Listening activities to promote cognitive flexibility and communication

Reader Emily Clifton sent in this very useful assortment of interventions. Ms. Clifton earned a gift certificate to childtherapytoys.com for her submission. Learn how you can do the same!

Game: Puppets

Ideal for: group or in family sessions

Instructions: In this game you assign one group the role of puppet, and another group serves as the puppet masters. You will have the group act out a situation. The puppets are doing the actions, but each have a puppet master that will be their voices, so the puppets’ actions have to be guided by what the puppet masters are having them say.

 

Game: Sculpting

Ideal for: group or family session, must be done in pairs

Need: Play-Doh, Legos or another building material

Instructions: The therapist gives each member equal amounts/sizes of play-doh or Legos. The therapist has one person make a sculpture that the other person cannot see. Then they have the builder describe to the other person how to recreate their sculpture. At the end they compare to see if their sculptures are the same. Then you have the participants switch roles. The therapist should ask questions such as: What was difficult about being a listener? What was difficult about instructing others?

 

Game: One-Liners

Ideal for: group or family session

Instructions: The therapist chooses three people to create a scene. Two people are given one generic line. Throughout the scene, they can only say this line. The other person may say whatever they want. You give the participants a general character and scene, such as: two customers and an employee at McDonald’s. During the scene, you can say freeze to help characters that are stuck. Afterwards, you can talk to members about how it felt to have their control limited or to be the one in charge of moving the scene forward, etc.

 

Game: Storytelling

Ideal for: individual, group or family sessions

Need: Deck of Apples to Apples cards, In a Pickle Cards, Story Cubes or other cards with nouns on them,

Instructions: Each person during their turn chooses a card at random. They must use the noun on this card to start, continue, or end a story. They must not negate anything the person before them has said. In a larger group, it is also good to include the parameters around the story getting violent or lewd.

 

Game: 5-2-1

Ideal for: group or family in sets of two or three

Instructions: Group people into twos or threes. Ask each of them to think of a story concerning something that has happened to them that is about five minutes long. Then you assign each person in the group a role: listener or teller (and if there’s a third person–observer). The Teller will have five minutes to tell their story. During this time, the listener can’t talk, but has to show they are actively listening to the story. After the five minutes, the listener has two minutes to summarize the story they just heard, and the teller has to show active listening skills. Then, during the last minute, the teller has to summarize the listener’s summary. Afterwards, the facilitator can ask questions such as: How did you know the listener was listening? How was it to listen without being able to talk? How did you show you were a good listener? How was it to tell a story without being interrupted? What was it like to be an observer and what did you notice? Then each person can take turns taking on the different roles in rotation.

 

Communication/Feeling Identification Activity:

Ideal for: clients needing to identify different cues regarding how people are feeling or the environment around them.

Need: Pictures from magazine or photos of people interacting with one another in natural settings: library, trick-or-treating, cooking dinner, etc.

Instructions: Show kid(s) one picture at a time. You can ask them to identify the who, what, why, when and how of the picture, asking them to point out which contact clue led them to know something about the people in the picture. For example: drinking orange juice could signal breakfast time, or the color of leaves on a tree could signal season. You can also ask about what emotion each person is feeling and how you know this from their body language, facial expression, proximity to one another, etc.

Using the Sand Tray to Detect Family Roles

Here’s another interesting article submitted by reader Martha Nodar on the subject of sand tray therapy. Ms. Nodar earned a gift certificate to childtherapytoys.com for her submission. Learn how you can do the same!

Bradshaw (1988) argues families are systems with systemic needs which are typically fulfilled, mostly unconsciously, by family members. These family members may become unwitting participants drawn into the family drama. In dysfunctional families triangles are common because they serve the purpose of providing a relief to the drama. In such cases, children and adolescents may unconsciously adopt roles within their family in order to survive their environment and help bring some balance to the scene. For instance, a so-called difficult child may be unconsciously acting-out the unspoken tensions within the parental dyad (Kerr & Bowen, 1988). Fairy tales have a way of representing these family dynamics in a way that is both nonthreatening and entertaining. Sandtray also provides a safe forum to give a voice to the unspoken.

Sandtray and Fairy Tales

Lowenfeld (1993) suggests children see the world around them as “stories” that can be represented in the “tray” (p. 16). Lowenfeld argues fairy tales are an effective way to access two worlds at the same time—a fantasy world and one’s internal world through the use of metaphors. Drawn by her experience, Lowenfeld contends that children may enjoy fairy tales because “the rules of life within it are magical and different altogether from those at home” (p. 16). Fairy tales serve a purpose in cognitive and emotional development by giving children an opportunity to make sense of their world. Below is a sandtray activity that may be used with fairy tales designed to help the play therapist uncover the roles children or adolescents and their families may be playing within their family system.

Detecting Family Roles in the Sand (sand tray activity)

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  • Have the sandplayers first choose one of their favorite fairy tales and select miniatures to represent the story. Any fairy tale may be represented
  • The above image represents the Cinderella story. Cinderella is portrayed to the right. She was the daughter of a loving father and later became a congenial stepdaughter despite the way she was treated. A female sandplayer who may have adopted the Good Daughter role may identify with Cinderella
  • A father and a young daughter are featured in the center of the tray symbolizing the relationship Cinderella had with her loving father, but also symbolizing the safety children feel when they grow up in a nurturing environment. Sandplayers who have or wish they had such a relationship may identify with this miniature
  • The birds surrounding Cinderella and the Prince symbolize friends and companions. There may be sandplayers who may identify with the Friend or Companion role to a sibling or even to a parent. A male sandplayer may identify with the role of the Rescuer within the family and may be drawn to the Prince miniature
  • The Queen miniature symbolizes the evil stepmother. She is surrounded by two leopards, one on each side representing her two daughters, Cinderella’s stepsisters. Sandplayers may perceive themselves or someone in their family to be playing the role of the Queen or Leopard
  • Ask the sandplayers: “What do you know or remember from reading about this character?” How the fairy tale actually unfolds is not as important as how the sandplayer may recall or experience the story
  • Give sandplayers the choice of representing themselves in the scene by either:
    • Adopting the role of one of the miniatures already in the scene, or
    • By bringing a new miniature into the tray. Then ask; “What would this character do or not do?” Stay with the metaphors
  • Has the story changed? What role is the sandplayer now playing? What could be deciphered by the location and sequence of the miniatures?
  • Let us assume the sandplayer might have brought wild animals fighting with each other into the fairy tale activity. In such case, Homeyer and Sweeney (2011) suggest this may qualify as “An Aggressive World,” (p. 41), which may illustrate the sandplayer’s internal fear to expressing anger within his or her family system
  • Give the sandplayer the option to remove any or all of the miniatures from the scene. Homeyer and Sweeney (2011) argue a sandtray is considered an “Empty World” if two thirds or more of the tray has no miniatures” (p. 40). Children who grow up in dysfunctional families where they may feel unheard may come to adopt the role of the Lost Child (Bradshaw, 1988). A Lost Child is likely to create an Empty World sandtray to reflect his or her role in the family

Discussion

Each family has its own traditions, language, culture and routine. The different roles family members may adopt are unconsciously created and implicitly manifested to maintain the status quo and hence, protect an innate and universal fear of abandonment from one’s tribe. The problem with adapting a role is that the role may not be consistent with one’s real Self, but rather a modified self that may have been acquired out of a need to survive one’s environment. Sandtray therapists may become the sandplayer’s fellow traveler, sharing the tools to cope with life’s circumstances and for developing a differentiated Self from those tied to the family system. The goal is not to detach from the family, but to detach from participating in the family drama by refusing to play the roles dictated by a closed family system. Sandplay is a therapeutic tool ideal for symbolic archetypical journeys through the safety of metaphors.

References

Bradshaw, J. (1988). Healing the shame that binds you. Deerfield Beach, FL: Health Communications.

Homeyer, L., & Sweeney, D. (2011). Sandtray therapy (2nd ed.). New York, NY: Routledge.

Kerr, M., & Bowen, M. (1988). Family evaluation. New York, NY: W.W. Norton.

Lowenfeld, M. (1993). Understanding children’s sandplay: Lowenfeld’s world technique. Cambridge, United Kingdom: Sussex Academic Press.

Using ‘Taboo: The Game of Unspeakable Fun’ to Teach Impulse Control

Taboo isn’t just for dinner parties! Here’s a fun intervention idea submitted by reader Charity Armbruster that uses the game to treat impulse control. Ms. Armbruster earned a gift certificate to childtherapytoys.com for her submission. Learn how you can do the same!

Taboo is a word guessing game by published by Hasbro. In the Taboo game, you need to get the other participant(s) to guess the secret word, but the obvious clues are strictly off-limits. To get someone to say pinball, you might say arcade, game, flippers, tilt, or roll. In this game you can’t because all of those words are strictly forbidden. There is an additional challenge in racing against a clock.

The Taboo Game can be difficult for children with impulse control issues and anger issues. However, as the game is played children are able to develop cooperation skills, persistence, impulse control, and learn how to delay gratification. I play the game with students in our schools who have anger issues. Many of these children can be rather explosive. As an angry child becomes more emotional, they may refuse or be unable to say why they are upset or what happened to cause their distress. Before starting the Taboo game I explain how difficult it can be to communicate when angry, and I state that when someone becomes so angry they cannot express their feelings, it’s like a game of Taboo. The teachers and aides are trying to figure out what the problem is, but the child is not saying anything. I explain that even a simple “I don’t know” can be more beneficial than not saying anything.

Playing the Taboo game is usually combined with other lessons related to anger control, such as identifying what makes me angry, strategies to control my anger, and techniques to regulate and/or healthily redirect my anger.

Example 1: In this example the game was played one-on-one with a student. I began by explaining the rules of the game to a student, and then I went first. The child’s task was to guess what the word on the card was. Within minutes the student became very upset  because he could not guess the word. As we played the game, we would stop and take breaks, and process the frustration and ways to handle it.

Example 2: During another game a student became frustrated and threw the cards across the room, stating this game is “stupid”. Again, I processed and discussed the frustration with the student. He sat in the chair and stared at me. He then said “it’s really hard.” I asked him if instead of throwing the cards could he “ask me for help from me.” Often I would stop and use humor to defuse his frustration before it became to explosive.

For children with impulse and anger issues, Taboo: The Game can be difficult because they may have a hard time finding the right word. However, playing the game over time gives the child and counselor ample opportunity to develop anger management strategies, frustration tolerance, and better communication skills.

TabooGame

Snow White: An Archetypal Journey

Here’s a very interesting article submitted by reader Martha Nodar on the subject of archetypes. Ms. Nodar earned a gift certificate to childtherapytoys.com for her submission. Learn how you can do the same!

Snow White: An Archetypal Journey

         Once upon a time, Jung (1953) argued that archetypes are shared universal and implicit patterns of behavior which reside in the collective unconscious. For instance, the Child archetype is innate in every psyche (Myss, 2001) and almost needs no explanation. Fear of rejection is a characteristic associated with this archetype and it is frequently explored in fairy tales such as in Snow White and the Seven Dwarfs—the story of a princess rejected by her family who is thrown into a journey of survival, both literally and metaphorically. Jung emphasizes it is important to understand the meaning of the symbolism behind the archetype. In other words, what does it mean to have the Child archetype and how does the fear of rejection is likely to manifest symbolically in one’s life as the result?

Child-Orphan Archetype

        While Jung (1953) focused on a few major archetypes, Myss (2001), a Jungian analyst, has expanded Jung’s repertoire to cover different dimensions of the major archetypes Jung suggested. She contends that although humans share four major symbolic archetypes in their collective unconscious (Child, Victim, Saboteur, and Prostitute) (Myss, 2001), there is usually one archetype that seems to be more prominent in an individual’s psyche. For instance, in the case of Snow White, Myss (2001) proposes, the princess embodies the Child-Orphan archetype (a dimension of the Child archetype), which includes those who feel “they are not part of their family. . . [and yet, oftentimes]. . . succeed at finding a path of survival [after] having won a battle with a dark force” (p. 372). Snow White’s dark force is her wicked stepmother who wants to see her dead. Consistent with Myss’ arguments, one of the characteristics associated with the Child-Orphan archetype is the ability to build a network of friends—illustrated in the story through the princess’ relationship with the dwarfs and Prince Charming. One of the aspects of the shadow side of this archetype is the extent to which one may be vulnerable to be indiscriminately trusting of others who may have a hidden agenda. This dynamic is symbolized in the fairy tale when the princess trusts the disguised wicked stepmother and eats the poisoned apple.

Check out the full article here: Snow White

The Use of Art Therapy With Children and Adolescents Who Have a Trauma History

Art Therapy has a longer, richer history than one might think. This excellent paper submitted by reader Paula Jensen delves into the origins and evolution of this creative intervention and, more specifically, its many applications in treatment of trauma. Ms. Jensen earned a gift certificate to childtherapytoys.com for her submission. Learn how you can do the same!

 

Abstract:

Art therapy has been an accepted treatment modality in the therapeutic community for approximately 60 development of art therapy psychological years. Throughout this time, art therapy has been utilized in the treatment of several psychological, the purpose of its use with treating traumatic effects, including amelioration of disorders including trauma. The following review of the literature discusses the disturbances, fostering identity development, self-awareness, self-esteem, its effectiveness associated with the treatment of trauma, and its use as an adjunct with Trauma Focused Cognitive Behavioral Therapy.

The Use of Art Therapy With Children and Adolescents Who Have a Trauma History

           Art has been a prominent part of world culture since the beginnings of man. The oldest recorded piece of abstract art is dated approximately 70,000 years (Whitehouse, 2002). Cavemen carved hieroglyphics as a way to tell stories and communicate messages while Ancient Egyptians carved markings and pictures into the sides of tombs to symbolize the belief of what happened to the human spirit after death. Native Americans use sand paintings in their healing and initiation ceremonies (Ammann & Sandner, 1991). In his book, Man and His Symbols, psychoanalyst Carl Jung (1964) discussed the value of symbols in relation to human existence. Judith Rubin (1999), a pioneer in art therapy, reported that healers, past and present, utilized art-making because of the universality and related power of the symbolic mode. After being used for self-expression and healing for thousands of years, art is now an accepted modality for the treatment of psychological issues by the therapeutic community.

Art Therapy

            Art therapy is described by the American Art Therapy Association (AATA) (2011) as “[the use of] the creative process of art making to improve and enhance the physical, mental and emotional well-being of individuals of all ages” (p. 1). Art therapy is based on the belief that “the creative process involved in artistic self-expression helps people to resolve conflicts and problems, develop interpersonal skills, manage behavior, reduce stress, increase self-esteem, self-awareness, and achieve insight” (AATA, 2011, p. 1). Contemporary counselors utilize art therapy to address a variety of mental health issues including: “anxiety, depression, substance abuse and addictions; family and relationship issues; abuse and domestic violence; social and emotional difficulties related to disability and illness; trauma and loss; physical, cognitive, and neurological problems; and psychosocial difficulties related to medical illness” (AATA, 2011, p. 1). Art therapy is an innovative modality for addressing a variety of traumatic experiences when working with children and adolescents (Baker, 2006; Buschel & Madsen, 2006; Finn, 2003; Kennedy, 2008; Malchoidi, 2006; Pretorius, 2010; Yohani, 2008).

The Development of Art Therapy

            Carl Jung theorized about the importance of exploring and gaining awareness into the unknown self, memories, and understanding the symbolism within the unconscious mind (Jung, 1916; Jung, 1964). Jung, who participated in creative processes in his own life, explored these symbols with clients and helped them to recreate and interpret the meaning of their experiences (Malchiodi, 2006). Throughout his life, Jung continued to draw and paint, in addition to portraying his dreams in writing and carvings in wood and stone (Gladding, 2006). Through his use of art in psychoanalysis, Carl Jung demonstrated that the artistic process is capable of facilitating a deeper understanding of each level of an individual’s psyche.

Open and read the full document here: Art Therapy and Trauma

 

Pinterest as a therapeutic tool!

Here’s another great submission from Megan Boyd. Ms. Boyd received a certificate to childtherapytoys.com for her submission. Learn how you can do the same!

I am so excited to share this intervention with you guys!! I have been waiting for just the right client to try this with, and I have finally found one of my adolescents who is responding to Pinning as a therapeutic tool. 

Problem: 
This particular client is a 12 year old female. She is not only presenting with some symptoms of depression but she has been having a difficult time emotionally communicating with me as her counselor. 

Intervention:
I observed at our first meeting that this client was not entirely comfortable with conversation/discussion, so I tried the typical routes of drawing and coloring and worksheets. These interventions were not creating an atmosphere of trust or engagement. So tonight I introduced my client to Pinterest. Initially, I shared a sample board with her; explaining the premise of the site itself. I showed her various categories, and even gave her examples of how I am using the site.  

Results: 
I handed my client the tablet and watched her play around with creating her own Pinterest boards, and her face immediately lit up. Just by a few clicks, I had already gathered insight into her self-esteem, her feelings, her interests, and her challenges. By responding to her selection of pins and categories, she explained what she related to in the pictures, and “guessed” as to what the motivation of each picture meant… The best part was that we were able to identify cohesive themes and tie these to her previously reported symptoms. Some of the pictures around this post are examples of what she chose….if you look closely you’ll be able to see the themes as well.

Plan:
With the caregiver’s permission, I invited this client to create more boards as her homework between sessions. I encouraged the two of them to complete these activities together; (ex. Create a board of movies they would like to watch). I will be checking in with this family next week, and I can’t wait to see if and how this has affected their communication. 

Please let me know if you try anything like this with your clients! I’d love to hear other ideas and/or suggestions for modifications!

This was originally posted on “The Unconventional Counselor”. Be sure to stop by and check out more great posts like this one. 

Journey Toward Healing

This article comes to us from Megan Boyd and was originally posted on her blog “The Unconventional Counselor”. Be sure to stop by and check out more great posts like this one. (Ms. Boyd earned a gift certificate to childtherapytoys.com for her submission. Learn how you can do the same!)

The entire nation watched in horror as the events of December 14, 2012 unfolded in Newton, Connecticut.  The Sandy Hook Elementary School shooting took the lives of 28 people that day; 20 innocent children, 6 staff members, the perpetrator, and his mother. There is no possible way to wrap your head around what these families and communities have been through.

As helping professionals, our immediate response is to want to figure out some way to help. As a community counselor, I thought about the children I work with, and how I would have reacted or what I would have done if these were my clients in my community. Traumas of this magnitude are so unthinkable that when they do occur we recognize the long journey that this community is going to need to work through in order to find some sense of peace surrounding that devastating day. Moreover, the 1 year anniversary is quickly approaching, which will trigger the emotions and events for each individual experience.

Approximately 20 miles outside of Newton sits the quaint community of Wilton. Filled with historical buildings and beautiful fall foliage, the towns of Wilton & Newton are not estranged. The residents of each share a history of shared trauma from 9/11, and in most social circles there is at least 1 degree of separation from a direct victim of the Sandy Hook massacre.

Within the past 2 days, a team of counselors comprised of faculty and doctoral students from Mercer University’s Counselor Education & Supervision Program had the opportunity to meet with some of these community residents, particularly those in the helping profession, (counselors, case managers, religious leaders, etc.) that were affected by this tragedy.

As a part of this team, I hope we made a tiny impression on their healing. We lead a 3-course workshop surrounding grief, loss, & trauma, sharing information about what they can expect for themselves as well as their clients they are serving. I am grateful for the opportunity be a part of this team. The following themes were addressed with attendees:

*Systemic Loss, (Community/Familial/Relational)

*Tasks of Grief

*Expected behaviors associated with grief/loss for children and adults

*Concerning behaviors associated with grief/loss for children and adults

*The individualized experience of grief/loss

*Trauma responses; including PTSD and symptomology

*How to make a referral

*Attending to scope of practice

*Self-care assessment

As I made my way back to Atlanta, I had some time to reflect on the experience, and I am finding myself feeling hopeful, humbled, and extremely thankful to have been able to be a part of this.

The space for the workshop was provided by Wilton Baptist Church, which was absolutely beautiful. It was upon first entering this building that the gravity of what this population endured began to set in. The people we met were immediately willing to share their story, how they are connected to Newtown, and how they are connected to the helping professionals.  We are especially thankful for the cooperation and collaboration with The Cooperative Baptist Fellowship for coordinating this trip.

After the first day of the workshop, the pastor conducted an inter-faith worship service. He lit a candle for each of the victims. Prior to the candles being lit, I was able to view the alter. Something about seeing this image and what it represented was an overwhelming visual.

Using Face Painting in Family Therapy

This great intervention idea was submitted by reader Paula Jensen. Ms. Jensen earned a gift certificate to childtherapytoys.com for her submission. Learn how you can do the same!

This is a creative therapy technique that can be used between a parent and child, two or more siblings, or a couple.

Directions:

Materials: Face paint in many different colors; a sheet of pictures/ideas; soap and water for clean-up, and a mirror.

Session length: 60-75 minutes (including clean up).

  1. Each client is allowed about 20-25 minutes to paint a design of their choosing on their family member’s face (e.g. parent paints the child, sibling paints another siblings face).
  2. After face painting is complete, allow time at the end to discuss observations you have made throughout the activity and for clients to process their thoughts and feelings from the experience. It may be necessary to allow processing throughout the activity.
  3. Allow 5 minutes for clean-up.

Notes: Clients may look at their face at the end of each turn or once all clients are complete. Allow the clients to make this decision together before beginning.

Generally, I would allow the client who I perceive to have the least power in the relationship to go first.

Clinical Benefits

  1. It allows insight into what motivates a client’s behaviors in a way that may be difficult to gain through traditional talk therapies.
  2. It opens discussion about how a person interacts with family or loved ones, and how they interact in the world.
  3. It can allow clients to begin processing insecurities or areas in which they feel powerless and may assist them with overcoming some of these internal conflicts.
  4. It provides insight into a parent-child relationship. How the parent and child interact, including how they give and take direction from each other. It can allow the therapist and client to see how comfortable parent and child are with giving up control to the other family member.
  5. It is a fun, non-confrontational, creative way for allowing growth to occur.
  6. It can simply be a bonding experience between the parent and child.

Example:

When I worked as a child and family therapist, I utilized this face painting activity during a mother daughter session. Initially, my goal was to provide a positive bonding experience for the family. Through the out the activity, it came to light that the mother’s self-consciousness about herself interfered with her willingness to try new things and participate in activities with her daughter. This was a big issue between them because the daughter was not receiving the mother-daughter time she desired. In addition, it helped mom express to her daughter how proud she was that her daughter was so outgoing and confident. Through this activity I was able to assist the family with addressing a core issue within their relationship.

Contribute to our blog and get free stuff!

We recently received some great articles from fellow practitioners which you can read below. I’d like to remind our readers that contributing to our blog isn’t just an opportunity to share your hard work with others, it’s also a way to get free stuff at ChildTherapyToys.com! In fact, the authors of the below articles each earned a $25 gift certificate!

This blog was created as a place for practitioners, or anyone interested in play therapy, to come for news and information relevant to this unique therapeutic method. I also envisioned it as providing a forum for play therapists to share their knowledge, ideas, and experiences.

Send us an idea or intervention that you have developed or used in the play room, and if we publish it to the blog, we’ll send you a $25 gift certificate for ChildTherapyToys.com.

All entries are only accepted by email. Send to gary@childtherapytoys.com.

An Affordable Way to Find Items for Your Sand Tray

This article was submitted by Karen Carnabucci, MSS, LCSW, LISW-S.

Are you a sand tray psychotherapist?

Sand tray items can get a little pricy, and rummage sales, yard sales and thrift shops are a good way to find items for your sand tray shelves. I recently found this conglomeration of items at the local Zen center’s annual fundraising center, with the total receipt at just over $5.

Here are lots of other places that I’ve found items for sand tray for low cost or no cost:

  • Stones, seashells and softly worn glass from the beach.
  • Fortune cookie fortunes.
  • Pine cones of various sizes — watch while walking your neighborhood or at the local park.
  • Junk drawer (variety of marbles, small items, lost Legos, old keys, mismatched playing cards and the like).
  • Kitchen drawer (small baskets, small scoops, plastic containers, bottle caps, plastic spoons, Popsicle sticks).
  • Jewelry drawer (look for odd earrings, old pendants, etc., such as hearts, stars and other symbolic items).
  • Sewing kit (old thimbles and darning eggs, buttons).
  • Holiday ornaments and decor that you no longer use (use all or part of item). These might include faux evergreens (take apart to 2-inch lengths to use as bushes), plastic or other kinds of Easter eggs, angel ornaments and Halloween items.
  • Paper umbrellas and plastic picks, saved from tropical drinks, plus chopsticks.
  • Small plastic babies, baskets and other cute party favors from baby and wedding showers.
  • Clearance shelves and racks at department stores, variety stores, rock and gem shops, hobby stores, novelty shops and other shops.
  • “Free” box at yard sales.
  • Small bowl of pennies.
  • Check with children who you know, who outgrow their small toys and other little objects.

The money that you save can be spent for small figures that you do not have at online sand tray stores like Child Therapy Toys.