Leisure Ability Model (LAM) - REC 2150 PDF

Theories Influencing Therapeutic Practice: Leisure Ability Model REC 2150 Refresher: What are Practice Models and How are They Chosen? (Stumbo, 2002) Blueprint for TR service Based on Needs of the client Mission of the facility/agency within which...

Theories Influencing Therapeutic Practice: Leisure Ability Model REC 2150 Refresher: What are Practice Models and How are They Chosen? (Stumbo, 2002) Blueprint for TR service Based on Needs of the client Mission of the facility/agency within which TR professional works Training background Photo: ©Brett Jordan, 2020, Unsplash resher: Practice Models Connected to TR Pro Assessme nt Practice model will determine: What assessments used How program is planned Practi What interventions used Evaluati on ce Planning How process evaluated Model Implemen t-ation (Austin, Crawford, McCormick & Van Puymbroeck, 2020, pg. 4 Refresher: Common TR Practice Models (Austin, Crawford, McCormick & Van Puymbroeck, 2020, pg. 14-15) Health-Oriented Models Leisure Oriented Models Health Protection/Health Leisure Ability Model Promotion Model Self Determination and Therapeutic Recreation Enjoyment Enhancement Service Delivery Model Model Therapeutic Recreation Leisure and Well-being Outcome Model Model Optimizing Lifelong Health Flourishing Through Through Recreation Model Leisure Model  A note on the cultural competence of TR practice models  Describe the core ideas that support the Leisure Ability Model (LAM) within TR Explain the model’s three content Intended areas Learning Outcomes Name a TR client population that could benefit from LAM Engage with some assessments that could be used with LAM Leisure Ability Model (LAM) Mobily & Ostiguy, 2004) (Peterson & Stumbo, 2004; Most popular model in TR since late 1970s Adopted by the Canadian TR Association as a philosophical foundation Based on idea that “every human being needs, wants, and deserves leisure” (pp. 35) People with illness/disability/issue face barriers to leisure enjoyment Model sees TR as avenue for clients achieving successes Aim: to facilitate development, maintenance, expression of appropriate leisure lifestyle for TR clients Leisure lifestyle: “day-to-day behavioural expression of person’s leisure attitudes, awareness, and activities” (Austin et al., 2020, pp.146) LAM Content Areas (Peterson & Stumbo, 2004; Mobily & Ostiguy, 2004) 1. Functional Intervention Client works with TR professional to improve functional abilities Domains: physical, social, cognitive, affective 2. Leisure Education Client attaining leisure attitudes; knowledge of leisure resources/activities 3. Recreation Participation Structured programs (normally facilitated by TR professional); provide client with enjoyment, as well as practice for leisure-related skills built Typically, TR intervention would try to target only one content area at a time Leisure Ability Model gure: Peterson & Stumbo, 2004, p. 39  Linear Progression Across LAM Continuum (Peterson & Stumbo, 2004) Recreatio Functional Leisure n Interventi Education Participati on on R professional has more control Client has more control Client exercises autonomy, where possible) Client Populations and LAM McCormick & Van Puymbroeck, 2020) (Austin, Crawford, Can be used with any client population Has been suggested to be well suited for: Clients with intellectual and developmental disabilities Clients who are incarcerated Photo: ©Nathan Anderson, 2016, Unsplash.c Brief Case Study Client: Individual with some cognitive impairment Need: Client has difficulty following directions Goal: learning to follow clearly laid out instructions for a process Client Interests: Loves the sunshine and being out in nature Functional Intervention with TR: Client participates in gardening group; learn how to follow the directions of the instructor to plant and tend to a vegetable garden Strengths and Weaknesses of LAM (Mobily & Ostiguy, 2004) Strengths Weaknesses Can be applied to a wide Somewhat lacking variety of client theoretical basis populations; easily Clients may not always adapted to client needs work on one content area Straightforward to use at time Content areas clearly Multicultural concerns defined Activity: LAM-Associated Assessments Have posted three standardized assessments that are well suited to this model Posted on UM Learn along with today’s lecture slides Consider familiarizing yourself with these assessments…maybe even complete them as yourself As you complete the assessments, consider what specific content areas each is exploring; how and when they might be used (you won’t be assessed on this…but these may be of use to you later for your TR intervention assignment) Lecture Summary Arguably one of the more influential practice models within TR; ability to be used with a wide variety of client populations Focused on addressing barriers to leisure, aims to empower clients to independently explore their own freely chosen leisure lifestyle Linear progression through three content areas: functional intervention,