Recreational Therapy Models PDF

LEI 3703 Test 2 Study Guide Recreational Therapy in Various Populations - In Textbook Youth Development 1. Evidence-Based Interventions: Social skills training, adventure therapy, art and music activities. 2. Settings: Schools, after-school programs, community centers. 3. Common Ch...

LEI 3703 Test 2 Study Guide Recreational Therapy in Various Populations - In Textbook Youth Development 1. Evidence-Based Interventions: Social skills training, adventure therapy, art and music activities. 2. Settings: Schools, after-school programs, community centers. 3. Common Challenges: Behavioral issues, peer pressure, lack of access to resources. 4. Therapeutic Goals: Improved socialization, self-esteem, and coping strategies. Mental Health 1. Evidence-Based Interventions: Mindfulness activities, group therapy, creative arts. 2. Settings: Psychiatric hospitals, outpatient centers. 3. Common Challenges: Emotional regulation, social withdrawal. 4. Therapeutic Goals: Reducing anxiety/depression, improving coping mechanisms. Senior Populations 1. Evidence-Based Interventions: Cognitive stimulation, physical activity programs, reminiscence therapy. 2. Settings: Skilled nursing facilities, adult day care. 3. Common Challenges: Cognitive decline, social isolation. 4. Therapeutic Goals: Enhance quality of life, maintain independence. Physical Rehabilitation 1. Evidence-Based Interventions: Adaptive sports, aquatic therapy, mobility exercises. 2. Settings: Rehabilitation centers, hospitals. 3. Common Challenges: Physical limitations, pain management. 4. Therapeutic Goals: Increase mobility, reduce pain, improve functional independence. Developmental Disabilities 1. Evidence-Based Interventions: Structured play, sensory activities, life skills training. 2. Settings: Schools, residential facilities. 3. Common Challenges: Communication barriers, behavioral issues. 4. Therapeutic Goals: Enhance life skills, foster independence. Guest Speakers Be familiar with the contributions and topics discussed by: Katina Hilliard Danett Garcia-Roves Juliette Holden Jimena Hills Jessica Bernabei Guest Speakers Guest Speakers 1. Katina Hilliard Workplace: Charlie Health, an Intensive Outpatient Program (IOP) and Enhanced Outpatient Program (EOP). Role: Group Facilitator and Recreational Therapist. Programs: ○ Focused on mental health services for clients aged 11–49, with a specialty in adolescents. ○ Programs include culturally responsive groups such as Spanish-speaking and BIPOC mental health services. ○ Example activities: "Describe It": A communication exercise. Headphones Activity: Enhancing communication through barriers like loud music. Key Contributions: ○ Utilized the APIED process in a telehealth setting. ○ Highlighted the importance of collaboration with schools, hospitals, and insurance providers like Medicaid and Humana12. 2. Danett Garcia-Roves Workplace: Florida International University (FIU) – Nicole Wertheim College of Nursing and Health Sciences. Role: Academic Advisor for graduate programs. Programs: ○ Advises on pathways for fields such as Physical Therapy, Occupational Therapy, and Speech-Language Pathology. ○ Highlighted competitive programs like Athletic Training, which leads to opportunities in fields like the NFL. Key Contributions:  ○ Guided students through program admissions and prerequisites. ○ Provided advice for succeeding in FIU’s rigorous health programs1. 3. Juliette Holden Workplace: Equine-Assisted Therapy of South Florida (EATSF). Role: Certified Therapeutic Recreation Specialist (CTRS). Programs: ○ Therapeutic Riding: Helps clients with balance and motor skills. ○ Hippotherapy: One-on-one sessions focusing on physical therapy using horse movement. ○ Equine-Assisted Learning: Builds life skills through horse interactions. Key Contributions: ○ Emphasized the therapeutic benefits of horses for clients with PTSD, Down syndrome, and emotional challenges. ○ Applied the APIED process for individualized treatment planning and evaluations. 4. Jessica Bernabei Workplace: Villa Maria Nursing Center, North Miami, FL ○ Skilled nursing facility offering long-term and short-term care. Role: Director of Recreation Therapy and Volunteer Services Coordinator ○ Leads recreational therapy initiatives and manages volunteer programs. Programs and Responsibilities: 1. Resident Care Programs: ○ Organizes cultural activities, arts and crafts, and community outings. ○ Incorporates technology (e.g., iPads) to engage residents in meaningful activities. ○ Focuses on enhancing residents’ quality of life by addressing emotional, physical, and social needs. 2. Population Served: ○ Primarily older adults with chronic illnesses, including: Dementia, Alzheimer’s, strokes, and diabetes. Rehabilitation needs following surgeries or injuries. ○ Residents include those in both long-term and short-term care programs. 3. Leadership Responsibilities: ○ Supervises budgets, event planning, and staff collaboration. ○ Partners with external organizations, including local colleges and clinics, to provide comprehensive care. APIED Process:  Assessment: Conducted upon residents’ admission to identify needs and preferences. Planning: Creates tailored care plans based on assessments. Implementation: Executes activities and programs that address residents' physical and emotional well-being. Evaluation: Regularly reviews and adjusts care plans to meet evolving needs. Documentation: Tracks progress to ensure detailed records of each resident’s care and outcomes. Collaboration: Works with interdisciplinary teams, including: ○ Nurses, physical therapists (PTs), occupational therapists (OTs), social workers, speech-language pathologists (SLPs), counselors, and psychologists. Collaborates with external organizations like: ○ Saint Catherine’s Rehabilitation Hospital for specialized services. ○ Colleges such as FIU, Nova, and Miller School of Medicine for guest lectures and partnerships. Key Contributions: Ensures holistic care through interdisciplinary teamwork. Develops innovative programs tailored to the unique needs of residents, promoting engagement and well-being. Acts as a bridge between residents, families, and healthcare teams to provide personalized, comprehensive care. 5. Jimena Hills Workplace: Centner Academy, Miami, FL. Principal of the Primary School Campus and Director of: ○ Brain Optimization Program (BOP): Focuses on sensory and cognitive development through movement-based activities. ○ Brain Enrichment Hub (BEH): Extends support to adults and broader age groups. Role: Certified Therapeutic Recreation Specialist (CTRS). Oversees programs promoting brain and sensory development for children aged 2–7. Leads interventions designed to integrate movement into academic and developmental settings. Programs: 1. Brain Optimization Program (BOP): ○ Supports developmental milestones using neuroscience-based sensory integration.  ○ Addresses sensory, cognitive, and motor challenges for children, including those at risk. ○ Activities include crawling, balance exercises, and sensory-motor skill enhancement. ○ Expanded services to newborns and initiated a high school program for older students. 2. Brain Enrichment Hub (BEH): ○ Provides educational resources for adults on sensory integration. ○ Supports parents in implementing movement-based exercises for their children at home. APIED Process: Assessment: Evaluates sensory motor skills to identify developmental needs. Planning: Designs targeted interventions incorporating sensory and movement activities. Implementation: Includes daily routines with activities like crawling and balance exercises. Evaluation: Monitors progress to ensure developmental milestones are met. Documentation: Tracks student growth and adjusts plans as needed (implied in her methods). Collaboration: Works closely with occupational therapists, physical education coaches, teachers, and support staff to ensure a comprehensive approach. Collaborates with external organizations to enhance the program’s reach and effectiveness. Key Contributions: Introduced movement-based therapeutic methods tailored to optimize both typical and at-risk children's development. Advocated for interdisciplinary teamwork to address students’ sensory, motor, and cognitive needs holistically. Recognized by the American Therapeutic Recreation Association (ATRA) for her expertise in sensory integration and brain development. RT Service Delivery Models Game Questions What is the focus of the Health Protection-Health Promotion Model in recreational therapy? Answer: The model focuses on enabling individuals to achieve their highest level of health through: ○ Protecting health (e.g., managing risks). ○ Promoting health (e.g., achieving self-actualization). What skills does the Leisure Ability Model aim to develop? Answer: Leisure skills. What is the primary focus of the Therapeutic Recreation Service Model? Answer: Providing recreational resources and services tailored to client needs. Which model centers around tailoring recreational services to individual needs and preferences? Answer: The Therapeutic Recreation Service Model. According to the Therapeutic Recreation Accountability Process, what is the ultimate goal for the client? Answer: To achieve independence and accountability for their own health and well-being. What model emphasizes the client's autonomy and confidence as central themes? Answer: The Self-Determination and Enjoyment Enhancement Model. What are the two main founding principles of the Flourishing Through Leisure Model? Answer: ○ The Social Model of Disability. ○ The Ecological Model. According to the Health Protection-Health Promotion Model, what concept relates to the client’s responsibility and capability to make decisions for their own health? Answer: Humanistic self-determination. Which model’s ultimate outcome is a state of satisfying and productive engagement with life and the realization of one’s full potential? Answer: The Self-Determination and Enjoyment Enhancement Model. What are the four components of Leisure Education? Answer: ○ Leisure awareness. ○ Social skills. ○ Leisure activity skills. ○ Leisure resources. What are the main components of the Self-Determination and Enjoyment Enhancement Model? Answer: ○ Self-determination. ○ Intrinsic motivation. ○ Functional improvement. ○ Perceived management of challenges and change. RT Service Delivery Model Presentations - In Order Presented in Class  ➔ Health Protection/Health Promotion Model ➔ Self-Determination and Enjoyment Enhancement Model ➔ Leisure Ability Model (LAM) ➔ Therapeutic Recreation Accountability Model ➔ Leisure and Well-Being Model ➔ Leisure Spiritual coping model ➔ Flourishing through leisure model ➔ Systematic Model of Leisure Education ➔ Therapeutic Recreational Service Model Health Protection/Health Promotion Model 1. Name of model, author, and year of publication ○ Dr. Nola Pender, 1982 2. Purpose of the model ○ Aimed towards restoring health and promoting well-being. ○ Helps clients gain control of their health and experience leisure. 3. Theories and philosophical orientations that guide the model ○ When people become healthier, they can take control of life and experience leisure. ○ Based on humanism, wellness, and self-actualization theories. 4. Graphic depiction/Figure of the model ○ Likely a continuum from health protection (stabilization) to health promotion (actualization). 5. Components of the model, relationship/interaction between components, and ultimate outcome ○ Humanistic perspective: High-level wellness. ○ Stabilization and actualization: Aims to achieve the highest level of health. 6. Direction for practice and research ○ Focuses on holistic and humanistic growth, both individually and collaboratively. 7. Relevance of the model ○ Restores health and helps clients cope with chronic issues. ○ Empowers clients to gain control. ○ Educates clients on coping skills and eliminates threats to well-being. ○ Fosters determination and self-actualization. Self-Determination and Enjoyment Enhancement Model 1. Name of model, author, and year of publication ○ John Dattilo, Douglas Kleiber, and Richard Williams, 1998 2. Purpose of the model ○ Guides professionals to help individuals experience enjoyment. ○ Focuses on self-determination to improve physical, cognitive, and mental health through meaningful activities.  3. Theories and philosophical orientations that guide the model ○ Self-Determination Theory: Emphasizes autonomy, intrinsic motivation, and relatedness. ○ Flow Theory: Explains optimal experience when challenges and skills are balanced. 4. Graphic depiction/Figure of the model ○ Likely a flowchart showing self-determination leading to enjoyment and functional improvement. 5. Components of the model, relationship/interaction between components, and ultimate outcome ○ Self-Determination: Autonomy, intrinsic motivation, and manageable challenges. ○ Enjoyment: Leads to fun and functional improvement. 6. Direction for practice and research ○ Promotes autonomy, intrinsic motivation, and choice. ○ Encourages exploration of how it can be applied to diverse settings. 7. Relevance of the model ○ Client-centered and focuses on engagement. ○ Encourages autonomy, competence, and demonstrates the relationship between enjoyment and functional improvement. Leisure Ability Model (LAM) 1. Name of model, author, and year of publication ○ Carol Peterson and Scott Gunn, 1978, revised in 1984 2. Purpose of the model ○ Promotes a satisfying leisure lifestyle. ○ Improves independence, combats learned helplessness, and enhances safety in leisure activities. 3. Theories and philosophical orientations that guide the model ○ Free choice, intrinsic motivation, and client health and wellness. ○ Patient-centered and strengths-based approach. 4. Graphic depiction/Figure of the model ○ A triangle or hierarchy with Functional Intervention, Leisure Education, and Recreation Participation. 5. Components of the model, relationship/interaction between components, and ultimate outcome ○ Each phase builds on the previous one: 1. Functional Intervention: Basic skills. 2. Leisure Education: Developing leisure knowledge and values. 3. Recreation Participation: Independent engagement. 6. Direction for practice and research ○ Focuses on client-centered assessment, therapist training, family involvement, and cultural adaptations. 7. Relevance of the model ○ Adaptable and relevant to both clients and practitioners. ○ Empowers individuals through fun and goal-based activities. Therapeutic Recreation Accountability Model (TRAM) 1. Name of model, author, and year of publication ○ Norman J. Stumbo, 1996 2. Purpose of the model ○ Provides a systematic approach to monitor, evaluate, and improve therapeutic recreation services. 3. Theories and philosophical orientations that guide the model ○ Based on systems theory and evidence-based practice. ○ Philosophy: Person-centered and holistic care. 4. Graphic depiction/Figure of the model ○ Likely includes the APIED process (Assessment, Planning, Implementation, Evaluation, Documentation). 5. Components of the model, relationship/interaction between components, and ultimate outcome ○ Emphasizes outcome-based quality improvement to analyze and improve effectiveness. 6. Direction for practice and research ○ Focuses on trustworthy instruments to measure client outcomes. 7. Relevance of the model ○ Supports practitioners in assessment and program design. ○ Streamlines service delivery. Leisure Spiritual Coping Model 1. Name of model, author, and year of publication ○ Paul Heintzman, 2008 2. Purpose of the model ○ Addresses stress and promotes spiritual coping through leisure. ○ Focuses on mind, body, spirit, and soul for overall wellness. 3. Theories and philosophical orientations that guide the model ○ Restorative Environment Theory: Nature and leisure restore energy. ○ Self-Determination Theory: Encourages autonomy and meaning. ○ Integrates Christian spirituality but applicable across beliefs. 4. Graphic depiction/Figure of the model ○ A framework connecting stressors, spiritual appraisals, coping behaviors, and well-being. 5. Components of the model, relationship/interaction between components, and ultimate outcome ○ Stressors: Health, relationships, and life events. ○ Spiritual Appraisal: Guides coping mechanisms. ○ Leisure Spiritual Coping Behaviors: Meditation, nature activities, or faith-based practices. 6. Direction for practice and research ○ Focuses on addressing spiritual needs through leisure activities like yoga or mindfulness.  7. Relevance of the model ○ Holistic approach to recovery and growth. ○ Supports clients coping with illness, trauma, or stress. Flourishing Through Leisure Model 1. Name of model, author, and year of publication ○ Lynn Anderson and Linda Heyne, 2012 2. Purpose of the model ○ Combines leisure, spirituality, and environmental resources to foster overall well-being. 3. Theories and philosophical orientations that guide the model ○ Integrates positive psychology, ecological theory, and holistic wellness. 4. Graphic depiction/Figure of the model ○ A multidimensional structure connecting participant strengths, environmental resources, and leisure experiences. 5. Components of the model, relationship/interaction between components, and ultimate outcome ○ Focus on strengths, resources, and quality leisure experiences. 6. Direction for practice and research ○ Encourages holistic, internal, and external strategies for well-being. 7. Relevance of the model ○ Holistic approach to promoting emotional, social, and physical growth. Info from online - these models were not presented in class Systematic Model of Leisure Education Name of model, author, and year of publication Developed by Dr. John Dattilo in 1999 and refined over time. Purpose of the model Designed to empower individuals to make leisure a meaningful and integral part of life. Helps individuals learn leisure-related skills and knowledge to improve quality of life and well-being. Theories and philosophical orientations that guide the model Based on positive psychology and the humanistic approach, emphasizing growth, autonomy, and choice in leisure. Draws from educational theories focusing on life-long learning and skill acquisition. Graphic depiction/Figure of the model Likely structured as a cycle or continuum focusing on assessment, planning, skill development, and application in real-life leisure experiences. Components of the model, relationship/interaction between components, and ultimate outcome 1. Assessment: Identifies leisure needs, interests, and barriers. 2. Education: Develops knowledge and skills for leisure activities. 3. Application: Encourages practical implementation in real-world settings. Ultimate Outcome: Equipping individuals with the skills and knowledge for fulfilling leisure experiences. Direction for practice and research Focuses on creating culturally adaptive and inclusive programs. Encourages research into leisure barriers and strategies to overcome them in different populations. Relevance of the model Promotes social inclusion, mental well-being, and skill-building. Helps clients recognize the value of leisure in stress reduction and overall life satisfaction Therapeutic Recreation Service Model (TR Service Model) Name of model, author, and year of publication Developed by Van Andel in 1998. Purpose of the model Provides a framework for delivering therapeutic recreation services aimed at enhancing functional capacities, leisure involvement, and quality of life. Theories and philosophical orientations that guide the model Based on a client-centered approach emphasizing holistic well-being. Integrates systems theory to structure interventions and outcomes. Graphic depiction/Figure of the model Structured like a flowchart showing the integration of client assessment, intervention, and evaluation within therapeutic recreation. Components of the model, relationship/interaction between components, and ultimate outcome 1. Diagnosis/Needs Assessment: Identifies specific areas of improvement. 2. Intervention Design: Tailored programs addressing client needs. 3. Evaluation: Assesses outcomes and refines strategies. Ultimate Outcome: Improved quality of life through functional gains and enhanced leisure participation. Direction for practice and research Encourages evidence-based practices in designing interventions. Emphasizes accountability through measurable outcomes. Relevance of the model Effective in diverse settings, including healthcare, rehabilitation, and community services. Bridges the gap between medical and recreational approaches, fostering holistic recovery Playposit models Leisure Ability Model Focus: Emphasis on leisure and leisure abilities, aiming for improved independence and satisfying leisure functioning (LE lifestyle). Three levels: 1. Functional Improvement: Addressing low levels of participation and freedom due to disability. Role of the therapist: Intervention-focused. 2. Leisure Education: Teaching leisure skills for real-world application. Role of the therapist: Instructor, advisor, counselor. 3. Recreation Participation: Organized participation post-discharge, led by community specialists. Role of the therapist: Leader, facilitator, supervisor. Underlying principles: Learned helplessness, self-determination, intrinsic motivation, and flow. Health Protection/Health Promotion Model Purpose: Enhances health from poor to optimal levels through recreational therapy. Phases: 1. Poor Health: Prescriptive activities directed by the therapist (stability tendency). 2. Recreation: Collaboration between therapist and client (decline in stability tendency). 3. Optimal Health: Client-directed choices, focusing on freedom, responsibility, and self-actualization. Leisure and Well-Being Model  Focus: Enhancing well-being by improving leisure experiences and developing resources (psychological, social, cognitive, physical, environmental). Key areas: Savoring, authentic leisure, mindful leisure, and virtuous leisure. Goal: Cultivation of one's full potential and positive emotional experiences. Flourishing Through Leisure Model Focus: Enhancing leisure experiences by building strengths and resources (spiritual, physical, cognitive, psychological, emotional, and social well-being). Goal: Developing a flourishing lifestyle through balanced and enriched leisure. Self-Determination and Enjoyment Enhancement Model Key components: ○ Perception of manageable challenges (realistic appraisals and skill development). ○ Investment in attention (focus and intrinsic motivation). ○ Enjoyment and functional improvement achieved through self-determination and intrinsic motivation. Leisure Spiritual Coping Model Focus: Addressing stressors through spiritual appraisal (not limited to religion). Key components: ○ Spiritual connection, coping behaviors, meaning-making, and personal factors. ○ Outcome: Positive or negative impacts on emotional, social, physical, or spiritual well-being. Therapeutic Recreation Accountability Model Planning phase: Comprehensive program design, activity analysis, and protocol development before client interaction. Implementation phase: Includes assessment, treatment, progress monitoring, and discharge. Outcomes: Tracks program efficacy and publishes results to improve services. Systematic Model of Leisure Education Structure: Balanced approach connecting leisure education content, goals, and processes. Emphasis: Holistic treatment balancing leisure pursuits and reciprocity between experiences. Therapeutic Recreation Service Model Phases: 1. Diagnostic needs assessment. 2. Treatment/Rehabilitation: Intervention-focused. 3. Education: Prepares clients for independent life post-discharge. 4. Prevention/Health Promotion: Promotes long-term growth and independence. Interaction: Therapist involvement decreases as the client progresses toward independence. Therapeutic Recreation Service Outcome Model Focus: Quality of life (satisfaction, contentment, self-determination). Flexible goals: Optimizing health, wellness, or functional capacity, tailored to individual needs. Domains: Cognitive, psychological, physical, spiritual, social, and leisure. Leisure Ability Model The Leisure Ability Model emphasizes leisure and leisure abilities, with the ultimate goal of improving independence and satisfying leisure functioning, referred to as the "LE lifestyle." This model is constructed on the belief that the end product of therapeutic recreation services for clients is their ability to participate in and enjoy leisure activities independently. Purpose of the Model:  ○ The goal is to identify the starting point for individuals when they begin receiving recreational therapy services. ○ Most clients begin in the functional improvement area, where their freedom and participation are limited. At this point, the focus is on improving functional abilities. ○ Clients are working on understanding their disability, what they can and cannot do, and how to improve their functional abilities. Therapist Role: ○ As a therapist, you focus on interventions and specific modalities designed to improve the client’s functional outcomes. ○ At this stage, your role is hands-on and intervention-based, working with the client to improve their functional abilities. ○ The client is primarily focused on their recovery, working on improving physical or mental limitations. Leisure Education: ○ Once clients have improved their functional abilities, they transition to the leisure education phase. ○ Here, they learn leisure skills and how to apply those skills in real-world settings. ○ For example, if a client worked on balance and mobility during therapy, they might continue practicing these skills through activities like Tai Chi after discharge. ○ As a therapist, you shift to an instructor, advisor, or counselor role, guiding clients toward greater independence. You help them integrate what they’ve learned into their daily life post-discharge. Recreation Participation: ○ After discharge, clients move into the recreation participation phase. Here, they engage in community-based organized activities. ○ In this phase, your role becomes that of a leader, facilitator, or supervisor. You provide support as clients participate in leisure activities independently. ○ Specialists, such as Tai Chi instructors, can take over and provide services, allowing clients to maintain and improve their skills. Focus of the Leisure Ability Model: The model focuses on key concepts such as learned helplessness, mastery of self-determination, intrinsic motivation, internal focus of control, choice, and flow. These ideas will be explored more deeply as you continue learning about the model in future sessions. Health Protection/Health Promotion Model Next model is the Health Protection/Health Promotion Model. For this model, it has a different kind of look to it than the previous one. So what you want to kind of look at to start with: Poor Health to Optimal Health: The idea is that an individual, depending on their level of health, determines what type of activities are going to be provided. So kind of think of this as like one column. Prescriptive Activities for Poor Health: ○ For somebody with poor health, there would be prescriptive activities that are provided. ○ The recreational therapy is outer-directed, meaning it’s directed by the needs of the client and what can be achieved to improve their health. ○ From this perspective, it has the stability tendency, where the client’s choice is limited. It’s more about you telling them what to do and them following through, with less focus on what they want to do, if that makes sense. ○ At this stage, the client’s control is very small. They don’t have a lot of autonomy or choice over their activities because they are in the triage phase where their health is poor. Recreation Phase (Mutual Participation): ○ The goal here is to get them back to a level of health where they can begin to participate in the next phase, which is recreation. ○ In this phase, there is mutual participation between the recreational therapist and the client. Both work together to help achieve the client’s goals. ○ There’s a decline in the stability tendency as the recreational therapist’s role narrows and becomes more driven by the client, whose role enlarges. Optimal Health Phase (Client-Directed):  ○ At this stage, the client is very client-directed, choosing what they enjoy doing and what benefits them the most. ○ They begin to experience what’s known as the actualization tendency, where they have the freedom of choice to make decisions and understand the effects of those decisions. ○ This phase emphasizes responsibility—whether the client’s choices are positive or negative, they must accept responsibility for those choices. Leisure and Well-Being Model Leisure and Well Being Model This model is a little different from the previous ones. You are working on improving the individual’s level of independence to move from proximal and medial goals to distal goals. Key Components: ○ Enhancing Leisure Experiences through different areas: Savoring Authentic Leisure Gratification Mindful Leisure Virtuous Leisure ○ Developing Resources in various domains: Psychological  Social Cognitive Physical Environmental The focus of this model is on improving well-being through: ○ Positive outlook and emotional experiences ○ Cultivating and expressing one’s full potential Graphic Representation: ○ The graphic for this model contains a lot of text, but it captures the main focus of the model. Main Goals: ○ Enhance leisure experiences. ○ Develop resources that contribute to overall well-being. ○ Move towards improved quality of life by integrating leisure into daily living. Flourishing Through Leisure Model This model focuses on enhancing leisure experiences by developing strengths and resources that contribute to creating a flourishing life. Key Areas of Well-Being Addressed:  ○ Spiritual ○ Physical ○ Cognitive ○ Leisure ○ Psychological and Emotional ○ Social Main Goals: ○ By enhancing leisure experiences and developing strengths and resources, the model works toward helping individuals create a flourishing lifestyle. Graphic Representation: ○ The graphic for this model is detailed and contains a lot of information. ○ While this might feel overwhelming to some, it provides a comprehensive look at how the different components interact to create a flourishing life. Self-Determination and Enjoyment Enhancement Model This model focuses on a flow of elements working together to improve enjoyment and functional outcomes. Starting Point: ○ Perceptions of Manageable Challenges: These include assessed skills, adaptations, appraising challenges realistically, and developing activity skills. Flow of the Model: ○ Perceptions of Manageable Challenges → Drive Investment of Attention:  Reduce distractions. Reduce maladaptive attributions. ○ This leads to Enjoyment, which then promotes Functional Improvements. Core Concepts: ○ Self-Determination: The ability to make your own choices and take responsibility for those decisions. ○ Intrinsic Motivation: Motivation that comes from within, rather than external rewards or pressures. For example, doing something because it aligns with your values or brings personal satisfaction, not just for a grade or a job. ○ Perception of Manageable Challenges: Appraising challenges realistically and understanding how to navigate them effectively. ○ Investment of Attention: Actively focusing on the task at hand, free from distractions and maladaptive thought patterns. Overall Goal: ○ These elements work together to improve enjoyment, which, in turn, leads to better functional improvements in the individual. Leisure Spiritual Coping Model  Starting Point: ○ Stressors: The model begins with a stressor that an individual faces. Spiritual Appraisal: ○ The stressor is then met with a spiritual appraisal. ○ Spiritual here does not just mean religious—it can also include other personal, existential factors related to one’s spiritual self, such as meaning-making or connections to nature. Factors that Influence Spiritual Appraisal: ○ Personal Factors ○ Spiritual Connection ○ Spiritual Coping Behaviors ○ Meaning-Making Impact on Well-Being: ○ The spiritual appraisal created by these factors determines an individual's overall well-being. ○ Depending on how the person handles the stressor (through their coping mechanisms), their well-being can be affected emotionally, socially, physically, or spiritually. Main Focus:  ○ The model emphasizes how individuals respond to stressors and how these responses—based on spiritual coping—either negatively or positively impact their well-being. Therapeutic Recreation Accountability Model Starting Point: ○ This is a newer model in the field and focuses on comprehensive and specific program designs in therapeutic recreation. ○ The idea is to develop an activity analysis, selection, and modification of programs, which are key to critical development and client assessment plans. Program Planning Phase: ○ The initial phase involves creating the protocol development and client assessment plans. ○ These are necessary before interacting with a patient because you need to have thought through the programs, how they will be modified, and assessed. Moving Forward: ○ Once the planning is complete, the model proceeds to the API process (Assessment, Treatment, Progress, and Discharge). Program Outcomes:  ○ From there, we measure program outcomes, which then lead back to revisiting the program design. Client Outcomes: ○ Also, client outcomes are evaluated in relation to the protocol development and client assessments. Quality Improvement and Efficacy Research: ○ The final step is quality improvement and efficacy research, which pushes the field forward by continuously publishing and documenting the impacts of the different programs. ○ The goal is to show how beneficial the programs are to others in the field. Systematic Model of Leisure Education The next model is the Systematic Model of Leisure Education. Overview: ○ This model has a figure that includes multiple different layers. ○ It's similar to the ecological perspective you may have encountered in other classes. Structure: ○ It starts with leisure education content and process, moving down to different components, principles, and goals. ○ The goal is to ensure that all components are interrelated. ○ The model emphasizes a balanced scale, which means a balanced approach that integrates various aspects of leisure education. Balance in Life: ○ The key idea is achieving balance between various pursuits, leisure experiences, and blessings. ○ The model focuses on reciprocity—the give and receive aspect—emphasizing that there needs to be balance in our lives between these different components. This concludes the Systematic Model of Leisure Education. Therapeutic Recreation Service Model The next model is the Therapeutic Recreation Service Model. Overview: ○ This model is similar to the Leisure Ability Model and the Health Protection/Health Promotion Model. ○ It describes the scope of therapeutic recreation services and the relationship between the recreational therapist and their client. Structure: ○ The model starts with the client's initial state, where the therapist provides most of the services and the client follows instructions. This is the intervention phase, and it focuses on diagnostic needs assessment. ○ After this, we move into the treatment and rehabilitation phase, where the focus shifts from triage to providing treatment for the client. ○ Next, the model moves into the education phase, where the client is prepared for discharge and needs to learn how to live independently after their therapeutic experience.  This phase emphasizes helping the client develop functional skills and preparing them for life post-discharge. ○ Lastly, there's the prevention and health promotion phase, where the client, now discharged, continues to engage in community activities, enhancing their independence. Client Interaction: ○ In the early phases (diagnostic and treatment), the therapist has heavy interaction with the client, guiding them through these stages. ○ As the client moves into the education and prevention phases, the emphasis shifts toward greater client independence, where they take responsibility for their own health and well-being. Summary: ○ The model emphasizes a transition from high therapist involvement to client independence. The nature of therapeutic recreation services moves from diagnostic and treatment to education and prevention, focusing on helping clients live independently post-treatment. This concludes the Therapeutic Recreation Service Model. Therapeutic Recreation Service Outcome Model The last model we’ll discuss is the Therapeutic Recreation Service Outcome Model. Overview: ○ This model focuses on quality of life outcomes, which include satisfaction, contentment, joy, self-determination, well-being, and mastery. ○ The goal is to move individuals from a state of poor health to optimal wellness, though this can vary greatly between individuals. Structure: ○ The model recognizes that optimal health and well-being may look different for each person, depending on their unique circumstances. The arrows in the model go in three different directions because one person’s optimal wellness may differ significantly from another’s based on factors like disability, diagnosis, or condition. ○ For some individuals, the focus may be on improving health status even though their functional capacity may not change. For others, there may be improvements in functional capacity without changes to health status. Functional Domains: ○ The model addresses several functional domains: Cognitive Psychological Physical Spiritual Social Leisure ○ The aim is to improve quality of life by working on these various domains and focusing on the person’s individual needs. Questions on playposit 1. A recreational therapist is working with a client who has recently experienced a spinal cord injury. - The therapist is focusing on improving the client’s ability to independently engage in leisure - activities. Which phase of the Leisure Ability Model is the therapist most likely focusing on? - a. Leisure Education 2. A therapist is designing a program to help clients reduce stress through guided meditation and yoga. According to the Health Protection/Health Promotion Model, what is the primary aim of this intervention? a. Protecting health and restoring equilibrium 3. A client reports feeling disconnected from their community and lacks a sense of purpose. According to the Leisure and Well-Being Model, which of the following interventions should the therapist prioritize? a. Organizing community based leisure activities 4. During a session, a therapist helps a client set goals related to their family relationships, physical health, and spiritual growth. Which aspect of the Flourishing Through Leisure Model does this approach emphasize? a. Holistic Well being 5. A client with depression is encouraged to choose activities they enjoy during therapy sessions. This practice is aligned with which principle of the Self-Determination and Enjoyment Enhancement Model? a. Intrinsic Motivation 6. A recreational therapist introduces meditation and mindfulness exercises to a client dealing with chronic illness. According to the Leisure Spiritual Coping Model, how might these exercises benefit the client? a. Foster a sense of spiritual connection 7. In a therapeutic recreation program, the therapist monitors client progress and adjusts interventions based on measurable outcomes. Which component of the Therapeutic Recreation Accountability Model does this describe? a. Evaluation 8. A client is learning about the benefits of leisure and how to identify personal leisure interests. Which phase of the Systematic Model of Leisure Education does this represent? a. Leisure Awareness 9. A therapist is focused on providing interventions that increase a client’s ability to manage their own health and leisure independently. Which level of the Therapeutic Recreation Service Model is being emphasized? a. Health Promotion/Prevention 10. A recreational therapist is working with a client to improve both their functional capacity and quality of life through tailored interventions. According to the Therapeutic Recreation Service Outcome Model, what is the ultimate goal of this approach? a. Achieving optimal health and well being Recreational Therapy in Various Populations - Notes taken in Class Geriatrics/Older Adults Recreational Therapists in Geriatrics: - Geriatrics is the study of “health and disease in later life and the comprehensive health care of older persons” - Older adults have the highest morbidity illness rates of all age groups due to the prevalence of chronic health conditions Role of Rec Therapists in Geriatrics: Work in an inter professional team -> Quality of life advocate -> Culture change liaison Older Adults Service Settings 1. Home Care 2. Medical Home 3. Adult Day Services - Life a day are for adults (gives them more interactive activities while giving care takers a break) 4. Continuous care Retirement Communities 5. Assisted Living - in a apartment with help not locked in (independent) 6. Nursing Homes - need additional care would not be able to live independently 7. Hospitals Physical Activity Yoga and Tai Chi Sports Boxing Wheelchair biking Physical Activity Classes Lifelong Learning: Purpose ○ Enhancing general knowledge ○ Invest in personal development ○ Increase social interaction ○ Learn more to help others ○ Make productive use of their free time Techniques: Hands on activities Group discussion Lectures Types of programs: ○ Fall prevention workshop ○ Healthy living ○ Creative Arts - Promote decision making - Expression of individuality and life experiences - Not focused on the end product  ○ Technology ○ Advances in fields of interest ○ Brain health ○ Support groups Music - Reduce anxiety - Reduce agitated behavior - Activation of the limbic system (processing emotions and working memory) Animal Assisted therapy - Evidence Based Practice - Positively affect behavior symptoms - Improve socialization - Reduce depression - Improve physical function Technology based modalities PHYSICAL REHABILITATION PROGRAMS Designed to address disturbances or deterioration of physiological functions Physical impairments can affect all area of function Prevalence: 32% of CTRS’ work in rehabilitation Role of therapeutic recreation specialist ○ Implement programs to address affected area of function ○ Most notable areas necessary for successful recreation participation in the future Common Conditions: Spinal Cord Injuries (SCI) Orthopedic injuries or conditions Traumatic Brain Injuries (TBI) Chronic pain conditions Stroke Burn Injuries Cerebral Palsy Neuromuscular Disorders Amputations Multiple Sclerosis (MS) Parkinson’s Disease Muscular Dystrophy Ways to treat them: 1. Cognitive Rehabilitation (ex. Chess, Checkers, and Card Games) 2. Physical Rehabilitation (Cook, Tennis, Pingpong, and WII Golf) 3. Sensory Stimulation 4. Pain Management & Relaxation Techniques 5. Animal Assisted Therapy 6. Horticultural (gardening) 7. Community Reintegration 8. Exercise and Fitness  Recreational Therapy with Developmental Disabilities What are Developmental Disabilities? Umbrella term Group of conditions Impairments in physical development, learning, language, or behavior Manifests before age of 22 Likely to continue indefinitely Results in substantial functional limitations in three or more of the following adaptive areas of major life activity ○ Self care ○ Self direction ○ Learning ○ Mobility ○ Receptive & Expressive language ○ Capacity for independent living ○ Economic self sufficiency Americans with Disabilities Act - Employment - Transportation - Public accommodations and services - Telecommunications - Miscellaneous Practice settings: 1. Parks and Recreation a. Year round rec programs b. Summer camps c. After school enrichment 2. Private Sector (for profit and nonprofit) a. Community based b. Work training and support c. Socialization opportunities d. Camps e. Structured Recreation f. Special Events g. Day programs 3. Long term Residential Agencies a. Assist adults in independent living b. Support development through recreation, education, and self advocacy Program considerations: Intellectual Disabilities - Individualized Education Plan (IEP) helps address the specific needs of the child or teen Autism Spectrum Disorder - Improve communication, social, academic and daily living skills ○ Use sensory inputs like visual and auditory cues ○ Promote peer interaction to model appropriate skills ○ Provide interventions in home, school, and community settings  Cerebral Palsy - Pathological reflexes, Spasticity, and Constratures Spina Bífida - increased muscle strength and flexibility, learning how to adapt activities and increasing a sense of self and empowerment Sensory related disabilities - Assess what forms of sensory stimulation are craves, overwhelming, or underwhelming Muscular Dystrophy - provide opportunities for recreational activities that improve quality of life, and enhance leisure (primary goal)