Ask the students to explain the different parts of the picture, i.e., why this situation is better.
You can also discuss what made the situation better (what needed to be done to achieve this). What do they think the characters did to get to this state?
In this context, the teachers can raise the question of reality, what skills are needed for this, or who can be asked for help (supportive social relationship development).
You can also ask them to enrich the picture by adding the positive emotions of the people in the picture (difficulty level). What do the children think the characters be happy (focus on the benefit of the new situation)
The next guided questions support the development of both skills: resilience and flexibility. If children choose a topic freely (not the dreamed positive future), this activity is excellent for developing flexibility.
Were you able to plan together what you wanted to create?
Did you consider everyone’s ideas? Were you able to make compromises when your opinions were different?
How could you draw your idea in a way that fits well with the others’ drawings?
What happens if someone wants to draw in the same place as you? How can you talk about it and find a solution?
How did you feel when someone suggested something different from what you wanted?
How can you work together so that everyone feels good while creating?
Was there a part you had to do differently from how you first planned? How did you manage that?
