Activity 3.5 Origami with fortuneteller

ACT Processes:

• All

Objectives:

• Review the ACT Model
• Construct and physicalize the ACT Model
• Have a take-home device that promotes the ongoing use of ACT skills

Participation Format:

• The main task is paper folding. Participants can sit in a horseshoe shape and do this on their laps. Some may need a desk or help from others.

Number of Facilitators:

• 1 – 2

Time Required:

• 30 mins

Materials Required:

• Paper for paper-folding – pre-cut square pieces are recommended to save time
• Appendix 3.5 Fortune Telling Paper Folding Template

Activities & Instructions

1. Distribute square pieces of paper for paper-folding.
2. Introduce the exercise.

• The last exercise is a paper-folding exercise. We will learn to make a fortune-teller. It probably originated from Japan in the 1600s, and this has been popular in many parts of the world. It will help us make a final revisit of the ACT model.

3. Teach the participants to fold a fortune-teller (cootie catcher).
   – Reference:
   – http://www.wikihow.com/Make-a-Cootie-Catcher-(Origami-Fortune-Teller)
4. Instead of putting numbers and fortunes on it, here are the instructions for labelling:

• On the 4 corner tabs, please write down the 4 main value domains from the Bulls eye exercise – Self-Care, Work/Pursuits, Family, Friends & Community.
• On the 8 shaded small triangular tabs, please write down the typical barriers for you that show up when pursuing your values (e.g. no time, stigma is too strong, I’m not good enough, etc.).
• On the 8 innermost triangular tabs, write down different inspiring or helpful things you learned in the ACT training that will help you remain committed to your values; this can be: (1) simple words that captures something important for you – like “acceptance”, “mindfulness” or “compassion”, etc. or (2) metaphors or sayings that you found helpful from us or other participants – like “dropping the rope in a tug of war,” “pain is inevitable, suffering is optional” or (3) activities we experienced together or something you could do on your own – like “meditation”, “bus driver”, “exclusion circle”, “chair sculpture”, etc.

On the flip chart, write down – “words”, “sayings”, and “activities.” 

Participants may need to complete this at home – see if they can at least put 4 of the barriers and 4 of the ACT reminders. The blank “barriers” can also represent barriers to come.

5. Have participants share a few of the inspirational words, sayings, or activities that they put down as self-reminders.
6. Demonstrate how this ACT-fortune-teller works.

• In many Asian countries, we often put down the 4 cardinal directions on the outside tabs – just as we now have the four valued directions labelled. They represent where we want to go.
• Along the way, we may randomly encounter any number of barriers or obstacles in the middle layer.
• When we do, we can appeal to and remind ourselves of what we have experienced here together in the final layer.
• Notice how you – as a person – can carry all of this with you and walk with it to anywhere you go; so when you go home, you can carry with you your values, the barriers that you face, and the ACT approach that can accompany you… and ultimately – use it to make and shape the future for you and the community.

References & Sources

• Fung, K. P. (2011) The ACT “fortuneteller”, developed for ACT groups for parents with children with ASD.

Appendix 3.5 Fortune Telling Paper Folding Template

Instructions:

1. In the shaded outer triangular tabs, write down the barriers that prevent you from pursuing your values or value-guided goals.
2. In the inner most triangular tabs, write down things that will support you to commit to your values (e.g., ACT processes – mindfulness, defusion, self as context, or words of wisdom/ inspiration that you have learned from each other – compassion, reflection, get connected, take a leap of faith, etc.)