A small book of playful ideas

How to learn skills important to fieldwork

through play
November 2009
About the authors
Jon Nicholas...bio
Lea Esterhuizen...bio
Save the Children Sweden
This booklet was inspired by the needs of the project entitled A Civil Society for Child Rights in the
MENA Region, led by Save the
Childrn Sweden and the MANARA Network of civil society organisations in the MENA region with
support from the Swedish International Development Agency.
Children.
We don't stop playing because we grow old.
We grow old because we stop playing
- George Bernard Shaw
Introduction, objectives and why we should play
Fieldwork is a journey not dramatically different from our lives: there are ups and downs, learning
and frustration. But the process throws us into a mode of gathering, listening and learning which is
much more intense than our everyday lives. We are exposed to information and stories which would
usually be heard over months or years, and during fieldwork are heard in days or even hours. This
demands a lot of us: of our minds and of our emotions.
What follows is a step-by-step guide to a set of games and activities to encourage young
researchers to:
1. Learn to talk openly about personal experiences and the impact such experiences have had
on their lives and attitudes;
2. Learn to listen actively and engage compassionately with their fellow young researchers
about experiences, responses and learning in the process of getting to know each other;
3. Learn to value difference as a source of learning and new insights;
4. Learn to move beyond personal discomfort, to share difficult experiences and trust others to
help you learn from these;
5. Learn how to manage emotions during an interview and save them for debriefing (process of
supportive exchange and problem-solving) after the interview
6. To have fun and work effectively as a team.

These are playful short activities which you can facilitate either during your training or during
subsequent meetings with some or all of your young researchers.
Each activity is described below in terms of:
It's key learning points what the main purpose of the activity is, and what the participant
can learn from it
How it works what participants need to do
How to facilitate it what the facilitator needs to do to support the participants
Short note from the authors where the magic (most exciting benefits) in each activity lies,
and where, if any, the risks lie.
About facilitating
Here are some thoughts and ideas that can help facilitators deliver useful interactive sessions, which
would enable the young participants to engage curiously and playfully with their own and others
perspectives and experiences, and reflect honestly on these perspectives after their fieldwork.
The role of the facilitator...
A facilitator is a person who safeguards a group of people as they embark together on a learning
journey. At times they may directly impart knowledge or specific information, but most of their
time is spent keeping the participants (learners) safe, stimulated and supported on that journey. The
facilitator does not dictate what is learnt from the journey or how participants should react to
different dimensions of it, but merely ensures that whatever twists and turns the participants take,
that they are encouraged to celebrate the insights and experience gained, and to build on their
capacities to collaborate and problem-solve rather than despair or blame whenever they face a
challenge.When the journey is over, the facilitator needs to bring the journey to a close where all
participants are left feeling secure about what has been shared and gained, and feeling positive
about the work still to be done and their capacities - as individuals and a team - to do it.
In many ways a facilitator is like a crew member on an aeroplane, and the participants are like the
passengers. The crew member is responsible for the safety and comfort of the passengers, and the
passengers for the time being are sharing an experience and going the same way for a while. The
passengers might queue, wait, and sit next to people they dont normally meet, by the end of the
journey, new relationships may have been formed
When passengers get on a plane the crew members welcome them on board, and see that they are
comfortable. The crew members greet the passengers and are available for support and reassurance
if and when needed. In the same way a facilitator must introduce themselves, and be accessible
from the start. The crew members will then give certain pieces of information which will be needed
if there is a problem. For example they will explain about how to use the seatbelt and life jackets
and convince the passengers not to fear, that they the crew - are ready and able to respond to
challenges if and when they arise.
In the same way a facilitator must prepare their learners for some possibilities even though they
may never happen. The facilitator is responsible for the welfare of the lparticipants. They should
make the group aware that if something is causing physical or emotional discomfort, then the
participants must let them know. The participants should be told that if necessary they can
withdraw. This though does not mean that the experience for everybody else will stop. In other
words a passenger may have a worry, or not be well and they will press the attention button, the
crew will look after them but the plane will continue flying. This is an extremely important point:
we all find ourselves feeling uncomfortable at the least, and threatened at the most, when asked to
participate in certain kinds of activities or to share certain kinds of experiences. It is crucial that the
facilitator anticipate this and help participants feel comfortable and free to step aside and not
participate in an activity which may generate a disproportionate level fo discomfort. However each
and every game will involve small levels of discomfort or shyness. Encouraging participants to
hang in there and work through these slightly bumpy bits (in our metaphor: turbulence) is inherent
to building confidence in individuals and relationships of trust and comradery amongst the
participants.
Often on planes the pilot will state the destination and route at the start of a journey, facilitators
should do the same, they have to let the learners know the purpose and style of the process
(journey) they are embarking on, and what to expect.
Most planes have more than one crew member, this has a useful parallel because an interactive
learning programme should ideally have more than one facilitator. This means that whilst the main
function is being maintained, individual issues can be dealt with by a colleague. In addition to this
during breaks the facilitators can compare observations.
Once an airplane is in the air the crew members look after the comfort needs of their passengers,
and are available for any questions and concerns that may arise. Good facilitators need to do the
same. There may be times when something unusual happens, the facilitator should not hide this
from the group, nor exaggerate it. Think how crews behave when there is bad weather or the flight
plan changes. In these circumstances they are calm and serious without showing any panic.
How an exercise takes place (the process) is sometimes more important than how it ends (the
product.) This means that things may not end as you expected, but can still provide many things to
talk about.
Why should we be playful about developing skills which are seriously needed?
Games and exercises are used because they help to build relationships between participants through
play and because in a safe environment they can produce certain emotions and behaviours. These
behaviours and emotions also exist in real life and the games allow you to have conversations about
them and to make important associations (between the games and real life situations that people
may find themselves in.) Interactive workshops create help to create a situation where serious topics
can be discussed.
Some golden tips
Here are some useful things to consider:
Always try to work in pairs. While one facilitator is leading an exercise, the other should get
involved as much as they can to help encourage the other participants. If you think about the
airplane, you always have more than one crew member, one person can keep an eye on all the
passengers and others can have more personal contact when needed. The crew is always visible and
available walking up and down the aisle and so should you be as a facilitator.
Interactive work sometimes has no specific outcomes. Each participant will view the themes
slightly differently. It is important that they have expressed their ideas and listened to those of their
fellow learners. The job of the facilitator is to use exercises and activities to guide groups through a
process and make links to their projects so that they can be better prepared. When they get off the
plane some people will stay together, but others will go in different directions.
You dont have to keep to a schedule. Each group is different, so you may have to change
your order or think of something different to do at times. A safe learning process is more important
than keeping to a prepared schedule. Dont stop just because it is meal time, on an airplane they will
not serve food during turbulence.
Encourage and include everybody equally. Sometimes some participants will be more vocal
than others, this produces activity and energy, but dont let that allow you to neglect the more quiet
learners. Some people on a plane may make more frequent requests but the crew spends as much
time looking after everybody else.
Explain the stages of your work. This must be done in a way that does not take the element
of surprise away from some aspects. Pilots and crew often let passengers know their destination and
general route.
Start each day with a recap (reminder) of what you did the day before. This means you link
your training days together, and can take any questions that may have come up over night or
between sessions
Never rush away from serious or highly charged conversations and responses. Allow time
and space for people to express themselves. You may choose to close the session on a positive note.
If so, then be honest; We have had some strong feelings in the room, we are going to move on now,
we may return to these things, but we will now leave them for a while. This next exercise is going
to help us move into a different area.
Structuring your play
We have developed quite a few activities for you to choose from, and so right at the back of this
guide is a table to summarise the activities under a series of sub-headings. Each activity is colour
coded according to the extent of spontaneous openness and dialogue already taking place. If you are
not as yet sure of which category to place the group in, you may want to try any of the first set of
activities in the Getting to know each other section below.
In short, all the activities are ordered into one of three groups, namely:
1. Getting to know each other
2. Getting ready
3. Getting going
While these are treated as separate sections, they are closely linked to one another and so the
facilitators are encouraged to start with an activity/ies in the first group and then move onto another
in the second and only attempt activities in the third group (Getting going) after covering activities
(at least one) in the previous two groups. This just ensures that the young researchers feel
sufficiently comfortable with sharing personal experiences, and sufficiently comfortable and
familiar with their peers to move onto the more difficult task of managing situations that are close
to the challenging situations they may face while doing the fieldwork.
GETTING TO KNOW EACH OTHER
These exercises are designed to help participants familiarise themselves with each other as they
are most likely to have never met before. They are a series of feel-good exercises to help create a
positive atmosphere for the research.
Name Like Dislike
Key learning points
To begin a process which will foster relationships and gently highlight shared characteristics.
How it works?
The young researchers will sit in a circle and take it in turn to give three pieces of information about
themselves:
1)Their Name
2)Something they like
3)Something they don't like
How to facilitate it?
Get the young researchers to sit in a circle and then it may be best if the facilitator goes first to give
an example to the young researchers. The things the young researchers choose should not be linked
to a particular theme.
Short note from the authors
This is a useful low-risk introduction exercise. It allows team members to get to know more about
each other.
Anyone who
Key learning points
To have fun and to allow the participants to discover the qualities they share. This exercise asks
participants to share information about themselves in front of their peers. This dynamic and fun
game continues the team building process.
How it works?
The facilitator starts in the middle with all the participants sitting in a circle around on chairs. Then
the person in the middle will say anyone who followed by something true about themselves.
Everybody who shares the characteristic stated by the person in the middle must move, and as they
change the person who was in the middle tries to find a seat. For example anyone who has brown
hair, participants who have brown hair must then move to another chair and not the chairs either
side of them. There is always one chair missing so someone will always end up in the middle and
will then have to say anyone who.If the person in the middle cant think of anything to say they
can say ALL CHANGE which means just that!
At the end the facilitator should get the group together and discuss these questions:
How did it feel when you were in the middle?
Were you surprised by some of the things you heard?
Did anybody not move when they should have?
How may this activity be linked to the work you will undertake?
How to facilitate it?
The facilitator will explain the game whilst standing in the middle. The job of the facilitator is to
guide the group so that the game doesn't get trapped in to statements about physicality (hair,
gender,height, clothes etc) as this is very common. This can be easily done by the facilitator
deliberately putting themselves in the middle and reframing the game.
The facilitator could also say:
This time you must mention something about your thoughts about the project you are all involved
in (E.G Anybody who is looking forward to the field work, anyone who thinks they may
laugh!, or cry etc)
This way you are able to facilitate a physical connection with the work the young people will be
embarking on.
What is needed?
A room big enough for everyone to sit in a circle. Chairs for all participant bar one.
Short note from the authors
Be aware that if any participants have problems with mobility this could be a difficult activity .
Whos story
Key learning points
To help participants become aware of each other and to enjoy each others company whilst preparing
for challenging work. This activity requires participants to share stories in small groups and then
individually to perform as part of that group.
How it works?
The exercise splits a larger group into smaller groups (e.g a group of twenty in to five groups of
four) there should be ideally the same number in each group.
The groups are then told to sit away from each other and to briefly share a story with the other
members of their group. The story topic can be something funny, something sad, something
serious, or something scary'. The facilitator could decide to give each sub group a different
instruction. Each person shares a story with the others in their group, it is important that the other
groups do not overhear. The whole group is then instructed that each smaller group must choose one
of the stories they have heard. All of the people in that sub group practice telling the story as if it is
their own.
The whole group is then brought back together. Each smaller group will perform in front of the
rest, each person telling the same story. The rest of the group then must see if they can determine
who of the group is telling their own story.
After each person in the group has told the story the audience members are allowed to ask questions
of the performers so that they can decide who was telling the truth.
Then the facilitator can ask the group as a whole to reflect on the activity:
What was it like sharing stories?
What was it like hearing somebody else tell your story?
How did it feel when people thought you were lying or telling the truth
What does truth sound or look like?
To those solving the question: how certain were you?
What did you learn about the other people?
How to facilitate it?
The facilitator will split the group in to smaller groups. Then decide on a topic for the groups to tell
their stories on. This could be a different topic for each group. Then oversee the groups as they each
decide on their stories that they will tell.
What is needed?
A large space with enough space for a performance. Also enough chairs or cushions for everyone.
Short note from the authors
A good activity to use to get participants to become aware of each other and prepare them for
challenging work. It will also begin to help participants to be aware of active listening.
Whos in the Lead?
Key learning points
To help participants become aware of each other and to enjoy each others company. It is a high
focus experience and helps to build confidence and esteem.
How it works?
The group stands in a circle (or sits if that is more convenient).One person (a volunteer) leaves the
room. When they cannot hear, the group decide on a leader who will be copied by everybody else.
The person returns and stands in the middle. The group imitates the leader's movements and the
person in the middle must see if they can find out who the leader is. It can be repeated many times.
Ideally, everybody should be encouraged to have a spell in the middle.
How to facilitate it?
The facilitator should ask for a volunteer to leave the room and then elect a leader. Then just
oversee the activity.
What is needed?
A space big enough for the group to stand in a circle.
Short note from the authors
Be aware that these activity may be difficult for people who have problems with mobility.
Id Flower
Key learning points
To develop understanding and awareness within a group, to cultivate curiosity about other group
members and to promote good intra group relationships. The exercise allows the participants to
introduce themselves to their colleagues.
How it works?
The facilitator explains that everybody is going to draw a flower. Each part of the flower, the middle
and the petals, must be large enough to have words written in them. It should take up most of the
paper. It can be as elaborate or as simple as the participant wants. The participants are then asked to
find a space and to begin work on their own flowers. In the middle of flower the participant writes
some fundamental things about themselves (name, age etc).The petals are to be filled with other bits
of information about the participant, which groups they belong to, what their likes are, which
position in a family they are. Things which they are happy to share.
When it looks as if the flowers are rich with information, ask the group to stop work. The papers are
then placed together on the floor, and the group stands around them, occasionally rotating whilst
questions.
How to facilitate it?
The facilitator should ask to set the activity up and explain the drawing process. Then
the facilitator should walk around and ask participants about their work as they are drawing. Then at
the end reflect with the group on these questions:
What do you notice about the flowers?
Are` there any surprises?
Are the flowers finished?
How was it making your flowers?
How was it listening to other peoples comments about your flower?
What do the flowers look like together?
What is needed?
Plenty of large pieces of paper and plenty of colouring pens
Short note from the authors
Be aware that this activity can expose emotional experiences of th participants.Fruit pickers
Key learning points
To build teams and start conversations about internal group challenges. This is a team game that
helps to foster relationships between individuals by taking them through a challenge. The
conversations are intended to show how there can be many different perspectives of the same event.
How it works?
Split the group into two.
Each team will stand in a small circle facing outward, they will have their arms linked. The teams
arms must remain linked throughout the activity or they will have to start again.
The items are placed around the room in pairs (ideally on chairs). In the middle of the room there
are two empty chairs (these are the home bases for the teams).
The teams must then race to be the first to get one of each of the items on to their home base.
Afterwards the facilitator should get each group to talk about how the activity went.
Then bring the whole group together and the facilitator should ask the group to consider:
What were the key challenges?
How well did you communicate?
Did anyone want to go faster than the rest of their team?
Did anyone feel left out?
Were your experiences the same?
How to facilitate it?
The facilitator should split the group in to two and then get them to interlink their arms facing
outwards. Then they must look for either team cheating by breaking their circle. After one of the
teams has won the race, the facilitator must get the teams to discuss how the activity went and then
ask a series of questions to the group as a whole to reflect on the activity.
What is needed?
A large space
Chairs for the group
Short note from the authors
Be aware that if there are cultural sensitivities then this activity involves close contact between
participants. It will also be a difficult activity for those with mobility problems as it involves racing
quickly to collect objects. The facilitator should try and make those that this affects comfortable.
GETTING READY
These activities are to be introduced once the group has become familiar with each other. They
encourage self-disclosure, bonding and intra-group disclosure and active listening. These will
begin to prepare participants for research by starting to introduce some of the skills they will need
during the research process.
Comfort zone model
Key learning points
This exercise gives the young researchers an opportunity to discuss their levels of discomfort. It can
be very helpful for the young researchers who may be placed in challenging circumstances. During
the research process.
How it works?
The facilitator draws a large circle with a dot in the very middle. Then the facilitator explains that
the dot represents the comfort zone. (i.e. place and context when we feel safe and comfortable,) and
the outside line of the circle represents the panic zone (i.e. a place or context when we feel under
threat and or very uncomfortable.)
Then the young researchers will be asked for examples of comfort zone situations and the facilitator
will write them close to the dot. Then they will be asked for their panic situations (either real or
realistic possibilities), These will be written around the edge of the circle.
Then the facilitator will explain that learning does not happen in the panic or comfort zone. So
during the training or data collection period there may be times where the young researchers will
have to leave their comfort zone in order to prepare themselves for the interviews.
The facilitator can refer back to likes and dislikes exercise and ask the participants how far their
dislike (spiders for example,) takes them out of their comfort zone.
How to facilitate it?
The facilitator has quite an active role in this exercise leading the young researchers to discuss their
fears and comforts. The facilitator must be the one writing so that the young researchers are doing
all the talking!
What is needed?
A large piece of paper and a marker pen.Short note from the authors
This can be used throughout the data collection period for the young researchers. It also allows the
young researchers to register any concerns and thoughts in an explicit manner. Be aware that this
can bring up sensitive issues for the participants.
Flipper
Key learning points
This is a team building exercise. It asks the young researchers to make something as a group and
then put it to use. There are two stages, the planning and making of an object and then racing that
object in a competition between two teams.
How it works?
The facilitator needs to divide the young researchers up randomly in to two teams (with at least 4 in
each team)
First Task :
Each team is to make a fish out of paper, They can decorate and colour their fish. It needs to be cut
in to the shape of a fish. The fish are then exhibited and compared,
Second Task:
This task can be done later after another exercise if need be. The two teams of young researchers
are going to race their fish along a course (the length of the room or down and round a chair). The
young researchers will firstly make fans out of newspaper to help race their fish by wafting their
fans at the fish.
After the race, ask the young researchers these questions:
Did you enjoy making the fish?
Did everybody contribute?
When it came to the race were you surprised?
How were the two stages different for the team?
How to facilitate it?
The facilitator will not tell the young researchers about the second task until they have completed
the first task. So at first there is no element of competition. It will be useful to compare the thoughts
and feelings of the participants at the two stages.
What is needed?
The teams will need some plain white paper, a number of colouring pens, scissors and some
newspapers.
Short note from the authors
A very good way to get the groups working together. Be aware of participants with mobility issues
as the race could be difficult for them to get involved with.
Emotion Album
Key learning points
This is useful in developing emotional disclosure with the groups as it helps the young researchers
to discover and use an emotional vocabulary.
How it works?
This exercise is done individually, and then collectively shared. A piece of paper and some pens are
given to each participant. In the middle of the room the facilitator will place some pieces of oval
card. The group is told that they are to divide their paper into four quarters and to draw around an
oval in each section. These are face shapes which will be filled with self portraits. The blank ovals
are to become self portraits which depicts them in a certain emotional states. The participants are
asked to think of different emotions they experience when they occur and how they respond. Then
they are asked to draw four of these emotions on to the faces, one in each section of their paper.
They are then asked to think about the emotion, where and when it occurs and what they do as a
result. Below each face they are asked to complete this sentences;
Sometimes I feel (THE EMOTION) I feel this when (CONTEXT OR SITUATION) and then I
(RESPONSE)
Then the group will come back together and reflect on their emotion pictures. In a circle one at a
time each participant talks about one of their faces. The pieces of paper are placed together on the
floor and the group stands around and gently rotates around.
Then the facilitator will ask:
How did it feel reflecting on your emotions?
How was it to share them with the rest of the group?
How to facilitate it?
After the activity get the group together to reflect on their emotion pictures. Get them in to a group.
Then make all the participants put their pieces of paper on the floor and then get the group to walk
and rotate around all the pictures slowly looking at all the different emotions.
What is needed?
Large pieces of paper and marker pens (multiple colours) and some oval pieces of card that are to
be drawn around as templates for face shapes.
Short note from the authors
For the purposes of the teams preparation for research you could revisit this exercise at a later
stage and ask the participants to predict emotions they may feel during their research processes.
This is not intended as an absolute inoculation against negative emotions but rather gives the group
an opportunity to share concerns/fears/worries about the process they are embarking on
Bip Bap Bop
Key learning points
To develop communication skills, and to establish concentration and focus within a group.
How it works?
The group is asked to stand in a circle where everybody can see each other. They are told that the
game will involve movements and words which are passed around or across the circle.
The three movements and the words are:
Bip: This is a sideways movement, it is shown by the player placing their hands together and
moving them in the direction the 'Bip' is traveling (for example if a player receives a 'Bip' from their
left, they pass it to their right.) When the player passes on the 'Bip', they must say 'Bip' loudly.
'Bips' can only go sideways. The direction of a 'Bip' can be changed by a Bop.
Bap: A 'Bap' sends the play across the circle (i.e. to any other player but not those either side of the
player doing the Bapping.) The movement if a 'Bap' is palms facing each other about ten
centimeters apart and arms extended in the direction of the recipient. When a player has been
Bapped (i.e received a Bap from another player, they cant 'Bop' or 'Bap' back (you can only 'Bop
Bip')
Bop: A 'Bop' is shown by the player firmly holding up their hands (as if in surrender fashion.) this
has the effect of reversing the direction of the 'Bip'. A Bop can only follow on from a 'Bip' and if a
player is Bopped they can not 'Bop' back, their only option is to return the 'Bip' to the person that
gave it to them or to 'Bap' someone else.
So the options are to 'Bip' someone on either side of you or to 'Bap' someone else who did not
'bap' you.
To recap;
a) You cannot Bop a Bop
b) You cannot Bop a Bap
c)You cannot Bap a Bap
When everybody knows the rules, you can play.
Go round the circle a few times playing the game. The facilitator will stop the group and then will
ask them these questions:
What could each of the movements represent?
What is it like being Bopped, how does that relate to real life situations?
Does information change when it is passed on, is energy lost/added?
Did you have a preferred movement/ If so why?
How to facilitate it?
The facilitator will get everyone to stand in a circle and then introduce the three actions which will
be used in the game. 'Bip' 'Bap' and 'Bob'.It is a good idea to set up the game in slow stages, the
following way may be useful. Demonstrate the 'Bip' first and spend a minute or two playing Bip
you will have to change the direction by saying lets try a 'Bip' in the other direction. Then
demonstrate the 'Bop'. And play 'Bip Bop'. Often what happens here is that some 'Bips', will get
trapped between some 'Bops', leaving one half of the circle excluded. This give the facilitator a
good cause to introduce the 'Bap'.
Then start to play the game with all three actions and go round the circle a few times. It can be
complicated but that is what makes the game enjoyable, useful and a rich source for discussion for
the young researchers.
There are a number of variations which are very useful when exploring communication in order
they are;
Try playing the game with the actions only.
Try playing the game with the smallest micro movements possible. What is needed?
A large space.
Short note from the authors
Facilitators should be aware of participants with cultural sensitivities and participants with mobility
difficulties. Check everyone is able and happy to participate.
Tell My Story
Key learning points
This activity is about understanding each other better and creating awareness within the team. This
exercise prepares the young researchers for the listening they will be doing during their data
collection. It mirrors the interview process. This exercise is a group activity and the young
researchers will be asked to report to the group what they have heard. This will help to identify and
develop good feedback skills. Lastly, it will give the young researchers an idea of what it is like to
have their thoughts and ideas reported by someone else, which is what their interviewees may
experience.
How it works?
The group is split up into pairs (if possible pairs that have not worked together before). They will
share a story with each other on a theme agreed by the group.
Suggested themes
1. Something unpleasant that I have seen
2. Something unpleasant that I have heard.
3. Something unpleasant that has happened to me.
5.A worry I have about this project.
5. A time I have experienced violence.
The story must be something that the young researcher is happy for the rest of the group to know.
They are encouraged to talk about how they were affected by the story they tell.
The participants spend a few quiet moments thinking about their stories. Each partner then tells a
story. When everybody has told their stories, the group forms back into a circle (people sitting next
to their partners).The group is then told that each person will tell the story (briefly) of their partner
that they have heard, but will do so as if it is their own story (in 1st person).
How to facilitate it?
The facilitator starts with the group in a circle and then splits them up in to pairs. Then they will
give them their task. The facilitator and the group will decide on a theme that everyone then tells
stories about. The facilitator stresses that the stories will be fed back to the group by the other
partner so it is key to listen well and that the each person is comfortable for their story to be shared
with the rest of the group.
After the activity the facilitator should ask the young researchers :
What was it like having to tell another persons story?
Do you feel you did a good job?
How was it hearing your story be told by another person?
How responsible did you feel?
How may this activity be linked to the work you will undertake?
What is needed?
A large space.
A short note from the authors
Be aware that the participants are divulging emotional information.
GETTING GOING
The next set of exercises try to begin to simulate more challenging scenarios likely to be
encountered in the field, and those which integrate: familiarisation, bonding and intragroup
disclosure, and sticky stories. Facilitators need to be more aware of the challenges of each of these
activities.
Emotion Sculpts
Key learning points
To develop understanding and awareness within a group, to break down barriers, and to explore
emotions and responses. This activity explores empathy, as it asks participants to take on a physical
position which communicates another persons interpretation of an emotional state, so it is
important to ask questions about how it felt to do this activity.
A degree of sensitivity will be required by the young researchers. This activity requires constant
communication between the partners. This type of communication will be required in their field
work (interviewer and interviewee) in a way that ultimately does not detract from the purpose. The
main discussion themes are:
Is it possible to understand other peoples feelings?
The nature of communication between partners.
The difference between individual responses.
The awareness of boundaries between partners.
Relationship of this activity to work in the field.
How it works?
The group are split in to pairs and then they label themselves either A or B. The As stand spaced
apart in a line, and the Bs pick a piece of paper (folded) with an emotion written on it provided by
the facilitator. The task for the Bs is to place their partners into a physical position which represents
the emotional state on their piece of paper or the partners could describe the position they want their
partner to take. This limits physical contact for modesty and sensitivity. During the process the
Sculptors are encouraged to communicate constantly with their partner (whilst not directly
mentioning the words on the paper.) This is to maintain comfort, contact and understanding.
Additionally it will help the partners become aware of boundaries (i.e. things the partner is either
happy or not happy to do. They are not allowed to say what is on their piece of paper (it is up to A
to find out through the process.)
The idea is that As end up in a position they can hold and show to the whole group. When in
position they are asked to think about how it makes them feel, and what associations they have with
the position. They are asked to consider which emotion they have been placed in. They are asked to
remember their position so that they can go back to it. Then one at a time the whole group looks at
each of the positions in turn to reflect on and share observations.
Chairs can be used if necessary to add either comfort, or to complement the work.
Once all the emotional states have been revealed, the process is repeated with As sculpting Bs into
shapes.
At the end of the activity the facilitator will ask:
How was the communication between partners during the sculpting?
Did you agree about the nature of the emotions?
Was it uncomfortable?
How did it feel, being looked at and spoken about
How do the experiences of this exercise relate to your lives and work?
Any other thoughts?
How to facilitate it?
The facilitator must write on small pieces of paper a single emotional state. Ideally you will need
more than twice the number of group members. These pieces of paper are then folded up and put
into a box (bucket, cup, bag, whatever is available,) that they can be pulled out one at a time by the
participants. Then split the group in to pairs and get them to label themselves either A or B. Ask
the group of Bs to take on of the pieces of paper with an emotion on. Then get them to put or
(describe to their partner) in to a position that represents the emotional state on the piece of paper.
Tell the group to constantly communicate with their partner. The facilitator must explain that they
cannot say the emotion to their partner. The position should be held to show the whole group. The
facilitator should then ask them to consider which emotion they have been placed in, how it makes
them feel and what associations they have with the position. They are asked to remember the
position so they can go back to it. Then get the group back together and they can look at each of the
positions in turn to reflect on and share observations. Once all the emotional states have been
revealed, the process is repeated with As sculpting Bs into shapes.
What is needed?
Lots of strips of paper (at least twice the amount of group members) and a good working space.
Short note from the authors
This activity should be employed when interactions and communication indicate that good working
relationships are being established.
The facilitator should be aware of participants cultural sensitivities and mobility difficulties and
help to limit their discomfort. It is important to consider that the process and asking of questions has
an effect, it is not necessary for everybody to speak, but they should be encouraged to share. If they
choose not to they must not be forced.
People Tree
Key learning points
To begin to build up knowledge and understanding between the group of young researchers and to
provide a tool to help deal with difficult moments during the research process.
How it works?
Each member of the group is given a copy of the 'people tree' picture. Then they are told to spend
some time studying the various situations and emotions of the figures in the tree. After a few
moments the young researchers are asked what the tree reminds them of. The idea is to consider
the picture so that it begins to mean something to each person.
Then after some time the group are asked to revisit the picture. They must choose a figure which
best represents their current state and why they feel like that particular figure. The process can be
assisted with some questions such as Who are these people around you?.
When the group has had enough time they are brought together in to a circle and a sharing session
starts. One by one each participant shares their conclusions and thoughts. Then the young
researchers are asked to consider a challenge they think may happen during their research and
which position in the tree it might put them in.
Then the facilitator can put these questions to the group:
Would you want to change positions?
Who are the people around you that could help?
Which position could you realistically move to?
When the group has considered some of the potential difficulties, they can draw a similar style
figure in a situation that would be useful for them (this could be in the tree or in a different context,)
a situation that would help them manage the difficulties they expect to encounter.
How to facilitate it?
Firstly, the facilitator needs to give each member of the group a copy of the human tree. Instruct
them to spend some time looking at the image, studying the state of each figure. Ask them what the
tree reminds them of and after some time ask the participants to choose a figure which best
represents their current state and why. Then bring the group back together in to a circle and then
facilitate the sharing session.
Spare copies of the image (Appendix 2) an be given to the participants so that they may keep them
and remind themselves of their thoughts when they are undertaking their research.
What is needed?
A copy of the image of the 'human tree' for every participant(possibly on different coloured
paper)
A piece of plain paper and a pencil for each young researcher
Clipboards(optional-something for the participants to lean and draw on)
A short note from the authors
Try and encourage all the participants to share some of their thoughts but if people choose not to
then they should not be forced.
Containers
Key learning points
To develop understanding and awareness of emotions. Also, to show how there is often a need to
deal with emotional responses by separating them. This activity allows for a conversation about
worries and concerns that the participants may have about their forthcoming research activities
How it works?
The participants will sit in a circle. This place can be called the participants base. Now the young
researchers are asked to walk as far away from their base as possible, but still being able to see it.
Then they will be asked to go back to base, upon which everybody walks slowly to their
comfortable place and sits or lies, and closes their eyes.
Then the participants are asked to imagine and visualize a container that can be closed. The
facilitator may then give a few examples: A metal box, a tin, a strong leather bag, a back pack, a
bottle with a cap.
Then the facilitator gives more detail about what the container can be:
The container being visualized can hold anything.
The container is very portable, it can go anywhere.
The container has infinite space, many things can be put in to it.
The container has a special feature:things can only come out of it if the owner(the person
imagining it) wants them to.
The owner of the container is the only person that can open it.
Then the participants are asked to think about what the container is made of in their mind: e.g wood,
metal, glass? They are asked to think about how it looks to them, is it plain or decorated? Then the
young researchers are asked to visualize closing and opening the container.
After the young researchers have all visualized their containers, the facilitator asks the participants
to open their eyes, and one by one to describe their containers to each other. Then the facilitator
could ask the participants to draw their containers.
The participants are then asked to talk about the kinds of intrusive thoughts, emotions, memories
and ideas that they may want to keep in the container .The facilitator should suggest that these may
be kept for a while in the container until the young researchers are ready, or in a position to cope
with them.
Next, they are asked to return to the space faraway from their comfortable place, and to think of a
thought or idea which could be put in their container, they are asked to visualize the idea and put it
in to the container and seal it. The thought or idea must be something that has been worrying them,
or causing some concern. The participants are then asked to return to the comfortable place, with
the container still in their mind. They are to get comfortable again, close their eyes and if and when
they feel ready to open the container and take the worry out, then they can.
Then the facilitator should reflect with the group about the activity and ask these questions:
How did you find the exercise?
What did you think of other peoples containers?
What kinds of things could they be used for?
What kinds of things may be put in to the container during their work as a researcher?
How may this exercise relate to their work?
How to facilitate it?
The facilitator must lead this session by getting the group to create two distinct places, a safe,
comfortable place and then a place as far away as possible from that which can be acted out
physically. Then the facilitator needs to describe the concept of the imaginary container to the
young researchers, Then possibly get the young researchers to draw their visualized container. Then
they need to explain to the participants about locking emotions in to the container.
What is needed ?
A space, with enough chairs or cushions for the whole group to sit for some time in quiet
comfort.
Pens and paper for the whole group.
A short note from the authors
When describing the activity it is important that the facilitator moderates the content by directing
the participants to consider low level emotional events. It is not the function to encourage deep
disclosure, but rather to introduce and rehearse a mechanism that may be useful in the field.
Triumph& Favourite Food
Key learning points
This exercise can be used to bring the session of games to a positive close or to help navigate
away from more emotive experiences to a different theme or contemplation.
How it works?
There are two visualization exercises, the first is called favourite food and the second is called
triumph.
FAVOURITE FOOD
In the first the young researchers will be asked to sit down and then will be asked to think of their
favourite food. The group will be told to close their eyes and visualize their favourite food in front
of them. Then, the facilitator will ask about times and occasions when the participants eat their
favourite food and to think about the places and people that the participants associate with this
food.
Next, the participants will be asked to imagine the food is right in front of them. They will be asked
to go through the movements and motions of eating the food. What does it feel like? Is it messy?
How does it taste? Gradually the facilitator will bring them to the end of their meal and ask them to
open their eyes. They can now share what they experienced with the rest of the group and talk about
their favourite food.
TRIUMPH
The participants are asked to walk around the space and to find a location which is out of reach of
another participant but within the group. The participants are then asked to close their eyes and
spend a few moments in silence. Then they will be asked to think back to a time when they felt very
happy or proud because of a personal achievement and to picture themselves during that time.
Next the group are asked to put themselves into the physical shape that they were in when they felt
their triumph happiness. After a few moments they participants are asked to open their eyes and
look around at their colleagues.
Then the facilitator asks the participants:
How did it make you feel
How was it listening other people stories of food or triumphs?
How may this relate to your work?
How to facilitate it?
The facilitator needs to explain the visualization process in each exercise.
What is needed?
A large space with plenty of room and possibly some chairs.
Short note from the authors
These are two visualization exercises which are simple to set up but can have a useful effect. They
can be either used to bring a session to a light end or to help gently navigate away from more
emotive and substantial experiences to a different theme or contemplation
.
The facilitator should be aware of participants with cultural sensitivities or mobility difficulties with
the activity Triumph and try and make them feel comfortable with the degree to which they want to
participate.
A FINAL NOTE...
To reiterate this has been a menu of options, a playful means
of working with sensitive issues and preparing your young
researchers to face fieldwork challenges. We hope that
through learning by doing, that participants will get the joy as
well as not be intimidated by the challenge of sharing
sometimes difficult experiences with one another. As we have
mentioned throughout the guide, facilitators need to be aware
of cultural differences and be sensitive to those games which
require physical contact and movement.
It is also important that the facilitator remain aware that some games are more appropriate in some
settings/groups than others. The facilitator should develop the confidence to assess which games
will suit the group with whom they are working. The underlying advice within this guide is that the
ordering of the activities is logical and worth following: starting with disclosure then moving onto
team building games and finally games that help young researchers manage difficult and emotional
situations.
The most important message of this playful guide is that during your training, young researchers
need to be supported as they face difficult issues but that this should be done using a playful
approach which helps your young researchers associate positively with collaborating in a context
which can and will be challenging. We hope that these games and guidance will help you teach the
young researchers how to enjoy themselves while safeguarding themselves against certain
difficulties, and supporting each other through their fieldwork experiences.
APPENDIX 1: SUMMARY OF GAMES
CATEGORY
Getting to
Know(GTK)/Getting
Ready(GR)/Getting
Going(GG)
NAME DESCRIPTION WHAT YOU WILL
NEED
GTK
Name Like Dislike
A useful introduction
activity. Young
researchers give three
pieces of information
about themselves.
A room large enough
for the participants to sit
in a circle.
GTK
Anyone who
Its an activity to see
what qualities the
participants share
A room big enough for
everyone to sit in a
circle. Chairs for all
participants
GTK
Who's Story
Share small stories in
groups and then
present one story as
their own. Whos story
is it though?
A large space with
enough space for a
performance. Also
enough chairs or
cushions for everyone.
GTK
Fruit Pickers
A good team building
exercise. A race to get
certain items back to
your home base.
A large space and chairs
for the group

GTK
ID Flower
A good exercise to
develop curiosity
amongst the group.
Drawing flowers
layered with personal
info about each
participant
Plenty of large pieces of
paper and plenty of
colouring pens
GTK
Zib Zap Bob
A high concentration
game
A large space
GR
Tell my story
In pairs tell each other
a story on a theme and
then they have to
report the other persons
story back to the group.
A large space
GR
Emotion Sculpts
Mould you partner in
to a position that
represents an emotion
Lots of strips of paper,
twice the amount of
group members and a
good working space.
GG
People Tree
Looking at a picture, A copy of the image of
asked various
questions about how it
makes the participant
feel and when it
represents how they
feel.
the human tree for
every
participant(possibly on
different coloured
paper).A piece of plain
paper and a pencil for
each young researcher.
GG
Containers
Visualise a space that
the young researchers
worries can go.
A space, with enough
chairs or cushions for
the whole group to sit
for some time in quiet
comfort. Pens and paper
for the whole group
GTK
Whos in the Lead
One participant leaves
the room and a leader
is elected, the group
have to follow their
moves and the person
who left comes back in
and guesses whos in
the lead
A large space
GTK/GG
Triumph & My
favourite food
Two different
visualization exercises
aimed to bring a
positive close to the
session
A large space with
plenty of room and
possibly some chairs
As well as considering the stages of a workshop or training it is useful to have in mind the impact
that the games and exercises might have. In this sense impact means emotional effect, the level of
impact here is not related to usefulness but intended guide the facilitator in terms of caution. The
same colours use in traffic lights will be used.
KEY: Traffic Light Code
GREEN Green indicates an activity that can be used with
almost any group at any stage. It is safe to go
ahead with it.
ORANGE Orange indicates an activity that is slightly more
challenging. The facilitator should assess the
groups readiness to participate.
RED indicates an activity that the requires the
facilitator to stop and think about whether it will
be useful and appropriate before they use it.
APPENDIX 2: THE PEOPLE TREE
See separate document.