1. Assessing Strengths in TR/RT: Tools for Positive Change Part II
Dr. Lynn Anderson, CTRS, SUNY Cortland
Dr. Linda Heyne, CTRS, Ithaca College
2014 ATRA Webinar L2
October 8, 2014
Department of Recreation, Parks and Leisure Studies

2. Session Description
At the heart of therapeutic recreation practice is the art of building strengths in the individuals we serve.
Therapeutic recreation is historically grounded in the medical model of practice.
A sea change has occurred in health and human services, which focuses on orienting services toward people’s individual strengths, assets, talents, and aspirations.
In order to systematically build strengths, we must systematically assess them.
These webinars (Parts I and II) focus on some of the tools and approaches that can be used to assess the internal and external strengths of our participants.
The session will help orient TR/RT toward strengths-based practice by giving CTRSs practical tools for positive change.

3. Webinar Outlines Webinar L1: Part I (October 1)
Webinar L2: Part II (today)
Introduction and brief overview of the strengths approach
A model and framework for assessment in strengths-based TR/RT practice
The ecological approach to strengths-based assessment
Tools for assessment of internal and external strengths: Leisure Domain
Tools for assessment of global outcomes of TR/RT services: Well-Being
Questions, discussion
Brief overview of the strengths approach and a framework for assessment from Part I
Tools for assessment of internal and external strengths: Psychological/Emotional Domain
Tools for assessment of internal and external strengths: Cognitive Domain
Tools for assessment of internal and external strengths: Social Domain
Tools for assessment of internal and external strengths: Physical Domain
Tools for assessment of internal and external strengths: Spiritual Domain
Questions, discussion

4. Session Objectives
Define the strengths approach in health, recreation, and human services and its impact on practice
Compare and contrast TR/RT assessment from a strengths versus a deficits approach and identify important differences
Identify internal and external strengths and at least six assessment tools to measure and describe them, using an ecological approach

5. Principles of a Strengths-Based Approach
Every individual, group, family, and community has strengths
Difficulties are also sources of opportunity and challenge
We do not know the upper limits of a participant’s capacity to
grow and change – never assume we do!
Collaboration (not expert domination) with participants
Every environment is full of resources
Context matters
Hopefulness matters
Strengths can be nurtured (thus, must be
assessed, planned, focused on, and evaluated)

6. Internal and External Strengths
Internal Strengths
Interests and preferences
Attitudes and beliefs
Talents and abilities
Skills and competencies
Knowledge
Aspirations and goals
Character strengths/virtues
THE PERSON
External Strengths and Resources
Family support and involvement
Friendships and social support
Home resources
High expectations and positive attitudes
Community and environmental resources
Opportunities for participation and contribution (inclusive communities)
Recreation as a strength
THE ENVIRONMENT
Recreation as a context to build strengths

7. Assessment in a Deficits Approach
Assessment in a Strengths Approach
Defines the diagnosis as the problem; questions are pursued related to problems, needs, deficits, and symptoms 
Defines a holistic portrait: what the participant wants, desires, aspires to, dreams of; participant’s talents, skills, and knowledge
Searches for the nature of the participant’s problems from the perspective of the professional; analytical
Gathers information from the standpoint of the participant’s view of the situation; ethnographic
Is interrogative in nature
Is conversational in nature
Focus is on diagnosis to determine level of function
Focus is on the here and now, leading to a discussion about the future and how the person has managed so far
Participant is viewed as lacking insight regarding the problem, illness, or diagnosis
Participant is viewed as a unique human being who will determine his or her own wants within the environment

8. Assessment in a Deficits Approach
Assessment in a Strengths Approach
Participant is a passive container for interventions as professionals direct decision-making    
The relationship with the participant is primary to the process, where joint decision-making is key
Places the participant in diagnostic or problem categories using generic, homogenous language
Strengths assessment is specific, unique and detailed, individualized to the participant
Emphasizes compliance and management of problems and needs, with formal services seen as the solution
Explores the rejuvenation and creation of natural helping networks and social supports
Controlled by the professional
Participant ownership
The professional dictates, “What I think you need to learn and work on”
The professional asks, “What can I learn from you about your life?”

9. Examples of how assessment shifts in the strengths approach
Assessment Focus- Deficits Approach
Assessment Focus - Strengths Approach
Problems 
Goals, dreams, aspirations, and strengths
Functional deficits
Functional abilities
Problems with leisure lifestyle
Leisure interests, preferences, talents, skills, knowledge, and goals
Leisure barriers
Leisure facilitators
Behavior problems
Social competence
Depression, anxiety, and other negative emotions
Positive emotions
Stressors
Relaxers and soothers (calming inducers)
Social isolation and loneliness
Social resources, social networks, and community mapping
Family deficits and problems
Family strengths, dreams, and goals; family traditions; shared family interests and activities

10. Components of Strengths-Based Assessment
What is the participant’s current situation?
What are the participant’s internal and external strengths and resources?
 What will it take to reach the dream?
What are the participant’s goals, dreams, and aspirations?
Where does the participant want to be?
Development
of a Plan

11. What to Assess: Use Strengths-Based Models as an Assessment Framework

12. Domains for Assessment
Outcome for Participants
Leisure Domain
“I find enjoyment in my leisure experiences and they positively impact other areas of my life.”
Psychological/
Emotional Domain
“I feel happy and perceive I am in control of my life.”
Cognitive Domain
“I think in a focused way and learn eagerly.”
Social Domain
“I relate well to others and belong to valued social groups.”

13. Domains for Assessment
Outcome for Participants
Physical Domain
“I do and act in my daily life with vitality and no barriers.”
Spiritual Domain
“I live my life hopefully, in harmony with my values and beliefs.”
Overall Outcome: Well-Being
“I experience a state of successful, satisfying, and productive engagement with my life” (Hood & Carruthers, 2007).
Overall Outcome:
A Flourishing Life
Enhanced environmental resources and personal strengths that cultivate growth, adaptation, and inclusion

14. Domains for Assessment: Psychological/Emotional
Outcome for Participants
“I feel happy and perceive I am in control of my life.”

15. Positivity Test
10-item scale to help people measure the level of positive to negative emotion they experience, called their “positivity ratio”

16. Mood Meter Measures and tracks moods
Designed to develop emotional intelligence
Based on decades of research from Yale
Yale Center for Emotional Intelligence:

17. Mood Meter

18. Ways of Savoring Checklist
Provides quantitative information about ten different dimensions of savoring
Sharing With Others
Memory Building
Self-Congratulation
Comparing
Sensory-Perceptual Sharpening
Absorption
Behavioral Expression
Temporal Awareness
Counting Blessings
Kill-Joy Thinking 18

19. Supports Intensity Scale
Home Living
Community Living
Lifelong Learning
Employment
Health and Safety
Social Activities

21. Domains for Assessment: Cognitive
Outcome for Participants
“I think in a focused way
and learn eagerly.”

22. Mindful Attention Awareness Scale
MAAS
Provides quantitative information about one’s level of mindfulness in day to day experiences 22

23. The HOME Inventory Home Observation for Measurement of the Environment
Measures the quality and quantity of stimulation and support available to a child in the home environment 
Several versions available (toddler to teen)

24. Domains for Assessment: Social
Outcome for Participants
“I relate well to others
and belong to valued social groups.”

25. Home & Community Social Behavior Scales
Designed to be completed by home- and community-based raters
Social Competence scale includes 32 items that measure adaptive, prosocial skills on two subscales: Peer Relations, and Self-Management/Compliance

27. Lubben Social Network Scale
Six-item self-report scale
Assesses perceived social support received by family and friends.

28. Circle of Friends PURPOSES:
To identify who’s in the participant’s life – friends, acquaintances, and professionals
To assess participant’s satisfaction with social circle
To plan intentionally to build and sustain a circle of support

29. Domains for Assessment: Physical
Outcome for Participants
“I do and act in my daily life with vitality and no barriers.”

30. Borg Rating of Perceived Exertion Scale
Measures self-assessed perception of physical exertion based on sensations of…
Increased heart rate
Increased breathing
Increased perspiration
Muscle fatigue
Level of Intensity 6 20
No exertion Moderate Maximum

31. Global Physical Activity Questionnaire
GPAQ collects information on three domains:
Activity at work
Travel to and from places
Recreational activities

32. Walk Score Walk Score measures the walkability of any address.
Walk Score analyzes hundreds of walking routes to nearby amenities.
Points are awarded based on the distance to the amenities in each category.

33. Domains for Assessment: Spiritual
Outcome for Participants
“I live my life hopefully, in harmony with my values and beliefs.”

34. Values in Action Signature Strengths Questionnaire
Measures character strengths and virtues
48-item short form
Long form online
Six Core Virtues and 24 Character Strengths
Wisdom
Curiosity
Love of learning
Judgment
Ingenuity
Perspective
Courage
Valor
Perseverance
Integrity
Zest and vitality
Humanity
Kindness
Loving
Social intelligence
Justice
Citizenship
Fairness
Leadership
Temperance
Self-control
Prudence
Humility
Forgiveness
Transcendence
Appreciation of beauty
Gratitude
Hope
Spirituality
Humor
(Peterson & Seligman, 2004) 34

35. Spirituality Index of Well-Being
Defines spirituality as a sense of meaning or purpose from a transcendent source
12-item instrument that measures one’s perceptions of their spiritual quality of life
Two subscales:
1) self-efficacy subscale
2) life-scheme subscale

36. The HOPE Questions Assesses spiritual aspects of care:
H = Sources of hope, strengths, comfort, meaning, love, peace and connection
O = Role of organized religion in participant’s life
P = Personal spirituality and practices
E = Effects of participant’s spirituality on medical care and end-of-life decisions 36

37. Resources for Assessments
Authentic Happiness website:
Rehabilitation Measures Database:
BUROS Institute of Mental Measurements:
ETS Test Collection:

38. Resources
Anderson, L., & Heyne, L. (2012). Therapeutic recreation practice: A strengths approach. State College, PA: Venture Publishing, Inc.
Anderson, L., & Heyne, L. (2013). A strengths approach to assessment in therapeutic recreation: Tools for positive change. Therapeutic Recreation Journal, 46(2),
Handout online 38