Lifeline and Timelines

Workshop Activity: Using Therapeutic Cards in Social Care Practice






Duration: 40 minutes
Target Audience: Social care students
Focus: Understanding and applying therapeutic card decks in social care settings

Workshop Objectives

By the end of the session, participants will:

  1. Understand the purpose and benefits of therapeutic card decks in social care practice.
  2. Explore different types of therapeutic card decks (A Therapeutic Treasure Deck, Deep Speak: The World According to You, and Stones Have Feelings Too).
  3. Develop skills in using these tools to facilitate self-expression, reflection, and dialogue with service users.
  4. Practice applying the cards in simulated social care scenarios.

Materials Required

  • Therapeutic card decks:
    • A Therapeutic Treasure Deck
    • Deep Speak: The World According to You
    • Stones Have Feelings Too
  • Flipchart paper & markers
  • A selection of case study scenarios (prepared in advance)
  • Reflection sheets for participants
  • Timer or phone for timekeeping

Workshop Plan

1. Introduction & Warm-Up (5 minutes)

  • Facilitator briefly introduces the three therapeutic card decks and their intended use in social care practice.
  • Ask participants:
    • “What do you think makes a tool ‘therapeutic’?”
    • “Have you ever used similar tools in practice or personal development?”

2. Exploring the Decks – Group Activity (10 minutes)

  • Break into small groups, each with a different card deck.
  • Each group examines their assigned deck and discusses:
    • What type of questions or prompts are in the deck?
    • What age group or population might benefit from it?
    • How might it be used in different social care settings?
  • Groups briefly present their findings (2 min per group).

3. Application in Social Care Scenarios (15 minutes)

  • Each group is assigned a social care scenario (e.g., supporting a young person with anxiety, facilitating a group reflection, working with a child in foster care).
  • Task: Groups choose 2-3 cards from their deck that would help engage the service user in a meaningful conversation.
  • Role-play exercise: One participant plays the practitioner, another plays the service user, and others observe.
  • Groups reflect:
    • What worked well?
    • How did the “service user” feel using the cards?
    • What would they change or adapt?

4. Reflection & Discussion (10 minutes)

  • Whole group discussion on the practical benefits and ethical considerations of using therapeutic cards in social care.
  • Reflection prompts:
    • When might these tools be helpful or unhelpful?
    • How can we ensure they are used ethically and appropriately?
    • How can we adapt these for diverse service users (e.g., neurodivergent clients, those with trauma, etc.)?
  • Participants complete a personal reflection sheet on how they might use these tools in their future practice.

Wrap-Up & Takeaways

  • Emphasize that therapeutic cards are tools, not solutions—their effectiveness depends on how they are introduced and used.
  • Encourage students to experiment with different ways of using these decks in their future roles.
  • Provide a handout with key insights and practical strategies.

Case Study 1: Supporting a Child in Foster Care

Scenario:
Liam, aged 9, has recently moved into a new foster home after experiencing multiple placements. He struggles to express his feelings and often isolates himself. His foster carer wants to support him but finds it hard to get him to open up.

Task:

  • Choose two or three cards from your assigned deck that might help Liam express his feelings about his foster placement.
  • Role-play how you, as a social care practitioner, would introduce and use the cards with Liam.

Reflection Questions:

  • What challenges might Liam face in expressing himself?
  • How could you create a safe environment for this conversation?
  • How can the foster carer support this process?

Case Study 2: Working with a Young Person with Anxiety

Scenario:
Sophie, 16, has been referred to a youth service due to high levels of anxiety. She avoids social situations and finds it difficult to talk about her feelings. During a session, she expressed that she doesn’t know where to start.

Task:

  • Select two or three cards that could help Sophie explore her thoughts and emotions safely.
  • Role-play how you would introduce these tools in a way that helps her feel comfortable.

Reflection Questions:

  • What barriers might Sophie have in engaging with the cards?
  • How could you adapt your approach to make her feel at ease?
  • How can therapeutic cards support her in managing anxiety?

Case Study 3: Group Reflection in Residential Care

Scenario:
A residential care unit is running a weekly reflection group for young people (aged 14-17) to discuss their experiences. However, many residents struggle to express themselves or fear being judged. The staff want to introduce a creative and non-threatening way to encourage discussion.

Task:

  • Select two or three cards that could facilitate an engaging group reflection.
  • Role-play how you would structure a group session using the cards.

Reflection Questions:

  • How can you encourage participation while maintaining emotional safety?
  • How do you handle sensitive topics that might arise?
  • How do group dynamics affect engagement with the cards?

Case Study 4: Supporting a Parent in Early Intervention

Scenario:
Maria, a single mother of two young children, has been attending an early intervention support service. She often talks about feeling overwhelmed but struggles to reflect on what support she needs.

Task:

  • Choose two or three cards that could help Maria identify her strengths and areas where she needs support.
  • Role-play a supportive conversation with Maria using the cards.

Reflection Questions:

  • How might Maria’s experiences impact her willingness to engage?
  • How could you use the cards to empower her rather than make her feel judged?
  • How could Maria use these cards at home for self-reflection?

Case Study 5: Supporting an Adult with Intellectual Disabilities

Scenario:
David, 28, lives in supported accommodation and struggles with decision-making and self-advocacy. His support worker wants to help him explore his interests, preferences, and long-term goals.

Task:

  • Select two or three cards that would help David articulate his needs and wishes.
  • Role-play a scenario where you use the cards to support his self-expression.

Reflection Questions:

  • How can therapeutic cards be adapted for different cognitive abilities?
  • What strategies would ensure David feels in control of the process?
  • How can you document and act on the insights gained from this exercise?

These case studies will encourage students to think critically about when, how, and why to use therapeutic cards in different social care contexts.