Implementation Flashcards
Therapeutic Recreation Specialist Competencies
-TR Philosophy
-Client Needs
-Activities/modalities
-Facilitation techniques
Factors influencing selection of activities
-activity content and process
-client characteristics
-resource factors
Activity content and process
- Functional intervention activities should focus on the ability of the activity to help the client reach his or her goals, rather than on the activity for the activity’s sake.
- Functional intervention and leisure education activities should have very predominant characteristics that are related to the problem, skill, or knowledge being addressed.
- Activity characteristics are important considerations for the successful implementation of a program.
- Clients should be able to place an activity in some context in order for them to see it as useful and applicable to their overall rehabilitation or treatment outcomes.
- A single activity or session is not likely to produce a desired behavioral change.
- Consider the types of activities in which people will engage when they have the choice.
- Program to the clients’ outcomes and priorities.
- Client involvement in activities should be enjoyable.
Client characteristics
- Clients’ demographic characteristics such as gender, age, socioeconomic status, family composition, iniquity, educational level, religious orientation, and financial condition need to be considered while selecting or designing programs.
- Clients should see obvious carryover value and activity participation.
Resource Factors
-The number of clients to be included in the activity and the number of staff conducting the session have implications for the degree of difficulty of activity selected and the safety concerns.
-For all programs, but especially for leisure education skill development programs, consider adequate time to learn, practice, and enjoy parts of the skill.
-Too much equipment or lots of highly specialized equipment detracts from the focus on the treatment goal.
Factors influencing leadership of intervention of groups
Therapist, clients, situation or environment, and nature of the group.
The therapist leadership skills, experience, self-knowledge, practice, wisdom, and abilities as a therapeutic helper impact factors like selection of specific leadership styles and roles and comfort r with certain client groups, interventions and co-leaders.
Therapist
Each therapist brings to the group unique behavior and decision-making styles, expertise with particular interventions and clientele, and a professional culture.
Clients
Clients have unique backgrounds needs and expectations. Personal factors like culture, gender, age, and literacy level influence group member participation. Each group member may also have unique participation recent in goal.
Situation or environment
Climate created by environment influences interventions, the style and role of leader(s), the size or number in the group, resources available to the group, physical arrangements, and control of privacy, stimuli, lighting, acoustics, type, and temperature are all elements that impact mood and temperament of the therapist and clients.
Nature of group
Group composition, size, history, relations, gender ratio, culture, and range of ages influence nature of group.
Group elements
Several additional factors impact the interrelatedness or “weness” developed by the group.
These include: goals, norms, cohesiveness, interaction, status or roles of group members, and group task and maintenance functions.
Leadership Styles:
authoritarian, democratic, laissez-faire, bureaucratic, charismatic
Bureaucratic:
follows organizational rules exactly and expects everyone else to follow pursuit
autocratic
Autocratic: authoritarian, directive style, close supervision, responsibility with leader, appropriate for groups of people with psychiatric problems, MR/DD, confusion, etc.
Democratic
participative, involves group decision making & ideas, Use with participants not needing direction but, able or needing to make choices, develop decision making skills, self-esteem, self-confidence.
Laissez-faire
minimal control of leader, open style, permissive, participants make decisions. Useful for group problem solving, team building and does not exercise authority.
Therapeutic Recreation Process
Describes the procedures a professional uses to design programs and services to satisfy participant needs and accomplish specific predetermined goals and objectives
Planning process, APIED:
1. Assess
2. Plan (goals, objectives, activity analysis)
3. Implement
4. Evaluation and revise
5. Documentation
Risk Management
Risk management programs in healthcare organizations are designed to identify and correct system problems that contribute to errors in patient care or to employee injury.
Risk management for healthcare entities can be defined as an organized effort to identify, assessed, and reduce, when appropriate, risk to patients, visitors, staff and organizational assets.
Steps:
1. Risk identification
2. Risk evaluation
3. Risk management strategies
4. Risk management implementation and reporting
Risk Identification
To describe events that may occur during the RT process, failure to identify a client need during assessment, not following protocols or standards, and errors in documentation.
To identify potential hazards that may cause safety concerns, slippery surfaces by pools or in shower areas, uneven surfaces or protruding objects, improper safety rule enforcement.
Risk Evaluation
A review of errors and threats is conducted.
The severity of occurrences or the frequency of problems is analyzed to categorize them as representing high, media, or low risks.
Strategies:
-avoidance: stay away from service or activity
-reduction: minimizes the frequency or severity of potential incidents using planning procedures staff training information management and improved procedures
-retention: organization accepts there’s always a risk and therefore makes fee adjustments or self-insurers to cover potential losses
-transference: financial risks being assumed by means of “hold-harmless clauses” or commercial insurance
Risk Management Strategies
avoidance, reduction, retention, transference
Risk management implementation and reporting
This step involves ensuring its units policies and procedures documents incorporate all aspects of the plan, following all practices while providing staff with continuing education and training, and evaluating and reporting goals.
Right to live at a risk
Living at risk is defined as acting in a way that impacts the person (risk to self) or others (risk to others) in physical, emotional, or psychological ways.
This may involve a wide variety of activities such as eating when at risk of aspiration, living at home without adequate support, going on unsupervised outings, smoking around oxygen supplies, or refusing to use a walker needed to prevent falls.
Contraindications
Any specific drug, procedure, or medical condition that demonstrates that it is not safe or advised for a particular individual to move forward with a particular treatment.
Fall Prevention
Program created to reduce the number of debilitating falls suffered by older adults and persons with disabilities.
There are a number of risk factors that contribute to falling such as lower body weakness, poor vision, medications, foot pain and environmental trip hazards.
Services may include:
-Fall prevention information and education
-Referrals and provision of fall and injury prevention resources
-In-home environmental assessments
-Home modifications
-Instruction on behavioral, physical and environmental aspects of fall prevention
-Purchase of injury prevention equipment, services, materials and labor costs
