Building Resilience With LEGO Bricks

BUILDING RESILIENCE WITH LEGO BRICKS
Ea Suzanne Akasha, psychomotor therapist

IFRC Reference Centre for Psychosocial Support
Field test of the manual in Damascus 2014 with Syrian Arab Red Crescent
Author and photos: Ea Suzanne Akasha, psychomotor therapist, PS delegate Danish Red Cross
eaaka@rodekors.dk
Peer review: Louise Vinther-Larsen, IFRC Reference Centre for Psychosocial Support
CONTENT
BUILDING RESILIENCE WITH LEGO BRICKS
Introduction
Crisis, play and the seven cs: connection, cooperation, communication, creativity, concentration, critical
thinking and coping
Connecting to the senses
How to use the activities and games
Connecting to others - opening, closing and evaluating sessions
Structuring a session
Connecting to the body - exploring the senses
Games for connecting, communication and collaboration
Collaboration and critical thinking
Collaboration and communication
Coping, stress and loss
Connecting children and caregivers for better communication and collaboration
Creative teams
Concentration and relaxation
INDEX OF EXERCISES
CONNECTING TO OTHERS - OPENING, CLOSING AND EVALUATING SESSIONS
1. Name toss
2. Presentation
3. Listen, please
4. Introduction to a session
5. Buddies
6. Group principles
7.
8.
9.
10.
11.
Personal goals
Continue, stop and change
Closing on a positive note
Ending a session
Evaluation
CONNECTING TO THE BODY - Exploring the senses

12. The preferred hand
13. Impaired
14. Examining a LEGO brick
15. This is my LEGO brick
16. The order of things
17. Copy this
18. What is touching me?
19. Prepositions
20. Transport
21. Copy my trajectory
22. Green: run, blue: jump, red: crawl
23. Back to base
24. Proportions
COLLABORATION AND COMMUNICATION
25. What is changed
26. Which one matches?
27. Taking turns
28. Copycats
29. Competition
30. Compete or collaborate to build a tower
31. How do we work as a group
32. Duplicate, please
33. Build a bridge
34. Communication skill builder
35. How do we work as a group
GAMES FOR CONNECTING, COMMUNICATION AND COLLABORATION
36. Throw and catch
37. Remember the pattern
38. Guess who has it
39. Catch or dont move
40. Tagging game
41. Over, under and around,
42. Transportation chain
43. Guard the treasure
44. Treasure hunt
45. Electric current
46. Who has it
47. Pass it on
48. Rhythm machine
COMMUNICATION, COLLABORATION AND CRITICAL THINKING

49. Build as instructed
50. Discussion or dialogue
51. Empathy
52. Yes no energizer
53. Persuasion
54. Aggressive, submissive or assertive behaviour
55. Red, yellow or green behaviour
56. Dealing with aggression and submission
57. Ask for what you want
58. I appreciate you, because
59. Precise understanding
60. Listening or asking
COPING, STRESS AND LOSS
61. Tempo
62. Stress meter
63. Stress and coping
64. Positive self-regard
65. Control
66. Coping with change
67. Loss and coping
68. Feeling safe after critical stress
69. Gratitude
CONNECTING CHILDREN AND CAREGIVERS FOR BETTER COMMUNICATION AND COLLABORATION
70. Portraits
71. A protective shield
72. Important relations and things
73. Traffic
74. Old and new home
75. Making children safe
76. Flag or symbol
77. Old and new home
78. Mapping our community
79. A continuum for safe exchanges
CREATIVE TEAMS
80. Play and you
81. Work load and team support
82. Evaluation with a team
83. Personal evaluation of an activity
CONCENTRATION AND RELAXATION
84. Loosen the hands
85. Concentration
86. Letting go
87. Relaxed breathing
88. Deep breathing
89. Group relaxation

90. Safe place
Building resilience with LEGO bricks is a manual of activities using LEGO materials created for
mental health and psychosocial support programmes supported by Danish Red Cross.
Following a donation by the LEGO Charity in 2014, the activities and games have been field
tested by Syrian Arab Red Crescent.
Danish Red Cross and Syrian Arab Red Crescent would like to thank the LEGO Charity for this
donation.
INTRODUCTION
Think of a well-functioning village not touched by any disaster somewhere in the world. Give yourself a
moment to reflect on what characterizes a well-functioning village.
Now think of a disaster hit village, torn apart right after a disaster. What characterizes this village? Give
yourself a moment to reflect on what characterizes these two scenarios. Which differences and similiarities
do you think of?
Was there a difference between how you imagined the two scenarios? Most would notice the sounds from
daily activities and hold images of children playing in their mind when thinking of a well-functioning village.
Maybe so did you? When thinking a village life after a disaster it would be quiet and only few children
would be out playing in the streets and open areas. The reason being that any disaster is a social event that
disrupts daily routines and impacts deeply how a community functions. Disasters bring disruption, upheaval
and physical and emotional losses in their wake. In addition to being scared and worried after any major
disaster, children will often lose their play areas, schools as well as their toys. When in the wake of a
disaster a family has to flee and become either internally displaced or refugees, children often have to
leave their toys behind too.
It may seem insignificant to lose playgrounds and ones toys, but toys will often symbolize security for a
child and play has such a vital and important role in a childs life. Through play children learn, develop and
develop their capacity to relate to others. Therefore community-based psychosocial support encourages
the rebuilding of the social fabric and this involves encouraging children to play by providing safe spaces as
well as play materials. Play engages the entire being in a way that helps children of all ages overcome crisis
events. Through the medium of play children create, collaborate, communicate and connect skills used to
rebuild their community. In a disaster or protracted crisis it is very important to be able to cope with the
situation, adapt to the new life situation, and play supports this process of recovery. Another factor worth
mentioning is the importance of establishing daily routines and this can also be done through the medium
of play e.g. by establishing a psychosocial play group that is organized at regular intervals.
Resilience is a corners stone in recovery and is often described as the ability to cope with challenges and
difficulties, reduce to the impact of adverse events and to recover quickly after a crisis. Resilience is often
described as the ability to bounce back hopefully to an even better level of functioning than before the
crisis. When resilient, it is easy to connect well with others, to communicate effectively, to plan and solve
problems and manage strong feelings. The exercises in this manual aims at building the resilience through
psychosocial activities with LEGO bricks.
Building resilience with LEGO bricks is for those who would like to integrate psychosocial paly activities into
their work in Mental Health and Psychosocial Support (MHPSS). The activities presented can be used in
conjunction with other MHPSS interventions in Safe Spaces for Children, community centres, clubs or
programmes as the Childrens Resilience Programme - Psychosocial support in and out of schools from IFRC
and Save the Children. Many of the activities can be adapted and carried out without the use of LEGO
bricks or figures if these are not available.
Building resilience with LEGO bricks contains ideas for activities to develop sensorial and body awareness,
help create safe environments, deal with life events and strengthen coping skills. Other activities are to
develop creative, communicative and collaborative competencies.
Building resilience with LEGO bricks has a section with activities for caregivers and children where each
activity can be used as a point of depart for a dialogue creating stronger bonds between caregivers and
children. Furthermore there are exercises on concentration and relaxation giving participants the needed
skills to calm themselves when in distress. These exercises are also used to ensure that a session ends on a
quiet, calm and collected note.
One section contains exercises volunteer team leaders can use for a time of recreation with a team. Some
exercises are for reflection in a team and will be useful if the team wishes to look at problems or challenges
they are facing. Other exercises build team spirit having team members experience how they contribute to
the common work or goals.
LEGO bricks are also a very effective tool in community mapping, as when a group builds a model of their
community showing which areas are safe and unsafe for children. See exercise on p. xx. Other inventive
uses are the exchange of toys for weapons that can take place in a war torn country or day long events
where families gather in schools to build huge representations of a national sagas or epics.
It is highly recommended that facilitators and volunteers are familiar with community-based approaches in
emergencies, international guidelines on child protection and psychosocial support.) IFRC PS Centre
training kit Community-based psychosocial support gives an introduction to psychosocial support in
emergencies, introduces to working with children and covers the principles and practices and psychological
first aid. Refer to Childrens resilience Programme from the IFRC PS Centre and Save the Children for tips on
facilitation of activities for children as well as for ideas on how to run a full programme for children and
caregivers. Knowing how to assess if a participants need more support and how to safe referrals is also of
the essence.
(foot note Minimum standards for child protection, IASC guidelines on MHPSS guidelines in emergency
settings, Code of conduct, safe referrals)
CRISIS, PLAY AND THE SEVEN CS: CONNECTION, COOPERATION,

COMMUNICATION, CREATIVITY, CONCENTRATION, CRITICAL THINKING AND
COPING
Mental Health and Psychosocial Support (MHPSS) programmes assist people who experience crisis. Any
crisis is a social event that affects how individuals, families and societies function. After a crisis the social
connections and bonds are weakened or broken, daily life is changed often leading to diminished social
interactions. A crisis is often overwhelming and frightening, the world becomes unsafe, and the usual sense
of security is lost; and this loss will often be in addition to many other losses. Therefore a crisis negatively
impacts connection, cooperation, communication, creativity, concentration, critical thinking and coping of
individuals, families and communities. A strong interconnected community, where people care for one
another, can better overcome adverse events so bringing people together to re-build bonds is important.
Play has a wonderful ability to connect, restore a sense of normality and can move a community on its road
to recovery. As a powerful tool for connection, self-expression and creativity, play is an integral part of
most psychosocial interventions and approaches.
The structured psychosocial activities in Building resilience with LEGO bricks build the seven Cs of:
connection, cooperation, communication, creativity, concentration, critical thinking and coping. The
exercises build social awareness, the ability to collaborate and allow participants to talk about difficult
subjects, and thereby create new solutions. The seven Cs cultivate the creative power of coping and
problem-solving abilities needed during difficult times. Playful activities can support a community, a family
or a group of volunteers through hardship, as children and adults get a chance to express themselves and
to develop competencies through creative communication and collaboration.
In emergencies play is mostly associated with children who rebuild trust and regain playfulness through
psychosocial and recreational activities. These social competencies help them and their families - cope
better with the difficult situations they are in. But play can bring people of all ages together, so playful
activities are a powerful way to engage an entire community in its own recovery. Even though children are
the first to join psychosocial and recreational activities, next adolescents and adults will join, if and when
encouraged or invited. One such example is from a school-based programme for children running in a post
conflict area. Here the involvement of the entire community began with adolescents asking to be involved.
The National Society and the community arranged a badminton competition for the adolescents. Next
caregivers were involved in activities with their children, and this was followed by a huge sport tournament
that involved and got several communities together for the first time after peace had been restored. In the
end the elders were engaged in drawing competitions and session where they began talking about and
mourning the loss their children.
Many of the activities and games can be used to enable groups of caregivers and children to re-build safe
relationships. Safe relationships may be the most important aspect for children after an emergency, when
they live through a time of crisis and the associated increased insecurity. The exercises reveal new aspects
and competencies and will also help develop a new understanding of each other. Studies have shown that
programmes for caregivers on understanding childrens needs and positive parenting tools are very
effective in protecting children from harm.
Using a medium as LEGO bricks will make it much easier to talk about a difficult subject. When a person is
holding a figure that symbolizes personal experiences, it can be less overwhelming to discuss these
experiences and to process related thoughts and emotions. This, in turn, can lead the person towards a
new understanding and lead to better coping. When a caregiver and a child are collaborating to create a
LEGO brick tower or maybe a model of the home they lost in a crisis, some of the focus is on the object
when talking. There is something to point to, a concrete structure to explain and this makes it easier to
share what is going on in the inner world. The communication will open and family members can, often for
the first time, openly express themselves. They can begin to talk about personal and emotional laden
themes. They can begin to explore crucial and personal questions as How do I experience the loss of my
home, What good habits did we have before in our home that we somehow lost sight of. and How can
we as a family keep the good habits alive in our current situation? Once dialogue is opened or resumed it
will be easier for the family to move on.
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LEGO Vocabulary
There are two types of bricks and figures. DUPLO bricks are the bigger bricks and figures originally designed
for children below the age of six or seven years as children cannot by mistake swallow DUPLO bricks.
However, DUPLO bricks are great to use for participants of any age.
LEGO bricks are smaller and are designed for children from six and upwards. Figures, animals and vehicles
form part of all DUPLO and LEGO systems.
DUPLO and LEGO bricks have studs on the top and tubes inside. The magic of LEGO materials lies in the
studs and tubes that enable bricks and figures to click together and unfasten easily.
Base plates are flat plastic trays with raised studs that can be used as foundations for constructions.
In some games a ball is created using four or six DUPLO bricks with eight studs to form a small square that
can be thrown and caught easily.
If possible always conduct activities using LEGO and DUPLO bricks on a rug, mat, tarpaulin or sheet to
define a play area, avoid dirt and dust on the bricks and dampen the noise from the bricks in use.
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HOW TO USE THE ACTIVITIES AND GAMES

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Adapt, adapt and adapt

The exercises in Building resilience with bricks can be used as they are, but should always be adapted to fit
the needs of the situation and participants as well as to the level of skills of facilitators and volunteers.
Box end
When defining the target group for LEGO activities the facilitators will also ensure to include make the
groups as well as the exercises inclusive so the activities are open for all, and so people with disabilities feel
encouraged to participate.
ETHICAL CONSIDERATIONS
When building resilience with LEGO bricks the facilitators have a non-clinical approach. Their aim is to
strengthen connections, social support and understanding. Community-based psychosocial support is all
about enabling the community itself.
Participants will come together to have fun, be engaged to exchange experiences and it may happen that
they talk about challenging moments. As a facilitator it is very important never to ask participants to create
a figure or symbol of the worst time of their life or the worst that has happened to them. Participants may
nevertheless bring up situations of critical or traumatic stress. This can happen when a participant
spontaneously creates an image or a symbol of a very critical situation. If this situation should occur, the
facilitator will ask participants to talk about the first moment after the critical event when the participant
felt safe. See exercise xxxxxxxxxxx on p. xx. It is important that the facilitator never asks participants to recreate situations as the worst moment of their life. Instead the facilitator will use sentences as: Think of a
situation that was challenging or difficult for you or even Chose a situation that doesnt affect you too
much or too deeply.
Re-orienting to the here and now
If a participant is overwhelmed to the extent of having a flash back to a traumatic experience, there are
simple guidelines to use to assist the participant to re-orient themselves back to the safety of the here and
now.
Ask the participant to look around and name three things he or she sees and to say out loud what it
is. The observations have to be concrete as descriptions of what is actually observed in the
surrounding.
Ask the participant to name three things they hear and name them aloud. Ask them to listen to a
sound they can hear right this moment as music, voices or other sounds.
Ask the participant to name three things they can touch. Ask them to touch different objects and
say out loud what they are touching as they do so.
Finally ask how the person is feeling now.
DO NO HARM
The Do no harm principle applies to all humanitarian work. Confidentiality must be ensured for all
participants. This is particularly important when dealing with sensitive issues as gender-based violence or
traumatic experiences. And activities must be conducted in safe spaces where participants can fell at ease.
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Participants must be allowed to share and show emotions, but never to pushed to open up or to speak, if
they dont want to do so. When participants create a figure that symbolizes personal experiences and
events it makes the experiences and events tangible and the experiences will come alive in the session. It is
very important that the facilitator ensures that group members are respectful towards each other so all can
feel safe when sharing. Please note, that children need the consent of caregivers to take part in the
activities. A format for consent form the Childrens Resilience Programme is found at the end of this
manual.
CREATING SESSIONS
Building resilience with LEGO bricks contains exercises can be used as stand-alone activities or can be linked
to form series of sessions. With younger children up to eight years of age it is recommended that sessions
should be no longer than 50 minutes and with older children sessions can last up to 90 minutes.
When planning any session always begin by defining the theme, goals or outcomes of the session. To do
this the facilitator must know something about the participants. Who are they, what is their current
situation, what expectations do they hold, how have they been informed about the activities etc.
When running activities for caregivers and their children it is vital to build on what the children are able to
do, support them, and include caregivers as much as possible, but never at the expense of the children.
Whenever possible ensure that a trained volunteer is with the family group to assist, nudge or intervene if
needed.
For each session it is useful to plan educational, sensorial based and social activities so each session
contains learning, sensorial and recreational elements. If possible choose energizers and exercises that
relate to the chosen theme. Define what participants may learn from each activity and decide which
questions can be asked to promote this learning and reflections. Ensure there is time to talk about positive
and challenging thoughts and emotions that arose in a session to ensure that the activities have a
psychosocial focus. The section Structuring a session on p. xx has a model for structuring a session.
At the beginning of a stand-alone session the facilitator will set the group values or rules that are necessary
to create a safe environment for participants. One essential rule is that of maintaining confidentiality, so
personal issues that are disclosed in the room stay in the room. When running a series of sessions or a
training course, the facilitator will usually begin by agreeing on group rules or principles with participants as
in the exercise Group Principles on p. xx.
Playing with LEGO bricks calls forth the playful child in almost every participant. Groups engaged in
psychosocial activities with LEGO material can be challenging or almost impossible to quiet down for
example when they have to be given an instruction. Therefore it is important before beginning to agree on
a sign from the facilitator, for example raising a hand, that all pledge to follow when it is time to listen. The
facilitator can use the exercise Listen, please on p. xx.
Sometimes a group member may not feel like engaging in an exercise. There can be many reasons for this
and it is fine for participants to occasionally sit and observe or sit quietly aside and not take part in an
exercise. However, if at any point a participant seems overwhelmed, one of the facilitators or a designated
volunteer should accompany them out of the session and ensure that they are OK.
ELEMENTS USED TO ADAPT EXERCISES
The following elements are used to adapt the exercises and sessions:
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Purpose and focus of the exercise

Timeframe
Additional tasks
Number of participants
Reflections and discussions during and after the activity
Ending the session
Purpose and focus

The purpose of an exercise has to be clearly defined. It is helpful to remember that where the same
exercise is used a number of times with the same purpose or focus, experience and learning will change as
people become familiar with the exercise. The purpose of the exercise must be connected to the Lets
reflect questions asked after each exercise and these can be changed and adapted to fit the goals of the
session.
Timeframe
Even though it is useful to set a time limit to a given task participants are asked to engage in, the time
frame must be flexible when the situation demands it. This is the case when participants are engaged in a
fruitful exchange about the exercise and need more time.
Participants can be given the time they want or a time frame. They can be asked to focus on finishing first
so they hurry while doing the given task, and this can be followed by a discussion of the effect of focusing
on reaching the end target as opposed to focusing on the process. If asking participants to work within a
short time frame, ask participants for feedback on the effect of the time constraints on them. For example,
how does a time constraint affect the joy of working, precision of the outcome or is it experienced as
pressure and stress?
Additional tasks
Additional activities can be added to almost any exercise to make it more fun, challenging or focused on a
sensorial or another physical element. The ability of participants to concentrate and be focused can be
exercised by adding an additional task. For example whilst constructing a building participants have to run
to the opposite side of the room and back for every three bricks they add, or when co-constructing in pairs
one participants has to jump up and sit down every time a brick is laid, and the other has to sit down and
jump up. Participants can be asked to construct a figure only using their less preferred hand to enhance
body awareness or lying on their side to experience what it is like to have a physical impairment. Another
option is to use music and design the activity such that participants can only put down a brick when there is
the beat of a drum to train attention and listening skills which will improve the ability to focus and listen.
Number of participants
Creating a safe learning environment is an important consideration when deciding how big groups can be.
In order to create a safe and engaging learning environment the number of participants can be from six to
22. Groups over 25 participants are not suitable for the exercises in this manual as it is difficult to provide
enough time for reflection on the learning with the facilitator during and at the end of the session in such
large groups.
Individual activities are optimal for concentration and personal reflection, activities in pairs or small groups
are useful for connecting, practicing communication skills, encouraging critical thinking and collaboration,
and large groups function well to promote collaborative skills.
When planning sessions, facilitators should aim for a mix of individual, pair, smaller group and plenary
activities. At the beginning and end of a session participants should gather for introduction and closureAlong the way reflection and discussions can also be carried out in with the whole group. Pairs and groups
can be composed randomly, or can be peer or family groups. Sometimes it can make sense to form groups
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that work together for the whole session as when building skills of a family or team.
Reflection and discussion during and after the activity
After every activity the facilitator has the option to invite participants to reflect, relate and apply the
learning from their experiences.
box
At the end of each exercise there are some suggestions for what to discuss with participants. It is very
important to note that the facilitator will chose which questions to ask after each exercise so the reflection
part becomes related to the exercise as well as to the session as a whole. By choosing the focus in the
group discussions and exchange after the exercise, the facilitators guides the learning outcome for the
participants.
Box end
Reflect on their participation in the exercise: the communication and collaboration with others, feelings
and thought that came up and what was experienced and learnt.
Suggested questions:
What happened?
What was it like to do the activity?
How did you feel, think and how did you act when doing this activity?
What did you learn?
Can you give me an example of that?
Can you say more about that?
Relate the experiences from the activity to the lives, personal history or current life situation.
Did the experience during the exercise remind you of other times or experiences?
What were you responsible for in the activity?
Is this something you also experience in daily life?
Did you experience something like that before? What was it?
Discuss how to apply what was learned in their daily or future lives.
Is there a new role you would like to try next time we are together or in daily life?
What would you do differently another time?
What impact would this have on others?
When mentioning this problem, what do you think a solution could be?
How do you see that relating to your xxx?
Ending the session

Focusing and relaxation exercises are great to end a session. They help participants regulate the level of
bodily arousal in the nervous system, calms and regulate muscle tone. The focusing and relaxation
exercises help participants calm down, unwind and relax body and mind. During a focusing or relaxation
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exercise participants are able to mull over what they have experienced. Relaxation helps the deep
abdominal breathing that is needed for rest and restoration of body and mind. Use one of the relaxation
exercises at the end of the manual and use them regularly so participants learn these tools to calm
themselves whenever they need to do so. After the relaxation, when closing the session, the facilitator
should round up by saying a few words about what has happened during the activities of the day.
STRUCTURING A SESSION
This model can help plan and structure the content and running of a session. The facilitator may want to
change the sequence of these steps or maybe omit a particular step. It is recommended that the facilitator
always run the welcome and ending of the session in the same way to create a structure. This makes the
sessions predictable and helps participants of all ages feel secure as they know how things proceed. Other
steps can be adapted as fits the context and setting and it is recommended that the facilitator uses the
other steps in a flexible way. The time allocation fits a 90 minute session but can be stretched to a 120 min
session. If at all possible choose energizers that relates to the theme of the session.
1. Welcome and introduction

10 minutes
Welcome participants. Present the facilitator, volunteers and participants making sure that the names of
everyone present in the session are known to all. The round of names can be done in a way that is related
to the theme of the session. Introduce participants to the content and goals of the session. If sessions are
part of a series and on-going participants can share experiences as well as thoughts on the previous session
or what has happened in their lives between the sessions.
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Group principles
Participants and facilitator agree on group principles when they meet for the first time. Group principles
set the framework for the sessions and ensure a safe and respectful learning environment with active
participation. See the exercise Group principles on p xx. If using a flipchart to write up the principles the
participants can be invited to sign their name on the paper to show they are committed to following the
principles. Check in with participants from time to time to see how the principles are working and if they
should be adapted.
Box end
2. Introducing the theme
10 minutes
Introduce the session by presenting the theme for the session and invite participants to think about the
theme through a brainstorm. In general, brainstorming allows participants to generate ideas, identify
factors contributing to a problem and suggest solutions. A useful way of doing a brainstorm as an
introduction is to ask participants to write down their ideas individually so everyone has a chance to
formulate their own thoughts first. Next participants can share their initial thoughts in pairs, sub-groups or
the full group. The facilitator summarizes the information and asks clarifying questions to encourage
participants to reflect more about the theme. Once this is done the facilitator can say a bit more about the
theme of the day, relating this to what participants came up with during the brainstorm and to the theme
of the previous session.
3. Energizer and warm up
5 minutes
The facilitator introduces an energizer as a warm up exercise. If at all possible the energizer should be
related to the topic of the session. In this way participants can begin the practical part of the session in a
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bodily way that promotes connection, communication and concentration. Many exercises in this manual
can be adapted so the focus of the energizer and warm up exercises is related to the theme of the session.
4. Thematic exercises
35 to 40 minutes
The thematic exercises are the keystones of the session when it comes to experiencing, practicing, learning
and reflecting on competencies and skills. One or more exercises can be chosen depending upon the
context. After each exercise the facilitator can ask a few questions related to the exercise for individual or
group reflection. What did you experience during the exercise? What did you observe or notice in yourself
or the others in your group? In what way does this relate to everyday life?
5. Plenary
10 minutes
The facilitator brings the whole group together for a plenary and leads a group talk using the Lets reflect
questions suggested as a point of departure. Participants may share personal experiences in these sessions
and the facilitator must ensure that they are listened to in a respectful way by the group.
6. Concentration or relaxation
5 to 10 minutes
The facilitator introduces the focusing or relaxation exercise as a time to calm down and concentrate. The
choice of exercise depends on the facilities.
7. Ending the session
10 minutes
The session ends in a way that ensures participants feel that the session has been rounded off. One option
is to end the session with a short recap. This allows participants to check what they have understood as
well as ensuring that all points have been covered adequately. Questions can include, what do you
understand by (name the theme of the session)? What did we learn? What was useful? Another option is to
assign a homework task, to practice skills learned in the session by asking is there anything you wish to
practice before we meet again in our next session? A third option is to ask for feedback on the session. This
can be done by asking participants to note their own learning points or by using a participatory exercise
with the whole group.
Finally the facilitator will thank participants for coming to the session, stress the principle of confidentiality,
invite them to the next session, and share other important information with participants.
BOX pages beging different colour paper

CONNECTING WITH THE SENSES
The exercises and games in Building resilience with bricks stimulate the senses as these are the basis for
body -and self-awareness. The body is the primary medium for being and for self-expression that we rely
on in all interactions with others. This is the case for example when reading their body language. Body
awareness helps regulate the tension of muscles and nervous system and improves the ability for
concentration and calming.
A crisis event affects the experience of the self and the body. After overwhelming experiences like a
disaster many will become anxious, have trouble thinking straight, sleep well and regulate emotions. With
disturbed or poor sensorial and body awareness it is difficult to regulate the level of arousal in the nervous
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system1. After a period of critical stress, the level of arousal in the nervous system will usually be quite high.
If this condition persists over long periods it may lead to emotional instability, irritability, aggression,
difficulties such as hyperactivity, withdrawal or depression and to physical symptoms such as body aches
and sleeping difficulties.
Helping a person, child or adult, by gaining a sensorial awareness of the here and now will help diminish a
high level of stress. By learning to focus on what is going in the body right here and now and what is
happening in the surroundings right here and now can anchor a person in the present moment instead of
being caught up in ruminations or memories of past events. Learning how to de-stress by playing, having
fun, regulate muscle tone, and interacting with others can significantly diminish the level of stress and
thereby support the coping process. Learning that ones reactions are normal responses to abnormal
events and sharing what one has experienced will also improve coping.
SKIN SENSES
The senses of the skin and touch are very important in learning about the world and others. Children need
sensorial stimulation in order to develop. When a mother or caregiver holds, bathes, comforts, and nurses
an infant, it develops the childs sense of the body. This is I, me and this is how I feel. As adults we use
touch as a mean of communication with others for example to connect, grab their attention, comfort or to
guide. When handling building blocks the senses of the skin are stimulated and many of the presented
exercises focus on these senses for instance when asking participants to construct with closed eyes.
The skin senses are used to feel, grasp and hold objects and these senses constantly inform us about what
we touch, what is touching us and. The skin senses protect us from causing ourselves harm for example
when touching something very hot or cold, so one can immediately let go and avoid being burnt. The skin
senses gives information about the surface of objects; whether they are rough, grainy, smooth, hard, soft,
wet or dry. They inform the brain about forms and shapes of what is touched and whether it is a person or
an object. The senses furthermore register the temperature of the surroundings in order to regulate body
temperature. Pain is felt with senses in the skin when we are bruised, burnt or hurt. There are many and
closely spaced sensory cells in the face, feet and hands, especially in the fingertips. Sensory cells are spaced
farther apart on the back.
MUSCLE AND JOINT SENSES

Senses in muscles and joints are also called the kinaesthetic or proprioceptive (meaning ones own) senses
as they enable a person to feel like him-or herself and at home in his or her own body. They provide
information on how tense or relaxed, long or short the muscles are. This is important when using the
necessary amount of tension to move or when wanting to relax for instance when falling asleep. The senses
are found in joints too so a person will know which position limbs and joints are in. They are indispensable
for coordination of movements and use of force so, for example when assessing how much muscle power
to use to lay a brick or throw a ball. In coordination with eyesight and the senses in inner ear, the
kinaesthetic senses help maintain balance when sitting, standing, walking and running. Most of the
exercises in this manual help participants to become more aware of their senses in muscles and joints, for
example when the facilitator adds an instruction to focus on the muscle senses by asking participants to
only use the necessary amount of force when constructing or engaging in a game.
FINE MOTOR SKILLS

1
Arousal is a physiological and psychological state of alertness that involves the activation of the autonomic nervous system and the endocrine
system, leading to increased heart rate and blood pressure and a condition of sensory alertness, mobility and readiness to respond.
17
Fine motor skills are needed for activities such as writing, cooking or sewing. If a child does not develop fine
motor skills daily activities that require precise hand movement will be difficult and lead to tension in their
shoulders and neck. This can further lead to health problems such as headaches and other pain in shoulders
and neck. Handling DUPLO and LEGO bricks strengthens the fine motor skills in people of all ages. However
small children should use DUPLO bricks and gradually be introduced to smaller bricks until they master fine
motor skills.
HAND-EYE COORDINATION
Hand-eye coordination is developed from an early age. A baby will look at an object and then grab hold of
it, for example, when it looks at the face of their caregiver and reaches out to touch it. Children need to
develop good hand-eye coordination as they grow. This is essential and especially important for learning to
read and write. The throw and catch and many other exercises in the manual stimulate the hand-eye
coordination.
LATERALITY
Laterality refers to the use, function as well as to the integration of the two sides of the body. When it
comes to the use of the hands, most are right handed, and fewer are left handed. In the past many
children were forced to use the right hand regardless of their natural preference. Nowadays this is
considered very harmful and the practise must be avoided. When a child is allowed to use their preferred
hand for activities as playing or writing they can explore the uses of the other hand freely. Participants
explore laterality when they are asked to use their less preferred hand or to take turns in using each hand
in an exercise.
SPATIAL AWARENESS
Spatial awareness gives an understanding of dimensions in space as well as the spaces we inhabit and move
in. In order to move indoors and outdoors it is important to have a good sense of the spatial aspects of the
surroundings. Children develop their sense of space and learn to navigate in space when they roll, crawl
under and over objects and walk around in rooms. Spatial awareness is needed to judge distances, to
navigate and move around and also to avoid bumping into things. Participants can use LEGO bricks to get a
sense of relationships between things as they work out how bricks should be placed at the right distance to
one another.
Box ends
18
CONNECTING WITH OTHERS - Opening, closing and evaluating sessions

This section contains the following exercises:
Name toss
Presentation
Listen, please
Introduction to a session
Buddies
Group principles
Personal goals
Continue, stop and change
Closing on a positive note
Ending a session
Evaluation
NAME TOSS
Group activity
Age group
Time
Materials
Purpose
6 years upwards
10 minutes
A ball or a square of DUPLO or LEGO bricks
To learn the names of group members
Procedure
The facilitator asks participant to form a circle. Participants stand about elbow length apart.
The facilitator explains the procedure of the exercise. The facilitator then demonstrates the
exercise to ensure all understand the instruction by stepping into the circle, calling the name
of a participant whilst making eye contact and at the same time throwing the ball to him or
her. Quickly the one whose name is called will move to the centre, saying the name of the
facilitator. The facilitator moves back to the circle and the participant in the centre will carry
on the exercise till all have had their name called.
Variation
Reverse the sequence of names and participants called.
Lets reflect
Is it always easy to remember the names of others?

What can make it easy and what can make it difficult?
Does anyone have a good technique for learning names?
What does it feel like when others forget our name?
PRESENTATION
Group activity
Age group
Time
Materials
Purpose
6 years upwards
10 to 30 minutes depending upon the number of participants
A pile of DUPLO or LEGO materials
To introduce group members to one another
The presentation can be used the first couple of times a group meets
19
Procedure
Ask participants to pick one brick or figures of a colour that reminds them of something they
like or an activity they enjoy doing.
Let participants examine the brick for a moment while telling them to think of what the piece
reminds them of.
Invite participants to form a sitting or standing circle for the presentation.
Ask participants to introduce themselves by saying their name, and then by saying why they
have chosen their brick.
My name is . And this colour reminds me of
My name is..And this brick reminds me of when I used to .
Variation
If using this exercise as an introduction for families or volunteers to activities with LEGO
materials, the facilitator can ask participants to pick a brick or figure that reminds them of a
playful activity as games, sports or pleasant physical activities, that they used to enjoy as a
child or adolescent.
Gather participants in a sitting or standing circle and ask them to present themselves by
name and then to tell the group about their playful memory. My name is Lina, and this
reminds me of my favourite game that I liked to play with my friends when I was a child of
seven. We would take turns to.
Lets reflect
Ask participants to think about all the different aspects of play they heard mentioned and to
name some of them. The facilitator mentions the many different aspects of play that has
been mentioned by participants and link these to the 7 Cs of play: connection, cooperation,
communication, creativity, concentration, critical thinking and coping.
Step II
The facilitator can chose to introduce step II for groups of up to 20 participants. Here the
participants must each chose different bricks or figures so within the group not two people
have the same brick or figure. Before starting the exercise, encourage participants to pay
attention to what others say about themselves.
Ask a participant to collect the bricks and figures for example in a cap. The participants
gather in a group in one end of the room while the facilitator stands at the other end of the
room facing the group.
The facilitator takes the cap, picks a random brick, and holds it up for all to see. This brick
belongs to Lina, and this reminds her of the favourite game of hide and seeks, that she liked
to play with my friends when she was a child Thus the facilitator names the person
and mentions what this person, whose brick the facilitator is holding, likes. The person called
will walk to the side of the facilitator and pick the next brick and call a next person forth
using their introduction
Lets reflect
Step II is more demanding. It can be used to discuss the need to pay attention, to point out
how difficult it is to remember all names and that it takes time to learn names. If appropriate
it can also be mentioned that it can be embarrassing to be the last person in the group to be
called.
Why is it important to know the names of the others here today?
What techniques can you use to remember the names of others?
Did you pay attention when others were called? Why did you pay attention? If not, why not?
LISTEN, PLEASE
20
Group activity
Age group
Time
Material
Purpose
4 years and upwards

5 minutes
A red base plate, a red figure or stack of bricks and diverse red bricks and figures for
participants
To have participants listen and quiet down
Procedure
The facilitator explains that as agreed in the principles (see exercise in this section on group
principles) it will be practical to have a sign for all to respond to when it is time to quiet
down and listen either to the facilitator or others. When I hold up these red LEGO bricks (for
example ten eighth studded and stacked DUPLO bricks) you will immediately be quiet, grab
any red brick or figure and hold it up. Lets give it a try. Please all talk at the same time about
x,y, z. When the noise level is pretty high, the facilitator will hold up the red figure,
and participants will stop talking, grab a red brick or figure and hold it high as soon as they
discover others are falling silent and are holding up something red.
Lets reflect
Why is it important to be able to listen?

What happens if you dont listen?
Has anyone experienced an embarrassing situation as a consequence of not listening, that
they would like to share?
INTRODUCTION TO A SESSION
Group activity
Age group
Time
Materials
Purpose
6 years upwards
10 plus minutes depending upon the number of participants
A pile of DUPLO or LEGO bricks and figures
To introduce participants to one another as well as to the theme of the session or workshop
Procedure
The facilitator briefly introduces the theme of the workshop and then asks participants to
pick a brick or figure they find is related to the workshop theme. The facilitator can say: Pick
a brick or figure that represents or reminds you of, and chose one of the following
instructions:
a positive personal trait
your favourite book,
the best film you have seen
your hero
a song you like
a fairy tale
a difficult moment e.g. last week
a recent change in your life
(The facilitator can change the introduction to fit the theme of the session.)
Next the facilitator invites participants to form a circle and introduce themselves by name
and by explaining why they have chosen the brick or figure:
My name is and the colour of this brick makes me think of ..
My name is and this makes me think of when I was...
21
Variation
If the facilitator has to introduce the theme of the session or workshop in some length,
participants can construct a figure whilst listening and present this figure in the circle.
Lets reflect
How did you find the ambience in the room when we began the session?
How is the ambience in the room now all have presented themselves?
How important is it to you to be introduced to others when you enter a group?
Are you sometimes the one making introductions?
If yes, why, and if no, why?
What are good ways of introducing oneself to others?
What did you notice others said about their theme?
Was anything said that was in common for most of you?
BUDDIES
Pair activity
Age group
Time
Material
Purpose
Procedure
10 years and upwards

5 minutes
The same number of LEGO bricks and figures as participants but two identical pieces of each
brick or figure, and one set of three identical bricks or figures if the number of participants is
uneven.
To give each participant a buddy for the duration of a session or training
The facilitator puts the bricks in a bag and each participant picks one piece. They are invited
to walk around to find their buddy who holds a matching piece. The facilitator tells
participants that they have now found their buddy throughout the session or training. Being
each others buddies means that they will be
keeping an eye on each other so they know where the buddy is at all times
aware of how the other is doing at all times and support if needed
responsible for keeping the buddy informed about what has been going on, if the buddy
has to leave the room for any reason
The facilitator may ask buddies to work together in all exercises of the session or training if
appropriate. After breaks the trainer can do a buddy check. Does everyone have their buddy
in the room? If anyone is out of the room, the buddy is responsible for finding out where the
buddy is.
Variation
Lets reflect
The facilitator can also build as many twin sets of different six stack towers, place them in
the room and ask participants to pick one and find a person who has a matching tower.
At the end of the session, each day or training participants can be asked to find their buddies
and talk about one or more the following question:
How was your day?
What are your learning points from today?
What did you enjoy the most and how will you use this learning after the session?
If applicable:
What will make tomorrow more engaging for you and what can you do to make this
happen?
22
What are you looking forward to about the training tomorrow?

How can I support you tomorrow?
How can I challenge you more?
PERSONAL GOALS
Individual activity
Age group
Time
Materials
Purpose
8 years upwards
To set goals for the session or for social behaviour in on-going groups where social behaviour
is a theme
Procedure
Ask participants to pick a piece that represents a personal intention or behavioural goal they
want to set for the session or workshop. It can be something they would like to try out as for
example let others take their turn, help others or be more assertive.
Let participants examine the piece for a moment while telling them to think of what the
piece is representing. The piece can be placed in sight for example on the table during the
session as a reminder of the intention or goal.
Variation
At the beginning of a workshop, participants can be asked to pick one, two or three bricks
that symbolize what they would like to accomplish during the workshop. Help participants
make the goals specific, realistic and time bound. At the end of the workshop ask
participants to look at the brick or figure that represented their goal(s) and have them think
about or discuss how it went.
Lets reflect
At the end of the session, ask participants to take a moment to reflect with their piece in
hand. Participants can reflect individually or talk in groups about the following:
What made them chose their intention or goal?
Did they do what they had planned to?
How is it to set a goal and fulfil it?
Did others notice any changes in behaviour?
Would they like to continue practising the chosen behaviour?
This can lead to a discussion of setting goals in life.
GROUP PRINCIPLES
Group activity
Age group
Time
Materials
10 years upwards
Pre-prepared sheets of paper with words for key principles. These will depend upon the
group, the themes and priorities and will usually include topics such as: active listening,
confidentiality, mobiles on silent, respect, punctuality and confidentiality. Add other words
that are important for the facilitator or the work to be done. Write the words in local
language in big letters so they are easy to read.
23
Purpose
Group members define which pre-defined principles they wish to abide by in the session and
why
Procedure
The facilitator introduces the theme of principles that the groups wishes to follow. We will
be working together, so I would like for us to define some basic principles for the time we
spend together. This will make our work easier and as we go along, we can discuss if we
should adjust the principles. I am going to put some papers on the floor and on each is
written a word that sums up a principle. Please take a non-verbal walk to read the words.
Now choose the principle that seems most important to you and go and stand next
to that principle.
Next the facilitator asks the groups to discuss:
What their principle means in practise
And why this principle matters or is important to them.
Then groups are given five minutes to create a figure that shows the principle in action.
Lets reflect
The facilitator gathers the groups and the figures are presented.
The facilitator leads a discussion on the principles that are the most important, write these
on a flipchart and hang them on the wall for all to see.
Are there other principles that are important we must add in this group?
With the group decide a time at which the principles are revisited, for example at the end of
the day, to see how well the principles are upheld, and if anything needs to be revised or
added.
CONTINUE, STOP AND CHANGE

Group activity as family or working groups
Age group
Material
Purpose
8 to 10 years upwards Time 20 to 40 minutes

LEGO bricks of three colours; each participant has one green, one red and one red brick
To discuss what activities a family or a group should continue, stop or change
The exercise can also be used to discuss the interaction within the group so the discussion
centres on behaviours. This will require close facilitation and support.
Procedure
The facilitator and group begin by defining which activities the group wishes to evaluate as
e.g. daily activities in a family or a programme. The question can be formulated as simple as:
Should we continue, stop or change the way we take turns doing the dishes or the
organization of excursions with elderly, that we are currently engaged in?
Participants get into family or working groups and each group sits in a circle. The facilitator
explains the purpose and procedure of the exercise ensuring all participants have three
bricks one green, one yellow and one red brick or figure.
You all know traffic lights? Green means go, yellow means caution and red means stop.
In this exercise you will use the bricks to discuss how we are doing with our activities. One at
a time you will lay down the bricks or figures and share your opinion on the subject of xxxx.
As I said, green means go, so when you lay down a green brick you will mention something
that works well with regards to xxxx, so it should be continued.
Yellow means be caution or attention so when you lay down a yellow brick, mention
something that could be changed with regards to xxxx so the group will work better.
24
Red means stop, so when laying down a red brick you will mention something that doesnt
work well with regards to xxx, so it should be stopped. Does everyone understand the
instruction?
After the first round on a given subject as an activity, more rounds can be conducted.
Lets reflect
he facilitator will lead a plenary on what should be continued, what changed and what
stopped in the groups with regard to the way an activity or several activities are carried out.
CLOSING ON A POSITIVE NOTE

Group activity as family groups
This exercise can also be done as part of a session on assertion see more on p. xx
Age group
Time
Material
Purpose
10 years and upwards

5 to 15 minutes
A pile of LEGO bricks of different colours and sizes
To enhance awareness of behaviours of others and to close a session on a positive note by
giving and receiving positive feedback
Procedure
Have participants form groups of five to eight participants. If working with families a
volunteer can assist families during the exercise.
Place LEGO bricks and figures in the middle of each table or in the middle of the room and let
each participant choose one piece that they like the best.
The facilitator instructs participants to think about something they appreciate that the
person on their left has done during the session. The facilitator gives particpants a moment
to think of this. Then participants are to take turns giving a compliment to the person on
their left whilst handing over their piece as a token of their appreciation. The compliment
has to be about something the other has done during the session. The facilitator
demonstrates the procedure: I want to give you this wonderful brick as a compliment for
the way you helped others today. When receiving the item one is only allowed to say
Thank you.
The oldest person or the youngest in each group can be asked to begin the round.
The volunteer ensures that the compliments are positive and not negative and also gently
reminds those inclined to answer by saying Oh no, that was nothing, everyone would have
done the same to say only Thank you and thereby accepting the compliment.
Lets reflect
Did anyone notice an impulse to wave a positive compliment away?

How does it feel to have behaviour and actions noted by others?
What impact does it have?
Are compliments common in your group?
What would change if more compliments were exchanged in the group?
How can each of us contribute to an ambience of appreciation in the group?
ENDING A SESSION
Group activity
25
Age group
Time
Material
Purpose
6 years upwards
10 to 15 minutes
A pile of LEGO bricks
To end the session in a way that provides quick feedback
Procedure
Participants are asked to pick three bricks or figures that represents

something you liked in this session
something you disliked or found difficult in this session
something you learned in this session
Variation
Only one or two of the above questions can be asked.
Lets reflect
Ask participants to form a sitting or standing circle and ask them to share one of the three
comments. The next time the facilitator uses the exercises participants can be asked to share
a comment of another category.
End by thanking participants for their willingness to share.
EVALUATION
Individual and group activity
Age group
Time
Material
Purpose
10 years upwards
10 minutes
LEGO bricks of identical sizes; each participant has three green, three red and three red
bricks plus a base plate or three base bricks of another colour
To evaluate how satisfied participants are with a session
Procedure
The facilitator explains: Now we are ending the session and I suggest we evaluate the work
today, as this will help me and the team prepare the next session. Please begin by taking
three green, three yellow and three red bricks of this size
I want you to think about what we have done together today. We will build a green, a yellow
and a red tower so we can see how it went. By adding your bricks we can see how satisfied
the group is overall with todays exercises. The facilitator may decide to briefly mention the
exercises in the session.
If you are (the facilitator holds up a green brick) very happy and liked it very much you will
add one, two or three green bricks depending to the foundation to build a green tower.
If you are (the facilitator holds up a yellow brick) indifferent and neither liked or disliked it
today you will add on, two or three yellow brick to the foundation of the yellow tower.
If you are (the facilitator holds up a red brick) very unhappy and didnt like it very much
you will add one, two or red bricks to this foundation to build a red tower.
So you can add as few or many bricks as you like to the three towers.
Does everyone understand?
Participants will add their bricks to the tower that is being built as indicated by the facilitator.
Lets reflect
The facilitator can ask participants to comment on the different towers. Could someone
who put their bricks here say a bit about what makes you happy, indifferent or unhappy with
the session?
26
Variation
The facilitator and participants can agree upon what should be evaluated. If something new
is being introduced it may be interesting to evaluate if participants like it.
27
CONNECTING TO THE BODY - Exploring the senses

The preferred hand
Whats it like to have an impairment?
Examining a brick
This is my brick
The order of things
Copy this
What is touching me now?
Prepositions
Transport
Copy my trajectory
Green: run, blue: jump, red: crawl
Back to base
Proportions
THE PREFERRED HAND

Non-verbal exercise
Age group
Time
Material
Purpose
5 years upwards
5 minutes
Two four studded DUPLO bricks for each participant
To enhance awareness of the preferred hand and to stimulate tactile and kinaesthetic senses
Procedure
The facilitator asks participants to take two four studded DUPLO bricks on the table or floor
front of them.
Then asks participants to place one of the DUPLO bricks on the back of the other hand and
use this hand to pick the other brick and place it on the back of the other hand.
Now ask participants to throw the bricks in the air and catch them. Repeat a few times till
you can catch them easily.
Do this a last time very slowly while you notice which hand is your preferred hand: the hand
you use first to pick the brick and place it on the back of the hand.
Reverse the order of usage of hands: use the hand that is not your preferred hand to pick the
brick and place it before using the preferred hand. Throw in the air and catch
Lets reflect
Do you all have a preferred hand? (No, some are ambidexter and can use both hands equally
well)
Which one is your preferred hand? (What characterises the preferred hand? (The preferred
hand will be quicker and better coordinated than the other hand)
Are there any daily actions where you could use the less preferred hand?
IMPAIRED
Non-verbal or verbal exercise in pairs
Age group
6 years upwards
28
Time
Material
Purpose
20 to 30 minutes
One pre-prepaired model by the facilitator and each participants has a corresponding set of
LEGO materials
To create awareness and understanding of those with special needs
Procedure
The facilitator asks participants to pair up.

The facilitator can begin by asking children to put both hands on their head so one hand is on
top of the other. Remove the top hand, and the bottom hand will be the preferred one. The
facilitator asks the tallest participant in each pair to raise their preferred hand in the air; that
is the hand they prefer to use in everyday activities as writing or eating. The tallest is to put
the favourite hand behind their back and let it remain there for the duration of the exercise.
The facilitator shows the pre-prepaired model and places it for all to see. Next asks children
to copy the model while one participant is having the handicap of being able to use one hand
only. When the first round is over, it is repeated with a new model so the other participant
in the pair also experiences having the use of one hand only.
Variation
Participants can be instructed to do the exercise non-verbally or can speak while they work
to copy the model.
Variation
One participant at a time will be asked to close their eyes or be blindfolded and be guided by
the partner. If using this variation adapt the questions to fit this.
Lets reflect
How was it when you were not allowed the use of both hands?
What effect did it have on the construction?
Did your partner help you in any way?
What was it like to receive help?
Ask how it was to use both hands working with someone who only had the use of one hand.
Did you help your partner?
Who do you know in this community who has impairment?
How can we assist those with impairments?
What can we help them with?
When should we begin doing so?
EXAMINING A LEGO BRICK

Individual activity
Age group
Time
Material
Purpose
8 years upwards
10 minutes
LEGO or DUPLO bricks and figures on the table or floor in front of participants
To learn about the senses and experience how it is to focus on the senses
The exercise can also be used as a concentration and relaxation exercise
Procedure
The facilitator introduces the senses by asking participants how many senses they know. The
facilitator says: Human beings have many senses that are needed to function in daily life.
Can anyone name the most important of our senses? Participants will often mention eyes,
vision or sight.
29
The facilitator says: Yes, thats right the visual sense is very important for us. Can you imagine
what it would be like not to be able to see? .. Lets experiment with this for a
moment. Close your eyes and pick one brick, any brick from the pile in front of you.
Take the brick between your hands and feel it in as much detail as you possibly can with the
fingertips. What can you feel? Make a mental note of what you can feel with the fingertips?
Rub it against the skin of you underarm and cheeks. What can you feel on the skin in arms
and cheeks?
Listen to the sounds the brick make if you rub it against an ear. Make a mental note of this
too.
Can you examine the brick in other ways without looking at it? Do so and also make a mental
note of how this feels..
Now open the eyes and look at the brick in as many details as you possibly can. Close your
eyes and see if you can remember exactly what the brick looks like in your minds eye. Take a
moment to do so.if you are unsure of what the bricks look like, open your eyes and take
another look..
Time to put down the brick and let us talk about the exercises and our senses.
Lets reflect
What was it like to focus so much on the senses one sense at a time?
What could you feel with the senses in the fingertips?
What could you feel with the senses in the skin on the arm and cheeks?
What could you hear with the senses if the ears?
What could you see with the senses in the eyes?
Can you imagine what it would it be like not to have the use of one of these senses?
THIS IS MY LEGO BRICK

Non-verbal exercise in pairs
Age group
Time
Material
Purpose
5 years upwards
10 minutes
Different DUPLO and LEGO items but only one of each type and more items than participants
and optional blind folds
To stimulate the tactile and kinaesthetic senses
Procedure
The facilitator gathers the group in a circle and explains the activity. The DUPLO and LEGO
pieces are placed in the middle on the ground or a table. Participants close their eyes or are
blind folded. Then each takes a piece, and keeping eyes closed, feels the object with hands,
arms and cheeks using their tactile senses to feel the shape and surface in order to make a
mental imprint of the object. During this step the facilitator removes the extra LEGO pieces
from the middle.
Once participants have an image clear in their mind, they place the piece back in the middle
and the facilitator mixes all items. Still keeping their eyes closed, participants have to find
their piece again.
Variation
The facilitator hands each child, who has the eyes closed, a piece of LEGO. Allows time for
getting to know it using the senses, before the facilitator collects the pieces again, places
them in the middle for participants to find their own piece, this time with eyes open.
30
Variation
Participants sit in a circle with eyes closed. LEGO toys of varying sizes and shapes are put in a
bag that is passed around and each participant takes an object out of the bag. Participants
use their senses to familiarize themselves with their object till they are certain they can find
it again. When all participants have taken a brick the bag is passes around again and objects
are placed back in the bag. Next the objects are passed around one by one and when a
participant gets his/her object, he/she keeps it.
Variation
Caregivers can do the same exercise with their children. Ask children to explain how they
could recognize the shape and surface texture of their object.
Wrap up
Which bricks or figures were easy to recognize?

Why is that?
Which bricks were difficult to recognize?
Why is that?
Do you have a preferred hand? Do you know which hand it is? (Make sure that left handed
children are given the option to use this hand and are not forced to use their right hand.)
What can we feel with our hands?
What do we use hands for in daily life?
How do you like to use your hands?
What are good uses of hands?
What are bad uses of hands?
THE ORDER OF THINGS

Age group
Time
Materials
Purpose
6 years upwards
10 to 15 minutes
5 to 15 LEGO bricks and figures for each pair and optional blindfolds
To stimulate tactile and kinaesthetic memory
Procedure
The facilitator gathers participants, divides them into pairs and explains the activity. The one
whose first name begins with the letter closest to A in the alphabet is A, and the other is
B.
A closes the eyes and sits with open hands in the lap or on the table. B will now place one
piece at a time in As hands. A takes time to carefully examine and explore each piece to be
able to memorize the order of the pieces. When all pieces have explored by A, B puts them
in a pile in front of A. A takes off the blindfold or opens the eyes and arranges the pieces in
the same order they were put in his or her hands.
Variation
A will estimate how many pieces he or she can memorize and then try that number.
Wrap up
Could you remember the order of things?

How many pieces is it easy to memorize?
Is it easy or difficult to remember instructions?
How can it be easier for you to remember things you learn, or things you have to do?
COPY THIS
31
Non -verbal exercise in pairs

Age group
Time
Material
Purpose
6 years upwards
10 to 15 minutes
A pile of LEGO bricks for each pair
Stimulation of tactile and kinaesthetic senses and body memory
Procedure
The facilitator asks participants to get into pairs. It can be pairs of caregiver or volunteer and
child or of peers. Decide in the pair who will be A and who will be B. A will close the eyes
while B constructs a structure of a given number of bricks. When the construction is done A
will be given time to feel the structure, trying to see with the hands and memorizing how
the structure is created.
When all have had ample time to feel and memorize the structure, all originals are gathered
and covered. With now open eyes A will recreate Bs structure. When all are done, it is time
for comparison with the originals.
Try maybe one more time, and this time instruct the constructers to make the structure
easier or more difficult whatever suitable to suit the level of A.
Now change, so B closes the eyes.
Wrap up
How did it go?

What did you do correctly?
Could you copy the structure?
Which senses did you use to find out what posture to copy?
How did you memorize it?
Did you talk to yourself? (Sometimes we do that when learning something new or having to
concentrate).
Do you talk to yourself at other times?
When would you do so?
WHAT IS TOUCHING ME NOW

Pairs of caregiver and child or of peers
Age group
Time
Material
Purpose
4 years upwards
5 minutes
DUPLO and LEGO of different shapes and sizes. If the facilitator uses the variation some
pieces have to be kept aside for later
To stimulate tactile senses and memory
Procedure
Peers sit facing one another or caregiver sits in front of the child. The youngest in each pair
sits with open hands in the lap and closes the eyes softly.
The oldest in the pair takes a brick or figure and strokes the partners palm and outside of
the hands with the object. The partner has to guess what is touching the hands.
Variation
If done with caregiver children pairs, next have caregivers sit with eyes closes while children
gather objects with the help of volunteers. Children then repeat the exercise with caregivers,
but with objects the caregivers havent seen before in the activity.
Wrap up
Could you recognize all the objects?
32
What else do we use our hands for?

What can hands do?
Can you tell me what we use hands for in the course of a full day?
PREPOSITIONS
Group activity
Age group
Time
Material
Purpose
5 years upwards
10 to 15 minutes
A bunch of DUPLO and LEGO bricks
Learn to listen, follow instructions as well as the precise meaning of prepositions: over,
under, behind, on top etc.
Procedure
The facilitator asks participants to use bricks they want, but they can only do it in a certain
way; namely that each brick has to be placed precisely as instructed. The facilitator will lay
his or her own bricks too, but out of sight of participant, so they can compare their figure
with the correct one at the end of the exercise. The facilitator says: Place a brick on the floor
or table. Put another behind this brick. Now put three on top of one of the bricks. Next place
a brick to the right side of the stack of bricks. Remove a brick and put another bigger one
under it. Etc
Variation
If using this exercise with family groups, continue in pairs when the first exercise is done.
Then it will be the turn of the caregiver to instruct his or her child or children. Next round it
will be a child instructing the caregiver.
Lets reflect
Did you do well?

Were instructions easy or difficult to understand?
Are some prepositions more difficult to understand than others?
Could you concentrate on listening to instructions?
What helps concentration on listening when it is important?
Do you have a favourite way of not listening to others?
TRANSPORT
Age group
Time
Material
Purpose
7 years upward
10 minutes
A square of LEGO bricks about the size of a fist of the participants
Concentration, focus and eye hand coordination
Procedure
Participants line up according to height the shortest at one end and the tallest at the other.
Split participants into pairs so these are of similar height. Explain the exercise and ensure all
understand the process. Without talking the pairs are to place the square of Lego bricks
between them and carry it between given points in the room in different ways. The
facilitator chooses how the square is to be carried, in which way and where to.
33
The square can be held between shoulders of the pair, upper arms, palms, hips, outer thighs,
knees, fronts or backs. Or it can be placed between hand of one participant and shoulder of
the other participant, elbow and back etc.
With the square in place the pairs are to move between given points in different ways:
walking, hopping, running, with one having eyes closed, hopping on one foot, or walking
backwards. If the square is lost, the pair has to begin again on the current assignment.
Variation
Sit down on the floor and stand up without losing the square, change the placing of the
square or exchange square with another pair.
Lets reflect
How did it go?

What made it challenging? (Speed and placement of the square)
How did you accommodate the needs of your partner?
Do you often accommodate much or little to the needs of others?
Do you often make others accommodate to you?
Is it easy to find a balance between your needs and the needs of others?
COPY MY TRAJECTORY
Non- verbal exercise in pairs
Age group
Time
Material
Purpose
7 years upwards
15 minutes
Two to six different LEGO bricks for each pair; younger children will begin with two whereas
older can begin with four bricks
To collaborate, sharpen visual, bodily and spatial memory and concentration
Procedure
The facilitator divides participants in pair, explains the exercise and ensures all understand
the instruction. Each pair takes the agreed number of bricks or figures. Participants gather in
one end of the room. One from each pair, for example the oldest, shortest or closest to the
wall will be A and the other B.
The facilitator demonstrates the exercise by giving an example of a trajectory across the
room making as many stops as the number of bricks. At each stop the facilitator puts down a
brick and does a movement like jumping, hopping, lying down, wriggling the ears, shaking
the bottom, reciting a poem, singing a song, making a sound or making a grimace. When
reaching the other end of the room the facilitator makes his or her way back retracing the
movements and picking up the bricks on the way.
A will now create a new trajectory in his or her own way by making new stops with LEGO
bricks and doing new movements on the spot of the stop. Next retrace the trajectory, doing
the movements again picking up the LEGO bricks. Back again these will be handed to B, who
will copy the trajectory, place the bricks and copy the movements.
Then change, so B is doing the trajectory and A copy.
Variations
The first couple of times doing the exercise participants can be instructed to name what they
are doing to build a vocabulary for movements and space.
Participants do their movements going to the stops and no movement at the stops.
Participants do their movements going to the stops and movements at the stops.
Lets reflect
Gather participants for a time of reflection
34
What makes it easy to remember things or movements?

What makes it difficult to remember things or movements?
Did you say it aloud or silently to yourself, visualize the trajectory, or did micro movements
on the spot at the same time as they were shown by your partner?
How do you best remember things? Do you say them aloud or silently to yourself? Do you
know this is normal and almost everyone does this when learning new things?
Did you repeat the trajectory to yourself?
How many instructions can you usually remember?
GREEN: RUN, BLUE: JUMP, RED: CRAWL

Non-verbal activity
Age group
Time
Material
Purpose
5 years upwards
15 minutes
Bricks of five to ten different colours for each participant so each has the same set of
colours. A board or flipchart
To train memory, move and have fun
Procedure
Participants are instructed to pick a defined number of coloured bricks but sizes and shapes
may vary. Participants are asked to build a tower of their bricks so bricks are placed on top
on one another.
Next the facilitator gathers participants and asks them about what bodily activities they like.
The group agrees on a number of bodily activities that can be carried out in the room - as
many as the chosen number of bricks. The facilitator makes a drawing or writes on the board
linking the colours to the agreed activities.
The facilitator shows participants the starting line and the line for turning back, and
participants bring their tower to the starting line. From here participants will move in a way
that corresponds with the colours of their tower so each time they come back to the starting
line, they take a brick off their tower.
Variation
Have participants try to persuade others to do their movements verbally or non-verbally

when on the move.
Lets reflect
Could you stick to your way of moving between the posts when others were moving in other
ways?
How do you react in daily life if you want to do something and everyone else wants to do
something else?
Are you able to hold on to your own ideas when others try to persuade you to follow theirs?
BACK TO BASE
Non-verbal exercise
Age group
Time
Material
Purpose
10 years upwards
10 minutes
DUPLO and LEGO bricks
To have fun and be the leader
35
Procedure
The facilitator explains the games to participants. Each participant builds a figure of bricks in
whatever way he or she chooses and places the figure in a spot in the room. The facilitator
will instruct participants to move around in the room in a certain way. When the facilitator
yells BACK TO BASE participants must run back to their spot and their figure.
The first back on their spot will give the next instruction on how to move.
Ways of moving can be:
Hop around on one leg
Crawl on all fours
Touch the nearest wall and then the wall furthest away
Move around like spiders on hands and feet with belly upwards
Run and touch the elbow of someone wearing blue
Walk backwards with small steps
Walk on toes as if knees are tied together
Variation
The facilitator can decide to do several rounds where participants have

Their arms held closely to their side
Knees glued together
Both hands on the back
Hands on top of one another on top of the head
Closed eyes
Lets reflect
Was it easy to find ideas for how to move?

What other ways can we find to move to use the next time we do this exercise?
PROPORTIONS
Group exercise, can be done in pairs
Age group
Time
Material
Purpose
6 years upwards
15 to 30 minutes
A big bunch of DUPLO and/or LEGO bricks
Awareness of relations in space and cooperation
Procedure
The facilitator explains the activity and ensures all understand the task. Arrange participants
in pairs or groups. Asks participants to close their eyes and imagine in their mind an area or a
well-known landmark in the surroundings, preferably local, as participants can compare their
perception with the reality after the exercise.
After a minute or two ask participants to recreate the proportions, placing and distance
between the imagined buildings with the LEGO brick. If the imagined area is in the local
neighbourhood, participants are not allowed to go outside and take a look until the
construction part is over. Participants will recreate their perception of the size, height and
relation between buildings and they can discuss during the exercise.
When everyone has finished, they may go outside and compare their model with the
surroundings.
Let pairs or groups present their models to the others.
Wrap up
Which model represents the reality most precisely?

What surprised you when you compared the model with the reality?
How did you decide on the proportions?
36
Why can it be easy or difficult to remember proportions?

Why are proportions in space important for us as human beings?
37
GAMES FOR CONNECTING, COMMUNICATION AND COLLABORATION

Throw and catch
Remember the pattern
Guess who has it
Catch or dont move
Tagging game
Over, under and around,
Transportation chain
Guard the treasure
Treasure hunt
Electric current
Who has it
Pass it on
Rhythm machine
Some of the games use a ball, a rolled up piece of cloth or a square made by DUPLO or LEGO bricks. To
build a square of a suitable size that is easy to catch, use four DUPLO bricks with 8 studs.
Always be supportive of any participant who cannot catch the ball easily. Participants with poor hand eye
coordination can have poor motor skills and thus will profit from this type of exercise. Also be aware that
eye hand coordination problem can be caused by visual impairments.
THROW AND CATCH

Non-verbal group games
Age group
Time
Material
Purpose
Procedure
6 years upwards
10 to 15 minutes
A ball or a square made by DUPLO or LEGO bricks for each participant. Use for instance four
DUPLO bricks with 8 studs to build a square ball.
This exercise can be used as a pause, brain break or warm up to the following ball games
The facilitator begins by asking participants to build a ball each, asks them to pair up, and
stand a short distance apart. Ask participants to set one ball aside and begin by throwing one
ball to one another. If participants are capable of throwing and catching one ball easily,
introduce the second ball, so participants throw the balls to their partner at the same time.
The distance can be increased if participants are good at catching and throwing with care
and precision.
Throw in different ways:
Throw the ball with the preferred hands catch with the preferred hands.
Throw with the less preferred hand, catch with the preferred hand, transfer to the other
hand and throw again.
Throw and catch with the less preferred hand.
Throw and catch standing on one foot. Change and stand on the other foot.
The thrower stands on one leg, closes the eyes too, and throws in a way that makes it
easy for the partner to catch the ball.
Throw in as many different ways possible.
38

Lets reflect
Have participants suggest ways to throw and catch.
Which hand is your preferred hand?

Do we all have the same preferred hand for daily activities as writing, cutting bread or
carrying things?
How was it when you couldnt use the preferred hand?
How was it when you were standing on one leg and when closing your eyes?
Can anyone tell me which senses we use to keep our balance? (We rely on muscle senses
especially from the foot sole, from joint senses telling us about the posture and our vision plus the senses of the inner ear. This fact, participants may not be able to deduct from the
exercise.)
Did you throw the ball in a way that made it easy for your partner to catch?
Or did you show off or tease him or her?
REMEMBER THE PATTERN

Non-verbal group exercise
Age group
Time
Material
Purpose
7 years upwards
5 to 10 minutes
One or more DUPLO balls made up of 4 to 6 8-stud bricks or similar of same or different
sizes
To stimulate short term memory, eye hand coordination and to collaborate
Procedure
The facilitator gathers participants in a circle and explains the rules of the exercise.
The ball is thrown to a participant who throws it to another. All participants must catch and
throw the ball and can only have the ball once. It must be thrown in a random pattern and
once all have had the ball, it is thrown back to the facilitator. The trajectory is then repeated
so participants have to remember the pattern. Repeat several times with the same trajectory
and then create new ones. If it is very difficult for the participants help them by saying that
they dont have to remember the full pattern, they can focus on the one person who threw
the ball to them and the person they threw it to.
Variation
Complicate the exercise by introducing first one, then two more balls. Use e.g. red, yellow,
green as this will create an easy pattern for most to remember because of the association
with traffic lights.
Make the exercise even more complicated by using balls of different sizes.
With these variations the ball will still follow the same trajectory.
Reverse the pattern
Lets reflect
How did it go?

Who is good at throwing and who is good at catching?
Could you remember the pattern easily?
GUESS WHO HAS IT

Non-verbal group activity
Age group
6 years upwards
39
Time
Material
Purpose
5 to 10 minutes
One DUPLPO square
To have fun and raise awareness about body language
Procedure
The facilitator explains the game to all. One participant will volunteer, or be chosen, to stand
in front of the rest of the participants with the back to the group. The volunteer will hold the
square in the hands, and will throw it above the head to the group. The participant who
catches the ball will hide it behind his or her back and the rest will also hide their hands
behind their backs. When the ball and all hands are out of sight, everyone will get in line and
call out loud: Guess who has IT. This is the signal for the volunteer to turn around and
inspect the participants who stand still. The task for the volunteer is to guess who has IT (the
ball), and if guessing correctly the volunteer will have another go at throwing the ball, if not,
is replaced by the one who had IT hidden behind the back.
Lets reflect
Which signs did you notice that told you who had IT?
Did you become better at guessing who had IT after some time? Why was that?
How do you hide something form others so they dont guess what you have?
Do you sometime hide things from others?
CATCH OR DONT MOVE

Time
Materials
Purpose
10 minutes
A DUPLO square
Awareness of reactions and impulses
This game can be used to discuss reactions to unexpected events. Why and how we as
humans react, when it is good to react, when not to react etc., and these talks can be linked
to or lead to a discussion on critical stress and protection. See the section COPING, STRESS
AND LOSS on p. xx.
Procedure
The facilitator explains the game and ensures all understand the rules. A participant
volunteers, or is chosen, to begin by being the thrower. He or she stands in front of the rest
of the participants, who stands in a line or a half circle with their hands on their backs. The
thrower will try to cheat the others by pretending to throw the square at a team member. If
a team member is tricked into believing the square will be thrown, and moves the arms, he
or she is out of the game. Whenever the square is thrown, the team member catches and
throws it back immediately. If the square is not caught, the intended team member is also
out of the game. The last member standing will be the next thrower.
Lets reflect
How was it for you to control your impulses?

What did you do to control your impulses?
Can anyone explain why it is difficult not to react?
When is it good to react to something unexpected?
When is it good not to react to something unexpected?
Does anyone have any experiences from their life to add?
40
TAGGING GAME
Age group
Time
Material
Purpose
7 years upwards
10 minutes
Two to five squares made up by six 8 stud DUPLO bricks or similar. The number of squares
depends upon the size and agility of the group
To have fun, to help and look out for others
It is a demanding game when it comes to agility, as one has to be aware of receiving a ball
when moving
Procedure
The facilitator explains the game and ensures all understand the rules. Designate a time-out
corner if someone wants to take a break or leave the game at any moment.
A volunteer will be the catcher. The catcher will run and try to tag others on the upper part
of the body; on hands, arms, shoulders or back. When a participant holds the square, he or
she is untouchable. If and when someone is about to be tagged, others can help by throwing
them square. When tagged, one becomes part of the catching team. The last to be caught,
will begin the next round of tagging.
Variation
Those that dont catch the square or who drops it will either go to the time out corner for a
minute or be out of the game.
Lets reflect
How did you like this game?

Did everyone help another at a point in the game?
How is it to help and be helped?
How can you help someone in daily life?
What small thing will each of you do to help someone till I meet you again?
OVER, UNDER AND AROUND

Verbal and non-verbal group activity
Age group
Time
Materials
Purpose
Procedure
7 years upwards with up to 30 participants

10 minutes
DUPLO squares made up of six 8 stud bricks with a square for every fourth, fifth or sixth
participant. The number of squares depends on the number of participants in the circle as
well as their agility
To collaborate, be considerate of other and coordinate movements
Participants stand in a circle facing the same direction with their side to the centre of the
circle. To find the correct distance to the person in front, they stretch their arms and place
their hands on the shoulders of the person in front of them. The facilitator helps adjust the
distance and ensures that an even circle is created.
The facilitator hands a LEGO square to every fourth, fifth or sixth participants in the circle.
Without changing position, the squares are handed with both hands over head to the person
behind. When this movement functions well at a speed that everyone is comfortable with,
the next move is tried out where the squares are handed with both hands between the legs
to the person behind. Finally the squares are handed with both hands to the person behind
41
by turning the upper body, moving the arms at the level of the navel. Once the moves are
familiar to all, the speed is increased.
In the end all moves are done at the same time with three or six squares: the first is handed
over head, the next between the legs and the third at the waist level. During this phase
colours can be used to signal the move: green is for overhead etc..
Variation
If someone drops the square they are out of the game. This will make it even more
challenging for the rest as they have to hand over and grab the squares even faster.
Lets reflect
Lets hear from those of you who now hold the bricks.
Please tell the rest of us, how did it go? What went well?
Now lets hear from those standing to the left of the person with the squares.
Please tell the rest of us if the speed was too slow or too fast for you?
How did that make you feel?
How can we adapt to the speed of others in everyday life?
Do you adapt or do you insist on your own speed?
Lets hear from the ones standing to the right of those holding the squares.
How well were you able to consider the person behind you making it easy for him or her to
take the brick?
How can you show others that you care about their needs in daily life?
TRANSPORTATION CHAIN
Age group
Time
Materials
Purpose
8 years upwards
The exercise can be done in family groups with families competing against other families
and if so only use feet to feet hand over so the exercise is appropriate for all.
10 to 12 minutes
Two (or more depending upon the number of teams) squares of the same size made by 4 or
12 8-stud DUPLO bricks or of a similar size made up of LEGO bricks. In case of an uneven
number of participants someone is made an assistant of the facilitator.
To collaborate and have fun
Procedure
The facilitator divides participants into two groups of equal size and asks participants to sit in
two rows facing one another on chairs or on the floor. The facilitator explains the exercise
and says that if the square is dropped to the ground, the team will begin all over from the
top of the row.
The facilitator then places the ball between the feet of the first participant in each row. The
task is now to give the ball to the next in the row - without using hands - and continue, till
the ball ends with the last person in the row.
Next time the ball is placed between the knees of the first persons in the rows and
transported again no use of hands to the last in the row.
Third time it is placed between shoulders.
Variation
The transport has to go both ways; to the end of the row and back.
Each time a row finishes first they gain a point.
Repeat after the team reflection so teams have a chance to try out new ways.
42
Lets reflect 1 Ask participants to stay in the teams or family groups and discuss:
What did we do well?
What could we have done better?
What would we like to try to do differently another time?
Lets reflect 2 Gather all participants:
What worked well for each team?
Would anyone say what it felt like when you dropped it and your team had to begin all over?
How did you help each other during the exercise?
How do you like being helped and giving help?
Do you know anyone in the community that needs more help?
TREASURES
Group game
Age group
Time
Material
Purpose
6 years upwards
15 minutes
LEGO bricks and figures in bags as treasures
To have fun, energize and discuss what participants treasure in life
Procedure
Participants are divided into groups of six and if it is more suitable, participants can join same
sex groups.
One participant is chosen as treasurer. He or she stands with legs apart over the treasure
and cannot move from this position. Participants will try to steal the treasure. If the
treasurer touches them they are out of the game. The participant who gets the treasure
without being touched is the next treasurer.
Variation
Treasure hunters can only move in a certain way as defined by the facilitator.
Lets reflect
Which strategy worked best to get the treasure?

Did you collaborate in any way to get the treasure?
What treasures do you have?
Which of your treasures would you like to share with others?
How can you protect what you treasure?
Can you name one or two things that you treasure most of all?
TREASURE HUNT
Group game in pairs
Age group
Time
Material
Purpose
A group of up to 20 children from 6 years upwards divided into pairs

15 to 20 minutes
Different LEGO figures placed in a defined treasure areas and blindfolds
To collaborate, instruct others and move as instructed
Procedure
The facilitator asks participants to form pairs and explains the exercise.
43
Each pair decides who will begin by being the blindfolded treasure hunter and who will be
the outside guide. They will take turns so both will try to be the treasure hunter and to be
the guide.
The facilitator then gathers everyone outside the treasure area. All the blindfolded treasure
hunters will go into the treasure area directed by their guides who will instruct them to
collect one treasure at a time and bring it back to the guide. It is the duty of the guide that
the treasure hunter doesnt bump into others.
The pairs have a few minutes to discuss their strategy for getting as many treasures as
possible. After five minutes the roles in the pairs will change.
Variation
Place stacks of LEGO bricks inside the treasure area. If a treasure hunter bumps into one of
these the pair has to place one of their treasures back in the treasure area.
Lets reflect
Let us hear how it went?

What was the most challenging in the treasure hunt?
What strategies did you use and did they work?
WHO HAS IT
Non-verbal exercise
Age group
Time
Material
Purpose
6 years upwards
10 minutes
A square of four or six 8 studded DUPLO bricks
To enhance communication skills and understanding of others by reading their body
language
Procedure
Participants stand closely together in a circle shoulders touching and hands folded on the
back. One participant volunteers to stand in the middle as observer with closed eyes.
The facilitator walks around on the outside of the circle and places a brick in the hands of
one of the participants. The facilitator then moves away and tells the observer to open the
eyes.
Participants will pass the brick from hands to hands. The observer has to watch peoples
faces to find out who has the object. When he or she guesses correctly, the game begins
anew with a new observer.
Variation
When participants know the game it can be made more difficult by using bigger objects that
are more challenging to handle.
Lets reflect
How could you tell who were holding the object?

What were the signs that told you who held it?
ELECTRIC CURRENT
Age group
Time
Material
6 years upwards with between 10 and 24 participants in two rows

10 minutes
A number of identical LEGO or DUPLO bricks for each row
44
Purpose
To train the ability to react and move fast and precise
Procedure
The facilitator explains the exercise and asks them to form rows with the same number of
participants in each row. The rows sit or stand back to back. At the end of the row a base
brick is placed so the two participant at the end of the rows can reach it with their hands
without moving from their standing or sitting position.
The bricks are placed within reach at the top of the rows to be easily reached by the first
person in the row.
The facilitator gives a clear signal to begin, and one brick at a time is passed as fast as
possible through the rows till the last participant places it on top of the base brick. When all
are placed the first to place it yells out: Done! This row has completed the task first and
has won the first round Repeat several times....
Variation
The bricks can be of varying sizes and shapes making the exercise more challenging.
Lets reflect
How did you collaborate in this exercise?

Were you able to focus both on speed and precision at the same time?
What can help a person who gets very nervous under pressure to remain calm and thereby
be better to focus on precision?
How do you calm yourself when there is pressure to perform?
PASS IT ON
Age group
Time
Material
Purpose
8 years upwards with groups of even numbers with more than 12 participants
5 to 10 minutes
Two 8-studded DUPLO bricks of different colours
To train the ability to react quickly with precise movements
Procedure
The facilitator gathers an even number of participants in a circle standing shoulder to

shoulder. If the number is uneven one person can be the person to begin the exercise.
The facilitator explains the exercise to the participants. The facilitator holds a DUPLO brick in
each hand that will simultaneously be handed to the persons standing on each side of the
facilitator. The bricks are then passed from the person to the right and the one to the left in
opposite directions around in the circle till it comes back to the starting point and is placed in
the hands of the facilitator. However, it has to be passed behind the back of every second
person. Carry out a test run and increase speed for accuracy of movement if participants are
able to move quickly with precision.
Variation
Participants can be instructed not to speak during the exercise.

Participants can be instructed to say ha! When they pass on the brick and to add an extra
ha for every participant the brick is passed to.
Lets reflect
How well did you collaborate in passing on and receiving the bricks
What did you focus on when speed increased?
How did speed influence the collaboration in the teams?
What were good ways of collaborating?
45
RHYTHM MACHINE
Non-verbal groups exercise
Age group
Time
Material
Purpose
6 years upwards
10 to 15 minutes
One four or eight stud DUPLO bricks or any figure. For the variation a pile of figures in the
middle of the group
To create a common rhythm, build a sense of unity and collaborate
Procedure
The facilitator explains that rhythmic movements as for instance soothing a baby are very
helpful when someone feels distressed. In the exercise everyone will try this effect by
working in the same rhythm. The group will run a test trial before beginning the full activity
to ensure all understand the procedure.
The facilitator will demonstrate the first set of a predefined number of movements from
three to eight. It can for example be: picking the brick from the floor with one hand, lifting it
to touch the chest, bang it on the ground, lifting it in the air and touching the chest again and
then placing it in front of the neighbour to the left. The same movement sequence is
repeated by all the participants as the brick is passed around the circle till it arrives back in
the hands of the person sitting to the right of the facilitator. This person will now initiate a
new movement sequence.
Variation
Movements are accompanied by sounds, so the rhythm is accompanied by different sounds

and noises thus creating a human machine.
A theme can be introduced by having the one taking over and initiating a movement
sequence picking a figure from the middle and relating the movement sequence to the
figure.
Lets reflect
How did you experience it, when we all followed the same rhythm and movement pattern?
Can you give me other examples of when everyone follows the same rhythm and movement
pattern?
Have you seen or experienced the soothing effect of rhythmic movements in a group?
Is that sometimes annoying or is it ok?
Do you like to do the same as everyone else? When?
What was it like only to be able to do what someone else decided?
Could you easily find movements when it was your turn?
46
COMMUNICATION, COLLABORATION AND CRITICAL THINKING

Build as instructed
Discussion or dialogue
Empathy
Yes no energizer
Persuasion
Aggressive, submissive or assertive behaviour
Red, yellow or green behaviour
Dealing with aggression and submission
Ask for what you want
I appreciate you, because
Precise understanding
Listening or asking
BUILD AS INSTRUCTED
Non-verbal exercise in pairs of peer or caregiver and child
Age
Time
Materials
Purpose
6 years upwards
10 to 15 minutes
Each pair is told to pick two similar sets of 6 to 19 bricks DUPLO or LEGO bricks and figures of
any size and shape. Younger children pick fewer bricks than older children
To understand, give clear instructions, listen, and follow instructions
Procedure
The facilitator divides participants in pairs and ensures each pair has the same set of bricks
and figures. If the number of participants is uneven there can be a threesome. The oldest in
the pairs will be A and the other B and in a threesome there will be two Bs. Participants are
handed the same number and type of bricks; between 6 and 16 depending upon age.
Participants find a place in the room where they can sit with their backs to one another.
A will create a pattern or figure of the bricks in front of him and when done, will instruct B in
replicating the pattern or figure only using words to explain. B can (or cannot) ask clarifying
questions. If there is a threesome the facilitator will time it, so there is time for all to take the
position of A.
Change, so B will be the one giving the instruction to A.
Variation
Add a time constraint so participants have to work under pressure.

Add an element as having participants use the less preferred hand only.
Have participants come up with other ideas for additions to the basic task.
Lets reflect
How did you do?

Were instructions easy or difficult to understand?
Could you easily explain in a way that made your partner understand?
Can you name someone who gives very clear instructions that are easy to follow?
What does this person do?
Let us define five elements that make it easy to understand an instruction.
47
DISCUSSION OR DIALOGUE
Group activity
Age group
Time
Material
Purpose
12 years upwards
30 minutes
Different LEGO bricks and figures
To introduce the concepts of dialogue and discussion and the difference between the two
Procedure
The facilitator asks participant to create groups of five to eight.

Groups are assigned to discuss what defines a dialogue or what defines a discussion so some
groups do dialogue and other groups do discussion?. After about 10 minutes of time for this,
groups are asked to create a figure that shows their concepts of discussions or dialogue.
When done, the groups will present their creations in the plenary explaining their
understanding of the concepts of discussion and dialogue.
The facilitator will underline the key words that come up to define dialogue and discussion
and may also write (or have a scribe note) these key words on a board or flip chart.
Variation
Next groups can be given a subject or theme to first discuss for five minutes and next to
conduct a dialogue about. Another option is to have the groups conduct short two minute
role plays on a given subject either in the form of discussion or dialogue.
Lets reflect
What did you learn from this exercise?

How did you experience the difference between discussion and dialogue?
How does this exercise relate to our work together?
When is dialogue and when is discussion suitable?
When could you use dialogue in your daily life?
What would you prefer we use here: discussion or dialogue?
This exercise is adapted from The Dialogue Handbook.
Box
Empathy is the ability to identify with and understand another persons situation, feelings and motives.
Box end
EMPATHY
Pair activity
Age group
Time
Material
Purpose
8 years upwards
45 minutes
DUPLO and LEGO bricks and figures
To learn about empathy and read the emotions of others
Procedure
Participants are divided into pairs and in each pair will non-verbally decide who is A and who
will be B. The facilitator asks if all pairs have decided on and A and a B and how the decision
was reached.
Next each participant will create a scene with figures who are engaged in a situation as an
excursion, a family dinner, a procession, a meeting, a dispute any kind of situation where
48
two or several persons are engaged in an interaction. It can be a real situation or an

imagined situation.
The facilitator explains: When creating a small scene you will think about distance,
orientation and size when placing the figures. By distance I mean how close or far from each
other the figures are placed, by orientation if they face each other or are turned away from
each other and by size if the figures are standing tall on something so they are taller or bigger
or sitting so they are smaller, and thereby size reflects importance in the scene you are
creating. Any questions?
You each have ten minutes to create the scene without talking to anyone about what you are
creating.
Time is up.. Now A will show your scene to B. It is the task of B to explain the scene, to tell
the story behind this scene and to guess the feelings, thoughts and actions of the figures in
the scene to A.A listens to B and asks clarifying questions. You have five minutes for
this phase..
Now time is up. Now A can tell B how precise B was when guessing what had happened and
what feelings thoughts and actions the figures had in the scene you as A created. You have
five minutes for this and also to discuss questions that came up.
Next the facilitator asks the pairs to repeat the exercise with Bs scene.
Lets reflect
In this exercise you tried to guess what was going on in others; first when deciding who
would be A and B and next in the scene created by your partner. So lets discuss how it went.
Could you guess what had happened in the scenes?
Why could you guess it and if you couldnt why couldnt you?
Could you guess the feeling, thoughts and actions of the figures in the scene?
How did you do this?
When in everyday life are we dependent upon putting ourselves in the shoes of others and
see the world from their perspective?
How can you become better at understanding others?
EQUAL SAY
Group activity for instance as family or working groups
Age group
Time
Material
Purpose
8 to 10 years upwards
15 minutes
LEGO bricks and figures
To conduct a group talk where everyone has an equal possibility to speak
Procedure
The facilitator introduces the exercise. Very often some people in a family, class or a group
will talk more than others. This is normal and may function well, however, in this exercise we
will experience what it is like when everyone in the group has the same amount of
possibilities to speak.
Participants are divided into groups, as family or working groups or groups who have been
working together during a session. Ask participants to take the same amount of LEGO pieces
or example three or five pieces and join their family or group. Instruct participants to talk
about a given subject. The subject can be given by the facilitator or chosen by the group.
Examples of subjects are:
What do I like about the way we communicate?
How are we adhering to the group values?
49
What are the strengths as a group or family?

What would we like to change in the way we communicate or collaborate?
The talk, however, has to be carried out in a particular way: One at a time a participant will
talk about the subject and each time, he or she speaks, lay down a brick. If a person doesnt
have anything to say, he or she may lay down the brick saying: I have nothing to add at the
moment.
The facilitator can instruct participants to talk in a way where the oldest or youngest begin
and then the person sitting to the right or left will carry on, or participants can talk at
random. Either way, in the end all bricks have to be laid down.
Lets reflect
How was it to communicate in this way?

Did anything surprise you?
Did it create any changes in the atmosphere in the group?
YES NO ENERGIZER
Group activity
Age group
Time
Purpose
8 years upwards
10 minutes
To become aware of the many ways of saying yes and no
Procedure
The facilitator introduces the exercise: We have to say yes and no many times in the course
of the day. Often a reply comes automatically, so we dont really take time to think if we truly
want to say yes or no. Lets play with saying yes and saying no as it can encourage us to
reflect more about what we accept and want and say yes to and what we dont accept and
dont want and will say no to. Ask participants to form lines, so that each person faces a
partner. One line will begin by saying Yes in as many different ways as possible, and the
other has to try to change their partners minds by saying No as convincingly as possible.
When the time feels right, the facilitator will ask the lines to switch roles, repeating the
instruction. Both lines should have an equal amount of time say Yes and No.
Lets reflect
Ask the pairs to talk about how it went.

What did you notice in yourself and your partner when saying yes and when saying no?
How did it feel to say many nos and many yesses?
Did you have a favourite yes and a no that you often use?
Was it easier to say one than the other?
PERSUASION
Pair activity
Age group
Time
Material
Purpose
10 years upwards
15 minutes
LEGO bricks and figures of different colours and sizes and a board or flip chart
To become aware of strategies when persuading and the powers of persuasion
Procedure
The facilitator introduces the exercise. In everyday life we find ourselves in situations where
we need to ask for or negotiate for something. Sometimes we are successful and sometimes
50
we find ourselves struggling. Lets experiment with how many different ways we have to ask
for something we need or want and also if we can persuade others.
Have participants form pairs and decide who will be A and who will be B in each pair. Ask A
to choose a nice brick or figure. This item that A holds represents something B wants very
much.
Explain that participant A must hold on to the item, saying no to requests from B, who will
try to ask for the item, using all the persuasive strategies B can think of. If A is persuaded to
give away the item A can do so, but A must reflect on what B did, that made A come to this
decision.
Before beginning the exercise, have A and B think for a moment. How will B ask for the item
and how will A say no and what could persuade A to give the item away? Ask participants to
begin and tell them they have three minutes.
Then change roles repeating the same instruction.
Lets reflect
In pairs: Ask the pairs to discuss the experience:

What ways did B use to ask for the item?
Are these the same ways that B uses in daily life when B wants something from others?
How was it for A to say no to the different approaches used by B?
If A gave the item to B, what made A decide to give the item away?
Lets reflect
In the plenary: Ask participants to think about useful strategies for asking and persuading.
What are good strategies to obtain something you need?
Note down the strategies on a flipchart and make sure that all the following are included:
remaining calm, asking in a socially accepted and respectful way, giving your reasons and
understanding the other persons perspective; plus flattering! If some of these strategies are
missing, talk about them and add them to the flip chart.
89
Box
ASSERTIVE COMMUNICATION
Powerful communication and collaboration skills can be acquired when learning assertive communication.
Assertive communication exercises enhance the capacity to interact and relate to others in a respectful
way. These exercises build self-knowledge and train the capacity to know what one wants, how to
communicate in a way that is respectful of oneself and others, and to stand up for ones rights without
violating the rights of others.
Assertive behaviour
A way of communicating feelings, thoughts, and beliefs in an open, honest

manner that respects others and does not violate their rights. Assertive
behaviour signals that the person respects his or her rights as well as the
rights of others.
Submissive behaviour
A way of communicating thoughts, feelings and beliefs in a hidden, apologetic

or selfeffacing way so that others easily disregard these. Submissive
behaviour signals that the person disrespects his or her rights but respects the
rights of others.
Aggressive behaviour
A way of communicating thoughts, feelings and beliefs in a way that is

aggressive, belittling, often inappropriate and violates the rights of others.
51
Aggressive behaviour signals that the person respects his or her rights but not
the rights of others.
Box end
DEALING WITH AGGRESSION AND SUBMISSION

Group activity
Age group
Time
Material
Purpose
Ten years upwards

15 to 25 minutes
A pile of LEGO bricks and figures for each group
To learn about the different ways of behaviours and how to best tackle aggressive and
submissive behaviour
Procedure
The facilitator introduces the exercise by saying: We can define behaviour as aggressive,
submissive or assertive behaviour. Let us find out what these types of behaviour means in
practice. We will look at how best to deal with aggressive and submissive behaviours.
Participants form groups of two, four or six. Groups will be sitting around a pile of LEGO
bricks and figures.
Half of the participants in each of the groups are called to the facilitator, who makes sure
only they hear the instruction, namely that they are to behave aggressively both verbally and
non-verbally during the exercise. They are then sent back to their partner or group.
Now all the pairs or groups can begin constructing a tower or a big pyramid. First you have
2 minutes to agree on what to construct and then 8 minutes to do soNow it is time to
stop. Please sit for a moment and think about what just happened in your group
We now move on, so I would like to call the other half to me..
The other half of the participants in the pairs or groups are called to the facilitator, who
makes sure only they hear the instruction, and are told to behave verbally and non-verbally
in a submissive manner.
Ok ready? Now begin constructing a tower or a big pyramid. First you have 2 minutes to
agree on what to construct and then 8 minutes to do soNow it is time to stop. Please
sit for a moment and think about what just happened in your group.
Lets reflect
Can anyone guess what instructions the ones who had a secret instruction received?
What ways did aggressive people behave?
How do you react when you encounter aggressive behaviour?
What good ways did you identify to deal with aggressive behaviour?
What ways did submissive people behave?
How do you react when you encounter submissive behaviour?
What good ways did you identify to deal with submissive behaviour?
RED, YELLOW OR GREEN BEHAVIOUR

Group activity
Age group
Time
Material
25 to 40 minutes
One red, one yellow and one green brick or figure for each participants
52
Purpose
To practice assertive behaviour through role plays and group feedback
Procedure
Have participants get into small groups of three to four. Each group comes up with a typical
challenging situation with a difficult person they want to role play to try out a more assertive
behaviour. The groups will each prepare a short role play where one participant tries to
handle a challenging situation with a difficult person assertively. The groups will take turns
performing their role play.
The first group will take centre stage and explain what the chosen person would like to
achieve in a conversation with a difficult person. The rest of the groups will watch; each
equipped with one red, one yellow and one green brick or figure.
The facilitator stops the role play after a few minutes and asks the on-lookers how the main
character is doing by showing a red, yellow or green brick. Green symbolizes assertive,
yellow submissive and red aggressive behaviour. The facilitator asks if any of those showing
yellow and red bricks if they have good ideas for assertive behaviour that the role player
trying to behave more assertively can try out to get, what he or she wants.
After another minute or two, move on ask the groups for feedback once more - and then
move on to a new role play.
Lets reflect
What did you do well?

Did the protagonist manage to get what they wanted by acting assertively?
What did you see in the role plays that worked well when dealing with difficult persons?
How can you use this in daily life?
ASK FOR WHAT YOU WANT

Group activity
Age group
Time
Materials
Purpose
8 years upwards; with groups of children allocate a volunteer to each group

A pile of LEGO materials for each group
To experience different ways of asking and the effect these strategies have on others
Procedure
The facilitator asks participants to divide the bricks on the table so each participant has
approximately the same amount of bricks and figures. The facilitator introduces the activity
by explaining that a person will construct what he or she wishes for six minutes. However,
each person can to use bricks from another persons pile. Each time a piece is taken it is
necessary to ask for permission, and permission has to be given.
In this exercise you will be instructed to ask in different ways. Each of these periods of asking
lasts about two minutes. You will experiment with asking in different ways and notice how it
feels when you are being asked in different ways.
You will begin constructing in a moment. Remember to ask for each piece you need and each
time you are asked you will say yes to give the piece away. First you will ask in aggressive
ways for the next two minutes.
Time is up. Just sit for a moment and notice how it was to ask and be asked in an aggressive
fashion. Lets move on.
For the next two minutes you may only ask in a very timid and submissive way. Remember to
ask for each piece you need in a timid and submissive way. Each time you are asked you will
say yes to give the piece away. Time is up. Just sit for a moment and notice how it was to ask
and be asked in a submissive fashion..
53
Lets move on. For the next two minutes you may only ask in an assertive way. Remember
to ask for each piece you need assertively and each time you are asked you will say yes to
give the piece away .
Time is up. Just sit for a moment and notice how it was to ask and be asked in a respectful
fashion.
Lets reflect
Let us first discuss what it was like to ask for things. What did it feel like to ask in an
aggressive, submissive and respectful way? Lets hear from some of you.
Do you have a preferred way to ask for things, what way do you use most often?
Now lets hear what it was like to be asked in aggressive, submissive and assertive ways?
Do you usually give others what they want no matter how you are asked?
In this exercise you had to say yes and agree all the time.
Did you at times feel like saying no and if so why?
Did the emotional climate change during the exercise?
If so, how?
What did you notice in the emotional climate along the way?
How does this exercise relate to your daily life?
Which of the modes of relating to others when asking for what you want or need is most
familiar to you?
I APPRECIATE YOU, BECAUSE

Group activity as teams or family groups
Age group
Time
Material
Purpose
6 years upwards
10 minutes
DUPLO or LEGO bricks
To create an appreciative ambience. The exercise can be used added to other exercises or as
stand-alone exercise for example when participants know each other well.
Procedure
The facilitator asks participants to form groups of four to eight groups. They have to
construct a microphone like they have seen on TV shows in five minutes made from LEGO
bricks. In each group the oldest, or youngest, person will take the microphone. Turning to
the neighbour to the right (or left) he or she will finish the sentence: I appreciate you,
because...and add something about the participants personality, competencies, traits or
behaviour and how this affects the speaker. A participant may say I appreciate you because
you always greet me when we meet, and this makes me feel welcome. I appreciate you
because you often ask me to play with you and I like to play. I appreciate you because of
your lovely smile that brightens up the day, and make me glad inside.
The one receiving the appreciative comment can only say Thank you and will be handed
the microphone and carry on appreciating the next person in the circle
Lets reflect
Ask participants to stay in the groups and discuss:

How was it to appreciate someone else?
Is it something you do on a regular basis?
How was it to receive the appreciation?
PRECISE UNDERSTANDING
54
Pair activity
Age group
Time
Material
Purpose
10 years upwards
25 minutes
Four LEGO bricks for each participant
To enhance engaging contact and active listening
Procedure
The facilitator asks each participant to pick four pieces of any kind or size. Next they are
instructed to form pairs, and find a place in the room where they can sit or stand facing one
another. The person who is sitting closest to the facilitator is A, and the other will be B.
The facilitator introduces the exercise saying that engaging contact and active listening skills
are very important to understand other persons and are the basis of good communication.
In this exercise A will help be B, who is the listener, to practice engaging contact and active
listening. A will begin by saying something, that B will listen to very carefully. B will repeat
exactly what was said by A to ensure precise understanding. A will begin by mentioning a
concrete action B has performed during the session that A has observed. Every time A
mentions an observation, A will hand B one of the bricks to B.
B will, as accurate as possible, repeat each of As observations. If B states correctly what A
said, B can keep the brick, if not, A will take it and repeat what was said, hand the brick over,
and B can try one more time. In the end B will have the four bricks from A. Then it is time to
switch roles.
Lets reflect
How was it to communicate in this way?

How many times did you have to repeat what the other said to get it right?
When is this kind of communication useful in your daily life?
LISTENING OR ASKING
Pair activity
Age group
Time
Material
Purpose
13 years upwards
25 minutes
One red and one green stack of bricks
To experience the difference in a conversation between peers if the listener listens
attentively or poses confronting and intrusive questions
Procedure
The facilitator introduces the exercise saying: In this exercise we will explore the impact of
different listening attitudes in a conversation between peers. The listeners will sometimes
listen attentively and ask clarifying questions and at other times ask confronting and intrusive
questions. You will experience both roles in the exercise.
The facilitator divides the participants in two groups with an equal number of participants.
One group will be given 5 minutes to characterize an attentive listening attitude while the
other group defines confronting and intrusive questions. The groups will present their
finding briefly.
Next participants are asked to pair up and sit facing each other in two rows. One row A, are
the listeners, and the other row B, are the talkers. I will give row B a moment to think about
what they want to talk about. It can be a minor conflict with a friend or something you plan
to do that is a bit challengingReady??? During the exercise I will walk behind row B
when you talk and sign to row A when they are to listen attentively and ask clarifying
55
questions by showing the green stack of LEGO bricks. When I show the red stack row A will
ask confronting and intrusive questions. After five minutes you will change roles
Lets reflect
What did you experience in the exercise?

How did the attitude of the listener influence you when you were sharing your story?
How do you usually listen to a friend?
Are you an attentive listener or a confronting and intrusive listener?
Can you sometimes make use of the attitude you dont use that often?
56
COLLABORATION AND COMMUNICATION

What is changed
Which one matches?
Taking turns
Copycats
Competition
Compete or collaborate to build a tower
How do we work as a group
Duplicate, please
Build a bridge
Communication skill builder
How do we work as a group
WHAT IS CHANGED
Pair activity
Age group
Time
Material
Purpose
10 minutes
10 to 30 pieces, depending upon age, of LEGO bricks of different colours for each participant
To enhance observation skills as the basis for collaboration and communication with others
Procedure
The facilitator introduces the exercise explaining that participants will have a chance to train
their observation skills. Participants are asked to form pairs. Each participant is asked to
construct something out of their bricks within a timeframe of for example three minutes.
When done, participants are given 30 seconds to look at the figure prepared by their
partner. Next the participant, who has constructed the tallest figure, will be A and the other
B. A will turn away and close the eyes while B has 30 seconds to change something in his or
her figure. A turns around and identifies what has been changed. Now B turns away and it
As turn to change something in As figure. This sequence can be repeated once or twice
more. If it is easy for participants to spot and point out what is changed, add more bricks to
the exercise.
Variation
If more than one round of changes is conducted end by asking A to reconstruct Bs original
figure and vice versa.
Lets reflect
Could you easily identify what was changed or not?

What ways did you have for remembering the original figure?
WHICH ONE MATCHES?

Non-verbal exercise
Age group
Time
6 years upwards
10 minutes
57
Materials
Purpose
6 to 8 pre-constructed simple master models that are structures made by the same number
of bricks; beginning with structures of four bricks. Prepare two of the same structures and six
to eight that all differ from these two. For older or more skilled participants the structures
can be more complex.
To enhance observation skills as a basis for collaboration and to have fun
Procedure
The facilitator has preplaced one of the two master models in the middle of the group and all
the others in different areas of the room. The models can be placed on tables, behind a chair
etc. so participants are challenged.
The facilitator gathers participants and instructs them to, without saying anything nor
making sign language, find out which model matches the one in the centre of the room by
going to the different models, inspect them and come back and compare with the one in the
middle.
Each time they move to the models in the different corners of the room they will have to do
so in a way that the facilitator defines: hopping on one leg, running or taking big and slow
steps, on all fours etc.
Lets reflect
How could you see which model matched the master model?
Which ways did you use to memorize the model?
Do you know other good ways to remember what you have to?
TAKING TURNS
Non-verbal activity
Age group
Time
Materials
Purpose
6 years upwards 10 to 25 minutes

A pre-prepared figure built by the facilitator with bricks corresponding to the age of
participants. Bricks and figures matching the pre- prepared figure for each group
To improve collaboration skills and visual memory
Procedure
The facilitator explains the activity and participants are divided into groups of four and each
group decide who is 1, 2, 3 and 4.. The facilitator places a model in the middle of the room.
When the model is placed, the facilitator gives the participants figures and bricks, and tells
participants to begin the exercise. The participants have to copy the model by taking turns to
one at a time in the order of 1,2,3 and 4 placing a brick each till the copy is built. The group
who finishes first has done well!
Variation
The facilitator does not instruct participants to discuss the order in which they will put down
their bricks. After the exercise groups can discuss on how they decided on turn taking and
how it went.
Lets reflect
How easy or difficult was it to copy the model?

Could you wait for your turn easily?
How are you at waiting for your turn in games, school or at home?
Did you try to make others correct mistakes if they made any?
How well did you collaborate in building the figure?
Is there anything you would do differently next time?
58
COPYCATS
Individual activity
Age group
Time
Materials
Purpose
6 years upwards
10 minutes
The same amount and colours of bricks for each participant; from three bricks to many
Training of observation skills that are required for good communication and collaboration
Procedure
The facilitator instructs the exercise: One participant is chosen to be A, the builder, while the
rest are copycats. The builder constructs a structure placing one brick at a time and the rest
will copycat the on-going construction. When finished the builder dismantles the structure
one brick at a time so all can see if they copied correctly.
Variation
The builder can erect screens as e.g. card board pieces and explain the construction to
copycats.
Each copycat can erect a screen of a piece of card board and remove when it is time so see if
the figure is copied correctly.
Lets reflect
How did it go?

What do you like best, to be the builder or a copycat?
Do you sometimes copy what others are doing?
What can make you copy others?
When is it a good thing to copy?
What shouldnt you copying?
COMPETITION
Group activity
Age group
Time
Material
Purpose
6 years upwards
15 minutes
The same amount of LEGO bricks for each team. With smaller children begin with six 4
studded DUPLO bricks and with older children up to 15 DUPLO or LEGO bricks with 4 studs.
To have fun and discuss the themes of losing and winning
The exercise can be linked to an exercise on collaboration as xxxxxxxxxxxxxxx and if so use
the Lets reflect questions on competition and collaboration
Procedure
The facilitator divides participants in teams of four, five or six. Each team stands in the same
end of the room and at the other end of the room there is a designated place with their
bricks. One at a time a team member will dash to the sport, build a pyramid, dismantle it
again so pieces are all dismantled, run back, slap the hand of the next team mate who will do
the same. The team that finishes first wins!
Any questions? Is everyone ready? Now go.
This group wins. Lets give them a hand (or biscuit or snack..). And now an equal big hand
for all the groups (or biscuit or snack..) who were in the competition.
Lets reflect
Gather participants for a reflection on winning and losing.

How does it feel to win? Why is it so important to win?
59
How does it feel not to win? What can you do to make it ok not to win and still enjoy the
game?
Does anyone know the feeling of wanting to win can get in the way of enjoying what you are
doing? Or even get in the way of being considerate of others?
Gather participants for a reflection on competition and collaboration.
Ask participants to help define competition and collaboration.
Box open
Competition: To try and win something or reach a goal by winning over and defeating someone else
Collaboration: To work together to accomplish a goal
Box close
COMPETE OR COLLABORATE TO BUILD A TOWER

Group activity
Age group
Time
Material
Purpose
6 years upwards
15 to 20 minutes
A huge pile of bricks and figures
To compete or to collaborate to build the highest tower and to reflect on outcome and
process
Procedure
The facilitator asks participants to form groups of four to eight members. Each group will
have access to the same amount of LEGO materials.
The instruction is for groups to build as high a tower as they possibly can. The facilitator will
use two of the below instructions for the activity, so participants will experiment both with
competition and with collaboration. After the activity the facilitator will chose relevant
questions for the lets reflect part of the exercise.
Competition Build:
The highest tower of all. Begin by develop a plan for the design of the tower and
your collaboration for five minutes and then you have ten minutes to build the
tower. Then we will see which group won.
The highest tower using only a specified type of bricks. The groups may steal bricks
from other groups and at the same time protect their own bricks from being
snatched or stolen. Use any method to get want you want from other groups.
Collaboration Build:
The highest tower where the participant who adds a brick has to smile, give a hug or
a pat on the shoulder of the participant who will lay down the next brick
The highest tower of all. First you will develop a plan for the design of the tower and
your collaboration for five minutes and then you have ten minutes to build the
tower. Then we will see which group had the best collaboration. Each group will
argue why their group collaborated in the best way.
The highest tower using only a specified type of bricks. The groups will offer other
groups needed bricks if they notice other groups need this.
Lets reflect
What strategies did you use as a group to build the highest tower in each of the two rounds?
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Was it different in the two rounds because of the different instructions? If so how?
How much did you focus on outcome, building the highest tower, and how much on process,
how you collaborated in the two rounds?
How did you compete and how did you collaborate ?
How did the competing and how did the collaborative aspect influence your thinking,
feelings and actions?
In which areas of life are you competitive?
In which areas are you collaborative?
DUPLICATE, PLEASE
Age group
Time
7 years upwards
30 to 40 minutes
Material
Pre-prepared DUPLO and/or LEGO models and a huge pile of DUPLO and/or LEGO bricks in
the middle of the room with enough bricks for all teams to duplicate the model
To build collaboration skills
Purpose
Procedure
A pre-prepared model is placed outside the room or shielded from the sight of participants.
The facilitator explains the procedure of the exercise and stresses it is a non-verbal exercise
and divides the participants into groups of four to six participants. Groups are instructed not
to talk, but they can use mimicry and gestures. If they talk, they are out of the game, so
talking means a group will lose a member.
One at a time each team send a team member out or over to have a look at the figure, come
back and without talking, explain to the others non-verbally how the model is constructed.
The teams can send out a member as many times as they wish.
Variation
Give participants a time frame.

Allow participants to talk the first time they do the exercise, and have them do it nonverbally in a second round with a new figure.
Do the exercise twice, the second time with a new model and conduct both rounds nonverbally. Once the first round is over, ask groups to discuss what went well and to plan the
next round. Then ask them to evaluate their collaboration before gathering all participants
for the plenary reflection.
Lets reflect
In groups:
What worked well in the team? Can each team member please say what went well?
Did you send out the same person all the time or did all team members have a go?
How did you collaborate?
Are the roles the same in the group?
Would anyone like to try a new role in the next round of the exercise?
Lets reflect
In plenary:
Ask the group that finished first: What did you do that was useful in the exercise?
How did you collaborate?
Which roles did each team member take?
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How did you communicate when you couldnt talk?

How was it to communicate without words?
How satisfied were you with your role?
What role would you like to try next time?
How can you improve the collaboration another time?
Did you sacrifice doing it correctly in favour of finishing first?
BUILD A BRIDGE
Group activity
Age group
Time
Material
Purpose
12 years upwards
40 minutes
LEGO bricks and a tarpaulin or room divider
To enhance active listening and cooperation skills
Procedure
The facilitator divides the groups into two or four teams of four to six persons so there are
an even number of teams. Two teams are paired. The exercise is explained In this exercise
each team will build half of a bridge and their partner team will build the other half. That
means the structure built by each team must be identical. The teams will plan and execute
the building without being able see each other and they will communicate through this
partition. At the end of the exercise the two halves should be joined to form one bridge
when the two halves are put together.
Each team is given the same amount of bricks and the teams are sent to different sides of
the partition where they cannot see their partner team. The teams have to agree verbally on
a design and next to build their own half of bridge. To do this they have to communicate
without seeing each other. The first 10 minutes you will discuss the structure and then you
have 20 minutes to build the bridge. And then we will see if the bridges are symmetrical so
we can send these people (holds figures up) over the bridge. After 30 minutes the partition
is removed to see if the two halfs of the bridge are alike, symmetrical, and can be combined
to one form on bridge.
Lets reflect
How was the process in each team?

What worked well in the team?
How did you communicate with the partner team?
What worked well in the collaboration with the partner team?
What challenged you the most in the activity?
What did you learn?
COMMUNICATION SKILL BUILDER

Group activity
Age group
Time
Materials
Purpose
8 years upwards
10 to 25 minutes
A pre-prepared figure and identical bricks and figures for the other groups
To improve communication skills
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Procedure
The facilitator asks participants to form groups of three to five persons depending upon the
number of participants so there is an even number of groups. Groups are paired and the
groups with the most letters in the participants first names combined, is group 1 and the
other is group 2. The facilitator explains the activity where each group build a model of five
to twenty bricks, depending upon age, out of sight of their partner group.
Group 1 collects and gives group 2 the same amount and sort of bricks as used in their
model. Group 2 is instructed by group 1 on how to replicate the model. Group 1 will explain
to group 2, using words only, how to copy the model. Group 2 cannot ask questions.
After this first round the two groups switch tasks and now it is the turn of group 1 to
reconstruct a model.
The facilitator will time groups and note who takes on which roles.
Variation
The second group can ask questions when an instruction is unclear.
Lets reflect
In groups:
Which role did each of you take in the exercise?
Did all in your group have a chance to explain or was that task dedicated to one person?
Did you manage to give clear, logical instructions?
Did you manage to understand instructions or were they confusing to you?
Did anything in the exercise remind you of your working style in the team?
What would you do different next time?
Lets reflect
In the plenary:
What does it take to give clear and logical instructions for others to follow?
How can you improve communication in the teams?
HOW DO WE WORK AS A GROUP

Non-verbal groups exercise
Age group
Time
Material
Purpose
Pairs of caregiver and child/ren, families or groups

Bigger teams can do the exercise as a team building exercise with a skilled facilitator
20 to 30 minutes
A big pile of DUPLO and LEGO bricks and figures
To create an understanding of initiative and leadership in a group
Procedure
The facilitator gathers the teams and explains the procedure and takes questions for
clarification. The instruction is precisely the following: Each pair, family or team will now
create a structure out of LEGO bricks and you have xx minutes to do so. You can create
anything you like, but throughout the construction the exercise is strictly non-verbal. This
mean you cannot verbally agree on what to build or how to proceed. I will tell you when there
is 3 minutes and one minute left.Remember, no talking, please!
Three minutes ahead of time, the facilitator will say Now there is three minutes left and
again notify the group when there is one minute left. When time is up, participants are
instructed to stop.
Lets reflect
Participants remain in their group and will now discuss the following questions that will be
posed one at a time so there is time to discuss each question in the pairs, families or groups:
Who initiated the structure?
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Who decided along the way what happened and what shape or form the structure should
be?
Who finished the structure? (Who put the finishing touch to the structure or who decided it
was finished maybe ahead of time?)How did you work as a team?
What and how did each team member contribution?
Does this reflect your role in the pair, family or team?
Is there anything in this role you would like to change?
Are there any changes in the way you worked together you would like to see changed?
What changes would you like to see in the distribution of roles?
Lets reflect
Gather participants and have a general talk about the exercise:

Tell us about the process?
How does it reflect the situation in daily life or work?
Is there anything you suggest to do differently from now on?
If so, how do you suggest you can make the first small change?
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COPING, STRESS AND LOSS

Tempo
Stress meter
Stress and coping
Positive self-regard
Control
Coping with change
Loss and coping
Feeling safe after critical stress
Gratitude
When using the exercises in this section it is important for facilitator and volunteers to be trained in
community-based psychosocial support and psychological first aid. See IFRC Community-based psychosocial
support, Participants book.
TEMPO
Individual and group activity
Age group
Time
Material
Purpose
10 years upwards
10 minutes plus time for group discussion
DUPLO or LEGO bricks
To create awareness of the how external tempo or speed of actions influences mental
presence of mind
Procedure
The facilitator asks participants to gather 15, 21 or 28 bricks of the same size depending
upon the size of the pyramid. Next the facilitator asks participants to construct a pyramid (or
another structure if they so wish) without giving any other instructions.
The facilitator times how long the construction takes and asks: Did you notice the tempo
with which you constructed? I am now going to ask you to construct the same structure
again, but this time I want you to experiment with how it is to work faster than you did the
first time. The participants are then given a time shorter time frame to construct the same
figure.
After the structure is built again the facilitator asks: Did you notice the tempo with which
you constructed? I am now going to ask you to construct the same structure again, but this
time I want you to experiment with how it is to work slower than you did the first time.
Everyone builds the same structure again in a slower tempo. When this done the facilitator
says:
Sit for a moment and think about how it was to work in your normal tempo, and then in a
faster and slower tempo. Did it have an impact on your body, thinking and how present and
aware you were?
Variation
The facilitator can suggest participants to experiment with how slowly they can construct the
same figure.
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Variation
When used as a group exercise, participants are asked to construct a bigger structure
together for instance a pyramid with a square basis. If so the Lets reflect questions will
focus on how the different tempos influence awareness of others, communication and
collaboration.
Lets reflect
How did you experience the three different tempos?

What did you notice in your body, your mind and presence of mind in the different tempos?
In your daily life are you usually faster or slower than others?
Are you faster or slower in daily life actions than you yourself wish to be?
How does stress and a high tempo as relate?
Box
Stress
Stressor
Box end
Stress is a bodily reaction to demands and change. It is an automatic reaction that happens
when the demands exceed the resources. Muscles tighten, blood pressure rises, the heart
speeds up and extra adrenaline rushes through the body system.
The stimuli, that causes stress and that we respond to.
STRESS METER
Group activity; this activity can also be adapted to use in work teams and family groups
Age group
Time
Material
Purpose
13 years upwards
10 to 15 minutes plus time for group discussion
DUPLO or LEGO bricks of the same size
To create awareness of the stress level, how to deal with stressors and how to support one
another
Procedure
The facilitator explains the concept of stress and stressors. Gather participants around a
table or on the floor with bricks in the middle.
The facilitator asks participants to think about their current stress level on a scale from 0 to
10 where 0 is having no stress at all and 10 is having a very high level of stress.
Now you will build your own stress meter using up to 10 bricks building a meter or small
tower. Use as many bricks as corresponds to where you are on the stress scale. Each brick can
be used to represent one of your stressors. You can use colours, sizes and figures to represent
the different types of stressors.
The facilitator asks participants to turn to their neighbour and present the tower, and explain
what each brick means in terms of stressors.
Lets reflect
Explain the meaning of your stress meter.

What help, if any, do you need to ease the stress?
What coping mechanisms do you use if and when stress is high?
Does anyone have help to offer to those who have many stressors?
Does the group need more information on stress, stress management or de-stressing
techniques?
STRESS AND COPING

Pair, family or group activity
66
Age group
Time
Material
Purpose
10 years upwards
25 to 45 minutes
A pile of LEGO bricks of different colours and sizes plus flipchart and markers
To identify stressors, personal strengths and positive coping
Procedure
The facilitator asks participants to form pairs, groups of five to six peers or sit in their family
group. Place a pile of LEGO bricks and figures in the middle of each table or in the middle of
the room and let each participant choose the items they need.
Ask participants to think about a difficult episode or challenging situation that they
experienced as somewhat stressful but not the most stressful they have ever experienced. It
Allow for a few moments to remember a situation that carried some stress but not to the
point of being overwhelmingly stressful. Next ask participants to pick bricks or figures that
represent this difficult or challenging situation, which caused them some challenges or
stress. They can be asked to construct a symbol or scene out of LEGO material that shows
the difficult and challenging situation.
Participants present the figure in pairs or groups. Depending upon age they are given two to
five minutes each.
Next the facilitator asks participants to think about which personal strengths and resources
that supported and helped them overcome the situation or episode. This will help them
identify and become more aware of strengths and resources they can rely upon when faced
with stressing circumstances. Allow for a few moments to think about strengths and
resources.
Participants then chose LEGO bricks to make a representation of their strengths and
resources and show this in pairs or in the group. Depending upon age they are given two to
five minutes each.
Variation
The exercise can be done where participants only construct their strengths and resources
without constructing the challenging and stressful situation.
Lets reflect
Gather the attention of the group and ask a participant to assist as a scribe.
Now let us discuss the many different ways we can cope with difficult and challenging
situations. Some of you may have great ideas that can inspire others to find ways to cope
with difficulties in the future. So what did you do to overcome the stressful situation? Can I
hear from this table first?
The facilitator comments on coping skills like inner strengths as faith and self-confidence and
other good coping actions as talking to others, being active in the community, spending time
with family and friends, writing, practising positive self-talk etc.. The scribe notes the coping
skills on the flip chart and in the end the group can talk about new ideas for positive coping.
POSITIVE SELF-REGARD
Group activity
Age group
Time
Material
Purpose
10 years upwards
25 to 40 minutes
A pile of LEGO bricks of different colours and sizes plus flipchart and markers
To identify positive self-regard and how it supports positive coping
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Procedure
The facilitator asks participants to sit quietly for a moment, eyes partially or fully closed. Now
I would like you to think of a time where you thought about yourselves in a positive way, a
moment of positive self-regard. A time you felt capable, had self-confidence and did
something you can be proud of. It can be something you did for someone else, or a problem
was solved because you did something challenging. After some time, the facilitator can ask
participants to raise their hand when they remember this moment When everyone
remembers a time or an episode of positive self-regard, they are asked how it feels in the
body. Next to open their eyes, and to make a symbol with the LEGO bricks of how it feels in
the body.
Lets reflect
Gather the group and instruct participants to listen for what each person did to create a
positive self-regard. What did they do? How did they do it? Next ask a couple of participants
to share the stories of their symbol in the group.
What characterizes the feelings of positive self-regard?
What characterizes the actions of these stories?
What can you do today to develop a positive self-regard?
How is positive self-regard and coping linked?
How can you support each other in developing positive self-regard?
CONTROL
Non-verbal activity in pairs of the same height using same sex pairs where appropriate
Age group
Time
Materials
Purpose
10 years upwards
10 to 15 minutes
A pile of DUPLO and LEGO bricks and figures for each pair
To experience what it is like to be in control and what it is like not to be in control
Procedure
The facilitator divides participants in pairs. The tallest in each pair will be A and the other B.
With uneven numbers one person will be an observer or will join a group where the
members have a shorter time slot each. The facilitator explains the activity: In this activity
there will be two very different roles, and you will have a chance to experience both roles. A
will begin by constructing something for the next two minutes while B will simply look and
observe what A is doing. When the time is up, there will be a new rule introduced... Please
begin; A constructs and B observes... After two minutes the facilitator says:
Time is up. Now the rules change and B will sit behind A and take As hands.
The next two minutes B will control and decide, what A adds to the construction and A will
allow her or himself to be guided. You have two minutes again.
After the second phase, B will remove the hands and A will put a few finishing touches to the
construction. Have participants swap roles and repeat the exercise.
Lets reflect
In pairs: Conduct a discussion about the exercise.

First discuss how it felt to have and be in control, and then how it felt not to have and be in
control.
When your hands were being guided, could you let go and let the other guide?
Or did you maybe try to show the other, what you wanted?
In the plenary: Any comments on what you talked about in the pairs?
Has anyone here tried to lose control and regain it again?
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What did you do to regain control?

Has anyone tried to help another person regain control?
How can we help someone to gain control after a loss of control?
COPING WITH CHANGE

Age group
Time
Material
Purpose
6 years upwards
20 to 30 minutes
Each participant has access to a pile of DUPLO and LEGO with more in the middle for all to
use freely
To reflect about reactions to changes, coping with changes and experience how it is when
others influence or change what you have done
Procedure
The participants are instructed to sit in big a circle. They are instructed to do each part of the
exercise as the exercise unfolds: Please begin to build whatever you like using the bricks you
want. You have two minutes to do so. When I say time is up, you will stop what you are
doing. Go ahead.
After two minutes the facilitator says: Time is up. And now it is time to move. Please stand
up, and move three seats to the right Are all are in place? Now you are sitting in front of
a new figure.. Take a moment to look at the new figure in front of you. What can you add to
this figure..You have two minutes to do so. Take more bricks from the pile if you need
them.
After these two minutes, participants are told to stop and to move once, twice or thrice
more and end up back in front of their own figure.
Now you are back in front of your own figure. I will ask you to take a close look at it, notice
the changes, and note what it feels like that someone else changed your r original plan or
design.
Variation
Participants end in front of a figure that is not their own. They are asked to have a close look
at the figure and create a story of the figure.
If using this variation have participants share stories in the group: Who would like to tell the
story of their figure? We have time to hear four to five stories.
Lets reflect
Ask participants to think for a moment how it was to see their ideas for their figure changed
and adapted.
Was this easy or difficult, what can make it easy and what can make it difficult?
How do you feel about changes in your life in general?
How do you react to changes?
How do you cope with changes?
What is the best strategy to cope with changes?
What would you recommend others going through changes in their life similar to what you
have experienced?
Can I ask each of you to guess who began building the figure you are now holding?
LOSS AND COPING

Non-verbal individual exercise
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Age group
Time
Material
Purpose
Groups of adolescents or adults

25 to 40 minutes
10 DUPLO or LEGO bricks or figures for each participant and flipchart
To increase understanding of the impact of loss on individuals as well as learn about coping
with losses
Procedure
The facilitator introduces the theme of loss and coping with loss. The facilitator stresses that
if anyone doesnt feel comfortable with the exercise or parts of it, they should not do the
exercise or parts of it.
Next each participant is asked to choose ten LEGO bricks or figures that represent the ten
most important things in their life. The facilitator use the word things, and if participants
ask if things mean possessions, values or competencies, the facilitator will simply say: When
I use the term things, it is up to each of you to define what the most important things in your
life are. Participants are asked to arrange the symbols any way they wish on the table or
floor in front of them.
The facilitator asks: How does looking at the representation or symbols of the ten most
important things make you feel?
The facilitator will invite each participant to say a few comments on what how they feel or
what they think about when looking at their ten most important and cherished things in life.
The facilitator explains that if the next step feels uncomfortable they will not have to do the
following step. Now imagine a disaster happens and you lose some of the things you cherish
in the disaster. Remove three things from the ten most important things..Notice how it
makes you feel doing so Sit for a moment and think about how does having lost so
much in an imagined disaster make you feel and what it makes you think? What did you
decide to keep and what could you let go of? What could make you cope with the loss of the
three things you removed from your possession?
Lets reflect
Gather the group for a discussion of loss and reactions to loss. Ask participants to talk about
the process of losing the important things, the impact of the imagined losses and the
thoughts they had while doing the exercise.
Next discuss how one can cope with losses and list all suggestions for healthy coping on a
flipchart.
FEELING SAFE AFTER CRITICAL STRESS

Pair activity
Age group
Time
Material
Purpose
8 years upwards
20 to 40 minutes
A pile of bricks and figures
To learn about the importance of actively remember when one felt safe after critical stress
Procedure
The facilitator asks participants to form pairs. Next to think of a situation that was somewhat
stressful to participants. The facilitator says: Close your eyes and choose a situation that
caused some anxiety or stress, but at the same time a situation that doesnt affect you too
deeply. The task will be to create this situation using LEGO materials.. dont push yourself
trying to make a choice, just allow yourself to remember something you want to create. You
70
may simply let the situation chose you give yourself a moment when you know what
you want to create simply raise a hand, so I can see who needs more time. ..
Now you may open your eyes and begin creating the scene. You have five minutes to do
soWhen five minutes has passed tell the participants: Lets move on. Next please
close your eyes again and think about the moment after the stressful situation where you felt
safe. When was the first moment you felt safe, what happened, who were you with. Can you
remember the feeling of being safe after the stressful episode?
Please open the eyes and begin to construct the scene showing the moment when you felt
safe.you have five minutes to do so. When five minutes has passed tell the participants:
Now, look at this scene, and notice what effect it has on you to be reminded about the
moment you felt safe after the stressful situation.
Ask the pairs to present their scenes to each other. Participants can ask clarifying questions
to ensure they understand the scenes presented.
Lets reflect
I would like to ask some of you to present your scenes in plenary. Please tell us about the
stressful situation and about when you felt safe. When listening to the stories, I want you to
notice what characterizes the feeling safe situations.
What happens when you consciously remind yourself of when you feel safe after critical
stressful situations?
How can you use this feeling safe technique?
GRATITUDE
Individual activity
Age group
Time
Material
Purpose
10 years upwards
15 to 20 minutes
A pile of bricks and figures
To practice gratitude and explore if and how gratitude can assist coping
Procedure
The facilitator introduces the theme of gratitude explaining that humans have many
different emotions and one of them is gratitude. Gratitude is a very powerful emotion that
will help us cope with difficulties and is proven to have a positive impact on our physical and
mental health.
If we focus on what we are grateful for in our lives it can change our outlook so we can begin
to gain perspective and find new possibilities. So in this exercise we will focus on the positive
and what big and small thing in life we are thankful for.
Begin by thinking for a moment what can fill your heart with gratitude today. What are you
grateful for right, here right now.What makes you grateful - right here, right now..
You may think about what you are thankful for today, it can be anything small or big, people
or personal traits and strengths - anything that comes to mind. Just sit for a moment and
think about what you are or could chose to be grateful for here and now this moment in
time. I will give you a minute to reflect for yourself and talk again in one minute
Now time is up. Please begin by creating one, two or three figures or structures out of
bricks and figures of what you are grateful for in this momentYou have xx minutes to do
so.
Ask participants to pair up and present their figures to one another or to show and share in
groups for example with those sitting in their team or family.
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Lets reflect
In what way, if any, did it affect your mood to think about and maybe to experience the
feeling of gratitude?
What did you think when you heard the stories from others about their feelings of gratitude?
Are you grateful for the same or for different things?
CONNECTING CHILDREN AND CAREGIVERS FOR BETTER COMMUNICATION AND

COLLABORATION
Portraits
A protective shield
Important relations and things
Traffic
Old and new home
Making children safe
Flag or symbol
Old and new home
Mapping our community
A continuum for safe exchanges
Many activities in other sections are also suitable for children and caregivers and the activities in this
section presented here may also be used with other target groups.
PORTRAITS
Activity in pairs of caregiver and child or in pairs of peers
Age group
Time
Material
Purpose
6 years upwards
30 to 45 minutes
A big amount of LEGO bricks and optional base plates
To discuss how caregivers and children perceive one another and to connect emotionally
Procedure
The facilitator explains the activity and allows time for questions and clarifications. The pairs
are to construct a portrait of one another. To do the portrait as accurate as possible, even if
they are taking huge artistic liberties, participants are first asked to sit quietly, without
talking, and to look at each others faces for two minutes. The facilitator may add that it is
normal to be a bit shy or giggle when doing so. Participants are asked to notice as many
details as possible as if seeing each other for the first time.
When the two minutes are up, participants are given up to 15 minutes to create a portrait
using bricks in any way they wish. When the time is up, participants are asked to show each
other their portraits and tell why they chose to create the portrait the way they did.
The participants can be instructed not to look at each other or sit back to back while doing
the exercise.
Another variation is to let them use coloured bricks to symbolize emotions.
Variations
Lets reflect
Let us have an exhibition and look at all the portraits.

Let us hear from you, how it went.
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Who would like to say what it was like to look at one another?
What did you notice when you looked at another person for two minutes without talking?
How was it to create a portrait?
Did you manage to show emotions?
Which colours did you chose for which emotions? How do you explain the choice of colours?
Were they a reflection of how the other feels today?
Is there anything you would like to change in the portrait?
A PROTECTIVE SHIELD
Individual verbal or non-verbal exercise
Age group
Time
Material
Purpose
5 years upwards
15 to 30 minutes
To discuss protection and what helps participants feel safe
Procedure
The facilitator explains the procedure to participants. Participants can be asked to sit in
groups so they can chat and be inspired by others during the construction phase. Caregivers
can help smaller children in the exercise.
Participants are asked if they have seen a shield before, and are explained what a shield is.
They are asked to build their personal protective shield. The shield will have symbols of
people they trust and places that protect them from harm. They can do this in any way they
wish, using whatever bricks and figures they want. They have six minutes to do so and the
facilitator will say when there are three minutes left and the same when there is one minute
left. Participants are asked to present their shield in small groups of 2, 3 or 4. Here they will
explain who and what protects them from harm. The facilitator times this so there is equal
time for each participant to present their shield.
Lets reflect
I would like to hear from you who and what protects you?
Are there other ideas for what can protect us from harm?
What can adults do to protect children from harm?
What can children do to be protected from harm?
How can children help other children if they are harmed?
When in unsafe situations how can safe relations help us feeling protected?
Has anyone experienced that a relation that was safe helped them through a difficult time?
IMPORTANT RELATIONS AND THINGS

Verbal group exercise
Age group
Time
Material
Purpose
5 years upwards
10 to 60 minutes
To discuss life events, important other issues, dreams and to express related memories,
feelings and thoughts
Procedure
The facilitator explains the procedure. Participants can be given a time frame or the time
can be open, so participants finish when they are done.
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Participants are asked to create a representation of one of the below suggestions:

their best friend
a trusted person
their family
a favourite place
their favourite animal
a safe place
a dream they have for the future
their body.
After the exercise participants can either stay in pairs, teams or families or gather in a group
to show each other their work, share and exchange experiences.
Variation
Participants can be asked to use colours to in a symbolic way, to take turns placing a brick or
to use a certain amount of bricks.
Lets reflect
How did you like the assignment?

Please explain what you have created?
Next relate questions to the assignment as for example:
Share a good memory from a time with your best friend or your family.
What qualities does your favourite animal have?
Do you possess any of these qualities yourself?
What makes a person trustworthy?
Which places are safe in your community?
What can we do to have safe relations if the community is not very safe?
What can you do to help your dream come true?
Tell us about your body, which parts are strong and function well?
TRAFFIC
Verbal exercise in pairs or family groups
Age group
Time
Material
Purpose
Procedure
6 years and upwards

15 minutes
A DUPLO or LEGO car or truck and additional figures and bricks in the middle within reach of
participants
To collaborate
The facilitator gathers the participants in a circle, explains and demonstrates the exercise.
The facilitator holds the car or truck in the hand and says: This car is going on a trip visiting
all of you. It may be a long and interesting trip going many places and maybe very far. Funny,
unusual or strange things can happen on the way. This car will pass each of you and when it
passes you, you will make up a story about what happens to the car or truck. You can add
some pieces from the pile in the middle to add to the story if you like, but it is not necessary.
Together you will create a story about the car, the driver, passenger and goods and
what is happening on the way. I wonder what the car is going to experience and so
may you!. I am going to start the car and drive it out of the garage to you, XX, sitting
next to me, and lets hear and see what happens next
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Variation
The same structure can be used with other LEGO toys like the helicopter, boat or airplane.
Variation
The trip can only be told by sounds and not by words. The facilitator says: This time we can
only tell the story of the cars journey by making sounds. I am starting the car now making
start up engine sounds..
Variation
The exercise is done in pairs so the car is shuffled back and forth while the story unfolds.
Variation
Family groups can tell a story of a car trip or a journey from their home of origin they have
once been on.
Lets reflect
Was it hard or easy to make up a story?

Did you try to help others if they had a hard time?
Did anyone use a story that happened in real life?
How is it to take over and add on to something others have begun?
OLD AND NEW HOME

Individual, pair or group activity
Age group
Time
Material
Purpose
6 years upwards
30 to 90 minutes
A pile of DUPLO and LEGO bricks and optional base plates
This exercise is for those who have had to relocate as IDPs or refugees and encourage
remembering good times in the previous home and maintaining good practices. It can be
adapted to other circumstances
Procedure
The facilitator explains the activity. There are several steps and facilitators may decide to
carry out step 1 and 3 only or to include step 2. This decision may depend upon participants,
the purpose of the exercise, setting or time available.
1) Participants build a model of their former home. If in pairs of caregiver and child, the
caregivers will let children take the lead and help them reconstruct a model of their
former home. During or afterwards the child, caregiver or group members will relate a
happy memory from each room.
2) Participants can destroy the model partially or totally to symbolize what happened to
the home. Participants are asked to talk about this phase too.2
3) Finally participants build a model of a house they would wish to live in after the crisis.
Children may suggest outer and inner design, colours etc. in dialogue with caregivers.
Lets reflect
Could I ask you to present your model to the group?

1) How did you collaborate to build the model?
What was it like to build your home?
What are the good memories?
And how is it to be reminded of the good memories from that time?
What can you do to keep the practices that gave you the good memories alive?
If using this phase, ensure that facilitators are familiar with talking about the themes of loss. It is recommended to be trained in Loss and Coping,
(chapter 3) from the IFRC manual Community-based psychosocial support.
75
What can each of you do t to keep good practises that made you happy before so it may
do so again?
2) How was it to destroy the model of your home?
In which way did the loss of the home affect each family member?
3) How was it to build a future home?
What hopes do you have for a future home?
How can you begin living with the good habits you will have in the new home already
now in the temporary settlement?
MAKING CHILDREN SAFE

Group activity
Age group
Time
Material
Purpose
10 years upwards
40 to 60 minutes
LEGO bricks and figures of different colours and sizes and a board or flip chart
To introduce participants to child protection and forms of violence against children
Procedure
Introduce the exercise. Any crisis, whether small or big, is a social event and in most crisis
situations children are very vulnerable. By the way can anyone tell me what age a child is no
longer considered a child?.......Yes, that is right. 18 years of age. According to the Convention
on the Rights of the Child, a person is a child until he or she turns 18.
We will now do an exercise to become more aware about what makes children unsafe in the
surroundings and if there is anything we can do to help children feel and be safer. First lets
decide which areas the groups will focus on by making a model of this area. Any ideas? Yes,
the market, and the street outside the Community Centre etc.
The participants are divided into groups of four to six. Each group is given an area to
reconstruct from their daily life in as many details as possible using the bricks. It can be a
market place, a street with a bus stop, a row of houses or a playground. They have 15
minutes to do this.
Next ask them to discuss what, if anything, in the daily scene that makes the area unsafe for
children. What would it be? Is it unsafe for children of both sexes and of all ages?
Ask groups to make changes to their scene so it becomes safe for children.
What did they change, and which impact will the change have on the lives of children?
Groups then present their scene in the plenary, talking about what they changed and what
this could mean in the lives of children.
Variation
Groups can be asked to create a model of the same area so different points of view can
come to the fore. Groups can also be gender or age segregated to highlight the safety needs
of these different groups.
Lets reflect
What makes children unsafe?

How can adults help protect children?
And is it possible to create the proposed changes in real life?
76
Box
child
The word child refers to every person below the age of 18 years, unless adulthood is reached earlier,
under the national law applicable to the child. The United Nations International Convention of the Rights of
the Child states that children have the right to education, safety, security and protection. The Convention
applies to all children equally, with special protection for particularly vulnerable groups.
Child protection
Child protection in emergencies is the prevention of and response to abuse, neglect, exploitation and
violence against children.
Inter-Agency Child Protection Working Group, 2010.
Box end
FLAG OR SYMBOL
Family or group exercise
Age group
Time
Material
Purpose
7 years and upwards

30 to 40 minutes
A pile of LEGO and preferably a base plate for each group
To strengthen group identity by identifying strengths and values and build collaboration skills
Procedure
The facilitator introduces the exercise by explaining that in the old days some families had a
symbol in the form of a weapon shield just as each country has a flag. The facilitator says:
These are powerful symbols of the identity that shows others what is special about a family
or a nation. Now I want you to create your own symbol for your group. It can be a flag or any
other symbol.
First you will have to identify what strengths and values you possess as a group. What are
you good at, what are your strengths, what do you like to do together, which forms and
colours will you choose? In the old days a weapon shield also carried a motto. Do you have
some mottos in your group or would you like to create a motto? These are some of the
questions you will have 15 minutes to discuss and then another 15 to build your symbol using
the bricks and base plates.
Lets reflect
Who would like to present their symbol to the group?

What are the strengths and values of your family?
How does it make you feel to realize you as a family have these strengths and values?
Did you have a motto?
MAPPING OUR COMMUNITY

Group activity
Age group
Time
Material
Purpose
6 years upwards
1 hour onwards
A big amount of DUPLO and LEGO bricks and base plates if the model will be moved
To map needs and challenges in a community by creating a model of the community
77
This mapping exercise can be used as part of a psychosocial assessment that again can be
part of a full Vulnerability and Capacity Assessment (VCA)3. The facilitator will choose themes
for participants to focus on and highlight in the model. This can be to highlight safe and
unsafe areas.
Another theme chosen can be to create an ideal community with ideas for improvements to
the current situation. The exercise can be used by authorities or duty bearers who wish to
have different views on what can make the community safer or what can be created in the
community to improve it.
Procedure
The facilitator gathers participants and explains the activity. Participants can be divided into
smaller teams if the entire group is large or the community is big, so the group agrees which
team will create a model of a given part of the community.
Participants construct their community using coloured bricks to mark the themes that has
been chosen as for example safe and unsafe areas for different groups in the community as
children, adolescents, women, men, minorities or people with disabilities.
At regular intervals there will be a time out where the facilitator will ask participants to
discuss their progress in the teams. In the time out participants can ask support from each
other and get feedback on their progress and understanding of the situation in the
community.
Once participants agree that the model is finished, teams will present their work and their
understanding of the themes chosen.
Lets reflect
Lets gather and present the models. Could I suggest each team explain their perception of
the chosen themes? Who wishes to begin?
Which areas are safe for example for children?
What makes each area unsafe for children?
How serious are the risks for children in each of the areas?
What should be done to ensure safety for children?
Did you all agree on the way of presenting the challenges/ideals?
Does anyone have other or more ideas?
What are the differences between now and the future if your dream comes true?
What would be the first positive change you would like to see?
Would most in the community agree with you or would other groups understand things
differently?
Who would you like to show this model to? How can you make this happen?
On team work and individual learning:
What did you learn from this exercise?
How did you distribute the roles in the teams?
What would you do different next time you are to work together?
How did you feel in the different phases of the construction?
A CONTINUUM FOR SAFE EXCHANGES

Group activity
Manuals and information on VCA is available on IFRC website - ifrc.org and on the psychosocial assessment, see pscentre.org for chapter 3 of the
manual Life skills Skills for life on life skills needs assessment and chapter of Psychosocial interventions for general information on psychosocial
assessments.
78
Age group
Time
Material
Purpose
8 years upwards
15 minutes
Green, yellow and red bricks
To invite participants to share and exchange views and opinions in a safe environment
The exercise can be beneficial for learning a way to listen to others when they hold different
views. It is also good if some participants monopolize talking time in the group as everyone
gets a chance to formulate their own opinion.
This exercise can also be used as an evaluation of a session or training
Procedure
The facilitator asks participants to create a long line on the floor from one end to the other
end of the room. The line will be built of green, yellow and red bricks that are to be linked.
The first third of the line will be green, the next third yellow and the third red. The facilitator
ensures the instruction is understood.. Once the line is established the next phase is
introduced where participants are asked to place themselves on the line that represents a
continuum.
The far end of the red third represents: I strongly disagree
The middle of the yellow third represents: I neither disagree or agree
The far end of the green third represents: I strongly disagree
Depending upon the current themes being worked through in the group, participants will
stand in a place that corresponds with their view on the question posed by the facilitator.
Next they can be asked to discuss with those standing near them and exchange views on the
subject.
The facilitator can interview a few participants representing different stand points. Everyone
should have time to express their point of view in the sub groups.
The facilitator can ask:
Participants to pair up with someone having an opposite view and interview them on their
viewpoint. The facilitator will stress that it is an interview and not a discussion. If views are
strong the facilitator can move on to the next phase:
Participants are asked to move to a different area, and express a view they dont hold to
those near them. All should have a chance to talk here too. Then they move back to their
original position, and experience how this feels. Does it change anything for them to have
been standing in the place of others?
Examples for questions for groups of caregivers

From a severe beating (far red) to a pat on the back (far green) do you allow corporeal punishment
of children?
Is it necessary for caregivers to punish their children physically?
Is it okay not to talk to children and give them the icy treatment if they are disobedient?
Would you know who to talk to if your children had problems?
Should girls be allowed to marry before the age of 18?
Lets reflect
How was it to do this exercise?

Is it generally easy for you to respect and listen to others points of view when they differ
very much from yours?
How do you usually act when this happens?
How did you experience changing views by moving to another position?
How can you make use of this approach in daily life?
79
80
CREATIVE TEAMS
The exercises in this section are for teams but and can be adapted to fit other types groups.
Play and you
Work load and team support
Evaluation with a team
Personal evaluation of an activity
PLAY AND YOU

Team activity
Age group
Time
Material
Purpose
Adolescents and adults

10 to 15 minutes plus time for sharing and group discussion
LEGO bricks and figures of different sizes and shapes
To create awareness of the importance of play and what could stop playing
Procedure
Participants are divided into two lines sitting and facing one another. They are told that they
have one minute each to answer the questions the facilitator will pose, the participants will
take turns in answering. When the two minutes are up one line will stand up and move one
chair to the right. The other line will stand up and sit down, so they also get to move.
Questions:
What did you enjoy playing when you were a child?
With whom did you play and where?
What did you play as a teen-ager?
When did you stop playing?
Why did you stop playing and what did you do instead?
What are playful and creative activities in your life now?
How was it to do this exercise?
Next ask participants to pick a piece that symbolizes the most enjoyable memory you have of
playing as child or adolescent. Ask them to form a circle and have each participant talk about
the memory.
Let reflect
The facilitator can use this to discuss the importance of play in child development.
Next ask participants to talk about why children in distress could stop playing and how they
as volunteers can best support them back to what they should do as children: be playful,
trustful and cooperative.
What did you learn from this exercise about play?
WORK LOAD AND TEAM SUPPORT

Team activity
Age group
Time
Material
Purpose
16 years upwards
10 minutes plus time for group discussion
LEGO bricks and figures of different sizes and shapes
To create awareness of the work load and how to support team mates
81
Procedure
Participants are gathered around a table or on the floor with bricks in the middle. They are
asked to think about their current work load on a scale from zero to ten. Zero is having no
work load at all and ten is having an extremely high work load.
They are then asked demonstrate their current work using up to ten items and build a tower
or other figure of these using as many bricks as corresponds to where they are on the scale.
Each brick can be used to symbolize a specific work task.
Lets reflect 1 Turn to your neighbour and present your tower or figure, and explain what each brick means
in terms of work load and tasks.
Now discuss what support you could use to ease the work load.
Lets reflect 2 Gather participants for a time of presentation and discussion:
Explain the meaning of your figure.
What help, if any, could you use to carry out the work?
What coping mechanisms do you use when the work load is high?
Does anyone have any advice or help to offer to those who have a high work load?
EVALUATION WITH A TEAM

Team exercise
Age group
Time
Materials
Purpose
16 year upwards
Procedure
The facilitator asks participants to think about the activity they conducted. Give them a
moment to reflect and if suitable they can also make notes.
Next instruct them to pick one brick at a time giving suitable time between instructions.
Think about the activities you conducted...
Now I suggest you remember a good experience in the course of the activity. ..
Pick a brick that symbolizes this good experience...
Think about a challenging or difficult moment
Pick a brick that symbolizes this challenging or most difficult moment
Think about a tough decision
Now pick one that symbolizes a tough decision
Think about a special moment with a child/participant
Pick a brick that symbolizes a special moment with a child/participant..
Think about what children/participants learnt form the activity
Pick a brick that symbolizes what children/participants took away from the activity
Think about what you are proud of having achieved during the activity
Now end by picking one that symbolizes what you are proud of having achieved in the
activity
Now build a structure of your bricks that will be an overall symbol of the activity..
Take your structure in the hands and walk around showing it to others and look at their
structures.
A pile of many different bricks or different coloured bricks of the same size
This exercise is used with a team after an activity as a session or series of sessions as a way
to share experiences and to evaluate. The facilitator will decide what to evaluate using the
suggestions below as an inspiration.
82
Lets reflect
Pair up in and sit down somewhere in the room. Present your structures to each other.
You have 5 minutes each
Lets hear your figures presented focusing on the chosen instructions.
PERSONAL EVALUATION OF AN ACTIVITY

Group activity
Age group
Time
Material
Purpose
6 years upwards
5 to 15 minutes
A pile of LEGO bricks of different colours and sizes
To wrap up or evaluate a session
Procedure
Place a pile of LEGO bricks and figures in the middle of the room and let each participant
choose one or more items that remind them of something specific related to the session.
The facilitator can use one of the following questions:
Please take a piece that somehow reminds you of a:
Good moment or experience you had in this session,
Challenging moment or experience you had in this session,
Particular child you worked with in this session,
Moment you shared with someone else during this session
What we can do better next time ..
Participants can reflect for a minute or two each before the group convenes and the group
talks about the questions: Why did you choose your piece. What did the piece remind you
of?
The facilitator and participants can ask clarifying questions. When each participant has
spoken they hand back their piece and thereby end the session.
83
CONCENTRATION AND RELAXATION

The section contains the following exercises:
Loosen the hands
Concentration
Letting go
Relaxed breathing
Deep breathing
Group relaxation
Safe place
Body and mind need to balance activity and rest especially when stressed. Concentration and relaxation
exercises are ideal for providing a restorative pause that restores a natural balance. Regular use of
these exercises have many proven health benefits as they.
Lower levels of stress hormones
Lower emotional and physical tension
Lower heart rate and blood pressure
Deeper and more regular breathing
Improved digestion
Increased levels of feel good hormones such as oxytocin in the brain
Strengthened immune system
Easier falling asleep and improved sleep quality
During concentration exercises the attention is focused on an object such as a LEGO brick held in the
hands. During relaxation exercises the attention is focused on muscles, joints and senses.
Both practices regulate stress levels by activating the part of the nervous system that promotes mental
serenity. When under stress the heart beats faster, blood pressure increases and the mind becomes alert to
enable the body to perform. If this state is prolonged or permanent the entire organism will be affected
and which is why people do not function well under prolonged stressful experiences.
box
Sleeping problems are widespread in times of emergencies. In a crisis most will experience nervous and
muscular tensions. When anxious and stressed, the mind tends to race and the muscles tense making it is
very difficult to sleep. The ability to relax is necessary in order to fall asleep and sleep well. If a person
doesnt sleep well during the night it is difficult to cope with lifes challenges during the day. And for
children especially, good and deep sleep is needed to grow, be emotionally stable and learn. Concentration
and relaxation exercises train the ability to let go of nervous and emotional tension, which is a prerequisite
to good sleep.
Box end
LOOSEN THE HANDS

Non-verbal relaxation exercise
When participants have used their hands intensely, if they have problems with fine motor skills or are very
tense in general, it is extremely beneficial to for them to learn to relax the hands, arms and shoulders. After
an intense session of building resilience with bricks, muscular tension in hands and fingers and arms may
need to be released.
84
Age group
Time
Purpose
5 years upwards
3 minutes
To learn to relax hands, arms and shoulders
Procedure
Gather participants to stand in a circle with arms hanging loosely by the side of the body.
Inform them of the purpose of the exercise. Begin by suggesting to the participants: Shake
the hands as if you want to dry nail polish or have wet hands and want to shake water off the
hands Loosen the wrists. Let the shaking move into the underarms..and
now also shake the shoulder, so you shake the entire arm from finger tips to shoulders.
End by having participants spread the fingers like a fan, and hold the stretch for 20 seconds,
and close them again. Repeat a couple of times. Ask participants to notice if the span of the
fan is the same in both hands.
Lets reflect
How do your hands feel now?

Is there a difference between how you experience the left and the right hand? Notice the left
hand..notice the fingers, palm, back of the hand. And now do the same for the right
hand.
Do you need to do the exercise once more?
CONCENTRATION
Non-verbal concentration and relaxation exercise
Age group
Time
Materials
Purpose
Procedure
5 years upwards
8 to 15 minutes
Two 8 studded DUPLO brick or a square out of similar sized bricks for adolescent and adult
hands. Smaller bricks for children
To concentrate by focusing on an object and relax hands and wrists
The facilitator asks participants to take a brick or create a square that they can hold easily
between their fingertips using both hands and all fingers. Sit in an upright and relaxed
position with arms resting in your lap. Let all fingertips rest on the bricks. Adjust your position
so you can sit even more comfortably. Upright..and relaxedfirst focus your
attention on the right thumb the right thumb, notice the point of contact with the brick.
Next focus on the index fingerthe index finger of the right hand. and notice the point
of contact with the brick. Send the attention to the middle finger of the right hand, the middle
finger notice the point of contact with the brick. Now send the attention to the ring finger
of the right hand..and notice the point of contact with the brick. Finally send the attention
to the right little fingerthe little finger..and notice the point of contact with the
brickstill sitting upright and relaxedand now send the attention to the left
thumb the left thumb, notice the point of contact with the brick. Next to the index
fingerthe index finger of the left hand. and notice the point of contact with the brick.
Send the attention to the middle finger of the right hand, the middle finger notice the
point of contact with the brick. Now send the attention to the middle finger of the left
hand..the middle finger and notice the point of contact with the brick. Finally
send the attention to the little fingerthe little finger..and notice the point of contact
with the brickNow take a deep breath and notice all points of contact with the
brick.and slowly release the brick and turn your attention back to the room.
85
Variation
This next phase can be added when participants are familiar with concentration and
relaxation exercises. If you do this, skip the instruction about turning concentration back to
the room. ..send your attention to the right thumb and create a connecting through
the brick to the left thumb.now to the right pointer finger and create a connection
through the brick to the left pointer finger..to the right middle finger and create a
connection through the brick to the left middle finger.to the right third finger and
create a connection through the brick to the left middle finger..to the little finger and
create a connection through the brick to the left little finger. Now feel the connections
between all fingertips through the brick..Notice how the hands, wrist and underarms feel
now. Now take a deep breath and notice all points of contact with the brick.and slowly
release the brick and turn your attention back to the room.
Lets reflect
Were you able to concentrate when I mentioned the points to focus on?
What effect did the exercise have on your body, breathing and mind?
LETTING GO
Non-verbal focusing and relaxation exercise
Age group
Time
Materials
Purpose
5 years upwards
5 minutes
Any brick or figure that participants can easily hold in the palm of their hands
To create awareness of the force needed to hold an object and to let go of it. To be aware of
tension and relaxation in the arm and hand muscles
Procedure
The facilitator asks participants to pick two bricks or figures of the same size, hold one in ech
hand and stand in a spot of their own choice or in a circle. Alternatively they can sit on a
chair.
Participants are asked to hold the bricks gently in their hands between the thumb and
fingertips and to let the arms hang loosely by the sides of the body.
Then ask them to close their eyes softly, take a good deep in-breath and breathe out slowly
as if blowing on a cup of hot tea, coffee or cocoa to cool it.
Next they are to focus on the sensation of muscle tension in the hands. How much force do
they need to use to hold onto the brick in order not to lose it? Next, close their hand around
the brick with as much force as they can muster. And release slowly, slowly, more and
more and more till they finally let go and the bricks drop to the ground. When all participants
have let go of the bricks they are to once more direct their attention to the hand and notice
how they feel now.
Variation
Participants can do the exercise with one hand at a time.
Lets reflect
How do your hands feel?

How do you feel after the exercise?
How was it for you to tense and let go of tension?
Can you tell easily when your hands and arms are tense and when they are relaxed?
What happens if we are too tense for too long? Does anyone know?
Why do we need to relax?
86
RELAXED BREATHING
Age group
Time
Materials
Purpose
5 years upwards
3 to 5 minutes
None
This exercise can be used as an introduction to familiarize participants with relaxed breathing
Procedure
The facilitator explains the benefit of deep breathing saying: It is very beneficial to be able
to breathe deeply especially if under stress or if spontaneous breathing is difficult. This short
deep breathing exercise is very good for your nervous system, muscles and mind. It is useful
when you have no time for a longer relaxation. Even a very brief pause where you focus on
the breath can have a profound effect on body and mind. A few deep breaths can activate the
body's anti-stress system, give the feeling of peace and is also proven to relieve pain.
Whenever you need to allow yourself to take a few minutes of relaxed breathing and
continue the day's chores.
Participants are asked to sit or lie in a comfortable position. If they are sitting they should sit
upright, with the head resting gently on the top of the spine. They are asked to close the
eyes gently or keep them open yet unfocused.
Lets reflect
Imagine that you are sitting in front of a candle that burns with a steady flame. Your outbreath will only make the flame flicker a bit. ..Do not bite your teeth together,
and let the lower jaw hang slightly so your mouth is a little open or closed softly. Let
eyes, jaw, teeth and tongue relax..
Put your hands on your chest and breathe in, so the hands move smoothly and evenly
outwards when the chest rises and moves back on exhalation. ..
.notice the movement and let it be smooth and even..
Place both hands on the stomach. Breathe in while you let your stomach move outward, as
if there is a balloon in the stomach, that becomes inflated..
On exhalation lower your shoulders, while the air is seeping out of the stomach
balloon.
Sit quietly for a moment and notice how it feels in the body.notice what is going on in
your mind now.and notice the breathing in the body
How do you feel now?
Could you breathe deeply?
Which situations can give shortness of breath?
Can you use this exercise to come back to deep breathing the next time this happens?
DEEP BREATHING
Age group
Time
Materials
Purpose
5 years upwards
5 minutes
A floor mat and a rectangle or square of LEGO bricks built by each participant
The exercise enhances the deep abdominal breathing that is needed for rest and relaxation
87
Procedure
The facilitator asks participants to build a square structure of bricks that they will place on
their bellies when lying down. Participants lie down on the floor face up and legs lying
stretched out or bent with soles of feet on the ground. The facilitator or participants place
their structure on their belly. When all structures are placed, the facilitator says: Begin by
noticing and observing your breath. Just quietly notice the breath for a moment
Dont force you breath.just allow the breath to happen..
Maybe you can feel the air in the nose or mouth, when you breathe in..notice how the air
fills the lungs and how the belly moves so the structure on your belly is moving. Up
.and .down, upand.down..up
..and.downcan you take a deep breath so the belly becomes very big
and the structure is rising upwards..and let the outbreath be long, so the belly comes
down really slowly..fine. repeat that one more time.follow the out-breath with
your full attention all the way to the end of the out-breathNow return to your normal
breathing where you notice the movement of the belly. Up and down..up and
down.and a final time.Take away the LEGO structure and notice how it feels
now without this added weight on your belly. Can you still feel the movement in the belly of
the deep breathing? If your eyes are open, close them and feel the movement from inside
your body thank you.
We are ending the breathing exercise so come to a sitting position.
Lets reflect
How do you feel after the exercise?

How was it for to do the deep breathing?
Why do we need deep breathing?
What other methods do you use to calm yourself?
When do you need to calm yourself?
GROUP RELAXATION
Non-verbal group relaxation
Age group
Time
Materials
Purpose
6 years upwards
10 to 15 minutes
Mats
To relax with a group of peers that know each other well and feel comfortable together
Procedure
The facilitator explains that participants will have a nice rest. Helps them lie down on the
floor in a way where one person has the head resting on the belly of another. Directs their
attention to the movements of the head it rises with the in breath and moves back with
the outbreath.
When all are ready the facilitator says: Begin by noticing and observing your breath. Just
quietly notice the breath for a momentMaybe you can feel the air in the nose or
mouth, when you breathe in..notice how the air fills the lungs and how the belly moves so
the head on your belly is moving. And feel how the head is being moved by the
breathing..up .and .down, upand.down..up
..and.downcan you take a deep breath so the belly becomes very big
and the head rises upwards..and let the outbreath be long, so the head comes down
really slowly..fine. repeat that one more time, and maybe breathe out as if through a
drinking strawNow return to your normal breathing where you notice the movement
88
of the belly. Up and down..up and down.and a final time.If your eyes
are open, now close them and feel the movement from inside your body thank you.
Variation
Use this variation when a laugh is needed. Participants stand or sit in a circle and before lying
down; they decide who will be the first one, the next two and so on. Participants lie in a
circle with their head on the belly of another. One person will begin by saying a loud and
clear ha, the next will say ha ha, the third ha ha ha and so forth. The room will soon fill with
the sounds of laughter.
Lets reflect
How was this exercise?
SAFE SPACE
Non-verbal group relaxation
Age group
Time
Materials
Purpose
6 years upwards
15 minutes
Floor mats
Creating awareness of how to relax after a critical situation, use the concept of safe space
within oneself and in the community
Procedure
The facilitator explains that the bodys stress response is highly alert to any danger. After a
danger is over many forget that they are now safe and can therefore relax and breathe a sigh
of relief or maybe shake the body. This is why it is important to learn to relax so body and
mind can return to a normal, relaxed state after a stressful time or after having been
exposed to a danger.
When we are safe we can relax and let go of all our worries. In this exercise you will create a
mental space, an area of relaxation by visiting a safe place in your mind that you can always
visit. This safe place may be a place you already know or you can make up a safe place in
your mind.
Now make yourself comfortable lying down on the floor or sit upright on the floor or chair.
Allow yourself to notice where the body is touching the floor, the chair or wall..Now
notice how you are supported by the floor, the mat, the chair or wallClose the eyes
softly, so the eyelids close gently over the eyes.
Allow your body to relax as much as possible. Begin by relaxing the feet, legs, thighs, pelvis,
back, front shoulders, arms hand, neck and throat and head and finally relax the face...
Now think of a place where you can feel calm, confident and safe. It may be outdoors, at
home, or somewhere else. It can be a place you know well or a place you know because you
have heard about it, or it can be somewhere you imagine. You can be there by yourself or
with someone else. Imagine this place. Imagine you are there. Take time to absorb it in detail,
its colours, shapes, smells and sounds. Imagine sunshine, feel the wind and the temperature.
Notice how it feels to stand, sit or lie there, how your skin and your body feel in contact with
it.
How does your body feel when you are calm, confident and safe? In your safe place you can
see, hear, smell and feel exactly what you need to feel safe.
You can go to this place whenever you want and as often as you want. Just thinking about it
will cause you to feel calmer and more confident.
89
Remain there for a few more seconds. Now it is time to end the exercise. Open your eyes
and stretch.
Lets reflect
How was the exercise?

Was it easy or difficult to relax?
What made it difficult or easy?
Could you think of a safe place?
Who would like to say something about their safe place?
When do you need to think of a safe space?
When do you think you will use your safe space?
Do you have safe places in your daily life?
Can you think of more safe places that could be created in this community?
90
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FURTHER READING
RED CROSS RED CRESCENT MOVEMENT MATERIALS:
Community-based Psychosocial Support: A training kit. IFRC Reference Centre for Psychosocial Support.
Copenhagen, 2009.
Caring for Volunteers: A psychosocial support toolkit. Copenhagen, 2012. IFRC Reference Centre for
Psychosocial Support.
Lay Counselling. A Trainers Manual. IFRC Reference Centre for Psychosocial Support with the Danish
Cancer Society, War Trauma Foundation, University of Innsbruck. Copenhagen, 2012.
Rapid Assessment Tool for Violence Prevention in Emergencies and Recovery. Canadian Red Cross, 2014.
Psychosocial Interventions: A handbook. IFRC Reference Centre for Psychosocial Support.
Copenhagen, 2009.
The Childrens Resilience Programme: Psychosocial support in and out of schools. IFRC Reference Centre for
Psychosocial Support and Save the Children. Copenhagen, 2012.
Above as well as other materials available at pscentre.org
OTHER MATERIALS
Psychological first aid: Guide for field workers. WHO, World Vision and War Trauma Foundation. 2011.
http://reliefweb.int/report/world/psychological-first-aid-guide-field-workers-0
Psychological First Aid Training. Manual for Child Practitioners. Save the Children.
http://resourcecentre.savethechildren.se/library/save-children-psychological-first-aid-training-manualchild-practitioners
The Dialogue Handbook. Danish Youth Council. 2012.
http://duf.dk/materialer/internationalt/
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Building Resilience With LEGO Bricks

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Building Resilience With LEGO Bricks

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BUILDING RESILIENCE WITH LEGO BRICKS

Ea Suzanne Akasha, psychomotor therapist

CONNECTING TO THE BODY - Exploring the senses

COMMUNICATION, COLLABORATION AND CRITICAL THINKING

89. Group relaxation

CRISIS, PLAY AND THE SEVEN CS: CONNECTION, COOPERATION,

HOW TO USE THE ACTIVITIES AND GAMES

Adapt, adapt and adapt

Purpose and focus of the exercise

Purpose and focus

Ending the session

1. Welcome and introduction

BOX pages beging different colour paper

MUSCLE AND JOINT SENSES

FINE MOTOR SKILLS

CONNECTING WITH OTHERS - Opening, closing and evaluating sessions

Reverse the sequence of names and participants called.

Is it always easy to remember the names of others?

4 years and upwards

Why is it important to be able to listen?

10 years and upwards

What are you looking forward to about the training tomorrow?

CONTINUE, STOP AND CHANGE

8 to 10 years upwards Time 20 to 40 minutes

CLOSING ON A POSITIVE NOTE

10 years and upwards

Did anyone notice an impulse to wave a positive compliment away?

Participants are asked to pick three bricks or figures that represents

Only one or two of the above questions can be asked.

CONNECTING TO THE BODY - Exploring the senses

THE PREFERRED HAND

The facilitator asks participants to pair up.

EXAMINING A LEGO BRICK

THIS IS MY LEGO BRICK

Which bricks or figures were easy to recognize?

THE ORDER OF THINGS

Could you remember the order of things?

Non -verbal exercise in pairs

How did it go?

WHAT IS TOUCHING ME NOW

Could you recognize all the objects?

What else do we use our hands for?

Did you do well?

How did it go?

Gather participants for a time of reflection

What makes it easy to remember things or movements?

GREEN: RUN, BLUE: JUMP, RED: CRAWL

Have participants try to persuade others to do their movements verbally or non-verbally

The facilitator can decide to do several rounds where participants have

Was it easy to find ideas for how to move?

Which model represents the reality most precisely?

Why can it be easy or difficult to remember proportions?

GAMES FOR CONNECTING, COMMUNICATION AND COLLABORATION

THROW AND CATCH

Have participants suggest ways to throw and catch.

Which hand is your preferred hand?

REMEMBER THE PATTERN

How did it go?

GUESS WHO HAS IT

CATCH OR DONT MOVE

How was it for you to control your impulses?

How did you like this game?

OVER, UNDER AND AROUND

7 years upwards with up to 30 participants