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Planning Flashcards

1
Q

Leisure Ability Model

A
  1. functional intervention
  2. leisure education
  3. recreation participation
    Goal=satisfying leisure lifestyle, independent functioning of the client in leisure experiences and activities of their choice
    [Leisure is an end rather than a means]
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2
Q

Health Protection/Health Promotion Model

A
  1. Protection: helping a client recover from threat to
  2. Promotion: helping clients achieve optimal health through the use of prescriptive activities, recreation, and leisure
    Goal=to assist person to move toward an optimal state of health
    3 components the client moves from: prescriptive activities (directed by CTRS), recreation (mutual direction), and leisure (self-directed)
    [Leisure is a means rather than an end]
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3
Q

TR Service Delivery Model

A
  1. Diagnosis/Needs Assessment
  2. Treatment/Rehabilitation of a problem or need
  3. Educational Services
  4. Prevention/Health promotion
    Goal=quality of life
    [Leisure is both an end and a means]
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4
Q

Therapeutic Recreation Outcome Model

A

(extension of Service Delivery Model)
Looks at products or outcomes of the delivery of TR services taking into account changes in functional capacities and health status that will impact quality of life
[Leisure is both an end and a means]

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5
Q

Optimizing Lifelong Health through Therapeutic Recreation

A
  1. Selecting: CTRS assist clients in setting goals
  2. Optimizing: CTRS uses educational strategies to assist client in selecting activities to meet goals
  3. Compensating: assistance using psychological, social, or adaptive efforts
  4. Evaluating: making decisions regarding the costs of benefits of previous steps; client and CTRS work together to form interdependence
    (4 inputs that impact these steps: client needs; resources, opportunities, and environments; health and human services; health of person’s leisure lifestyle
    Goal=assist clients in achieving and maintaining a leisure lifestyle that will enhance their health and wellbeing across the life course
    [Leisure is means rather than an end]
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6
Q

Self-Determination and Enjoyment Enhancement Model

A

6 outcomes the CTRS supports in order:
1. Self-determination
2. Intrinsic motivation
3. Perception of manageable challenge
4. Investment of attention
5. Enjoyment
6. Functional improvement
Goal=functional improvement
[Leisure is means rather than end]

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7
Q

Aristotelian Good Life Model

A

-“good life” or eudiamonia
-we can control our happiness but take considerable effort and commitment on a daily basis
1. Afflictions and oppression: challenges that may lead someone to reach out to CTRS for support (illness, disability, addiction, discrimination)
2. Aristotelian goods: elements necessary for good life (primary goods: biological needs, mobility, functional skills, and subsistence/secondary goods: promote learning, creating, and developing meaningful relationships which help approach “summum bonum” [leisure and intellectual virtues like art, knowledge, understanding, and wisdom])
3. Freedom and responsibility: freedom increases as individuals overcome #1 and gain #2
4. Progression of the therapist’s role: 1=helping clients overcome; 2=educator; 3=additional facilitator, resource role, and advocate
Goal=achieve happiness/”good life”
[Leisure is means to happiness but also since leisure is one of highest goals, it is also an end]

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8
Q

Therapeutic Recreation Accountability Model (TRAM)

A

-thorough program design is important for creating accountable programs that can potentially provide client outcomes
-suggest prior to developing individual interventions, a department must first design its program, including the individual interventions
-requires a thorough activity analysis, protocol development, and client assessment plan
-ensures all RT clients will receive individual treatment plans with appropriate program outcomes and client outcomes

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9
Q

Leisure and Well-being Model

A

Based on positive psychology (strengths-based) and has no starting point
Well-being: 1. increase value of leisure in building resources, creating positive emotions, and cultivating potential 2. providing psycho-educational intervention that facilitate resource development
Components of model: 1. developing psychological, social, cognitive, physical, and environmental resources 2. enhancing leisure experiences as an avenue through which to support wellbeing
5 aspects of leisure that enhance experience:
1. Savoring leisure: seeking leisure that provide positive emotions
2. Authentic leisure: leisure that is reflective of one’s self
3. Leisure gratification: leisure that is optimally challenging and engaging/sustained personal effort and commitment to experience and flow
4. Mindful leisure: nonjudgmental full engagement and conscious awareness of unfolding present experiences with a simultaneous disengagement from concerns about daily life, the past, or future
5. Virtuous leisure: leisure in service of something larger than oneself
Goal=well-being
[Leisure is means to end which is wellbeing]

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10
Q

Flourishing through Leisure Model

A

An ecological extension of Leisure and Well-Being Model
Goal=wellbeing by recognizing impact that the environment has on this
Left side: what RT “does” (focuses on enhancing person’s leisure experiences through facilitation of leisure skills
Right side: outcomes from RT services
“The growth of well-being propels a flourishing life, all of which is supported by environmental resources and personal strengths that cultivate growth, adaptation, and inclusion

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11
Q

Treatment plan

A

-individualized intervention plan
-document that is kept in client’s chart and outlines the action to be taken with the client who is receiving services
-step-by-step outline to be followed to assist the client in achieving goals
-should contain:
1. assessment results/client problem areas or deficits
2. client goals and objectives
3. action plans for client involvement
4. frequency and duration of participation
5. Facilitation styles and approaches
6. staff and client responsibilities
7. reevaluation schedule and signature and date

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12
Q

3 factors to selecting and implementing interventions

A
  1. activity content and process
  2. client characteristics
  3. resource factors
    “nearly every activity can be designed and implemented to meet a client goal, but not every activity can meet every client goal”
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13
Q

Considerations before choosing

A

-review diagnostic protocol for client’s diagnosis
-review program protocol for each program
-agency philosophy
-type of program
-space available
-resources available
-length of stay
-frequency of involvement in TR program
-Clinical practice guidelines

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14
Q

9 factors CTRS should know about activity characteristics

A
  1. Activities must have a direct relationship to the client goal
  2. 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 activity’s sake
  3. Functional intervention and leisure education activities should have very predominant characteristics that are related to the problem, skill, or knowledge being addressed
  4. Activity characteristics are important considerations for the successful implementation of a program
  5. 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
    6, A single activity or session is not likely to produce a desired behavioral change
  6. Consider the types of activities in which people will engage when they have the choice
  7. Program to the client’s outcomes and priorities
  8. Client involvement in activities should be enjoyable (or at least not drudgery)
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15
Q

The more activities a CTRS knows…

A

…the more diverse and useful the programming can be

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16
Q

Activity analysis

A

-helps CTRS examine activity’s physical, social, emotional, and cognitive requirement in order to determine the skills, equipment, and materials necessary to successfully participate in the activity
-ultimately helps CTRS determine if activity is appropriate for client and their functioning level to meet their goals
-activity can be modified after this analysis if needed to help client meet goals

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17
Q

Task analysis

A

-break down a skill into its components or steps
-CTRS sequences every skill needed from the first to the last that a client must be able to do in order to participate
-can begin intervention at the client’s level and determine when he or she has mastered each step in the activity
-allows for each step to become a measurable outcome

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18
Q

Activity modifications

A

2 conditions:
1. modification for individual participation
2. modification to enhance therapeutic benefit

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19
Q

Assistive devices/adaptive technology

A

-card holders
-adapted fishing poles
-specialized wheelchairs
-computer based devices
-communication boards

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20
Q

Maslow’s Hierarchy of Needs

A

https://www.simplypsychology.org/maslow.html

21
Q

Social Learning Theory

A

Learning is cognitive, however it takes place in social context. A person learns by observing a behavior and the consequences of that behavior. Modeling behaviors is important to this theory.

22
Q

Experiental Learning Theory

A

Builds on social learning by suggesting one learns by reflecting on doing/or what one has done (debriefs after sessions)

23
Q

Self-Determination Theory

A

What motivates a person to make choices; the degree of a person’s behavior being self-motivated or self-determined

24
Q

Self-efficacy

A

Demonstration of a person’s expectations of their ability to cope with their problems; a person must be confident of their abilities to not give up when results are not immediate
Four pathways:
1. mastery experiences
2. social modeling
3. social persuasion
4. physical and emotional states

25
Q

Attribution Model

A

Person’s explanation of the cause of events that occurred in that person’s life; external attribute=something happened because of someone else/internal attribute=something happened because of self

26
Q

Learned helplessness

A

experience with uncontrollable events creates passive behavior toward subsequent threats to well-being

27
Q

Transtheoretical Model

A

5 steps to change:
1. Pre-contemplation
2. Contemplation
3. Decision
4. Action
5. Maintenance

28
Q

Theory of Reasoned Action/Planned Behavior

A

person’s attitude toward a behavior; their perceptions of norms and beliefs about how easy or difficult it will be to change

29
Q

Societal Attitude

A

Attitudes can impact behavior. CTRSs can help move away from individuals’ differences and focus on how we are alike through person-first language and not stereotyping

30
Q

Medical Model

A

CTRS role in this model is to develop treatment program directed toward the disease aspect (diversional programs)

31
Q

Community Model

A

individuals in same area who share common needs and interests; CTRS can function as consultant, public relations expert, advocate, community planner, education/teacher, supervisor, and leader

32
Q

Education Model

A

schools, training centers, prisons where main focus is socialization training and leisure education; CTRS uses recreation to develop self-concept, social skills, activity skills, and leisure counseling

33
Q

Positive Psychology

A

-Seligman: the scientific study of the strengths and virtues that enable individuals and communities to thrive
-founded on belief that people want to lead meaningful and fulfilling lives, to cultivate what is best within themselves, and to enhance their experiences of live, work, and play
4 areas:
1. Positive emotion and experiences (cultivating positive emotions enriches our lives from day to day and prepares us to weather difficult times)
2. Positive individual traits (abilities and character strengths and virtues can buffer discouragement and strengthen resilience)
3. Positive relationships (vital to individual happiness)
4. Positive and enabling institutions (understanding strengths that improve communities such as justice, tolerance, leadership, democracy, teamwork, and responsibility)

34
Q

ICF Model

A

International Classification of Functioning, Disability, and Health (ICF); established by WHO; describes holistic health to make possible standardized communication in healthcare; shows relationship between person’s health condition, body structure and body functions activities and participation, and environmental and personal factors
3 levels of conceptualization:
1. body function and structures
2. the whole person
3. social and environmental contexts

35
Q

Inclusion

A

Recreation profession accepted this idea and tries to present community activities as inclusive recreation; CTRS may provide assistance through recommendations of leadership needs, activity, or equipment adaptation OR by providing support to assist everyone in accepting the person with a disability in the program

36
Q

Flow theory

A

-Csikszentmihalyi: the experience of concentration, absorption, deep involvement, joy, and sense of accomplished….what people say are the best moments of their lives
-CTRSs can assist clients in attaining flow, then they may want to repeat these experiences and be less anxious/bored
-occurs when challenge of an activity matches person’s skills and they lose track of time and self-awareness

37
Q

Learned optimism

A

-we have a choice about whether our outlook is bright or gloomy
-optimism can be learned
-thoughts influence our feelings which influences our behavior
-we have the power to control our thoughts, and therefore feelings and behavior
-changing the central things you say to yourself when you experience the setbacks that life deals all of us is the central skill of optimism

38
Q

Broaden and Build Theory of positive emotions

A

-positive emotions “broaden” our outlooks and “build” resources over time that add value to our lives and help us flourish
2 core truths:
1. broaden: positive emotions open our hearts and mind, making us more receptive and creative
2. build: positivity transforms us for the better, positive emotions allow us to discover and build new skills, new ties, new knowledge, and new ways of being
-positive emotions can be the ends to broaden or the means to tap into resources

39
Q

Upward spiral Theory of lifestyle change

A

-provides framework for why leisure and other experiences of enjoyment can drive sustained and positive lifestyle change
-positive emotions drive positive change
-cultivating enjoyment through pursuit of leisure passions in RT can play a significant role in a participant’s upward spiral toward health and well-being
-liking to wanting to non-conscious salient

40
Q

PERMA theory of well-being

A

-well-being, not happiness, is main goal of positive psychology
-construct of well-being is constructed from these 5 elements:
P=positive emotion
E=engagement
R=Positive relationships
M=Meaning
A=Accomplishment

41
Q

Leisure coping

A

-implies that a person is suffering in some way, yet coping is a pathway to one’s truer, stronger self
2 coping strategies:
1. problem focused: person attempts to manage or alter the problem by focusing on something in the environment or within themselves
2. emotion focused: adjusts emotional response to the situation; this is adopted when person feels they have little control over a situation
-positive resources to strengthen resilience and ability to cope: physical, psychological, social, high self-esteem, ability to change one’s thought patterns, to relax, divert one’s attention towards more positive engagement
-direct link between leisure and the ability to cope with stressful situations

42
Q

Noramlization

A

Nirje: “it is right to make available to all persons with disabilities those patterns of life and conditions of everyday living that are as close as possible, or indeed the same as, the regular circumstances and ways of life of their communities and culture”
Wolfensberger: saw disability as more of social rights issue rather than medical
-most influential theory but also challenged

43
Q

Social Role Valorization

A

-grew from criticisms of Normalization (wanting to change the term “normal”)
-Wolfensberger proposed this theory, which emphasized importance of valued social roles for people with disabilities to increase the social status and acceptance in society
2 approaches:
1. enhance the person’s social image or value as perceived by others
2. enhance the person’s competencies and skills
-example of how theory can inform practice and shift human services to create necessary change to realize social justice

44
Q

Resilience

A

-capacity to prevail in the face of adversity
protective factors:
1. Dispositional patterns (sense of self-worth, autonomy, and self-reliance)
2. Relational pattern (one’s role in society as well as the breadth of relationships people experience
3. Situational pattern (ability to interact constructively with stressful situations; realistically evaluate situations, problem-solve, take action)
4. Philosophical pattern (worldview; more resilient if they believe life has a purpose and positive meaning)

45
Q

Social Support

A

people with disabilities relationships usually limited to:
1. family members
2. other people with disabilities
3. people who are paid to interact with them
-lack of social support can affect our health and longevity; social isolation is responsible for as many deaths a year as smoking

46
Q

Community Building theory

A

-togetherness, connectedness
Elements that make community:
1. common theme (passions create community)
2. membership (rally around common idea or passion)
3. Rituals (behaviors or traditions done together)
4. Patterns (putting yoga mat in same place each class)
5. Jargon (signals who is member of community and who is not
6. memory (collective memory or history and legacy of the group)
7. Gatekeepers (can use power to support or reject an idea, person, or product)

47
Q

4 criteria for EBP

A
  1. Credibility
  2. Dependability
  3. Transferability
  4. Confirmability
48
Q

recreation substitutability

A

unable to do one activity, the person chooses another that provides similar satisfactions and benefits

49
Q

Competence-effectance motivation

A

notion that all client desire to interact effectively with their physical and social environments and to view themselves as skilled in their quest for a happy and fulfilling life

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