Therapeutic Recreation Program Considerations HPR 451 Chapter 3

Assessment/Programming Relationship Outcomes must be delineated Practitioner must understand concepts and rationale underlying the provision of TR Svcs Program Design Activity Analysis Client Assessment Client Characteristics Intervention Programs

Foundational Concepts of TR Svcs Leisure Lifestyle Rationale for TR Svcs Leisure Ability Model Leisure Lifestyle – def on pg 74 Implies that the individual has sufficient skills, knowledges, attitudes, and abilities to be successful and satisfied and leisure is incorporated into their life pattern

Leisure is incorporated into their other actions, behaviors and patterns (work, school, religion, friends, family, community, health) Contribute to overall quality of life It is the starting point and ending point – gives CTRS ideas on personal programming and rationale for outcomes

Rationale for TR Svcs 1st Assumption – every human being needs, wants, and deserves leisure Presents opportunities to try new behaviors, experience mastery, learn new skills, meet new people, deepen existing relationships and develop clearer sense of self Allows an individual to learn, take risks, interact, express individualism and self- actualize

Less restraints and boundaries Benefits are numerous, diverse and defined by the individual (see Table 3.2 pg 76) 2nd Assumption – Many if not most individuals experience barriers to full and satisfying leisure (see Table 3.3 pg 77) Many individuals overcome or compensate for barriers

Individuals with disabilities and/or illnesses experience more frequent, severe or lasting barriers Lack of accessibility Substance addiction Reduced physical endurance coordination, strength Lack skills or opportunities Social isolation or societal attitudes Lack awareness of resources They need our help to reduce, eliminate overcome or compensate for barriers

We provide functional interventions (tx services), leisure education and/or recreation participation Table 3.4 pg 79 – Typical attitudes, knowledge, and skills necessary When an individual possesses these they may reap the benefits of a satisfying leisure lifestyle

Leisure Education – Awareness, skills, resources, social skills Leisure Ability Model Functional intervention – Improving physical, social, cognitive and affective (emotional) abilities to facilitate participation in leisure Leisure Education – Awareness, skills, resources, social skills Recreation Participation – Organized leisure participation with supervision

How is TR Unique? Focus more on abilities than dysfunction or pathology – Do what we can to minimize, erase or compensate for deficits Focus exclusively on leisure abilities as a major aspect of life – Multifaceted – attitudes, knowledge, skills, abilities Focus on use of skills in the community – skills are transferred to real life situations Focus on combination of cognitive understanding, physical abilities, social and emotional skills – psycho/social/biological