each interview, the news anchor can ask follow-up questions or prompt discussion among the group.

5. Wrap up the activity by thanking the experts for their insights and creativity. Facilitate a brief discussion about the different animal behaviour explored during the interviews. Encourage the players to reflect on how animals' behaviours can be similar to or different from human behaviour.

6. If time allows, the players can switch roles and take turns being the news anchor and animal experts for additional interviews.

Additional game information?

The centre of the poster depicts different animals with different stress reactions. The animals depicted and their stress responses are:

- Fight (chipmunk, eagle, lions, kangaroos, chimpanzee, chickens)

- Flight (turtle, hedgehog, sloth, cheetah)

- Freeze (bear, ducks, gorilla, rhino, flamingo)

- Fawn (dog, camels, peacocks, deer, otters, donkey)

- No stress reaction (bat, red crab, ladybug, mouse, killer whale, seal, eagle ray, chameleon, red frog, purple frog, purple hermit crab, parrot, scarlet ibis, crocodile, sea star)

Specific Learning Objectives?

- Develop an understanding of your own emotions, behaviours, and responses by exploring the emotional and behavioural states of animals depicted on the poster.

- Enhance your ability to empathise with others and understand different perspectives, by considering the experiences and feelings of the animals depicted.

- Express thoughts, feelings, and interpretations effectively during group discussions.

Variations?

- Let the players create their own fantasy animal. All players choose one characteristic from each category and make their own fantasy animal. Encourage a discussion about why they chose which feature and have them explain their fantasy animal. Have them draw this animal in its ‘natural’ environment.

- Use the info board on the poster with the 4 stress reactions to explore trauma-related themes such as triggers, coping strategies, and post-traumatic growth.

The Self-Care City: Discover The Self-Care City

Navigate different self-care activities by using the compass, paper plane, hot-air balloon and traffic light.

Panel code(s): HEALTH F4

Learning skills Icon

2 - 4 players

Materials

- Poster 'The Self-Care City' poster

How to play the game?

minutes

Body awareness

Communication & expression

Empathy & social awareness

Game Mechanic Icon

Group discussion

1. Gather a group of players in front of the Self-Care City poster and explain to them that everyone has different ways to calm down and feel good (as shown on the poster). Explain that which self-care techniques help one person might be different for another.

2. The players explore the game board. Ask them to identify the different self-care islands like sports, home/family/friends, art, nature, music and play. Which type of activities can they find where?

3. Ask the players to think about what they do when they need to calm down and feel good.

4. Now you can use the four corners of the poster. These symbols can help to delve into the various self-care activities and help players think about which activities they like. Choose, or let the players choose which corner to start with and ask the following questions:

a. Paper planes: Which activities do you like to do alone? Which activities do you like to do together? Why? How do solo activities differ in impact compared to group activities? How can you balance solo and group activities for optimal self-care?

b. Hot-air balloon: How do you feel when you do a specific activity? Why? Are there any activities that boost your mood instantly? Which ones?

c. Compass: Is the activity good for your heart, body, mind or your social life? Which activities help to calm your heart, body, head, and social? Why? Can an activity benefit more than one aspect of well-being? Which ones?

d. Traffic light: When you are okay (green) / feel stressed (orange) / totally overwhelmed (red), which activities do you like to do? What activities do you need then? Are there any activities that consistently help you manage stress? Which ones?

5. The game ends when you discussed all four corners and have related some examples from the poster to it.

Additional game information?

Specific Learning Objectives?

- Identify different ways to take care of yourself.

Variations?

- You can focus on only one of the corners of the poster, depending on your target group.

- Once you discussed a specific activity, you can also actually do it with the group, before you move on to the next player.

- If the players are familiar with the Comic Poster, ask them to find the main characters (Ezra, Elias, Atid, Satya, Samir, Viktoria) and have them discuss what activities help these characters relax.

- Instead of having a player answer the questions immediately, have them draw/mimic/describe/... the self-care activity and let the other players guess.

- Let the players work together to create a short story or comic about one of the characters who visits the Self-Care City and tries different self-care strategies.

The Self-Care City: Bring the Self-Care City to life

Scan the QR codes to bring the Self-Care City to life and help children discover (new) ways to relax and feel good.

Panel code(s): HEALTH F4

- Poster 'The Self-Care City' poster

- Smartphone to scan the QR code

- A speaker box

How to play the game?

Learning skills Icon

Creative thinking

Coordination & flexibility

Gross motor skills

Game Mechanic Icon

Circle group game

1. Gather a group of players in front of the Self-Care City poster. Explain that everyone has their ways to calm down and feel better, which are shown on the poster. Tell that what works for one might not work for another.

2. Give some seconds to the players to scan the poster. Introduce them to / let them identify the 6 different islands on the poster: sports, house/family/friends, arts, music, play and nature.

3. Ask them if they can see activities that they are familiar with, if they have tried something or if they practice some activities from the poster.

4. Tell the players you’ll explore some self-care activities together. Each island on the poster has a QR code. Scan the code to listen to the audio instructions and do the exercise together. Choose, or let the players choose which island to start with.

5. Continue with the other QR codes: scan the code to listen to the audio instructions and do the exercise together.

6. Conclude the session by discussing which activities they enjoyed most and least. Ask them what they prefer to do when they want to relax.

Additional game information?

Each island contains a fun and engaging audio instruction. All exercises are available in English, French, Spanish, Dutch, Romanian, Ukrainian, Greek and Farsi. The following exercises are provided:

- Freeze Dance (04:41)

- Body Scanner (06:13)

- 5 Senses Exercise (05:01)

- Everyday Creations (04:02)

- Flower Breathing (04:13)

- Yoga Safari (10:51)

All texts of the audio instructions are available as well over here: X.

Tip: Prepare yourself, listen to the instructions in advance and participate in the activities. It will be easier for the players to follow the instructions if they see them as well.

Four symbols in the corners of the poster can help dive into different self-care activities and get players thinking about which activities they like and help them:

- Paper planes: Discuss activities that people enjoy doing alone or together.

- Hot air balloon: Explore emotions by picking one and discussing what self-care strategies help when feeling that way. Or pick a self-care strategy and discuss how the players feel when doing this activity.

- Compass: Talk about the symbols on the compass and let the players share strategies that help them calm their emotions (heart), body, mind (head) and social interactions (text balloon).

- Traffic light: Use the traffic light to discuss which self-care activities the players do when they feel okay (green) / stressed (orange) / totally overwhelmed (red).

Specific Learning Objectives?

- Explore different self-care activities.

- Follow instructions accurately.

Variations?

- Draw your island of self-care and add the activities that help you to calm down or to take care of yourself. Think how this island will be, how the ground will be, what elements will there be... The poster can serve as inspiration, but you can also add activities that are not on there. Keep that drawing and every time you need to do something to take care of yourself, choose the activity you fancy.

- As a group activity you can discuss which self-care activities are important for your group. Draw them on an island or write them down. The final handmade poster can decorate your class/place of work, so everybody will have access to it and use activities when they are needed.

Inside The Brain: Exploring The Brain

Explore and understand how the different parts of the brain work together and influence our behaviour, thoughts and emotions.

Panel code(s): HEALTH F5

Topic Icon

Identity & emotions

Health

2 - 4 players

Difficulty Icon Intermediate

Materials

- Poster 'Inside the Brain'

Learning skills Icon

Self-management & future orientation

Self-awareness

Game Mechanic Icon

Group discussion

How to play the game?

1. Gather a group of players around the poster of The Brain and explain that in this game you will investigate how the brain functions.

2. Start with the left side of the poster. Have the players explore Ezra's brain and have them recognise the icons in the three different parts of the brain. Discuss what these icons might mean and explain the difference between the three different brain parts: the thinking brain (the blue part), the emotional brain (the red part) and the survival brain (the green part) (see additional game information for more explanation). Discuss the role of the amygdala (the orange part) in triggering survival responses.

3. Compare with the right-hand side of the poster where Ezra's brain is in a stress state. Discuss the visual differences and explain that in certain situations (different for everyone) the brain goes from a neutral state to a stress state, where the survival brain takes over and the thinking brain goes offline. Ask the players what triggers such changes in them. What signals does the body give when your survival brain takes over?

4. Explore the six memory bubbles around Ezra. Determine in which situations the brain displays a neutral state (linked to positive memories) and which situations trigger a stress response (linked to negative memories).

5. Have the players examine the different memory bubbles at the top of the poster. What situations/memories do they see?

6. Have the players think of situations in which their brains were under control or under stress (inspired by the memory bubbles at the top). Let the players share and discuss their examples - if they feel comfortable doing so - to understand how different people react to different situations.

7. Discuss tools and strategies that players (could) use to calm their brains when the survival brain takes over.

8. Conclude the discussion by explaining that although we cannot always control our brain's immediate reactions, knowledge of how the brain functions can help manage emotions and stress.

Additional game information?

The poster introduces players to the three main areas of the brain: the thinking brain (in blue), the emotional brain (in red) and the survival brain (in green). All parts are controlled by the amygdala (in orange), which activates survival responses in stressful situations: fight, flight, freeze or fawn.

- The thinking brain helps us think, learn, use words, worry about friends ... It is good at staying calm in difficult situations by reminding us to think about the consequences of our actions. The thinking brain is responsible for complex thoughts, planning, decision-making, impulse control and self-awareness. The poster shows the following parts of the thinking brain: planning, math, reading, estimating time, ideas, strategic thinking, research, self-knowledge.

- The emotional brain controls our emotions. The poster depicts the following emotions: joy, sadness, disgust, anger, fear, envy, shame, anxiety, ennui.

- The survival brain is the part of the brain that wants to keep us safe. This part of the brain tells us when we are hungry or thirsty, when a situation is dangerous or scary ... The poster shows the following elements of the survival brain: hunger and thirst, heart rate, breathing, body temperature, blood flow, energy level, sleep.

Once the amygdala is activated, the survival brain takes over and the thinking brain goes offline. Ezra (one of the main characters in the toolkit) is pictured twice, once with her brain in a neutral state (left on the poster) and once with her brain in a stress state (right on the poster).

At the top of the poster, a ‘storage area’ shows different memories/situations, where players can think of how their brain or that of one of the other characters from the toolkit reacted or would react in that situation. Memories displayed on the posters (from left to right, starting at the top): Explosion, beach/sea, traffic, a bike/cycling, shopping/cute clothes, night/dark, public speaking, plane/travel, animals, knitting, earthquake, smartphone/messaging/social media, bullying/gossiping, school building, question mark, mountain/nature/high cliff, birthday party/clown/cake, fighting, board games, family/the army, gardening/vegetables, reading a book, listening to music, skateboarding, arguing with a parent, loss of a loved one, being alone at school. Some situations are linked to the storylines of the other main characters in the toolkit. For more information, see the explanation of the comic poster.

When children understand that they have three brain systems that work at different times, they are better able to cope with difficult situations by working on putting their thinking brain back in charge. All three brain parts are equally good and important. We are happiest and most productive in life when our brain parts work together.

Specific Learning Objectives?

- Learn about the basic functions of your brain and how they influence your memories.

Variations?

- At the bottom of the poster are the other characters from the toolkit. Have players think about neutral and stressful situations for the characters, so as not to immediately apply the game methodology to themselves.

- Combine this poster with other posters from the toolkit to go deeper into the different triggers that lead to a stressful state of the brain and how to respond to them:

o 'Facing Trauma' poster: after reflecting on the memories/situations and their impact on the character’s brain, revisit the stories to find more examples of coping mechanisms.

o 'The Self-Care City' poster: use the self-care city to explore ways to relax yourself and calm down when you feel stressed.

o 'Stress Discovery Channel' Poster: when the survival brain takes over, you may show different stress reactions. Look at the Animals poster to explore some of these possible reactions (fight, flight, freeze, fawn).

o 'My Support Network' poster: use the support network poster to reflect on who the players can turn to when they are feeling stressed and overwhelmed.

2 - 4 players

Inside The Brain: Professor Think, Emo Elf and Guardian Gorilla

Understand the functions of different parts of the brain by engaging in a creative role-playing adventure.

Panel code(s): HEALTH F5

Materials

- Poster 'Inside the Brain' Materials

How to play the game?

Learning skills Icon

Self-management & future orientation

Self-awareness

Game Mechanic

1. Gather the players around the poster of The Brain and explain the basic concepts of the thinking brain, emotional brain, and survival brain.

2. Split the players into small groups and assign each group one part of the brain (thinking brain, emotional brain, survival brain).

3. Each group creates a character that represents their assigned brain part. For example, the thinking brain group might create a character called "Professor Think," the emotional brain group might create "Emo Elf," and the survival brain group might create "Guardian Gorilla."

4. Each character should have specific traits and abilities that reflect the functions of their brain part. The thinking brain character might have abilities like solving puzzles and making plans, the emotional brain character could express a wide range of emotions, and the survival brain character might have survival instincts like detecting danger and responding quickly.

5. Now it’s time to introduce a scenario where Ezra (or another character) encounters various challenges. For instance, "Ezra is walking through a dense forest and suddenly hears a loud roar in the distance. What will happen next?"

6. Each group discusses and decides how their character would initially respond to the scenario. The thinking brain might analyze the sound, the emotional brain might react with fear or curiosity, and the survival brain might prepare to fight or flee. Each group acts out or explains their solution.

7. Now you can describe the outcome based on the group's actions. For example, "With Professor Think's analysis, Emo Elf's bravery, and Guardian Gorilla's preparedness, Ezra carefully approaches the source of the sound and discovers it's a harmless animal."

8. You can now also introduce different memory bubbles from the poster and asks each group to create a mini-adventure related to their assigned brain part. For instance, how would the thinking brain handle public speaking? How would the emotional brain react to a birthday party?

9. After each mini-adventure, the groups discuss how their character's traits and actions helped (or didn't help) in the situation. Reflect on the importance of each brain part and how they can support each other. Optionally, switch roles after each mini-adventure.

Additional game information?

Explain that understanding the different parts of the brain helps in managing emotions and stress. Emphasize that all brain parts are important and work best when they cooperate. Reinforce the idea that while we can't always control our immediate reactions, we can learn strategies to bring our thinking brain back

Specific Learning Objectives?

Variations?

- If you have an advanced group, you can let the three groups discuss a combined course of action. How can the thinking brain, emotional brain, and survival brain work together to help Ezra navigate the situation?

- If the players are comfortable, you can let them share personal examples, linking back to real-life experiences of stress and control.

- Each group brainstorms and presents tools and strategies that their character could use to calm down when the survival brain takes over. For example, Professor Think might suggest deep breathing exercises, Emo Elf might recommend talking about feelings, and Guardian Gorilla might demonstrate physical activities like running or stretching.

My Support Team: Who's part of your support team?

Identify and reflect the important people in your life and bring them together in your personal support network.

Panel code(s): HEALTH F6

2 - 4

Materials

- Poster 'My Support Team'

How to play the game?

Learning skills Icon

Critical & reflective thinking

Self-management & future orientation

Empathy & social awareness

Game Mechanic Icon

Group discussion

1. Gather a group of players for the support network poster. Explain that we are going to think about which individuals are part of their personal support network and why.

2. Have the players explore the game board, identify the different categories of people depicted and relate them to their own lives.

3. At the bottom of the poster, 10 chairs are depicted. Ask the players to think about 10 people who support them in their daily lives. Give them some time to write down or draw these people.

4. Ask who would like to share with the group what they wrote down in their support network and why.

5. Now you can use the four corners of the poster. These symbols can help deepen and differentiate the players' support network and help the players think about what these people mean to them. Focus on one of the persons in their support network or ask the questions in general and let them think about which persons in their support network answer this question best. Choose, or let the players choose which corner to start with and ask the following questions:

a. Compass (heart, body, mind, social): Discuss whether the supportive person benefits their heart, body, mind or social life and why. Ask players to share stories about how these persons provide support.

b. Stopwatch (rarely, sometimes, often): Discuss how often they see or interact with each supportive person.

c. Life domains (education, leisure, finance, health, housing): Explore which life domains positively affect these support persons and how.

d. Type of contact (face-to-face, telephone, internet): Discuss how they communicate with these supporters and the nature of their interactions.

6. The game ends when all players have written down their support network and/or when the four corners of the poster have been discussed. Close the game by emphasising the importance of recognising and valuing your support network. Remind players that these individuals are their resources when they need

Additional game information?

Around the main characters of the toolkit (in the centre of the poster) you will find a broad spectrum of potential people who could be part of your support network. The people are divided into the following categories: elderly (grandparents), adults (parents), teenagers, famous people, children, professions,

Specific Learning Objectives?

- Learn to identify and articulate (the significance of) their support network.

Variations?

- Apply the activity to one of the toolkit’s main characters (in the centre of the poster) to make it less personal and easier for the players to engage.

- Depending on the group’s needs, focus solely on one of the poster’s corners to tailor the discussion to specific learning goals.

My Support Team: My Social Map

Visualize and understand your social support network by creating a social map through interactive activities and discussions.

Panel code(s): HEALTH F6

Topic Icon

Identity & emotions

Health

2 - 4 players

Materials

- Poster 'My Support Team'

Icon

Learning skills Icon

Critical & reflective thinking

Empathy & social awareness

Self-awareness

Game Mechanic Icon

Group discussion

- Large paper or poster board for each player

- Markers, pens, and coloured pencils

- Sticky notes or small cards

- String or yarn

- Scissors and tape

How to play the game?

1. Give each player a large piece of paper or poster board, markers, pens, coloured pencils, and sticky notes or small cards.

2. Have players draw themselves at the center of their paper.

3. Ask players to think of key individuals who support them and write each person’s name on a sticky note or card. They can also draw their support figures. The Support Network Poster can serve as inspiration.

4. Now it’s time to place these notes around the image they drew of themselves, leaving space between each card.

5. Players take turns drawing question cards and answering questions about their support network.

6. After answering each question, players draw lines (using string or yarn) from their central node to the corresponding support person. They can also use pencils to draw the lines.

7. Players can use different coloured markers or strings to indicate the frequency and type of contact, creating a more detailed map. For example, a green line is for someone who is supporting every week and an orange line is for someone who once a year offers some help.

8. Players take turns sharing their social maps with the group, explaining the different connections and types of support they receive. Encourage players to share stories about how their support network has helped them in various situations but be mindful of sensitivities and never oblige anyone to share if they don’t want to.

9. To finish the activity, you can ask players to think about areas where they might need more support and how they can strengthen or expand their social network. Have players write down one or two goals for enhancing their support network and share these goals with the group.

Additional game information?

Creating a social map is a crucial trauma-informed activity for children, helping them visualize and understand their support networks. This activity enhances emotional literacy, communication, and trust by encouraging children to identify and articulate the roles of supportive individuals in their lives. It empowers

Specific Learning Objectives?

Variations?

Animal Yoga: Spin and imitate!

Get ready to stretch and roar — spin the arrow, strike a pose, and bring out your inner animal for a fun fitness adventure!

Panel code(s): HEALTH F7

Topic Icon

Movement & sports

Materials

- Poster 'Animal Yoga'

Icon

Learning skills Icon

Coordination & flexibility

Gross motor skills

Body awareness

Game Mechanic Icon

Teambuilding game

Circle group game

- If you don’t have a rotation disc: you will need the template of the rotation disc

- If you don’t have a rotation disc: you will need a cardboard arrow and a split pin

How to play the game?

1. Explain the poster and focus on the circle of animal poses. What do the players see?

2. Explain that the yoga poses are named after the animals next to them.

3. Decide the order of players who spin the arrow first.

4. Spin the arrow and imitate the animal pose it points to. You can do this as a group or individually.

5. Spin the arrow again and imitate the next pose.

6. The game ends when all poses have been imitated.

Additional game information?

Yoga is a nice method for children to use their body and relax, connect with themselves and their peers, and improve their fitness, especially when they do not have the space or opportunity to join other physical/sports activities. It also improves focus and attention.

As a facilitator you need to pay attention to the players, on how they perform each pose, as they can hurt themselves in cases of exaggeration or excessive effort. Ideally, a soft ground is preferable, but it is not a prerequisite to perform the activity.

If you want to level up the difficulty of the game, you can use the other circles of the poster (see variations).

Specific Learning Objectives?

- Learn some yoga poses

Variations?

- On the border of the poster, you can find a breathing exercise that corresponds with the yoga poses. You can use the balloons to guide the inhaling and exhaling of breath. Begin from the bottom left and indicate the balloons with your finger in a clockwise direction, modelling how the players should breathe (deep and slow inhale - hold the breath - slow exhale - hold - repeat). For each step, you can count four balloons (4 for inhaling - 4 to hold - 4 for exhaling – 4 to hold).

- If you would like to level up further, you can play with repetitions. Spin the arrow a second time and look at the number of dots shown in the coloured circle. Then, starting from a standing position with the hands on the side of the body, the players repeat the position, finishing by returning to the starting position and repeating as many times as indicated by the dots.

Animal Yoga: A Different Perspective

Look for the other perspective of the yoga positions.

Panel code(s): HEALTH F7

Materials

- Poster 'Animal Yoga'

Learning skills Icon

Spatial orientation

Attention & concentration

Logical thinking

Game Mechanic Icon

Self-correcting game

- If you don’t have a rotation disc: you will need the template of the rotation disc

- If you don’t have a rotation disc: you will need a cardboard arrow and a split pin

How to play the game?

1. Put the arrow on 0 and look for exercise number 1. Try to find the other perspective of the yoga position inside of the disc.

2. Put your finger on the answer and spin the disc until you reach the smiley face. If you have found the correct answer, the arrow will land on exercise 1. If so, continue with exercise 2. If not, reposition the disc again on 0 and try again.

3. Continue this process until you've found all the 11 perspectives inside the disc.

Additional game information?

If you want to use the poster differently, you can use the yoga poses on the outside of the disc, the balloons on the border of the poster or the coloured circle with repetitions (see variations).

Specific Learning Objectives?

- Enhance spatial awareness and visual perception skills

Variations?

- Different yoga poses are depicted outside the disc. Turn the arrow and imitate the animal pose it points to.

Animal Yoga: Animal Yoga for All

Increase awareness on adaptation of activities, so that they can be accessible/ performed by everyone.

Panel code(s): HEALTH F7

Materials

- Poster 'Animal Yoga'

- If you don’t have a rotation disc: you will need the template of the rotation disc

- If you don’t have a rotation disc: you will need a cardboard arrow and a split pin

How to play the game?

1. Present the poster to the players, explaining the outer circle of animal poses.

2. Draw attention to the top left picture of Satya, the girl in the wheelchair, saying that yoga, like all games and activities, is for all, as long as you make adaptations so that everyone can participate.

3. Share some difficulties that individuals might face like movement problems (wheelchair users), sensory issues (deaf, blind), stability challenges (such as elderly individuals who cannot stand easily), attention difficulties (like ADHD), and comprehension challenges (such as learning difficulties or intellectual disabilities).

4. As a group, choose one difficulty you would like to explore (e.g., movement difficulties).

5. Spin the arrow to select a pose.

6. Discuss and experiment with ideas on how to adapt the pose to the chosen difficulty.

7. You can continue the game by either choosing a different pose by spinning the arrow or selecting a different difficulty and exploring the necessary adjustments.

8. The game ends when you’ve adapted all poses to the chosen difficulty.

Additional game information?

Children might feel uncomfortable and face challenges when participating. You can support them by emphasizing that everyone has the right to join in and that it's okay to make mistakes as long as everyone has fun and shows respect. If a player of the group has the chosen difficulty, the facilitator and other players

- Learn about social justice and inclusion

- Learn how to adapt activities based on different needs

Specific Learning Objectives? Variations?

- You can use chairs, blindfolds or headphones and anything else that can enhance the experience of deficiency.

Mandala Fun: Complete the mandala

Get creative and complete the mandalas to relax and calm down.

Panel code(s): HEALTH F8

- Chalk or coloured markers, pencils, or crayons

- Poster 'Mandala Fun'

- Optional: Soft background music or any other elements to enhance relaxation

Game Mechanic

Drawing

1. Begin by examining the game board and the mandalas displayed. Ask questions:

- What do you see?

- Are you familiar with mandalas?

- What colours are used?

- Why would you draw/colour mandalas?

- …

2. Discuss the calming and creative benefits of drawing mandalas (optional; see additional game information). Emphasize that it's an opportunity to unwind, relax, and focus on the present moment. Briefly discuss the concept of mandalas and their significance in various cultures as symbols of unity, harmony, and balance.

3. The player picks one of the half-drawn mandalas to start with. Explain to draw the mandala at a slow and steady pace, focusing on the shape of the chosen mandala. Encourage the players to let go of any judgments or expectations about their artwork and simply enjoy the process of colouring.

4. The player then completes the mandala by drawing the other half next to the panel, using chalk. As the players draw and colour, encourage them to pay attention to their breathing and the sensations in their bodies. Remind them to stay present in the moment, letting go of any distractions or wandering thoughts.

5. Once finished, the player can either complete other mandalas on the poster, draw the mandala on paper or chalkboard or start drawing a new mandala from scratch, following the step-by-step guide on the game board.

6. Conclude the game by asking the players to reflect on their experience (see additional game information for some reflection questions).

Mandala Fun: Complete the mandala

Additional game information?

Set up a comfortable and quiet space for the activity, ensuring there are enough supplies for all players. If desired, create a soothing ambiance with soft lighting, calming music, and any other relaxation aids.

The repetitive and structured nature of drawing mandalas can help calm the mind, providing a soothing and meditative experience that significantly reduces stress and anxiety, helping children feel more relaxed and secure. Additionally, drawing mandalas requires concentration and focus, diverting children's attention from distressing thoughts and memories. This mindful engagement fosters a sense of inner peace and stability, promoting overall emotional well-being. A mandala is a geometric shape that means “circle” in Sanskrit. It is a common design among many different cultures and often appears as the sun, moon, and earth. In Hinduism and Buddhism, a mandala is a symbol representing the universe and life. The circular design is meant to express the concept that everything is connected in life.

Reflection questions:

- What did they think of the game?

- What was your experience like while drawing and colouring the mandala? Did you find it calming, relaxing, or meditative? Were there any challenges or distractions you encountered?

- How did you feel before starting the activity, and how do you feel now? Did you notice any changes in your mood or energy levels?

- How can drawing mandalas (or drawing in general) be a form of meditation, promoting relaxation, focus and creativity?

- Were you able to stay focused on the present moment while drawing and colouring, or did your mind wander? If so, how did you bring your attention back to the task at hand?

- Would you recommend this activity to others as a way to promote relaxation and mindfulness? Why or why not?

- …

These reflection questions can help participants deepen their understanding of their experience and integrate the benefits of the activity into their daily lives.

Specific Learning Objectives?

- Enhance psychomotor skills

- Learn to work with precision

Variations?

- Encourage the player to add extra details or colours to personalize their mandala.

- Encourage the player to complete the mandala using their imagination and fantasy instead of completing them exactly.

- Print some mandalas from the internet as a colouring exercise for children.

- For organisations that have the mobile school available, use the dotted grid for creating geometrical figures or mandalas.

- ....

Mandala Fun: Creating a Nature Mandala

Observe patterns and cycles found in nature and create your own nature-based mandala.

Panel code(s): HEALTH F8

Learning skills Icon

Number of Players Icon +5 players

Materials

- Organic materials from nature

- Poster 'Mandala Fun'

How to play the game?

15 minutes

Fine motor skills

Attention & concentration

Spatial orientation

Game Mechanic Icon Crafting & constructing

1. Find a peaceful place out in nature to create nature mandalas.

2. Once you've picked the location, let the players gather some organic materials around to use. Things like twigs, leaves, grasses, flowers, berries, pinecones, and acorns work well.

3. Now it’s time for the players to create their mandala. Let them start with placing a meaningful item in the centre. Encourage them to use something significant to them, because it will be their "unifying centre".

4. After that is in place, the players use other items you gathered to form the rest of their mandala. Place items near the centre first and then continue moving outward from the centre until they’ve created a circular design.

5. The players continue making patterns until the items are used up and their nature mandala looks complete. Encourage them to create it however they like! They could use bright colours or muted earth tones, make it big or small, and make it as simple or complex as they want.

6. The Mandala Poster can be used as an inspiration for their mandala.

Additional game information?

Source: https://sproutingwildones.com/creating-a-nature-mandala/

Specific Learning Objectives?

- Recognizing and creating patterns

Variations?

- All players can collaborate and make one big nature mandala together.

- You can organise a nature mandala exhibition and explore everyone's nature mandala once they're ready.

- Instead of using organic materials, you could also use chalk and draw a big mandala on a local square or pavement.

Emotion Maze: Emotion Explorer

Explore emotions in different ways and develop expressive skills in a fun and engaging way!

Panel code(s): HEALTH F9

Identity & emotions

Learning

Relationship skills Topic Icon

How to play the game? Materials

- Poster 'Emotion Maze'

- Chalk

- Bottle caps or pawns

Communication & expression

Body awareness

Game Mechanic Icon

Board game

Group discussion

1. Select one of the coloured lines on the border of the game board to complete together as a group.

2. Place your pawn on one of the white start circles in the corners of the game board to start the game.

3. You can move your pawn according to the brown lines to the next circle. You cannot skip circles. Discuss and decide together which direction to go.

4. At each circle, complete the exercise indicated by the icon. One player picks an image on the border of the game board and performs the corresponding exercise:

- Pink (book): Share a specific story, situation or personal anecdote related to the chosen image.

- Blue (pencil): Draw your chosen image.

- Green (mime): Act out your chosen image.

- Orange (speech bubble): Describe your chosen image without mentioning directly the elements from the image.

- Purple (ask questions): Give the other players instructions on which image you chose by answering to their yes or no questions.

- White (start square): Move on to the next circle.

5. The other group members must guess which image you chose.

6. After guessing the picture, each player expresses himself and names the emoticon he thinks fits the picture.

7. If the group successfully completes both the image and the emoticon identification, they earn a point and place a bottle cap on the corresponding colour on their chosen side on the game board.

8. The game ends when the group collects all colours on their selected side of the game board.

Additional game information?

The frame of this poster consists of 20 images that trigger the players' imagination. There is no specific explanation for each image. In the middle of the game board, you can find 16 emoticons (top to bottom, left to right): funny, excited, scared, irritated, nauseous, happy, thinking, loved, surprised, doubtful, sleepy, relaxed, sad, angry, desperate, and ashamed. The players can interpret the emoticons as they wish.

The structure of the game board is based on the game Nine Men's Morris.

Specific Learning Objectives?

- Emotional literacy

- Recognise, label and express a wide range of emotions.

Variations?

- Fixed line order: Choose one of the sides of the game board and follow the predetermined colours in the line, in the sense that you can only earn points according to the line order. Meanwhile, if you land on a circle of a different colour, you must complete the exercise, but do not earn any points.

- Reverse order - starting with the emotions: Choose an emotion first and then do the corresponding exercise (pictured in the small circles). Let the group guess the chosen emotion. Then decide together which picture fits this emotion, reversing the basic order of play.

- Cover used emotions and/or situations: Once an emotion or situation has been used, cover it with a bottle cap. In this way, players have to choose a different emotion/image for each exercise.

- Bingo variation: The first player or group who can cover a row of four emotions or six pictures wins.

- Use a variation for the exercises:

o Pink: Pick one of the images together with another player and tell a story together.

o Blue: Draw the image with your non-dominant hand or with your eyes closed.

o Green: Act out the image only using sounds; no gestures or words allowed.

o Orange: Describe the image using only one-word clues or synonyms.

o Purple: Answer questions using only gestures or charades to convey responses.

- Competitive version (max 4 players or 4 groups): Let each group complete one side of the game board (in free or fixed order) by playing the basic game in turns. Given the sensitive nature of the topic involved, engaging in a competitive version of the game might not always be appropriate. It's essential to consider the emotional well-being of all players and ensure that the atmosphere remains supportive and respectful throughout the gameplay.

Emotion Maze: Linked Minds

Explore the feelings an image can evoke and understand that the same image can evoke different feelings in different people.

Panel code(s): HEALTH F9

Topic Icon

Communication & media

Identity & emotions

Number of Players Icon

+5 players Duration Icon > 15 minutes

Materials

- Chalkboard or paper

- Chalk or pens

- Poster 'Emotion Maze'

Learning skills Icon

Communication & expression

Empathy & social awareness

Self-awareness

Game Mechanic Icon

Board game

How to play the game?

1. Gather the players and divide them into pairs.

2. Explain that today you will see how their minds are linked.

3. Each player takes a piece of paper and a pencil and writes their name. Or let them write on the blackboard with chalk.

4. Show the poster and select the images you will play with (minimum 4, maximum 16).

5. Point to the first image and ask all the players to observe it for 10 seconds.

6. Then, all players must secretly draw the feeling that this image evokes for them. Ensure that pairs do not see each other’s answers.

7. Inform them that each emoticon can be used only once per player.

8. Move on to the next image and repeat the process for all the chosen images.

9. At the end, each pair compares their images with emoticons and counts how many matches they have, if any.

10. The pair with the most matches wins.

Additional game information?

Specific Learning Objectives?

- Link emotions to situations

- Understand that the same stimulus can create different feelings to different people

Variations?

- You can play the same game but start with emoticons instead of images. The facilitator points to an emoticon, and all the players have to pick an image that, according to them, is most suitable for that emoticon. With this advanced version, you can keep all 20 images to make it even harder. At the end, the pairs compare their matches, and the pair with the most matches wins.

Compliments & Talents: Journey of Kindness

Foster a positive environment where you can practice giving and receiving compliments, enhancing your self-esteem and your social skills.

- Poster 'Compliments & Talents'

- Bottle caps or pawns

- Dice

- Pen and paper for notes (optional)

1. Place the Compliments Poster in the centre of the group.

Panel code(s): HEALTH F10 Learning

Communication & expression

Social adjustment

Game Mechanic Icon

Relationship skills

Group discussion

Board game

2. Explain the objective of the game which is to work together as a group and to collect the necessary icons (hearts, suns, mirrors, flowers and stars) by giving and receiving compliments. Ensure everyone understands the importance of kindness and cooperation.

3. Each player chooses a bottle cap or pawn and places it on the talent (= images accompanied by a star) they believe they are best at.

4. Review the symbols and their corresponding exercises with the players (see additional game information).

5. The players take turns rolling the dice and move their pawns accordingly. The direction of movement on the board starts clockwise.

6. When a player lands on a square with a symbol, they must complete the corresponding exercise. If the exercise is not completed successfully or positively, the group loses a point (one of the gained icons).

7. The game ends when the group has collected 5 suns, 5 hearts, 5 flowers, 5 mirrors, and 5 talents. Alternatively, the group can decide in advance on (the number of) specific icons or categories they want to collect.

8. After the game, facilitate a discussion about the experience. Ask questions such as:

o How did it feel to give and receive compliments?

o Did you learn anything new about your peers?

o How can you apply what you’ve learned in your daily life?

Additional game information?

On the poster, you can find a variety of symbols:

- Sun (5 times): If you land on this square, the whole group compliments you.

- Hearts (5 times): If you land on this square, you should give a compliment of your choice to another player.

- Mirrors (5 times): If you land on this square, you should give a compliment to yourself. Categories can include character, looks, current actions, or moments of pride.

- Flowers (5 times): If you land on this square, you should discuss a talent you want to grow in or what talent you want your team to grow in.

- Talents with small stars (20 different ones): If you land on this square, you should decide which person of the group corresponds with the depicted talent. Depicted talents are (starting top left and following the path):

• Smart, collaboration, fantasy, being happy, handy, supportive, creative, adventurous, making choices, having many ideas, sporty, musical, energetic, calm, planning, spoiling others, social, mood lifter.

There are also special squares:

- Tornado (4 times) - Switch to another tornado on the game board.

- Reverse (3 times) – Switch direction. When you switch direction, this applies to all players in the group, meaning the next player immediately changes direction.

- Dice (3 times) – Throw again.

- Joker (4 times) - Use as a sun, heart, mirror, flower or talent. Your choice.

Trauma-informed considerations:

- Create a safe and supportive environment where children feel comfortable sharing.

- Allow children to pass if they feel uncomfortable with any exercise.

- Emphasize the importance of sincerity and kindness in all interactions.

Specific Learning Objectives?

- Develop the ability to give and receive compliments

- Enhance self-awareness and appreciation of others’ strengths

- Promote a growth mindset and self-improvement

Variations?

- For younger children, you can explore the poster by scanning the different elements:

o How many colours do you see in the poster? Which?

o Which symbols do you see? e.g. a heart, children, ...

o What is the number of each?

o Choose a drawing from the board and create your own story

- Add an extra rule to make it more difficult: if another player lands on your ‘starting’ talent, they cannot choose you again and have to look for another player who matches this talent.

Compliments & Talents: Story Quest Adventure

Create and share positive, imaginative stories using the prompts from the poster.

Panel code(s): HEALTH F10

- Poster 'Compliments & Talents'

- Character pawns/bottle caps for each player

- Dice (optional)

- Notepad and pen for each player (optional for writing down story points)

How to play the game?

Learning skills Icon

Language, reading & writing

Creative thinking

Game Mechanic Icon

Cooperation

Group discussion

Board game

1. Gather the players and explain that they will embark on a storytelling adventure using the Compliments poster. Emphasize that the goal is to create a fun and positive story, incorporating various elements encountered on the poster.

2. Each player selects one of the characters on the poster to represent them on their journey. Explain that their chosen character will be the protagonist of their story.

3. Players can either roll the dice to determine the number of squares they move or choose to move square by square. The game can proceed in a clockwise or counterclockwise direction, depending on the group's preference.

4. As players move their pawns and land on different icons, they must incorporate the icon into their story. Use the following prompts for each symbol (see additional game information).

5. The players take turns moving their pawns, adding to their story with each new icon they encounter. Encourage creativity and positive storytelling, reminding them to think about how each element contributes to the growth or happiness of their character.

6. The game can continue until all players have created a complete story or for a set amount of time.

7. After sharing stories, engage the group in a discussion about the experience:

o How did creating a story make you feel?

o Which parts of the story were the most exciting or funny?

o How did the positive elements (like compliments and talents) influence your story?

o What did you learn about yourself or your character during the storytelling?

Additional game information?

The poster has a lot of different illustrations. Here’s how you can include them in your story:

- Tornado (4 times): "And then suddenly, a whirlwind appeared, causing..."

- Joker (4 times): "Then something funny happened, making everyone laugh because..."

- Sun (5 times): "Under the warm sun, the character felt a surge of energy and..."

- Arrows (3 times): "Facing a choice of paths, the character decided to..."

- Hearts (5 times): "A heartfelt moment occurred when..."

- Dice: "Taking a chance, the character decided to..."

- Flower: "A beautiful flower blossomed, symbolizing..."

- Mirror: "Looking into the mirror, the character realized..."

- Talent Icons (20 different ones): "Using their [specific talent], the character managed to...". For example, the compass: "Guided by the compass, the character discovered..." or the gift box: "A surprise gift was found, and inside it was...". The images depicted refer to the following talents: Smart, collaboration, fantasy, being happy, handy, supportive, creative, adventurous, making choices, having many ideas, sporty, musical, energetic, calm, planning, spoiling others, social, mood lifter.

This activity provides a safe and creative outlet for children to express themselves and process their thoughts. Focusing on positive elements and encouraging a supportive environment, helps build self-esteem and reinforces the importance of kindness and compliments. The cooperative aspect promotes teamwork and understanding, making it a valuable addition to a trauma-informed toolkit.

Specific Learning Objectives?

- Learn how to build and tell a story

Variations?

- For a more collaborative version, players can build a single story together. Each player moves their character and adds to the shared story, using the same prompts.

- To adapt for younger children, use simpler prompts and allow more guidance from the facilitator to help them weave their story.

games & activities

SECTION 2. games & activities

In this section, you’ll find 40 games and activities designed to support children and youth in a trauma-informed way, without the need for the educational posters. These activities are divided into chapters based on the four dimensions of the self-care compass as featured on our educational posters: physical, emotional, social, and psychological self-care. All activities were divided to the best of our abilities; however, some activities overlap and relate to multiple aspects of the self-care compass.

Check out the next pages for a variety of games and activities, each with a detailed guide and available through QR codes on StreetSmart Play for easy access and implementation in your work with children and youth. To ensure a safe and supportive experience, we strongly recommend reviewing the materials in advance to ensure they are appropriate for your audience and do not unintentionally trigger difficult emotions.

• Physical self-care: Activities that support physical health and well-being, helping to reduce stress and boost energy levels. This type of self-care is crucial for managing the physical effects of trauma, such as fatigue and chronic stress imprinted on the body.

• Emotional self-care: Activities that help individuals connect with, understand and process their emotions, reducing emotional distress and building resilience.

• Social self-care: Activities that foster healthy relationships and supportive social networks. Social self-care combats isolation and provides a sense of connection and belonging with others and the community.

• Psychological self-care: Activities that engage the mind and promote mental well-being, and help individuals develop coping mechanisms to build mental resilience.

CHAPTER 1. physical self-care

All games and activities in this chapter aim to support and enhance physical health and well-being. Trauma frequently affects the body, often leading to physical symptoms such as chronic stress, fatigue, and various health problems. Engaging in physical self-care helps to restore and maintain bodily health, reduce stress, and boost overall energy levels.

The physical self-care activities in this section include a variety of relaxation exercises, active games like relay races and dance activities, creating personalized fidget tools, and an exercise focused on respecting personal boundaries.

Looking to focus on physical self-care with children and youth? Explore the following pages for a variety of activities and games designed to enhance physical well-being. Each activity comes with a detailed manual and can also be accessed on StreetSmart Play via the QR code.

Serenity Spa: A Journey of Relaxation

Explore the art of self-massage and bring relaxation to others through massage techniques.

Panel code(s):

Learning

Fine

Body awareness

Empathy & social awareness

Game Mechanic Icon

Teambuilding game Difficulty

- Box

- All types of brushes

- Towels

- Different types of clothes with different textures

- Small balls

- Balloons

- Gloves - Feathers

- Body lotion

- Blankets or soft mats

How to play the game?

1. Set up a designated area for the game with soft mats or blankets laid out. Dim the lights (if possible), play soft music if desired, and create a calm atmosphere to help the players relax.

2. Place the Serenity Spa box in the middle of the room.

3. Begin the game by introducing the concept of relaxation and the importance of taking care of our bodies.

4. Invite the players to explore different textures and materials in the Serenity Spa box. Encourage them to touch and feel the different materials.

5. Divide the players into teams or pairs, depending on the number of players.

6. Explain that they will take turns giving and receiving massages.

7. Before starting, demonstrate a few simple massage techniques that the players can use, such as gentle rubbing, stroking, or tapping.

8. Encourage all players to be mindful of their partner's comfort and to communicate if they prefer a lighter or firmer touch. Before they start, they should ALWAYS ask permission if they can give them a massage and on what part of their body (hand, arm, back, face, shoulders, head...). And remember, no means no.

9. When the game ends and everyone who wanted to received a massage, lead a brief discussion about how the massages made them feel and the importance of relaxation and self-care. Encourage them to share any favourite massage techniques they discovered during the game.

Additional game information?

Be mindful of the environment and the reactions of the players. Also, keep cultural sensitivity in mind.

Specific Learning Objectives?

- Learn relaxation techniques

Variations?

- Individual massage or self-massage: Show the players working individually how to massage their hand by demonstrating the technique on your own hand. Use slow, gentle movements to rub, knead, and stroke the hand and fingers. Begin by gently stretching the fingers and hand to warm up the muscles and increase flexibility. Encourage the child to wiggle their fingers and rotate their wrists in both directions. Teach the child some basic massage techniques that they can use on their own hand, such as:

- Using their thumb to apply gentle pressure in circular motions on the palm of their hand.

- Massaging each finger individually by gently squeezing and rolling them between their thumb and fingers.

- Rubbing the back of their hand with their opposite hand using long, smooth strokes.

- Applying gentle pressure to the base of each finger with their opposite thumb and holding for a few seconds before releasing.

- Massage train: The players form a 'train' by sitting down in a line or circle, with each player looking at the back of the player in front of him. All the players start giving a massage to the player in front of him, while also receiving a massage from the player behind him.

Make your own fidget tool

Create your own fidget tool to help manage anxiety, improve focus or simply to keep your hands busy.

Panel code(s):

- Visuals

- Fidget Paper Clip: paperclips (any size or shape), (perler) beads

- Fiddle Key Ring: metal key rings, beads

Learning skills

Body awareness

Self-awareness

Creative thinking

Game Mechanic Icon

Crafting & constructing

- Fidget Spinner: cardboard, coins (for weight), toothpicks, scissors, glue, needle, template

- Endless Cube: coloured papers, scissors, tape

- Slime: cornstarch, hair conditioner, food colouring (optional)

- Stress ball: pieces of fabric, scissors, dry rice or beans, rope, needle, thread, tools to decorate your stress ball like markers, pearls, paint, yarn

(optional)

How to play the game?

1. Select one of the six fidget tools to make (see additional game information) or use your creativity to invent your own.

2. Collect all the necessary materials for your chosen tool (see materials).

3. Follow the detailed steps (see additional game information) for each tool.

4. Take your personalised fidget tool with you wherever you go to help manage anxiety, improve focus or simply to keep your hands busy.

Additional game information?

Fiddle Key Ring

1. Open one of the metal key rings.

2. Add 2 or 3 pony beads on them.

3. Repeat with the additional key rings and link them together.

Fidget Paper Clip

1. Choose 6 to 10 perler breads (depending on the size of the paper clip).

2. Thread the beads onto the paper clip.

Or use a shoelace instead of a paper clip, knotting the ends to secure the beads.

Endless Cube

1. Fold one piece of paper in half to get the halfway fold mark.

2. Open up the square and fold each side edge to the crease line you created in Step 1.

3. Fold the smallest edges over to create a halfway crease going the other way. Then, open up what you folded and fold the smaller edges into crease line you created.

4. Repeat five more times using different colours.

5. This is very tricky to explain. But, you are basically creating a small 3D cube by interlacing each of the folded squares.

6. Repeat Steps 1- 5 until you have 8 perfect little 3D cubes. Place all 8 boxes in 2 rows with the same colour showing.

7. Sticky tape the 2 boxes at each end together, horizontally.

8. Pull the hinge back on each end and sticky tape the opposite side.

9. Fold the two ends back to the same colour and pick up all 8 blocks and place them on the side.

10. Now, sticky tape the 2 boxes at each end together.

11. Pull the hinge back on both ends and tape the other side. Like you did in step 8.

12. Pick up all 8 boxes and turn over to the other side. Repeat steps 10 and 11.

13. Finally, turn all 8 blocks over to the opposite side you started on. They should all have the same colour showing…

14. Stick the remaining 4 blocks together

Slime

1. Take a bowl for your slime mixture.

2. Mix equal parts cornstarch and hair conditioner (add a scented conditioner and your slime will smell amazing) in a bowl.

3. Start mixing it together. If the mixture is too wet add more cornstarch and if it is too dry add more hair conditioner. Just keep mixing til you get a super cool soft dough like consistency.

4. Add food colouring for a splash of colour if you wish.

Fidget Spinner

1. Cut out the spinner from the template.

2. Transfer the template to cardboard and cut it out (Join two pieces of cardboard together if necessary).

3. Decorate the fidget spinner as you like.

4. Glue the three coins to the fidget spinner with glue and let it dry.

5. Cut the two circles from the template, draw on cardboard and cut out.

6. Fold the template to determine the center point of the spinner.

7. Take your needle and make a hole in the center, make it bigger with your toothpick.

8. Find the center of both discs and make a hole with your toothpick. (Don't make it too big).

9. Assemble your fidget spinner (disc, spinner, disc). Use glue on both discs and let dry.

10. Shorten your toothpick.

Stress ball

1. Cut a 25 cm square piece of fabric.

2. Place a small cup of rice or beans in the center of the fabric square.

3. Securely tie the fabric closed with a rope, or sew it shut with a needle and threat, then trim any excess fabric to form a compact ball.

4. Decorate the fabric ball using markers, pearls, paint and yarn to personalise it.

Specific Learning Objectives?

- Design and create a fidget tool.

- Use a fidget tool to relieve stress, reduce tension in your body, and focus your attention away from worrying thoughts.

Variations?

- Let the players use their creativity to invent and create their own fidget tool.

- Give the players the option to either create a fidget tool for themselves or craft one as a thoughtful gift for someone else.

Animal Relay Race

Compete in a series of races where each round requires you to move like a different animal.

Panel code(s):

Number of Players Icon

+5 players

Icon 5-15 minutes

Materials

- Animal Poster (optional)

- Animal Yoga Rota Disc (optional)

How to play the game?

space

Space Icon

1. Divide the players into teams of three. Each team lines up behind the starting line.

2. Assign an animal to the groups that is distinctive in its movements (see additional game information for inspiration) or let the children decide which animal to imitate.

3. On the “go”, the first player from each team begins moving from the start line to the end line and back, imitating the assigned animal’s movements.

4. When returning to the start line, the player tags the next team member who then performs the movement of this animal. This continues until all team members have completed their leg of the relay.

5. The first team who sits down at their starting position wins the race.

6. Repeat the race as many times as you want with different animals.

Additional game information?

Animal movements that can be used in the relay race:

- Frog Jump: Leap forward like a frog.

- Cheetah Sprint: Run towards the end line and back as fast as you can, as fast as a cheetah.

- Bear Crawl: With hands and feet on the ground and hips raised, move towards the end line and back.

- Starfish Jump: Jump up and down spreading arms and legs as wide as possible, moving from the start line to the end line and back.

- Elephant March: Lift knees high and march, stomping your feet down hard.

- Crab Walk: Sit with hands next to hips on the ground, lift your body, and scuttle towards the end line and back.

- Gorilla Shuffle: Squat down, place hands on the ground, and shuffle towards the end line and back.

Specific Learning Objectives?

- Learn how different animals move and behave.

Variations?

- Divide the animals among the players. The first player is animal number 1, the second number 2 and so on. Make sure each player knows which animal he is. The team that finishes first, is the winner.

- Combine this exercise with the Animal Poster. Have the player move to the end line while imitating the animal's movements and have them look for this animal on the animal poster before they are allowed to return to the starting line.

- Combine this exercise with the Animal Yoga Rota Disc. Have the players do the relay race first and use the rota disc to cool down.

- Zoom in on specific areas and associated animals:

- Ocean Relay (swim like a fish, crawl like a crab, jump like a dolphin, crawl like a turtle, jump like a star, crawl like an eel)

- Jungle Relay (blow your trunk like an elephant, crawl like a gorilla, fly like a parrot, move slow like a sloth, run like a lion, walk tall like a giraffe)

- Desert Relay (hop like a kangaroo, walk like a camel, fly like a bird, crawl like a lizard, run like a coyote, slither like a snake)

- House Pet Relay (chase your tail like a dog, hiss like a snake, stretch like a cat, fly like a bird, swim like a fish, run like a ferret)

Source: Wat als je iets heel ergs meemaakt? - Eva Kestens; Micaela Randall via Pinterest Intensity Icon

Materials

Relaxation Exercise: Squeeze and Relax

Feeling agitated, stressed or anxious? Squeeze and relax to calm your body!

Panel code(s): Learning skills Icon Visual & auditory perception Body awareness

Attention & concentration

Game Mechanic Icon Circle group game

to play the game?

1. Bring the players together in a group and let them sit down in a circle.

2. Explain that the exercise you will do is helpful when you feel agitated, stressed or anxious.

3. Explain the players to listen closely to the upcoming instructions. The players can close their eyes to enhance focus, but this feels uncomfortable, they can leave them open and fix their gaze on a specific point. Explain that the activity involves systematically tensing and then relaxing different muscle groups throughout the body.

4. Read out loud the following instructions:

- Clench your fists tighly, count to five, then slowly open your hands to relax. Feel the tension release from your fingers. Repeat this process twice.

- Squeeze your arms against your body, count to five, and relax. Feel the tension flowing away from your arms. Repeat twice.

- Lift your shoulders up to your ears, hold the tension for five counts, then relax and let them drop. Notice how the tension dissipates. Repeat twice.

- Make various facial expressions to tense up the muscles in your face—scrunch your eyes, nose, and mouth. Hold for five seconds and relax. Do this twice.

- Tighten your stomach and glutes as much as possible, hold for five seconds, then release. Feel the tension easing. Repeat twice.

- Firmly tense your calves, hold for five seconds, and then relax. Feel the relaxation spread up from your lower legs. Repeat twice.

- Stretch your toes towards your head, hold for five seconds, then relax. Repeat twice.

5. Conclude the exercise by guide the group through a few deep breaths. Instruct them to breathe in slowy through their nose, hold their breath for a few seconds and then exhale gently through their mouth. Ask them to open their eyes when they are ready for it.

Additional game information?

Remember to express the instructions in a calm manner.

Specific Learning Objectives?

- Learn how to handle arousal levels.

- Learn how to relax body and mind.

Variations?

- Discuss with older children when they have ever felt agitated, stressed or anxious. Have they ever tried a relaxation exercise to calm down? Or have they already tried alternatives? Were these successful?

Materials

- Relaxation music (optional)

How to play the game?

Relaxation Exercise: Standing like a Tree

Stand like a tree to feel strong and resilient.

Panel code(s):

1. Bring the players together in a group. Tell them to choose a comfortable spot, ensuring there is at least 2 meters of space between each person.

2. Explain that the exercise you will do is helpful when you feel agitated, stressed, sad or anxious.

3. Begin the exercise by telling everyone to follow upcoming the instructions.

4. Read out loud the following instructions accurately:

- Stand with your legs slightly apart, establishing a strong, stable stance like the base of a tree.

- Deeply breathe in and breathe out three times.

- Close your eyes and listen quietly to the surrounding sounds.

- Imagine you are a big tree. Feel your feet standing on the gorund. Stamp a few times with your feet.

- Stand still and imagine roots growing from your feet deep into the ground, strengthening their connection with the earth. Everytime you breathe in, the roots grow further and further into the ground.

- Imagine that the sun is shining down on your head. Branches are growing from your shoulders and your head, reaching up towards the sky. Feel the warmth of the sun energizing the crown of your tree, bringing lightness and calm to your minds.

- Now imagine a gentle breeze. The upper half of your body will sway slightly. Move gently and feel how relaxed your trunk and branches move with the wind.

- When you are ready, slowly move your fingers and toes, stretch your arms and slowly open your eyes.

Additional game information?

Don't forget to make pauses for giving time to the participants.

Source: De speeltuin van de therapeut. Dominiek huis in 't Veld-Verhoeven en De wensster Marnete Vliegas

Specific Learning Objectives?

Variations?

- Use a short version of this relaxation exercise to facilitate a breathing exercise. Imagine a tree to inhale from the feet (roots) and exhale from the head (crown).

- Draw a tree and relate every part of the tree with something. For example: roots = people that support me; trunk = beliefs/values/things that make me who I am; branches/leaves = things I am good at, things that I love and want to nurture

Relaxation Exercise: My Safety Spot

Listen and imagine your own safety spot where you feel safe hand happy.

Panel code(s):

Materials

- Carpet / yoga mats

- Relaxation music (optional)

How to play the game?

1. Invite players to form a group and choose a comfortable spot to either sit or lie down.

& concentration

2. If comfortable, players can close their eyes. Otherwise, they can keep them open and focus on a fixed point.

3. Read out loud the following instructions accurately so that the players can relax:

- Place your hands on your belly and bring your attention to the rise and fall of your belly as you breathe in and out. Follow the air you inhale and exhale. Feel how your belly goes up and down. Breath in, breath out.

- Now think of a place where you feel safe and happy. It could be a familiar place or a fantasy setting. Maybe someone is with you, maybe you are just alone. Out in a forest ... in a meadow ... on top of a mountain... on a quiet beach ... it doesn't matter. Explore this place in your mind:

- What do you see now?

- What do you like?

- Are there colours?

- Are there animals or people?

- Are there flowers, trees?

- Is there water?

- Is it light? Or rather dark?

- What sounds do you hear there? Is there wind, rustling leaves, sounds of birds, bees or other animals?

- When you are outside, do you feel the wind in your hair? The sun on your skin? Is it warm or chilly? How does the ground you sit or lie on feel? Is it hard or soft? Warm or cold?

- While you lie there, feel how relaxed you are, in your own place.

4. Prompt players to gently return to the present by asking them to wiggle their fingers and toes and stretch their bodies. When they are ready, the players can open their eyes , lay and rest a little bit and rejoin the group.

Additional game information?

Read out the instructions slowly, in a calm voice, and allow a pause after each question so that participants have time to imagine.

Specific Learning Objectives?

- Regulate feelings of tension.

Variations?

- The players can draw a picture or create an object that symbolises this safe space.

players

& sports

Icon

Groove & Grow

Boost your physical and emotional well-being by a body warm-up, vocal exercises and dancing!

Panel code(s):

Learning skills Icon

- Speaker box - Music

How to play the game?

Part 1 • Body warm-up

Communication & expression

Body awareness

Gross motor skills

Game Mechanic Icon

Energizer & ice breaker

1. The players stand with their arms at their sides and swing from side to side, making large movements. Perform 10 swings to the left and 10 swings to the right to loosen up the body.

2. Next, the players stretch their arms above their heads, making themselves as big as possible. They then swing their arms 10 times forward and 10 times backward, feeling the stretch throughout their upper body.

3. Standing with legs together, the players try to touch the ground with stretched legs and hold the position for 10 seconds, helping to stretch the back and legs.

4. The players stand on one leg and shake the opposite leg loose to relax the muscles. After a few seconds, they switch legs to ensure balance in relaxation.

5. To loosen the hips, the players make circular movements with their hips, turning 5 times to the left and 5 times to the right, enhancing flexibility and mobility.

Part 2 • Vocal warm-up

1. Sing a simple tune like ""lalalala,"" and let the players repeat it back, warming up their vocal cords.

2. Sing the tune in different pitches—low, high, quietly, and loudly. The players try to mimic each variation.

3. Challenge the players to sing louder or quieter than before, and ask them to sing higher or lower, encouraging them to fully explore their vocal abilities.

Part 3 • Combining singing and dancing

1. Let the players choose a popular and upbeat song that they all enjoy and are familiar with. This will make it easier for them to sing along and feel confident.

2. Teach the players a few simple dance moves that match the rhythm and mood of the song. These moves don't have to be complex; even simple actions like clapping, spinning, or jumping on the beat can be effective.

3. Before combining singing and dancing, practice the dance moves with the music a few times. Ensure all players understand and are comfortable with the movements.

4. Now, play the song again and encourage the players to sing along as they perform the dance moves.

Part 4 • Cool down

1. End the session with a cool-down period where the players can slowly relax their bodies with gentle stretching.

2. Ask the players to share their experiences about what they enjoyed most during the sing and dance celebration.

Additional game information?

Source: Stresskip. Educatieve spelletjes rond stress. - Joetz vzw

Specific Learning Objectives? Variations?

- Release tension and reduce stress by singing and dancing.

- Encourage the players to add their own personal flair or additional moves to the dance.

- Give the players a chance to create their own dance routines and organise a small showcase where different groups or individuals can perform a song with their own dance moves in front of their peers.

- Set up obstacles that the players must dance around or incorporate into their dance routines.

Materials

Wheel of Body Movements

Energize your body while playing with fun movements! Panel code(s):

- Template 'Wheel of Body Movements' (see PDF)

- Markers

- Butterfly pin or split pin

- Scissors

- Papers

- Cardboard

How to play the game?

1. Gather all players and introduce the 'Wheel of Body Movements'. Explain that you will design a tool to help cope with feelings of stress, nervousness, overwhelm or frustration.

2. Ask the players to brainstorm and share movements that help them calm down. These can be anything from stretching to deep breathing, or even gentle yoga poses. If this is hard, present them the list of suggested movements (see additional game information). Each player chooses their favorite movement. In total, six movements should be selected.

3. Present a large, blank wheel divided into segments (see materials). Have each player draw their chosen movement in a segment of the wheel.

4. Attach the arrow to the centre of the wheel using a split pin. Explain that this wheel is now ready to help anyone who needs to find a moment of calm.

5. Initiate a group activity where one player at a time spins the wheel. Whatever movement the arrow lands on, everyone in the group performs it together.

6. Conclude by placing the wheel in a common area where it's easily visible and accessible to all. Encourage the players to use the wheel whenever they feel the need to take a break.

Additional game information?

Suggestions for the body movements: Touch your toes, Make a clapping sound with your body, Stomp your feet, Snap fingers, March in place, Give yourself a hug, Balance on one leg, Jump as far as you can, Jump as high as you can, Make arm circles, Run in place, Stretch your whole body, Do wall push-ups, Make a dancing move

Specific Learning Objectives?

Variations?

- Let each player create its own Wheel of Body Movements. This way, the players will choose the movements that work best for them and they will be able to use the wheel whenever they want.

Blossom and Flutter

Follow the life cycle of a seed turning into a flower and practise the butterfly hug technique.

Panel code(s):

Materials

- Soft music or nature sounds (optional)

How to play the game?

1. Gather the players in a circle. Begin by inviting them to close their eyes and imagine themselves as seeds just planted in the soil.

2. Guide them through each stage of the seed's journey, with gentle movements:

- As rain begins to fall, visualise it nourishing you. Gently sway side to side, feel your roots grow deep and strong into the earth.

- Now, the wind picks up. Lean and sway, feeling the wind's challenge and the strength of your roots keeping you grounded.

- The sun emerges, bringing warmth. Stretch your arms high, reaching for the sky, absorbing the sun’s energy to grow taller and stronger.

- It’s time to bloom. Slowly spread your arms wide, opening up like a flower to the world, showcasing your vibrant petals.

3. Transition to the butterfly hug technique by giving the following instructions:

- As a butterfly attracted to your vibrant colors lands on you, let’s wrap our arms around ourselves, crossing them like a butterfly’s wings. Instruct the players to tap their arms or shoulders alternately, mimicking the gentle flapping of butterfly wings.

4. Encourage the players to take slow, deep breaths as they perform the butterfly hug, focusing on the calming rhythm and the sensation of their chest rising and falling.

5. End the activity with one collective deep breath, followed by a final tap with the butterfly hug.

Additional game information?

Specific Learning Objectives?

- Practice the butterfly hug technique for relaxation and self-soothing.

Variations?

- For younger players, simplify images and movements and focus on basic movements such as stretching and swinging.

Respect the Bubble

Learn how to assert your personal bubble and respect that of others!

Panel code(s):

Learning skills Icon

Body awareness

Relationship skills

Self-awareness

Game Mechanic Icon

Circle group game

Group discussion

How to play the game?

Materials Additional game information?

1. Explain to the players that everyone has an invisible 'bubble' around them that represents their personal space. Today they will practise recognising and respecting these bubbles.

2. Have the group stand in a circle. Ask them to stretch their arms out to their sides and make sure they have enough space so that their fingertips do not touch those of others. This helps them visualise their personal space.

3. Instruct the players to move freely through the space. They should try not to get too close to others to respect their personal space. Occasionally shout 'Stop!' and the players should stand still in place. Check if someone's 'bubble' has been invaded and discuss how that felt.

4. Divide the players into pairs. In each pair, one person is the "mover" and the other the "boundary setter." The mover slowly approaches the boundary setter, who raises his hand and says 'Stop!' when he feels his bubble being invaded. The mover must respect the command and stop immediately. Switch roles after a few attempts.

5. Gather the participants in a circle and discuss their experiences:

- How did it feel to say 'Stop'?

- How did it feel to hear 'Stop'?

- Why is it important to respect when someone says 'Stop'?

5. Explain that like physical boundaries, we also have emotional, mental and social boundaries. Discuss examples of non-physical boundaries, such as respecting someone's privacy, saying no to things that make someone uncomfortable, or taking time for themselves. Ask participants to give examples of times when they had to set a boundary or respect someone else's boundary in a non-physical context.

Specific Learning Objectives?

- Recognise and respect physical and personal boundaries.

- Understand the importance of consent,

- Practice assertiveness in a playful, engaging way.

Variations?

CHAPTER 2. emotional self-care

Emotional self-care games and activities are designed to help individuals connect with and process their emotions. This is vital for managing intense feelings often triggered by traumatic experiences. By engaging in emotional self-care, individuals can gain a deeper understanding of their emotions, reduce distress, and build resilience, all of which are important for healing and recovery.

The emotional self-care activities guide children and youth in recognizing and understanding their own emotions, as well as those of others, and in expressing their feelings in healthy ways. Additional activities are also geared towards spreading positivity and recognizing the qualities they admire in others.

If you’re interested in exploring this topic with children and youth, the following pages offer a selection of relevant games and activities. Each activity includes a detailed manual and can also be accessed on StreetSmart Play via the QR code.

Anger Timer

Create a cool tool to recognise and express your anger.

Panel code(s):

Self-management & future Topic Icon

Learning skills Icon

Visual & auditory perception

Social adjustment

Game Mechanic Icon

Crafting & constructing

Group discussion

How to play the game? Materials

- Empty plastic bottle for each player (1,5 litres)

- Water

- Red beads, glitter dust, sequins or other small objects to that fit inside the bottle

- Glue (optional)

- Glitter-dust in red color

- Sequins in red color

1. Gather a group of players and talk to them about anger:

- What is it?

- What is the colour of anger?

- When do we feel angry?

- How do we express ourselves when we are angry?

- What ways do we have to calm ourselves down?

- Is it easy?

- Does it take time?

2. Let the players express themselves (by answering the questions, making sounds, telling their own stories about anger).

3. Explain to the players the importance of understanding our anger, giving it time, why it is there, and having a way to release and calm our anger.

4. Tell them that at the end of this activity, you will all have a tool to deal with your anger when you need it.

5. Divide all the red materials to put in the bottle among the players, so that everyone has something to put in it. It doesn't matter if some players have the same kind of material.

6. Give the bottle to the players one by one and ask them to put in the material they have in their hands.

7. At the end, add water (and glue) and close the bottle tightly.

8. Explain to the players that this is our anger timer. Every time someone feels a bit upset or (really) angry and they cannot calm themselves down, they can use their anger timer.

9. To try it, the players shake the bottle as quickly as possible to release some angry energy. When we do, all the red materials in the bottle float/move and the colour of the bottle is no longer transparent, but red, just like our anger. Then we lower the bottle and observe it. As the red materials slowly move to the bottom of the bottle and the bottle becomes transparent again, our anger disappears. We feel calm again.

10. Rehearse a few times.

11. Explain to the players that if our anger is really big, they can repeat it several times until our anger subsides and we can handle it again.

Additional game information?

- To discuss the emotion 'anger', you can even imitate the emotion of anger and/or make angry sounds together.

- Create one anger timer for/with the group, discuss with the players where the corner of anger will be in your playing field and put the bottle there.

Specific Learning Objectives?

- Understand, recognise and express the emotion 'anger'.

- Learn ways to calm down yourself.

Variations?

Topic Icon

Arts & crafts

Identity & emotions

The Emotion Indicator

Learn about emotions, visualise them and learn how to link their emotion with the correct image.

Panel code(s):

Icon

Materials

- Cardboard

- Paint

- Glue

- Markers

- Pencils

- Wooden clothes pin (one for each player)

How to play the game?

1. Gather the players in a circle.

Learning skills Icon

Communication & expression

Empathy & social awareness

Self-awareness

Game Mechanic Icon

Crafting & constructing

Group discussion

2. Discuss emotions and how we express them with our faces.

3. Explain the players that you will create an emotion indicator together and that you can use it whenever you want to express your feelings.

4. Share the emoticons with the players and ask to colour them. Make sure everyone has at least one emoticon to colour.

5. Attach the emoticons to the cardboard with glue. Optionally, write 'The Emotion Indicator' on top of the cardboard.

6. Next, hand out the clothes pins to the players and explain that they can decorate their own personal clothes pin and write their name on it.

7. Explain the players that each one can now show how they feel to the rest of the group by attaching their own personal clothes pin to the corresponding emoticon.

Additional game information?

- If you are working with an advanced group, you can make a written list of emotions and let the players draw the face/emoticon of each feeling.

- During a longer activities, let the players reflect on how they are feeling and move their clothes pin to other emoticons if needed.

Specific Learning Objectives?

Variations?

- Use the emotion indicator you created with the children to play the game ‘Mime the emotion’:

1. Divide the players into two groups.

2. Group ‘A’ decides who from their group starts imitating. This person is called the ‘Actor’.

3. Group ‘B’ chooses an emotion from the emotion indicator, without being heard. Group ‘B’ whispers the emotion to group A's ‘Actor’.

4. The ‘Actor’ has to show this emotion to the other members of Group A without words, only with movements and expressions. If group 'A' guesses the emotion correctly, they earn a point. To increase the difficulty of the game, you can ask the ‘Actor’ each time to reenact a story related to the emotion he/she has to imitate.

5. Now it is Group B's turn to choose their ‘Actor’.

6. The game continues in turns.

Roll and Mime the Emotions

How do we express emotions? Find out with this pantomime game!

Panel code(s):

Topic

Identity & emotions

Materials

- Template of the dice (see PDF)

- Pictures with emotions (see PDF)

- Glue

How to play the game?

1. Gather the players in a circle.

2. Explain that you are going to play a game on emotions.

3. One player starts and rolls the die of emotions.

4. This player must imitate the rolled emotion.

Communication & expression

Game Mechanic Icon

Group

5. The other players must decide whether the player's performance matches the emotion with a thumbs up or a thumbs down.

6. Then the player has to answer the following question: 'Can you remember a time when you felt this way or when a friend/family/etc. felt this way?’

7. The game ends when one player has thrown all six emotions and answered the question for all of them. He is then the winner of the game.

Additional game information?

- Make sure you are in a safe space, where all children feel appreciated and want to express themselves. The judging of thumbs up or down should be guided at all times by a youth worker.

- If a player throws the same emotion, the player must answer the question again and tell about another moment/situation when he/she felt this way.

Specific Learning Objectives?

Variations?

- Together with the children, make a die with different emotions.

- You can end the game in different ways, e.g. whoever grabs one emotion twice wins, whoever grabs all emotions twice wins, each player rolls the die two, four, X times and then the game ends, ...

Hopscotch of Feelings

Think about and discuss feelings and emotions while hopscotching! Panel code(s):

2 - 4 players

Materials

- Chalk or tape

- Little rock or a small object

How to play the game?

1. The players form a line in front of the hopscotch line.

2. The first player throws a pebble, aiming at the number he wants to reach.

3. The player must reach the pebble by hopscotching past all previous squares/numbers. He cannot step on any lines while hopscotching.

4. When the player reaches the square with the pebble, he bends down, grabs the pebble and answers a question on emotions corresponding to the number where he finished (see additional game information). The player can always choose not to answer the question.

5. When the player has finished, he turns around hopping and reaches the starting point. Again, he must avoid stepping on a line.

6. The first player goes to the end of the line and the next player continues.

7. The game ends when the group manages to answer all questions.

Additional game information?

If the pebble does not land in a square or if the player steps on a line, he loses his turn and goes back to the end of the line.

Funny Faces

Create unique faces and emotions together!

Panel code(s):

Materials

- Template sheets

- Pens or pencils

- Comic poster (optional)

How to play the game?

1. Each player folds their paper into three equal sections along the pre-drawn lines, accordion style.

2. Player 1 draws the top part of the face, including hair, hats, or other headgear. Once finished, the player folds this section to the back so that it's hidden for the next player.

3. Player 2 draws the eyes, eyebrows and nose on the middle section. After finishing, he folds this part back as well.

4. Player 3 completes the face by drawing the mouth on the last section, without peeking at the previous drawing.

5. Let the players unfold the paper together to see the complete face. Ask the following questions:

- What emotion does the face seem to express?

- Do the different parts of the face work well together to show this emotion?

- Reflect on a time you felt an emotion similar to the one depicted. Was it a pleasant or unpleasant feeling?

Additional game information?

Specific Learning Objectives?

Variations?

- Create a full character together:

1. Each player begins with a plain sheet of paper to draw the head of their character, feel free to depict a specific emotion. After drawing the head, fold the paper backward to hide the drawing but leave small marks at the edges. These marks will guide the next player on where to continue the body.

2. The next player uses the marks as a starting point to draw the next part of the body, such as the torso, and repeats the process of folding and marking for the following player.

3. Continue until you have created a complete character together.

- Combine with the Comic Poster: Try to match the emotion of your drawing to one of the characters on the poster. Do you think one of the characters is feeling this way? Why?

- Combine with the Emotions Game Board: does the drawing match one of the emotions on the game board? Which situation (on the border of the game board) belongs to this emotion according to you?

The Colour Monster

Help the colour monster to declutter his emotions!

Panel code(s):

Materials

- Chalk

- A box with the image of the colour monster

Learning skills Icon

Coordination & flexibility

awareness

motor skills

Mechanic Icon

game

- Coloured pebbles or bottle caps in pink, yellow, blue, green, red and black (2 of each)

How to play the game?

1. All players work together to help the Colour Monster declutter his emotions.

2. The first player starts by picking a pebble from the Colour Monster box.

3. This player takes the pebble through the movement parcours until he reaches the emotion circles.

4. Now he has to throw his pebble in the right coloured circle. So if he took a blue pebble from the Colour Monster, he has to aim to the blue part of the circle.

5. If the pebble lands in the right place, this player has to reflect on a moment, situation, object,... that reminds him of sadness (blue) (or a situation that another person made sad). If the pebble doesn't land in the right place, he has to take the pebble back to the beginning.

6. Watch out! If the pebble lands in the middle circle with the mixed colours, then the Colour Monster's emotions are still mixed up. Once there are three pebbles here, the group has to start all over again.

7. The game ends when all the pebbles are decluttered and in the right place in the emotion circle. This means the group was able to help the Colour Monster in decluttering his emotions.

Additional game information?

Before you start, you should create the playing scene in the place where you will play. You can do this with chalk or with tape. The idea is to create a movement path, where the players have to follow a specific parcours. You can find some inspiration in the images. At the end of the path, you should draw 4 concentric circles, the emotion circle. Each part of the circle represents a specific colour and emotion. You can write/draw the emotions also inside the circles.

Pink = love, yellow = happiness, black = fear, red = anger, green = calm and blue = sad.

This game is based on a character from Anna Llenas books: http://www.annallenas.com

Specific Learning Objectives?

- Learn about the concept of mixed emotions

Variations?

- Depending on the amount of players, you can add more or less pebbles to the Colour Monster box.

- If taking a pebble along the movement parcours is too easy, you could ask the players to transport the pebble with a spoon in their mouth, on their head, ...

Emotion Potion

Mix and match basic emotions to craft complex feelings in Emotion Potion!

Panel code(s):

Topic Icon

Identity & emotions

Materials

- Small pieces of paper with recipes

- Paper

- Pens, coloured pencils

- Small pieces of paper with basic emotions and complex feelings (optional)

- Paint and brushes (optional)

- Water cups

- Paper-towels

How to play the game?

Learning skills Icon

Communication & expression

Empathy & social awareness

Self-awareness

Game Mechanic Icon

Group discussion

1. Start by discussing complex emotions, such as disappointment, frustration, regret or dissatisfaction. Explain that these feelings are made up of basic emotions such as anger, disgust, joy, sadness, surprise, and fear.

2. Hand out small cards that list 'recipes' for creating complex emotions. Each recipe shows a mix of basic emotions needed to create a specific complex emotion (see additional game information for some 'recipes').

3. Have the players use the recipes to combine the emotions. They can express these mixes verbally, or through drawing or crafting. Encourage them to discuss about how blending different emotions result in new emotional experiences.

4. Next, let the players come up with their own emotion recipes.

5. Conclude the activity with a group discussion. Ask questions like:

- How did you feel while creating complex emotions?

- What did you learn from this activity?

- How can you use what you learned in your everyday life or in interactions with others?

- ...

Additional game information?

See the materials section on StreetSmart Play for a list of basic and complex emotions and a list of recipes.

To further explore the topic of complex emotions, you can discuss that we often experience multiple emotions at once. For instance, explain how hearing about a friend’s vacation might make them feel happy because they're glad for their friend, but also jealous because they wish they were on vacation too.

Specific Learning Objectives?

- Learn about complex emotions.

Variations?

- For younger players, you can use colours to explain complex emotions. Assign a colour to each basic emotion - like blue for sadness, yellow for joy, green for disgust, white for surprise, red for anger, purple for fear. Explain that complex feelings are made up of a combination of these basic emotions. Use palm painting or finger painting to mix up these colours and show visually how emotions blend to create different feelings.

- Encourage the players to express emotions in various sensory forms, using materials like fabric, sandpaper, or scented markers. Some emotions might be represented best with colours, while others could be understood through textures or images.

Pass the Emotion

Pass the ball through the circle while portraying different emotions.

Materials

- Soft ball

- Stack of emotion cards

- Paper

- Pens

- Scissors

How to play the game?

Panel code(s): Learning skills Icon Gross motor skills

Communication & expression Empathy & social awareness

game

1. Gather the players in a circle with about half a meter of space between each person.

2. Each player thinks of an emotion they can personally relate to.

3. One by one, players reveal their chosen emotion by acting out this emotion.

4. Give a soft ball to the first player. After acting out his chosen emotion, the player throws the ball to another player but must throw it expressing the emotion they just acted out (e.g., if the emotion was 'anger', they might throw the ball with a bit of force).

5. The receiving player catches the ball and acts out the emotion that was just thrown at them.

6. Then, he acts out their own chosen emotion before choosing the next player to throw the ball to.

7. After everyone has had their turn, gather in a circle. Ask the following questions:

- What did everyone feel?

- Was it challenging to express or recognise the emotions?

- Are there any emotions that were not chosen?

- What did you learn about expressing and interpreting emotions?

- How can you apply these skill in your daily live?

8. You can play a second round with other emotions.

Additional game information?

Source: www.spelactief.nl

Specific Learning Objectives?

Variations?

Spreading Smiles

Turn small nature treasures into happy faced friends and sprinkle them around your favorite park or woods for other people to find.

Panel code(s):

Materials

- Permanent marker

- Bag or basket

How to play the game?

1. Gather a group of players and head outdoors to a park, forest, or your backyard.

2. Collect at least 10 nature items per person. Look for acorns, rocks, wood chips, pine cones, etc. Ensure each player gathers their own set of 10 treasures. Bring a basket or bag to carry the collected items.

3. Now it's time to turn the nature items into "friends". Provide each player with a permanent marker. Young kids can use washable markers. Explain the players to draw smiley faces on each nature item. Let the players get creative with their faces. Encourage them to draw different expressions or features.

3. Now choose a location to hide the "friends". This could be in the backyard, their favourite park, or a wooded area... Explain the concept of "spreading smiles" to the kids. Walk around and find spots to place your nature friends. Look for places where they won’t roll away or get stepped on. Aim for visible spots where others might discover them.

4. As you hide your nature friends, engage the players in a discussion. Ask the following questions:

- Who do you think will find these?

- What do you think they will think when they see them?

- How do you think they will feel when they see them?

- What do you think they will do with them?

Additional game information?

This game is based on the concept of 'Random Acts of Kindness': https://tinkergarten.com/activities/spreading-smiles

Specific Learning Objectives?

Variations?

Admiration Exchange

Reflect on admirable qualities of your role model and share and receive positive affirmations with your peers

Panel code(s):

Materials

- Paper sheets

- Pens or pencils

- Tape or pins

How to play the game?

Learning skills Icon

Empathy & social awareness

Self-awareness

Game Mechanic Icon

group game

1. Begin by explaining to the players that the goal of this acitivy is to acknowledge and celebrate the positive qualities we see in others.

2. Each player thinks of someone they admire - this can be a real person or a fictional character. They then write down five qualities they admire about this person on a piece of paper.

3. Once everyone has listed their qualities, ask them to attach the paper to their clothing using tape or a pin.

4. Have the players walk around the room freely. When you call out "Stop," everyone pairs up with the nearest person.

5. In each pair, players take turns reading the qualities listed on their partner's paper, starting each statement with "You are..." For example, "You are strong, you are courageous, you are beautiful, you are a good friend, you are wise".

6. After reading the qualities on the paper, players take turns saying something positive about each other.

7. Encourage movement and new pairings by asking players to walk around again. Repeat the stopping and pairing several times so everyone gets the chance to hear positive affirmations from various peers.

8. Bring everyone together to reflect on the activity. Discuss the following:

- How did it feel to hear these positive qualities about yourself?

- Did you notice any similarities between the qualities you admire in others and the qualities others see in you?

- How can recognizing and embracing these qualities in ourselves help us in our daily lives?

Additional game information?

Specific Learning Objectives?

- Reflect on positive qualities in others and yourself

Variations?

- To add some extra movement to the game, incorporate a 'follow the leader' concept where you or a chosen player leads the group in various simple, quick movements (like jumping, clapping, spinning) as they move around the room. When you say "Stop", they must quickly find a partner and share their qualities.

- Play music as the players walk around the room. When the music stops, players pair up with the person nearest to them.

- Participants act out the qualities of their admired character and others guess the qualities and/or character based on the performance.

- Arrange the players to form a circle and have one player stand in the center, holding a hat or box. Each player writes a positive affirmation or quality about the person in the center on a small piece of paper, folds it, and places it in the hat. The player in the middle collects all the folded papers, receiving them as a personal gift of positive thoughts from the group. Each player takes a turn in the middle to receive their "gifts" of affirmations.

CHAPTER 3. social self-care

Social self-care games and activities are focused on fostering healthy relationships and supportive social networks. Trauma can lead to isolation and disconnection, but engaging in social self-care can help individuals rebuild a sense of connection, belonging, and support. Positive social interactions reduce loneliness, provide emotional support, and create a safe, communal environment that is essential for healing.

The social self-care activities emphasize active listening, empathy, and mutual support. They include engaging group activities, reflections on talents and self-image, and the development of a personal survival plan.

If you’re interested in working on social self-care with children and youth, the following pages offer a variety of games and activities that can help. Each activity is accompanied by a detailed manual and is also accessible on StreetSmart Play via the QR code.

The Great Observer

Step into the role of the Great Observer and sharpen your observation skills

Panel code(s):

Materials

- Paper

- Pen

How to play the game?

1. Gather the group of players.

Learning skills Icon

Memory

Attention & concentration

Empathy & social awareness

Game Mechanic Icon

Quiz & challenge game

2. One player becomes the “observer”. Inform them that all of them will take turns being the observer. The observer stands at a distance from the rest of the players, who form a line next to each other.

3. The game will be played in three rounds:

- Round 1: The players make a change in their appearance. They may change something in their hair, clothes, exchange jackets, etc.

- Round 2: The players make a change in their facial expression (e.g., happy, sad, calm, scared).

- Round 3: The players change whatever they like: holding new accessories or items, hiding, changing movements or directions, etc.

4. Each round starts with the observer watching the line of players for 10 seconds. Then, the observer turns around and closes his eyes for 10 seconds.

5. Now the players make a change in their appearance/facial expression/whatever. The number of changes for the group is decided upfront and communicated with the observer.

6. When ready, the observer turns back around and carefully examines the other players, trying to identify the changes. He must find as many changes as possible, but is allowed only two mistakes. Each change is worth one point.

7. Count the points and write them down to remember at the end of the game.

8. Now, another player becomes the observer, and the same three rounds with the same number of changes are repeated.

9. Repeat as many times as needed until all players have had a turn as the observer.

10. At the end, count each player’s points. Celebrate the player with the highest score as the Great Observer. Reflect with the players on how they felt, the ease or difficulty of the game, and the importance of careful observation in various situations, especially when help is needed.

Additional game information?

This game is the first game of a package of games/activities to introduce children to Psychological First Aid. If you decide to play all the games as a package, it is highly recommended to make an introduction about PFA to the children, underlining the three basic steps of PFA: observe, listen, do/link. The four games/activities of the package are based on those 3 basic steps. The games/activities of the package are: No1: Spot the difference and win! No2: Let’s find out about active listening. No3: The flower: What could I do in case someone needs help? No4: Situations for help. What will we do?

Specific Learning Objectives?

- Familiarize yourself with the principles of Psychological First Aid

Variations?

- You can make the game more simple, by skipping any round you want, for really large groups of players or/and for young players.

- You can adapt the number of changes or the number of mistakes the group of players can make.

Conversational Chaos

A hilarious game of active listening and talking tough!

Panel code(s):

Attention & concentration

Relationship skills

Empathy & social

Group discussion

1. Gather the group of players.

2. Divide the players into pairs. Each pair should face each other, and all pairs play simultaneously.

3. One player (the talker) chooses a topic to discuss with their partner. The talker must put all their efforts into discussing this topic, regardless of interruptions. The other player (the listener) is instructed to talk about a completely different topic, constantly interrupting the talker and paying no attention to their words.

4. Allow the pairs to discuss for 2 minutes.

5. Now, the same player (the talker) chooses another topic to discuss, with the same instructions to continue talking despite interruptions. The other player (the listener) is instructed not to speak, react, or pay attention. They may look around or turn their back to the talker.

6. Allow the pairs to discuss for 2 minutes.

7. Next, the same player (the talker) chooses a third topic to discuss, with the same instructions to continue talking despite interruptions. The other player (the listener) is instructed to listen carefully to the talker, try to understand the topic, ask clarifying questions, and demonstrate active listening through verbal and non-verbal cues (e.g., eye contact, nodding).

8. Allow the pairs to discuss for 2 minutes.

9. Now, the players switch roles and repeat the activity.

10. Reflect together on how the players felt in both roles, their thoughts about each role, and the importance of active listening in helping others. Additionally, discuss techniques for active listening and strategies for improving listening skills.

Additional game information?

It is better to gather all the talkers and all the listeners separately and give them the instructions (optional). If you want, you can put all the listeners in one line and all the talkers in another, facing each other.

If you have chairs, let the players sit down while playing, so in the second round the players/listeners grab the chair and turn their back to the players/talkers. It will be more obvious.

You can adapt the time you leave for the conversation, depending on the group.

Suggestions of topics to discuss (for the players/talkers), in case it is difficult for the players to start a conversation.

-How difficult it is to wake up every morning to go to school?

-How difficult it is to eat the worst food ever?

-How difficult it is when you are trying to concentrate on your favorite game and your youngest sibling/cousin/etc. is around disturbing you?

-How hard it is when you want to go out for a walk with your best friend, but your parent doesn’t let you because it is really late?

-How difficult it is when you want to eat ice cream, but it is winter, and it is not allowed?

-How difficult it is when you want to see a scary movie, but it is not allowed because you are too young to do so?

-How difficult it is when you are obligated to get out of the sea, but you haven’t finished swimming yet?

-How difficult it is when you want to keep on playing, but it is time to go to sleep?

-Talk about a friend that lives far away and you miss him/her?

This game is the second game of a package of games/activities to introduce children to Psychological First Aid. If you decide to play all the games as a package, it is highly recommended to make an introduction about PFA to the children, underlining the three basic steps of PFA: observe, listen, do/link. The four games/activities of the package are based on those 3 basic steps. If you want more information about PFA you can find in the links below:

https://pscentre.org/resource/a-guide-to-psychological-first-aid-for-red-cross-red-crescent-societies/ https://www.who.int/publications/i/item/9789241548205

https://www.nctsn.org/resources/psychological-first-aid-pfa-field-operations-guide-2nd-edition https://resourcecentre.savethechildren.net/document/psychological-first-aid-guide-field-workers-2/ Of course, you can find even more information about this topic with a simple search online.

Specific Learning Objectives?

- Understand the concept of active listening.

- Differentiate between active and non-active listening.

- Recognize the importance of active listening in helping others.

Variations?

- You can make the game more simple, by skipping any round you want, for really large groups of players or/and for young players.

- You can adapt the number of changes or the number of mistakes the group of players can make.

Topic Icon

Identity & emotions Society

Supportive Flowers

Let's plant the seeds of empathy and cooperation, as we craft beautiful supportive flowers.

Panel code(s):

Difficulty Icon Easy

Materials

- Papers with the flower, printed as many times as the number of the players (see PDF)

- Scissors

- Markers

- Tape/glue

How to play the game?

Learning skills Icon

Relationship skills

Communication & expression

Critical & reflective thinking

Game Mechanic Icon

Crafting & constructing

Group discussion

1. Gather a group of players and inform them that they will learn what they can do if someone needs help.

2. Distribute one of the papers with the printed flower and a pair of scissors to each player.

3. Instruct the players to cut out the flower.

4. Facilitate a discussion about past situations when someone needed help. Ask the players to share what happened and what actions were taken.

5. Once all players have finished cutting their flowers, instruct each player to think of six things they could or should do if someone needs help and add one idea to each petal of the flower.

6. Have each player write their name in the center of the flower.

7. When everyone is ready, ask the players, if they are comfortable, to show and explain their flower.

8. Hang all the flowers together.

9. Lead a discussion with the players about their ideas. Highlight the most important ones and discuss the importance of helping each other when possible and being prepared to do so. Inform them that they now have some ready-made ideas about what to do if someone needs help.

Additional game information?

Some ideas to help someone:

1. Be calm

2. Focus on the other

3. Listen carefully to what the other has to say

4. Αsk if he/she is hurt/needs medical assistance

5. Don’t say that everything will be ok. You don’t know that.

6. Remind him/her that you can find an older person together, to seek help.

7. Be careful not to devalue his/her feelings.

8. Don’t assume that you know better.

9. Don’t make fun of him/her.

10. Give him/her a candy/a snack/a drink.

11. Give him/her a hug/a touch to the shoulder if he/she feels okay with that.

12. Take his/her hand if he/she feels okay with that.

13. Do not shout at him/her.

14. Say nice things/words of affection to him/her.

This game is the third game of a package of games/activities to introduce children to Psychological First Aid. If you decide to play all the games as a package, it is highly recommended to make an introduction about PFA to the children, underlining the three basic steps of PFA: observe, listen, do/link. The four games/activities of the package are based on those 3 basic steps. If you want more information about PFA you can find in the links below: https://pscentre.org/resource/a-guide-to-psychological-first-aid-for-red-cross-red-crescent-societies/ https://www.who.int/publications/i/item/9789241548205 https://www.nctsn.org/resources/psychological-first-aid-pfa-field-operations-guide-2nd-edition https://resourcecentre.savethechildren.net/document/psychological-first-aid-guide-field-workers-2/

Of course, you can find even more information about this topic with a simple search online.

Specific Learning Objectives?

- Articulating potential actions to assist others in need.

Variations?

- Instead of hanging all the flowers together, the players can take their flower to their place and hang it or keep it wherever they want.

A Race to Help

Teams race against the clock to offer assistance in diverse scenarios, balancing compassion with safety.

Panel code(s):

15 minutes How to play the game?

- Some assistance props (optional)

Problem solving & decision making

Relationship skills

Cooperation

Game Mechanic Icon

Role play

1. Gather the group of players and divide them into two teams. Inform them that one team will be the providers of help, while the other group will portray individuals in need of assistance.

2. Distribute the following roles to the group portraying "people in need" in secret, ensuring the other team does not know the roles. Allow them some time to mentally prepare or gather props for their roles. Address any questions for clarification about their roles. Advise them to spread throughout the room as they role-play.

3. Suggestions for roles:

- One player is on the ground after a fall, clutching their leg in pain.

- Two players are engaged in a heated argument, pushing each other with escalating tension.

- A player struggles to lift a heavy object and appears frustrated.

- A player is in tears after being mocked by another player.

- A player appears frightened and anxious.

- A player seems disoriented and lost, expressing fear.

- A player appears lonely and despondent.

- A player feigns being bitten by a snake, with the "snake" (drawing or fake) still nearby.

4. Gather the two teams again and explain that when you say "start," the group portraying people in need will begin their role-play, while the other team, the helpers, must decide how to respond to each scenario. Allow sufficient time for reactions.

5. Once completed, facilitate a discussion and reflection on their experiences. Review each situation separately, discussing the actions taken and inviting alternative ideas for assistance. Emphasize the importance of prioritizing safety before offering help. In situations where intervention may pose risks, emphasize the need to refrain from intervening to avoid endangering oneself.

Additional game information?

You can think of any other role/situation you want/fits in your group of players.

This game is the fourth and final game of a package of games/activities to introduce children to Psychological First Aid. If you decide to play all the games as a package, it is highly recommended to make an introduction about PFA to the children, underlining the three basic steps of PFA: observe, listen, do/link. The four games/activities of the package are based on those 3 basic steps.

If you want more information about PFA you can find in the links below:

https://pscentre.org/resource/a-guide-to-psychological-first-aid-for-red-cross-red-crescent-societies/ https://www.who.int/publications/i/item/9789241548205

Specific Learning Objectives?

Variations?

- With young players you can role play one situation at a time and discuss it all together.

- To make the activity more advanced, divide the players in a way that the team of helpers is smaller than the other team, so they have to decide in which situation to help first.

- If you are with many facilitators, you can role-play the help situations and only the players are the team of helpers.

Mix & Match Activities

Engage in this fun game and experience a variety of fun activities that you can enjoy alone or together.

Panel code(s):

Materials

- Activity checklist (see PDF)

- Coloured pencils or markers

How to play the game?

Learning skills Icon

Gross motor skills

Coordination & flexibility

Self-awareness

Game Mechanic Icon

Energizer & ice breaker

Teambuilding game

1. Present the list to all players, explaining that it features a diverse array of activities grouped into categories. Highlight that these activities can be a great way to lift spirits or calm down when feeling sad or angry, and can be enjoyed either alone or together.

2. Allow players to select one or more activities from the list that they feel drawn to and would like to try, either on their own or as a group. Encourage them to think of additional activities that aren't already on the list. Let them brainstorm and then add these new activities to the list.

3. Once an activity is completed, players should color in that activity on the list to mark their accomplishment.

4. After everyone has marked their completed activities, facilitate a discussion where players can talk about what they did, share their experiences, and express what they're interested in trying next.

Additional game information?

Source: Wat als je iets heel ergs meemaakt? - Eva Kerstens

Specific Learning Objectives?

- Learn about different activities that you can do alone or together.

Variations?

- Challenge the players to complete all the activities on the list within a set number of months, such as three or six months.

- Play this game like bingo: after you finish an activity, go find another person that did the same activity. Only then, colour the activity box. If you manage to colour a whole row or a column, you have a bingo!

Hero Wanted

Unleash your creativity and celebrate your unique strengths by creating magnificent personal posters that highlight your positive attributes and self-image!

Panel code(s):

Identity & emotions

- Worksheet Prompts for Self-Discovery (one for each player)

- Timer

- Flip-chart sheets

- Markers

- Colored pencils or crayons

- Glue

- Scissors

- Colored paper

- Magazines

- String

- Hangers

- Any crafting materials you have around

How to play the game?

Learning skills Icon

Relationship skills

Empathy & social awareness

Self-awareness

Game Mechanic Icon

Group discussion

Drawing

1. Seat the players in a circle and start with an icebreaker activity to foster a positive atmosphere and encourage self-expression. For example, have everyone name three positive characteristics or describe themselves using an adjective starting with the initial of their name.

2. Provide all players with a worksheet containing prompts on self-discovery.

3. Pair the players and allow them time to discuss and highlight positive characteristics about themselves, creating a personal profile as the basis for posters they are going to create.

4. Facilitate a brief group discussion to share insights and reflections from the self-discovery process.

5. In pairs or small groups, the players will create personal posters using the materials provided and the information highlighted in the previous steps.

6. Encourage the players to choose at least ten features to include on their posters, reflecting their positive attributes and self-image. See additional game info for inspiration on the design of the poster.

7. Display the completed posters in the workspace, classroom, or hallway. Facilitate a final group discussion where the players present their posters and provide feedback to each other, celebrating their strengths and achievements.

Additional game information?

This is an exercise lasting about 2 hours, so it is recommended to set aside a reasonable amount of time to conduct it without interruptions. It is also necessary that the working space is flexible, modular, where it is easy to move from circle/semi-circle discussions to practical work in teams/small groups.

Theme ideas for posters:

- "Wanted" - Western movie poster style

- "Personal Advertisement"

- "Fairytale Character"

- "Stork Announcement" - imagining parents' announcement years ago at the World Stork Agency

- "Superhero" - imagining themselves as superheroes with unique powers and characteristics

Specific Learning Objectives?

Variations?

- Create short live presentations instead of posters (TV interview).

- Work in pairs to create a poster together.

Mirror Match

Get ready to swap perspectives, a game where communication and empathy take center stage!

Panel code(s):

emotions

Materials

- Printed A4 paper sheets with simple object outline (see JPEG)

- Blank A4 paper sheets

- Pencils / pens

- Timer

How to play the game?

1. Arrange the players in pairs, sitting back to back on chairs.

2. Give each Player A a sheet of paper with one of the drawings on it. Player B gets a blank A4 sheet and a pencil.

3. Player A describes the picture on their sheet as accurately as possible to Player B. Player B remains silent, listens, and tries to draw the described picture.

4. After 3 minutes, the players turn to each other and compare the pictures they have described and drawn. Encourage them to notice differences, similarities, and details that were highlighted or omitted in the verbal description.

5. The players then return to their back-to-back positions. This time, Player A is given a blank sheet of paper and Player B a different image to describe.

6. Facilitate a group discussion focusing on the challenges experienced as both a sender and a receiver of information. Lead the discussion with the following questions:

- How did it feel to draw something you couldn't see?

- Were the details given by your partner sufficient?

- What additional information would you have liked to receive?

- How would you have described the drawing if you had been in the other position?

Additional game information?

Specific Learning Objectives?

Variations?

- The drawings of round 1 can only be revealed after round 2, so any differences can be seen.

- It is also interesting in this exercise to have observers (especially if the group is too big or the place is rather small or if you have players coming and going).

Islands of Safety

Sharpen your communication skills and teamwork by silently coordinating place switches through eye contact and nods in this engaging game!

Panel code(s):

How to play the game? Materials

- Hoops, chalk, tape or small stones

Learning skills Icon

Coordination & flexibility

Relationship skills

Empathy & social awareness

Game Mechanic Icon

Circle group game

1. All players find a place in the room. Everyone is given a hoop, or a circle is drawn with chalk or taped with sticky tape. Alternatively, players can also be instructed in advance to collect pebbles and use them later to form their circle.

2. Two facilitators stand in their circles and demonstrate the following: they look at each other, nod, and switch places.

3. The group is then asked if they saw clearly what the facilitators were doing.

4. The facilitator gives the following explanation: when you want to switch places, you make eye contact with someone in the group, you nod, and if the other person agrees, they nod back. Then you switch places.

5. The facilitator then gives a start signal.

6. After a few switches, introduce a rule where players must also share a positive affirmation or compliment before switching places (e.g., "I appreciate your smile" or "You did a great job earlier").

7. After several more switches, introduce another layer of complexity: players must now find a new person to switch with each time, ensuring they do not switch with the same person consecutively.

8. Continue for a few rounds, then introduce a new challenge: players must now switch places with two people at once, forming small groups and coordinating the switch together.

9. After a few changes, give the command for everyone to return to their own place.

10. Conduct a reflection session with the following questions:

- How did the game go?

- Was it difficult to make contact with the other players?

- How did the added challenges (compliments, new partners, group switches) affect the game?

- Did you notice any changes in how you communicated or interacted with others?

- How did giving and receiving compliments make you feel?

Additional game information?

This game is a good icebreaker for beginning group or with players who have difficulty making contact.

Source: De speeltuin van de therapeut Dominiek Huis in 't Veld-Verhoeven

Specific Learning Objectives?

- Practice making eye contact in a playful and safe way.

Variations?

- To make it a little bit more competitive, you can add a tagger. The tagger tries to tag the other players while they are walking through the room. Everyone is safe within a circle, but only one player per circle is allowed. When tagged, you become the new tagger.

Communication & media

Identity & emotions

I See, I Imagine, I Feel

Explore what you see, think, and feel, helping you make friends and understand yourself better!

Panel code(s):

Relationship skills Topic

Critical & reflective thinking

Social adjustment

Game Mechanic Icon

Circle group game Difficulty Icon

1. Set up the players in two concentric circles, with one circle facing the other. Ensure that each circle has an equal number of players so that each person in the outer circle faces someone in the inner circle.

2. The idea of the game is to engage in a dialogue with the player you are facing by observing, imagining, and expressing feelings based on what you see in your partner.

3. You will take turns making statements starting with "I see," "I imagine," and "I feel" about their partner, focusing on visible, tangible details such as clothing, features, or body language.

4. The players in the outer circle make their statements to their partners in the inner circle. Encourage the players to observe and describe details accurately and respectfully, f.ex. "I see you wear an orange sweater, I imagine you are warm in that sweater, I feel you are nervous while I'm observing you."

5. Now it's time to rotate. Player B can now make his statements about Player A.

6. After each pair has completed their statements, instruct the outer circle to move one person to the left, creating new pairs with individuals in the inner circle.

7. Repeat the process of making observations and statements until all members of the outer circle have interacted with everyone in the inner circle.

8. Conclude the activity with a group discussion about the experience. Encourage the players to share their thoughts and feelings about being observed and observing others. Discuss topics such as similarities and differences in observations, the role of imagination in perception, and the connection between external stimuli and internal emotions.

Additional game information?

When using “I see”, you state only noticing sensory observations: something you could see, hear, or feel physically, …, of the other, you, or the world. It is easiest to stay with sensations that a camera could also capture (seeing, hearing), but you can extend that to tactile sensations, temperature etc.

When using “I imagine”, you state the interpretation you might have about the other, yourself, or the world. This interpretation might be the other person’s truth, it might not even turn out to be your truth, so it makes sense to state it with some uncertainty.

When using “I feel”, you share emotions inside you. Just the emotion, it does not need to make sense or be related to what was just observed or imagined.

Here's a list of potential questions for the facilitator to use during the final discussion:

- How did it feel to be observed and to observe others in the this exercise of reflective dialogue circles?

- Were there any common observations made by multiple participants about the same person? What do you think influenced these similarities?

- Did you notice any differences in what different people imagined or felt based on the same observation? What factors might have contributed to these differences?

- Reflecting on the activity, do you believe that the same thing seen by different people can evoke different emotions? Why or why not?

- How do you think our perceptions and emotions are influenced by both external stimuli and our internal thoughts and imaginations?

- Were there any surprises or insights you gained from participating in this activity? If so, what were they?

- How might the Reflective Dialogue Circles activity help improve your communication and empathy skills in your interactions with others outside of this group?

- What strategies can you take away from this activity to enhance your ability to observe, imagine, and express feelings in everyday situations?

- In what ways did this activity deepen your understanding of the importance of perspective-taking and empathy in building connections with others?

- How might you apply the lessons learned from this activity to navigate conflicts or misunderstandings in your personal or professional relationships?

Specific Learning Objectives?

Variations?

- If the group is small or the room layout doesn't allow for concentric circles, the players can move freely around the room until the facilitator calls out "Stop." At that point, they will pair up with the person closest to them to begin the reflective dialogue.

& emotions

Materials

My Personal Survival Plan

Develop and personalise your own survival plan to handle though times.

Panel code(s):

Learning skills Icon

Critical & reflective thinking

Self-awareness

Self-management & future orientation

Game Mechanic Icon

Fill out exercise

Group discussion

- Pre-designed template with sections for survival skills, happy moments and supportive networks (see PDF)

- Markers or coloured pencils (you’ll definitely need green and blue)

- Pens

How to play the game?

1. Distribute a template to each player. Explain that this activity is about creating a personal survival plan to use during difficult moments.

2. To start, players draw a self-portrait in the top left corner of the template and describe their characteristics: who am I? What are my talents? What are my hobbies? Etc.

3. The players then read through the list of survival skills on the template. Using green markers, they colour the strategies they’ve already tried and found helpful. Using blue markers, they highlight strategies they haven’t tried, but are interested in exploring. If players know a helpful strategy not listed, they add it to the template. Optionally, they can share and discuss the selected strategies with the group.

4. Players think about moments that have made them happy and review a pre-listed set of activities on the template that typically spark joy. They cross off the activities that resonate with them and add any additional ones that are not listed on the template. Optionally, they can share and discuss the selected activities with the group.

5. Discuss with the players the qualities of a good support person (can listen well, knows how to calm you down when you’re having a hard time, makes you smile again, is always there for you, never judges). Players identify adults in their life who embody these qualities such as family members, teachers or therapists and write their names in the supportive network section. Players can of course choose more than 1 person. Optionally, they can share and discuss the their choices in group.

6. Wrap up by reinforcing that this personalised survival plan is a tool they can always refer to when feeling anxious, stress or when facing a difficult situation.

Additional game information?

Source: Wat als je iets heel ergs meemaakt? - Eva Kerstens

Specific Learning Objectives?

- Identify effective coping strategies for managing difficult situations.

- Understanding who can help during though times.

Variations?

CHAPTER 4. psychological self-care

Games and activities in the category of psychological self-care are designed to stimulate the mind, promote mental well-being, and cultivate a healthy mindset. Psychological self-care is crucial because trauma can significantly impact mental health and cognitive functioning. By focusing on psychological self-care, we support children to find a way to process traumatic experiences, finding effective coping strategies, and enhance mental resilience.

These activities help children and youth recall positive memories, address worries and negative thoughts, and calm their minds.

If you’re interested in exploring this topic with children and youth, the following pages offer a variety of related games and activities. Each activity comes with a detailed manual and can also be accessed on StreetSmart Play via the QR code.

Happy Hands

Discover your happy place and the source of your greatest support through the guidance of your hands.

Panel code(s):

Learning

Materials

- Paper

Empathy &

Self-awareness

Game

- Colouring utensils (crayons, markers, coloured pencils)

How to play the game?

1. Distribute paper and coloring utensils to each player.

2. Instruct the players to trace both of their hands onto the paper, creating an outline of their hand with fingers spread out.

3. Inside the first hand, the players can write the following prompts inside each finger: "Smell," "See," "Hear," "Touch," and "Taste."

4. Guide the players through a visualization exercise to imagine their happy, relaxing place. "Think about a place that makes you feel happy. It can be imaginary or real. Spend a few moments thinking about this place. First, what do you see? What do you hear? What can you touch? What can you smell? What can you taste?"

5. Instruct the players to now draw or write down the details of their happy, relaxing place inside the palm space of their traced hand. Encourage them to be creative and include as many sensory details as possible in the corresponding fingers.

6. Now, in the second hand, ask the players to think of five people who are important in their lives. This could include someone who helped them in a difficult situation or someone they can ask questions about a certain theme. Have them draw these people in each finger.

6. After the drawing activity, invite the players to share their Happy Hands with the group. Each player can take turns describing their happy place and their support team.

7. Encourage the group to listen attentively and ask questions or offer positive feedback to their peers.

8. Remind the children that they can return to their Happy Hands whenever they need to feel calm, relaxed, or happy.

Additional game information?

Specific Learning Objectives?

- Identify and describe places that make you feel safe and relaxed.

- Fostering a positive focus.

Variations?

- Use your fingers to recall something positive in your life. For example: your thumb represents a family member or friend you are grateful for, your index finger refers to a place that makes you feel happy, your middle finger links to a positive experience or achievement, your ring finger represents a pet or favorite object and your pinky finger refers to something you enjoyed eating or drinking.

Design Your Own Happy Box

Craft a happy box, a personalised treasure chest filled with items that spark happy memories.

Panel code(s):

Materials

- A box (e.g., a shoebox)

Learning skills Icon

Critical & reflective thinking

Communication & expression

Fine motor skills

Game Mechanic Icon

Group discussion

Crafting & constructing

- Decorating materials (paint, stickers, markers, wrapping paper, magazines, coloured pencils, ribbon, string etc.)

- Glue, tape, scissors

- Memories (photos, notes, cards, etc.)

- Paper and pen

How to play the game?

1. Let the players choose a box that can hold their treasured items. A shoebox works perfectly, but any box will do.

2. The players can now personalise their box using their favourite decorating materials. Encourage them to make it colourful, expressive and unique.

3. Let the players gather happy memories and achievements to fill the box. For example:

- A sweet note from a friend or loved one

- Photographs form a memorable vacation

- Seashells from a beach visit

- A funny greeting card

- Compliments or affirmations written to themselves

- ...

4. Encourage all the players to put at least three thoughts inside the box. Give them some time to do this during the activity, or encourage them think about what they want to put in their Happy Box afterwards.

5. In pairs or in a group, have the players share a happy thought they feel comfortable sharing with others.

6. Conclude the exercise by telling the players that whenever they're feeling down or facing a tough moment, they can open their Happy Box and revisit the happy memories and positive messages.

7. Also, add that the box is always open for new happy memories to enter, so each child can add an item, picture, or drawing of any new happy and important memory they have in the future.

Additional game information?

Ensure a safe environment by encouraging open sharing while emphasizing confidentiality and respect. Participation should be voluntary, with no judgment or discomfort. If unsure about sensitive topics, proceed with caution. Stay accessible to players and provide support as needed, offering contact points for further discussion. Observe engagement and emotional responses closely, providing guidance and support while remaining alert to signs of distress.

Specific Learning Objectives?

- Reflect on and analyse your thoughts and memories

- Recall and reinforce positive memories

Variations?

- Design a Worry Box: Just like the Happy Box, the Worry Box is a tool designed to manage anxiety and intrusive thoughts. Sometimes, such thoughts can be overwhelming, leading to feelings like sadness, anger, or fear. A Worry Box is a helpful tool to manage these feelings. The construction of this box is similar to the Happy Box. Each time you experience a negative thought, write it down on a piece of paper, fold it and put in into the Worry Box, saying: “Scary thoughts, I’m putting you in the box! You will come out only if I want you to.” Optionally, secure the box with a lock or a rope to secure these thoughts. Engage with the players in reflection by asking questions such as: When you are worried, what do you typically do? What are other things you could do? What’s the difference between very serious worries and less serious ones? Encourage the players to review the contents of their Worry Box once a week or month with a trusted friend, family member or youth worker. Close the activity with the message that sharing our worries can make them disappear, diminish, or become something we can manage with the help of a friend or an adult.

Sources:

Wat als je iets heel ergs meemaakt? - Eva Kestens

Denk goed, voel je goed – Paul Stallard

The huge bag of worries – Virginia Ironside Trauma-Informed Social-Emotional Toolbox For Children & Adolescents. 116 Worksheets & Skill-Building Exercises to Support Safety, Connection & Empowerment” - 2020 Lisa Weed Phifer & Laura K. Sibbald

Threat or Thought?

Discuss the difference between threats and thoughts and explore the different reactions one could have.

Panel code(s):

Materials

- Paper and pens

- Post-its (4 different colours) – for the decision options

- Situations cards

How to play the game?

1. Gather the players in a comfortable and safe environment.

Self-management & future orientation

Game Mechanic

Teambuilding game

Group discussion

2. Explain to the players that when we're stressed, it can be challenging to differentiate between threats and thoughts regarding challenging situations. This confusion can trigger our survival instincts and affect our decision-making. A consequence of this can be that we start to avoid certain situations.

3. Brainstorm with the players on what possible threats, thoughts and challenges are.

4. Now distribute a situation card to each player. Instruct them to read their assigned scenario carefully.

5. Ask them to reflect on the situation: Do you consider it a threat or a challenge? Does this situation put you at risk or gives you some space to grow?

6. After each player had few minutes to reflect, explain how in each new situation, we all have 4 potential reactions: Fight, Flight, Freeze or Fawn. Emphasize on how there is no universal right or wrong reaction.

7. Encourage the players to select the reaction option they believe they would have.

8. Provide feedback on each scenario, discussing everyone's responses. Encourage participants to share their reasoning behind their choices (their dilemma's, doubts, maybe differences between what they think they would do and what they would like to do) to discuss any difficulties they encountered in identifying threats & thoughts on challenges. Address any questions or concerns raised by the players.

8. The game ends when all situation cards are discussed.

Additional game information?

To explain the 4 potential stress reactions: Fight, Flight, Freeze or Fawn, you could explore the Animal Poster of the Trauma-Informed Youth Work Toolkit.

Specific Learning Objectives?

- Differentiate between threats and thoughts

- Reframe your thinking process

Variations?

- You could invent other situation cards, to make it more adapted to your target group or situation.

- Combine the situation cards with the Signs & Symptoms of Trauma Poster and identify for each situation an animal who responds the way you would respond to the situation.

Fortune Teller

Discover what to do when you feel stressed, angry, sad, overwhelmed or any other difficult emotion.

Panel code(s):

Learning skills Icon

Materials

- Paper

- Markers/ Pens/pencils

- Scissors

- Printed folding instructions (see jpg)

How to play the game?

Social adjustment

Fine motor skills

Self-management & future orientation

Game Mechanic Icon

Crafting & constructing

Group discussion

1. Gather a group of players and explain that today you will be making a paper tool, a fortune teller, to help remember ways to calm down when feeling unwell.

2. Distribute an A4 paper to each player. Show them the printed instructions so everyone can make their own fortune teller. Support them if they need help. As they prepare, discuss things we can do to calm ourselves down when we feel sad, angry, frustrated, stressed, or overwhelmed (see suggestions in additional game information).

3. Once the fortune teller is ready, have the players place their fingers (thumbs and index fingers) into the four corners at the bottom of the paper tool. Explain the movements: close the tool by bringing thumbs and index fingers together, then open it by moving thumbs away from index fingers or by softly pulling your left and right hand away from each other.

4. The fortune teller has three layers: outer part (4 squares), middle part (eight triangles), and inner part (underneath the triangles).

5. Now, it's time to decorate our fortune tellers! On the outer part (four squares), put your four favourite numbers from 1 to 9, one number in each square.

5. Choose eight colors and use them to draw the eight triangles in the middle section, one color per triangle.

6. Finally, in the inner section, think of and write eight ways to calm yourself when you feel tough emotions (see suggestions in additional game information).

7. Now that the tool is ready, it can help you find a reaction to tough emotions. Place your fingers at the bottom and close the tool.

8. Choose a number from the four you wrote on the top section and move the tool as many times as the chosen number, using the movements explained earlier.

9. When you finish moving, you will see four colors. Choose one and look under it to find your "happiness response," a way to deal with the emotion.

10. Now you have a handy tool to "consult" whenever you need help calming down.

Additional game information?

Ways to calm yourself down: Count slowly to 10 - Take 5 deep breaths in and out - Talk to someone I trust - Play my favourite toy/game - Make a funny facePretend I am an animal - Listen to music - Hug yourself - Hug someone else (e.g., my mom) - Stay still like a statue for 10 seconds - Paint or draw something I like - Go somewhere quiet/ go to my favourite place - Watch my favourite movie/series/video - Tell myself something I am good at - Stretch my body - Do a hula dance - Invent a silly walk - Squeeze a ball - Squeeze my hands - Think something funny - Eat my favourite snack

Specific Learning Objectives?

- Discover and practice various strategies to manage and regulate their emotions

- Implement different coping strategies when feeling upset

Variations?

- The players can play with each other's fortune tellers if they are comfortable with it. In this way, the "suggestion for calming down" will be a total surprise for them.

You can also play this game for any other topic you like, for example: conflict resolution/ways of reacting, positive affirmations, questions for getting to know each other,

Decide in a Flash

Practice quick decision-making skills and engage in thoughtful reflection on your choices and reasoning.

Panel code(s):

Materials

- Dilemma sheets

- Paper

- Pens

- Optional: timer, flipchart

How to play the game?

1. Gather the players in a circle.

2. Begin by throwing the "ball" of dilemmas to the first player.

Problem solving & decision making

& reflective thinking Social adjustment

3. Prompt the player to quickly open the outer layer of the "onion" and read the dilemma out loud to the group. Encourage the player to make a rapid decision (yes or no) in response to the dilemma and briefly explain their reasoning.

4. Now this player can pass the "ball" to the next player in the circle, who repeats the process.

5. Continue passing the "ball" around the circle until all scenarios have been read and responded to by different players.

6. Facilitate a brief group discussion following the completion of lightning decision-making. Encourage players to reflect on the dilemmas and decisions made, focusing on the reasoning behind each decision. Discuss any common themes, differences in perspectives, or challenges encountered during the activity.

7. Conclude the activity by summarizing key takeaways and lessons learned. Encourage the players to apply their decision-making skills in real-life situations and reflect on the outcomes.

Additional game information?

Be careful that the other players don't judge the one making the decision; the atmosphere should be friendly and supportive. Make sure to rotate the "ball" to ensure that each player has the opportunity to respond to different dilemmas.

The explanation of the creation of the dilemma ball is available on StreetSmart Play.

Specific Learning Objectives?

- Engage in group discussions that provide opportunities for personal reflection and validation of experiences

Variations?

- The players can contribute their own dilemmas to the activity, increasing personal relevance and engagement. Ensure anonymity by transcribing the players' scenarios onto separate dilemma sheets before the activity begins.

- Analyze one scenario all together, gather pros and cons and see how our perspectives can be different depending on our experiences, personality, way of thinking, etc.

Calm your brain

Mind retreat: your go-to game for stress relief and sweet dreams

Panel code(s):

Materials

- A die

Learning skills Icon

Self-awareness

Attention & concentration

Self-management & future

Game Mechanic Icon

Energizer & ice breaker

- The list of the tasks printed (see additional game info)

How to play the game?

1. Gather the players and explain that you will discover different ways to calm your brain and yourself when you feel stressed, overwhelmed, confused, or tense by doing mental exercises.

2. Take a die. Each number on the die is linked to one mental exercise from the list.

3. Let the players roll the die one by one.

4. Experience the exercise corresponding to the number rolled.

5. When you are finished, roll the die again.

6. The game ends when all mental exercises are done. You could conclude with a reflection or ask for input on other exercises and add them to your list.

Additional game information?

Mental exercises are activities or practices designed to stimulate cognitive functions, improve mental health, and enhance emotional well-being. These exercises can help reduce stress, increase focus, boost memory, and promote relaxation. They often involve mindfulness techniques, breathing exercises, visualization, positive affirmations, problem-solving tasks, or other activities that engage the mind and promote mental clarity and resilience.

Suggested mental exercises, that should be performed silently:

- Name all the objects you see in your mind.

Describe the steps in performing an activity you know how to do well. - For example, how to shoot a basketball, prepare your favourite meal, or tie a knot.

- Count backwards from 100 by 7 (or any other number).

- Pick up an object and describe it in detail. Describe its colour, texture, size, weight, scent, and other qualities.

- Spell your full name, and the names of three other people, backwards.

- Name all your family members, their ages, and one of their favourite activities.

- Read something backwards, letter-by-letter. Practice for at least a few minutes.

- Think of an object and “draw” it in your mind or the air with your finger. Try drawing your home, a vehicle, or an animal.

Specific Learning Objectives?

- Familiarize yourself with mental exercises

Variations?

Three Good Things

Embrace positive experiences to promote mental well-being

Panel code(s):

& emotions

Materials

- Paper

- Pens

- Fine rope

- Beads of different sizes

How to play the game?

Learning skills Icon

Problem solving & decision making

Self-management & future orientation

Self-awareness

Game Mechanic Icon

Energizer & ice breaker

1. Thinking about positive experiences in our lives is not always easy. However, when we dwell too much on negative experiences, we can become sad, anxious, or tense.

2. To reduce these bad feelings, ask the players to write down three things that went well in their lives today.

3. Let them think about how they contributed themselves to these positive experiences.

4. Open the conversation with the group and ask the players to share the positive experiences they wrote down.

5. Complete this exercise by advising them that they can practice this daily by thinking of three good moments or experiences of the day. This can be done at the end of the day to help end difficult days on a positive note.

Additional game information?

Source: De speeltuin van de kindertherapeut, Dominiek Huis in ' Veld-Verhoeven

Specific Learning Objectives?

- Practice a positive mindset.

- Promote gratitude and awareness of positive experiences.

Variations?

- Make a bracelet with beads of 2 sizes where the large beads symbolize positive experiences. For each positive experience, have them add a large bead to their bracelet, and encourage them to think about how they contributed to these positive experiences.

- Deepen the conversation on the positive experiences by asking the players how the experiences happened and why?

- Have players pair up and share their reflections with a partner before sharing with the larger group.

- Allow participants to draw or create a visual representation of their positive experience instead of writing.

Your Favourite Poem

Create your own poem

Panel code(s):

Topic Icon

Language

Identity & emotions

of Players Icon

2 - 4 players

Materials

15 minutes How to play the game?

- A selection of age-appropriate, uplifting poems or song lyrics

- Paper

- Large paper

- Pens/ pencils

- Access to internet and devices like smartphones or computers (optional)

Learning skills Icon

Language, reading & writing

Communication & expression

Empathy & social awareness

Game Mechanic Icon

Group discussion

1. Gather the players in a comfortable space.

2. Explain that this activity is about using poetry to help us feel good and express our feelings in a safe way. Emphasize that there are no right or wrong answers and that everyone’s feelings are valid.

3. Start by reading a few short, positive poems aloud to the group. Choose poems that are gentle, hopeful, and evoke positive imagery. After each poem, ask the players how the poem made them feel. Encourage open sharing but respect if some players prefer to stay quiet.

4. Give each player a piece of paper and a pen. Ask them to think about a happy or calm moment they have experienced and write a few words or draw a picture about it.

5. Now, as a group, create a collective poem where each player contributes a line or a word referring to the positive or calm experience he wrote down. Write the collective poem on a large piece of paper and display it in the space.

Additional game information?

You can continue to work on the theme of poetry/song lyrics in several sessions by asking if they can bring a text/book/song next time. Discussing texts is often an easy way to talk about emotions. Thinking about how others express emotions can help you better understand and express your own emotions.

Source: De speeltuin van de kindertherapeut Dominiek Huis in 't Veld-Verhoeven

Specific Learning Objectives?

- Express emotions and experiences through creative writing.

Variations?

- Ask the players to create a poem individually, based on their happy or calm moment. Suggest some rhyme schemes like AABB or ABAB to guide them in the process. Who feels comfortable, can share their creation afterwards with the group.

- Instead of a poem, you can also design your own song or rap.

- The players choose the lyrics of different poems/songs and apart of reading them to the group, they could choose the line that they most like, combine all the lines and try to create their own song/poem with the most favorite lyrics of all players.

Peaceful Nights

Create a dream catcher to help bring peace and ease to your mind during the night. Panel code(s):

- A hoop or ring (metal, wood, or plastic)

- Yarn or string

- Feathers

- Beads

- Scissors

- Glue (optional)

- Small decorations (optional, such as fabric scraps, charms, etc.)

- Step-by-step visual plan (see PDF)

How to play the game?

1. Share the story behind dream catchers, explaining that they are traditional Native American objects designed to catch bad dreams and allow good dreams to pass through. Emphasize that making a dream catcher can help bring peace and calm during the night.

2. Prepare the hoop. Select what material you want to use as a base: metal, wood, plastic... Now take a long piece of yarn or string and tie one end to the hoop. Wrap the yarn around the hoop tightly, covering the entire hoop if desired. Secure the end with a knot. You can use glue for extra security.

3. Create the web inside the hoop. Tie a piece of yarn to the top of the hoop, leaving a small tail. Move around the hoop, creating a loop and pulling the yarn through to form a knot. Continue this pattern around the hoop. Keep the knots evenly spaced but not too tight.

4. After completing the first round, continue looping the yarn through the middle of each segment created in the first round. Repeat the process until you reach the centre, leaving a small hole in the middle. Now tie a knot at the end of the yarn and trim any excess.

5. Now it's time to decorate! String beads onto pieces of yarn or string. Attach feathers to the ends by tying or glueing them in place. Add any additional small decorations to personalize the dream catcher.

6. To finalize your dream catcher, you can tie a piece of yarn or string at the top of the hoop to make a loop for hanging your dream catcher.

Additional game information?

The crafting process of dream catchers opens the conversation on nighttime peace. Explain how the dream catcher can help catch bad dreams and allow good dreams to flow through. Encourage the players to hang their dream catcher above their bed to help bring comfort and peace during the night.

Reflection:

Ask the players to share what they hope their dream catcher will do for them. Talk about the importance of good dreams and restful sleep.

Tutorial: https://youtu.be/T2Fli9sWdSQ

Print the step-by-step visual plan if you feel the players need additional visual support in creating the dream catchers.

Specific Learning Objectives?

Variations?

- Let the players create a dream catcher for their family, friends ...

Happy Laughter Party

Promote joy, reduce stress, and foster a sense of playfulness through laughter yoga exercises

Materials

1. Have the players gather in a circle, standing or sitting comfortably.

Panel code(s): Learning skills Icon Social adjustment Body awareness

2. Introduce laughter yoga as a fun and playful way to laugh for no reason. Explain that in laughter yoga, laughter is simulated as an exercise, and even fake laughter can lead to real laughter and its associated benefits, like boosting your mood or offering stress relief.

3. Start with a simple warm-up activity to get everyone comfortable and in the mood for laughter. Lead a round of deep breaths, inhaling deeply through the nose and exhaling with a big sigh to release tension.

4. Begin with basic laughter exercises that are easy for the players to follow. Always give an example and lead the exercise.

5. "Giggle Greetings": Everyone introduces themselves with a silly sound or laugh.

6. "Laughing Mirrors": Pair up the players and take turns mirroring each other's laughs.

7. "Funny Faces": Make exaggerated facial expressions and laugh at how silly everyone looks.

8. "Laughing Animals": Pretend to be different animals and laugh like them (e.g., laughing like a monkey, a lion, or a duck).

9. "Circle Laughing": Start by saying "Ha". The next player in the circle repeats "Ha", and so on. Once the circle is completed, the first player adds one "Ha", so it becomes "Ha Ha". Now the next player repeats this. Continue until everyone is laughing.

10. Conclude the laughter yoga session with a cool-down activity to help the players transition back to a calm state. Lead a final round of deep breaths, inhaling positivity and exhaling any remaining tension.

Additional game information?

Specific Learning Objectives?

Variations?

- Silent Laughter: Encourage the players to laugh without making any sound. This can lead to contagious silent giggles and is especially fun in a group setting.

- Laughter Chain: Start with one person laughing, then have them point to another participant to continue the laughter. Keep the laughter going around the circle in a chain reaction.

- Laughter Yoga Poses: Incorporate yoga poses into laughter exercises, such as laughing while in tree pose, downward dog, or warrior pose. This adds a physical element to the laughter and promotes balance and flexibility.

- Laughter Dance: Turn on some music and encourage the players to dance and laugh at the same time. This combines the benefits of laughter with the physical activity of dancing.

- Laughter Improv: Encourage participants to improvise funny scenarios or characters and laugh together as they act out the scenes. This fosters creativity and spontaneity while promoting laughter.

SCRIPTS podcast facing trauma

Ezra • A story about neglect

Ezra: Am I really going to talk about this? What will Mr. Theo think? Hi, Mr. Theo. Mind if I come in?

Mr. Theo: Of course, Ezra. Come on in. Please, take a seat. How have you been since our last session?

Ezra: It’s been a rollercoaster, you know? Ups and downs. But there’s something I’ve been thinking about, and I thought maybe we could talk.

Mr. Theo: Absolutely, Ezra, I’m here to listen. What’s on your mind?

Ezra: Well, it’s about my family and everything that happened. I think it might help if I share more about it. It’s been on my mind a lot lately.

Mr. Theo: I appreciate you feeling comfortable enough to open up. Whenever you’re ready, I’m here to listen.

Ezra: Since mom isn’t here anymore, it’s just been me and my dad. Things got kind of tough after that … lots of arguing … changed; you know? He became a stranger, lost in his work and the bottles. It’s almost like I lost him too …

Mr. Theo: That sounds really challenging. How did that affect your family? And you, Ezra?

Ezra: It was difficult. Felt like he blamed me for mom not being here ... I noticed he started drinking more, barely noticing I was there. And when he did notice me, he was always getting mad, much faster than usual. I did what I could … took care of everything … cooking, my homework, life stuff. I wanted to make things right, but it felt like I was making them worse … Why doesn’t he want to accept any help?

Mr. Theo: That’s a lot for someone to handle, especially at your age. Did you have anyone you could talk to during that time?

Ezra: Not really. I felt pretty alone. Since mom isn’t in the picture anymore, there are things I just kept to myself. High school isn’t great either. I always feel like the odd one out without my parents at school events. It makes me feel like an outsider … Mr. Theo: Loneliness can be tough. How did you cope with all of that?

Ezra: I turned to books a lot. Escaped into the worlds of superheroes and fairy tales. It made me realise that others face though times too, and that there are people who care out there. Reading became my favourite trick for feeling better and happy.

Mr. Theo: It’s great that you found something that gives you comfort. As we’re talking today, how are you feeling about everything now?

Ezra: I’ve been thinking a lot about the past. I know it won’t be the same, and I’ve got these scars, you know? But I don’t want that to be my whole story. I want to move forward.

Mr. Theo: That’s a positive outlook, Ezra. It’s important to acknowledge your strengths and how far you’ve come. We’re here to work through things together. Is there anything you would like to share about what and who is important in your life?

Ezra: Maybe not today … Just wanted to have a chat, you know? Figure things out a bit.

Mr. Theo: Absolutely, Ezra. Talking is a good start. And I’ll be here to listen, whenever you’re ready.

Elias • A story about a natural disaster

Ms. Lisa: Thank you, Anna for sharing! That was a very nice picture about your dream for the future. I think you could be a really good teacher one day! On to the next person. Elias, what did you draw for us? Would you like to explain?

Elias: So, as you can see, I drew a house with a backyard full of flowers and vegetables. My dream is to live in a small village, since I don’t like big cities, and I am afraid of high buildings … you know ... After the earthquake … And I don’t like tents either. I don’t feel safe in them and it’s cold all the time ...

Ms. Lisa: The mountains you drew are really nice! And I see a nice bike there! Is it yours?

Elias: Yes! I used to play all day with my friends on our bikes, racing. We loved exploring the forest! I have a bike now, as well, but it is a bit broken. We still race with my friends that are still around.

Ms. Lisa: Very nice Elias! And in the village you drew, there will also be lots of clean air, many different animals and an amazing view! And you will live there with your family, right? Would you like to talk about them as well?

Elias: Em... This is a drawing of my mom. Although she is not very happy now, I drew a smile on her face because I hope in the home I drew, she will be happier. We will all live happily there!

Ms. Lisa: So nice! And very nice colours as well, Elias. What about your dad?

Elias: My dad has been working in a different city, far away, already for almost two years now. He is not around most of the time. We miss him a lot. Especially now, after what happened, I think it would be very good for our family if he could be here with us, especially for my mom... She is crying all the time, and I cannot help her. She is very sad since we lost our home and everything we had... Many people went missing or even worse... Now we have to live in a tent. And I can’t do anything to fix it. I’m only 7 years old …

Ms. Lisa: I know... This is so hard for everybody, and it is ok to feel sad or frustrated with the situation. We are here for you when you want to talk about it. Elias, tell us, what else will there be in your village?

Elias: There will be calm roads, a big mountain, and many trails so my friends and I would go there all the time, explore the forest, race with our bikes, and have fun! We would be the heroes of the forest! Ah... I hope that my dad will find a job near here, so we can bike around the mountain with him as well. It is our favourite thing to do, you know, Ms. Lisa.

Ms. Lisa: Yes, Elias, we hope that too, for your family! But you didn’t tell us what would you like to be when you grow up?

Elias: Yes! I will be an Olympic cyclist when I grow up! I’m going to go fast with my awesome bicycle and make everybody proud!

Ms. Lisa: That’s so nice, Elias! You have a kind heart, and I believe you can achieve anything you set your mind to, even in the face of challenges. Thank you so much for sharing your drawing with us! Now, Sally, it is your turn! Tell us about your drawing.

Atid and Satya • A story about secondary trauma

Satya: Freshly knitted scarves! Beautiful handmade clothes for sale!

Atid: Step right up! Support local artisans! Each piece tells a story!

Ardol: Hey, Atid, hey Satya! What’s this? A switch from vegetables to clothes? What happened to the farm?

Atid: Oh Ardol, it’s been quite a journey, my friend. Our farm … is no more. After Satya’s accident, everything changed. That terrible explosion … life turned upside down. Satya can’t tend to the farm anymore. And I … I feel overwhelmed. I have to handle all the chores at home too: cleaning, washing, cooking … It’s all too much. And the nights are the worst, imagining echoes of that explosion. I can’t bear seeing Satya in such a state. I feel so bad that I wasn’t there to help her …

Satya: I had to learn a lot of things over again, like how to get dressed and move inside the house. Working at the farm became impossible. I know that Atid cannot do all this by himself. I wish I could help more … But slowly, I’m finding new ways to take care of us. We had to find products I can help with.

Atid: It’s just not fair, Ardol. Satya deserves better. And then there are those who are making fun of us.

Satya: I don’t care what they think, Atid! I’m creating my own path in this new life.

Atid: But the jokes they make about you … It makes me so angry that I want to fight with them!

Satya: Don’t let it get to you, Atid. I’m happy now. I’ve found joy in knitting. These scarves … they’re my new purpose. And we can make money with them.

Atid: Yeah, so we’re here now, selling these scarves instead of vegetables. Trying to make the best of it. But I’m still not sure if this is the right path …

Ardol: Your story is really impressive. I’m sorry you have to go through this, both of you. What I can say, is that those scarves are gorgeous. I’ll take two please!

Satya and Atid: Thank you so much!

Ardol: You’re welcome! Will you be here again next week?

Atid: We are not quite sure yet. We need help and, in this village, we are all alone. I think the best thing for us would be to move to a bigger city where we can get that extra help.

Satya: But, Atid, we haven’t decided on this yet. I still love our village, despite everything. I like the village where we grew up. I still believe something good can happen for us here.

Samir • A story about separation

Ibra: Your turn, Samir! Can you focus on the game please? What’s on your mind?

Samir: Oh, I’m sorry, Ibra. It’s just that … Fred and I submitted the application to bring my family over... I’ve been thinking a lot about it lately. Memories from the past keep popping up. I often think about my parents, our old house, my school back in my home country … My siblings and I used to have moments like this, playing games together. It feels like a lifetime since I last saw them …

Ibra: I get it, Samir … It’s not easy to live far from your parents not knowing when you’ll see them again. I’m going through a similar wait …

Samir: That’s really true. In the beginning, living in this youth care centre was very overwhelming. My parents sent me away for safety, but they couldn’t come with me. And the journey was tough. I was really scared. Now it feels more normal than before. After a while, I realized I wasn’t alone. The social workers here made me feel safe and at home. I joined the cricket team and started making some new friends. Life gradually started feeling normal again.

Ibra: I agree, making new friends really helps to get used to this new place.

Samir: Absolutely. My friends here in the centre became like a second family to me. We share our stories, our dreams and support each other through the challenges we are facing.

Social worker Fred: Hey boys, how’s the game going? Who’s winning?

Ibra: I am, of course!

Social worker Fred: Great! Samir, could I have a moment? I’d like to talk to you.

Samir: Sure, what’s up Fred?

Social worker Fred: Samir, I have wonderful news for you. Your parents … they’ve been approved to come.

Samir: What? I can’t believe it …

Social worker Fred: Yes Samir, it’s true! There’s still some paperwork to finalise, but it’s happening. They’ll be here in a few weeks.

Social worker Fred: Samir, are you ready to go to the airport? It’s been a rollercoaster of emotions waiting for this day, hasn’t it? How are you feeling about seeing your family again after all these months?

Samir: I don’t know how I’m feeling …I’m thrilled, but also a bit scared … It’s been such a long time since we were together … I can’t wait to reunite with my parents and little brother and sister, but I’m nervous as well.

Social worker Fred: It’s natural to feel this way, Samir. You haven’t seen your family for a long time, and this is a big moment. You’ve been through a lot, adapting to a new country, making new friends, learning a new language …

Samir: Yeah, it’s just that … What if everything has changed too much?

Social worker Fred: Samir, families have a special way of loving each other, no matter how much time has passed. It will take some time to get used to each other again and to tell each other what you’ve been through the last years. Take it one step at a time, and with patience, you and your family will find your way.

Social worker Fred: We’re here, Samir. Take a deep breath. This is a big moment …

Viktoria • A story about war

Hello, everyone! I am Viktoria and most probably you all know me as the girl singing in the metro station. Today I want to share my story with you. Or at least the part of the story that brought me here today.

I’ll let the comments run, because for me, it is very important to be in touch with you guys. What I’m going to share today is a sensitive matter for me, so I’ll appreciate your kind comments.

It all started a few years ago, when me and my family were still living in my hometown. And then, one day, everything changed. Probably all of you heard what happened in my country. It was so sad and scary. I still remember those days when all of us had to seek shelter in the metro station. There we lived, ate, slept, cried; there we spent all our time.

Oh, I see in the comments that some of you knew that already!

There were so many of us and it was getting harder and harder to have a moment to yourself. There was always something to do, someone to comfort; I was 12 back then and it was hard for me to see my mother so worried all the time, to see my father only when he brought us the things we needed from outside.

I remember how good it felt when I could sing with the other children. I was always passionate about singing, but also very shy. But then I met Olga in the metro station. She used to be a singing teacher and even though she retired, she loved everything about music and taught us so much about it. She seemed to be the strongest and the kindest person I’ve met. I wanted to be just like her. It is crazy amazing how fast she became a role model. She encouraged me to sing for the children and then one day, one of my songs was recorded and went viral so quickly that it overwhelmed me, but it also gave me the courage to follow my passion.

Me and my family stayed sheltered in the metro station for months, until some of us could leave the country safely. Sadly, our family actually split in two: half of us left, but the other half remained to protect our country and everything we stand for as a nation.

I now live with my mum and my younger brother, Naum. Some of you already might know him from my posts. I also have a big brother, Petro, my hero, who is now still in my country, with our father. We talk a lot, but there are moments when we cannot reach them instantly and those moments are like nightmares. We worry - a lot. I hope they both know how very proud we are of them.

That’s a glimpse into my story, and I’m grateful for this space to share it with you. Keep the comments flowing, and let’s keep the connection alive. Until next time, take care and much love!

Freeze Dance

Hello everyone! Welcome to Music Island! Today we’re doing a fun dance game session.

If you like music, wave your hands in the air! If you like dancing, start moving around! If you like both, wave and dance to the beat!

Now, the game is simple! As the music plays, you will dance around. Don’t know how to dance? No worries! Just move any part of your body - your legs, your arms, your body, your head - do your moves, follow the rhythm, and express yourself!

But, here’s the twist! When the music stops, you must freeze your whole body instantly in whatever pose you’re in. Freeze your body, arms, legs, head, every part! You just keep breathing. Then, when the music starts again, you start dancing and moving again. Ready to try it? Let’s go!

Let’s put some music on and start!

Fantastic job, everyone!

Now, let’s add a twist! Adjust your dance moves to the volume of the music! When the music gets loud, then your moves are strong and energetic. When the music gets soft, then your moves are soft too. And remember: every time the music stops, we freeze our whole body. Ready? Let’s dance!

Perfect! You all did wonderfully! Well dooone!!!!!!!

Whenever you’re feeling energetic and want to have some fun, you can always think about this game and play it! Express yourself through dance!

Thank you all for joining in on this dance game. Keep on dancing!

Body Scanner

Hey there! Get ready for a super cool activity. Today, we’re going to be just like the awesome athletes on the sports island and play a fun game of discovering how our bodies feel! Knowing about our bodies helps us spot stress and tension, makes us calm and cosy and keeps us feeling happy and healthy. Find a cosy spot to lay down on the ground or sit comfortably, whichever feels best for you. Take a moment to get settled. Now, close your eyes if you want to and use your imagination. Picture yourself inside a magical machine that can scan every part of your body. Are you ready to explore your body?

We’ll start with your feet. Focus only on your feet. What do you feel in your feet? Can you sense the snugness of your shoes or the gentle touch of your socks? Wiggle your toes and notice each one individually.

Slowly, we’ll move up to your calf muscles. How do they feel? Are they relaxed, or maybe a little tight? Do you notice any soreness?

Now, let’s journey up to your upper legs. What sensations are there? Do they feel tired or energized? Can you feel the fabric of your clothes against your skin? Maybe you feel something itching.

The scanner moves up to your tummy now. What’s happening in your belly? Can you sense the gentle movements as you breathe? Is your belly going up and down? Maybe you can even feel your food being digested.

Up we go, to the upper part of your chest. Listen closely, can you feel your heartbeat? Take a moment to explore and discover what’s going on in there.

As the scanner glides over your arms and hands, take a moment to really feel them. Are your arms resting comfortably or do they feel a bit tense? Shift your attention to your hands, are they open and relaxed? Let’s not forget about your fingers. Stretch them out slowly. Do they move easily? Or do you feel any tightness?

Now, let’s focus on your shoulders and neck. Do they feel relaxed, or is there some tightness? It’s perfectly okay to notice any feelings.

The scanner glides over your face. Think about your chin, your lips, your nose. Is there anything itching or tickling? Move to your cheeks and your jaws, your eyes, and your ears. Can you hear anything special? Your forehead - is it calm and relaxed?

Well done! You’ve completed a full body scan. Keep in mind, it’s okay to feel whatever you’re feeling. You’ve now learned a valuable method to connect with your body. Excellent job! Take a deep breath, and when you’re ready, gently rejoin the world around you.

5 Senses Exercise

Hello there! Today, we’re going to do a fun and relaxing activity called the 5-4-3-2-1 Magic Senses game. This game helps you to bring your attention to the here and now, to reduce tension and to stop worrying by focusing on your senses.

In this game, we’re going to explore what we see, feel, hear, smell, taste. Let’s try to notice the little things we usually don’t pay much attention to, like a tiny sound far away or a small dot on the wall.

You can play this game anywhere you are, even when you are ready to go to sleep.

Are you ready? Let’s get started!

First, open your eyes and look around you. Can you spot five things you can see, anywhere around you? Take your time. Maybe it’s a funny-shaped cloud, a book, a plant or even a color on the wall. What cool things can you find? Point them out or say them in your mind.

Now, let’s use our sense of touch. What are four things you can feel? It could be the softness of your clothes, the warmth of the sunlight, the smooth surface of a table, or the ground that touches your feet. Touch them and think about how they feel.

Now, try to focus on your ears. If you feel comfortable, you can even close your eyes. Can you hear three different sounds around you? It might be the sound of your breathing, birds singing, distant traffic or people talking. Take a moment to listen. What do you hear?

Time for our noses to join the game. What are two things you can smell? Maybe you can smell flowers, food in the kitchen, or even the fresh air. Take a deep breath and notice the smells around you. What do you smell?

For the last part, think about your sense of taste. What’s one thing you can taste right now? Maybe the lingering taste of a snack or the freshness in your mouth. If you’re not sure, that’s okay! Just notice the natural taste on your tongue. What do you taste?

Great job! You did the 5-4-3-2-1 Magic Senses Game. Remember you can always play this activity anytime you want to relax and notice all the awesome things around you. Have a wonderful day!

Everyday Creations

Hello, young creators! Welcome to the creative island. Today we’re going on a journey of art and friendship. Are you ready to show your creativity and share your masterpieces with others?By using things we find around us, we get to learn how we see the world in cool new ways and share our creative ideas with others. Let’s get started, we only have 6 steps to follow! Feel free to pause after each step to fully finish it and remember to resume playing once you’ve completed a step. Let’s get started!

Step 1:

Let’s go on a treasure hunt around you. Look for everyday objects like cardboard boxes, paper rolls, containers, leaves, sticks, stones, pinecones, shells, string, glue, scissors – anything that catches your eye. Gather them all in one place and get ready to make something amazing!

Step 2:

Now, let’s close your eyes and think about something awesome – it could be a shiny boat or a spaceship, a funny robot or a doll, a secret treasure chest, a piece of jewellery or maybe even a creature from a faraway land. Got it? Great! Now, use the materials around you to bring that creation to life! There are no limits, so have fun and let your imagination fly high!

Step 3:

Let’s think about someone special you’d like to share your creation with. It could be your best friend, a family member, or anyone you like. Think about what makes your creation unique and how it might bring joy to the person you’re sharing it with.

Step 4:

Ready, set, create! Set a timer and start creating! Feel free to team up with friends, share cool ideas, and build together something nobody has ever seen before.

Step 5:

It’s showtime! Gather around, and one by one, share your creations with each other. Describe what you made, why it’s special, and how you think it will bring a smile to someone’s face.

Step 6:

Let’s celebrate the incredible creativity in this space! Each creation is a work of art. Give each other compliments, ask questions, and enjoy sharing your wonderful ideas.

Thank you for joining us in this magical journey of creativity and friendship. Keep on creating and sharing, and remember, your imagination is the best tool ever! Until next time, happy creating!

Flower Breathing

Hello, dear friends.

Welcome to Nature Island. This Island is a very special place, where we go on a relaxing, breathing experience. Have you ever tried a breathing exercise? These exercises are like gentle spells for our body and mind, just right for moments when you feel a bit worried or stressed. Shall we try out one together?

Find a comfy spot to sit or lie down, somewhere nice, and quiet.

Close your eyes. If you don’t want to close your eyes, that’s okay. Pick a spot to look at – maybe a fluffy cloud in the sky or a pebble on the ground.

Place both hands softly on your belly. Can you feel it moving up and down as you breathe? You don’t have to do anything special. Bring your attention to the rise and fall of your belly. If this seems a bit though, try placing your favorite small plushie on your belly. This may help you noticing how your breath moves in and out more.

Breathe in, feel your belly rise, and breathe out, feel it fall. In and out. Let’s do this three times. And hey, if you start thinking about your snack or fun game, that’s okay! Just smile and bring back your thoughts back to your breathing.

Breathe in, feel your belly rise.

Breathe out, feel it fall.

Breathe in.

Breathe out.

Breathe in.

Breathe out.

Now imagine a beautiful flower on your tummy. Just choose a flower that you like. What colour is it? Does it have big petals or small ones? It’s your special flower. When you breathe in, imagine the flower opening wide to the sun, and when you breathe out, it closes. So, inhale, let the flower open and exhale, let the flower close. When you inhale, the flower opens, and when you exhale, it closes.

Repeat this three times.

Inhale and exhale.

In and out.

Great job everyone. Whenever you need a moment of calm, just remember your special flower. When you’re ready, you can gently open your eyes.

Yoga Safari

Welcome, adventurers! Today, we’re going on a fantastic yoga safari to meet some amazing animals. Are you ready to explore the wild with us?

Before we set off on this wild journey, we need to make sure we’re all ready and energised for the expedition.

First, let’s set up our tents.

Stand on your two feet with your legs a little bit apart.

Put your two hands together above your head and check if the zipper of our tent works. Keep your hands together and go all the way down with your arms, close the zipper until you reach the ground, making a zzz sound.

Then come all the way up again.

Go all the way down again. Come all the way up again.

Now that our tent is all set up, let’s make sure our bodies are prepared too. Take a deep breath in, filling your lungs with fresh safari air.

Hold that breath, imagine the excitement of our adventure.

Three two one, breathe out, just like a gentle breeze sweeping through the savanna.

Repeat this again two times with me.

Breathe in.

Three two one, breathe out.

Breathe in.

Three two one, breathe out.

Perfect! We’re ready to begin our yoga safari and meet all kinds of amazing animals along the way. Let’s get started!

As we go deeper and deeper into the wilderness, we spot something fascinating – a snake! Snakes are known for their flexibility, so let’s try to get as flexible as a snake.

Lie down with your belly on the ground, just like a snake resting in the grass. Put your hands on the ground next to your shoulders.

Take a deep breath, feeling your belly rise.

As you exhale, gently push your hands into the ground, slowly lifting your upper body and head, just like a snake raising its head to look around.

Then rest again, putting your forehead on the ground.

Repeat this again two times with me.

Take a deep breath, feeling your belly rise.

Three two one, exhale. Gently push your hands into the ground, lifting your body and head.

Breathe in.

Three two one, breathe out.

Great job, explorers! Let’s continue our journey to discover more incredible animals in the wild. We come across another incredible creature – a graceful wild cat!

Find a comfortable spot on the ground and come down onto your hands and knees.

Take a moment to breathe deeply through your nose.

When you exhale, round your back gently, lowering your chin to your chest, just like a cat arching its back. Draw your belly button in and up, as if you’re giving it a little hug.

When you inhale, press your hands to the ground, move your back to a straight position, and keep your legs in place.

Repeat this again two times with me.

Take a deep breath.

Round your back gently, lowering your chin to your chest. Three two one, exhale.

Press your hands to the ground, move back to a straight position. Three two one, inhale.

Breathe in.

Three two one, breathe out.

Breathe in again.

Explorers, listen closely to the symphony of the wilderness. Do you hear that powerful, resonant sound? Our journey has led us to this remarkable moment, as we’ve discovered the mighty lion in his natural habitat.

Let’s transition gracefully into our lion pose. Find a comfortable spot on the ground, and come to your knees, sitting back on your feet with your back straight, just like the noble lion sits proudly, overlooking in the savanna.

Close your eyes if you feel comfortable and breathe deeply.

Let’s rise halfway, bringing ourselves to a kneeling position and breathe out.

Place your hands beside your head, make claws with your fingers and let out a powerful ‘ROAR’, just like the lion.

Repeat this two times with me.

Breathe in.

Rise and breathe out. Make claws and roar.

Breathe in.

Three two one, breathe out. Roar.

We’re doing a great job explorers! Our safari has already led us to some breathtaking encounters with magnificent animals. But wait, what’s that in the distance? Can you spot it too? It’s another playful and friendly creature waiting to meet us – a dog! Find a spot on the ground and come down onto your hands and knees.

Breathe deeply through your nose.

As you exhale, lift your knees from the ground and pushing your arms firmly into the ground, and look at your feet with curiosity, just like an enthusiastic dog exploring its surrounding.

Return to your knees and relax.

Repeat this two times with me.

Breathe in through your nose. Breathe out and lift your knees from the ground. Return to your knees and relax.

Breathe in.

Breathe out.

Relax.

Oh no! It seems our adventurous journey has stirred up some unexpected excitement. Take a look around. Can you see it too? We’ve awakened a busy swarm of bees!

Let’s try to connect with these little creatures. Sit down on the ground with your legs crossed. Close your eyes if you feel comfortable and take a deep breath in, connecting with the gentle hum of the bees all around us. Now, as you exhale, place your fingers on your earlobes, covering your ears. When you exhale, create an ‘oohhm’ sound, just like the bees.

Repeat this two times with me.

Breathe in.

Breathe out. ‘Oohhm’.

Breathe in.

Breathe out. ‘Oohhm’..

Well done, safari explorers! You did an incredible job today! Remember to practice these poses whenever you want to go on an adventure with your body. Until we meet again, stay curious and keep exploring! Goodbye, adventurers!