The facilitator will provide black pens, Tipp-ex and ballpoint pens to each participant. the facilitator will then ask participants whether they know what Blackout Poetry is (a definition is available within the facilitator notes). Next, ask the participants to look at the pages from the books and/or the resource material that has been provided in toolkit. Ask the participants to focus on rearranging words to create a different meaning. For the purpose of this activity, the participants will focus on social isolation and loneliness.

The facilitator to have available examples of Blackout Poetry, which are available in the resource pack and are also readily available online. Ask the participants to look at the examples available of the art work and ask them what they see when exploring the abstract imagery.

Participants should be given some time to think about what isolation and loneliness means to them. Ask them to think of words that may link to loneliness and images in their mind. This session links to 'What is loneliness' session and facilitator resources from session 1 (these may help the facilitator and the participants to revisit definitions).

Note: the participants are looking for words to express their thinking and feelings on experiences of isolation and loneliness. They can add connecting words to support their art work as well to the resource materials that they use (e.g. a page from a book, etc.).

The facilitator asks the participants to circle a poetic statement of 3 words or more on the chosen page that relates to their feelings and thinking around social isolation or loneliness. Ideally they should rhyme, but not this is not necessary, and participants should have explored the whole of the material (one page) and incorporated imagery/drawings into the piece (connecting words can be added).

The facilitator informs the participants that it is recommended to use pencil or faint lines to capture the words and not black out the page until words have been identified and an image has been thought of. An image/drawing/doodle is a requirement and creative alternatives such as organic materials can be used (e.g. a leaf, etc.) - dependent on the groups' needs.

Encourage participants to select interesting words and determine which words to keep, they don't need to identify their poem straight away and words can be circled or removed (but not blacked out or coloured over at this stage).

Once a phrase has been identified and an image has been outlined, words that are not being used can now be blacked out (redacted).

Remind participants not to forget to add a title and a signature to their piece.

Once the piece has been created, participants can ensure that it is protected by adding a clear glue to both sides and leaving to dry (as directed by the brand of clear glue). Alternatively, a picture frame or card with an aperture cut out of the middle could be used instead of the glue.

• What was their poetic statement and what does it mean to the young person?
• How did they decide on the images that they used?
• What issues did they face in creating the imagery?
• If they were to do it again, what would they do differently?
• What effect did the Blackout Poetry have in expressing their feelings?

• On scale of 1 to 5, how confident do you feel in perceiving, using, understanding and managing your emotions?
• On scale of 1 to 5, how confident do you feel with problem solving?
• On scale of 1 to 5, how confident do you feel in expressing your feelings creatively?